1segal M Pavlik C Interactions One A Writing Process Book

Using Feedback
Recreation 1
INTERACTIONS I
A Writing Process Book
Margaret Keenan Segal Cheryl Pavlik
Using Feedback
Recreation 2
Using Feedback
Recreation 3
INTERACTIONS I
A Writing Process Book
Margaret Keenan Segal

Stevens Institute of Technology
Cheryl Pavlik
Columbia University
Using Feedback
Recreation 4
First Edition
9876
Copyright M 1985 by Random House, inc.

All rights reserved under International and Pan-American Copyright Conventions. No part of this book may be reproduced in any form or by any
means, electronic or mechanical, including photocopying, without permission in writing from the publisher. All inquiries should be addressed to
Random House, Inc., 201 East 50th Street, New York, N.Y. 10022. Published in the United States by Random House, Inc., and simultaneously in
Canada by Random House of Canada Limited, Toronto.
Library of Congress Cataloging in Publication Data
Pavlik, Cheryl, 1949lnteractions 1. A writing process book.
1. English languageText-books for foreign speakers. 2. English l,imMi.i;v <.'um|H>Miinn and exercises. I. Segal,
Margaret, 1950- . I I . Title. PE1128.P368 1985 808'.042 85-1841 ISBN 0-394-33697-6
Manufactured in the United States of America
Text design
Donna Davis
Cover design: Cheryl Carrington Cover photo: Peter Menzel Drawings: Axel I e Forti er Photo research: Lindsay Kefauver
Photo Credits
p. 12, Saxon Donnelly/Courtesy University of California, Berkeley; p. 17, Courtesy, Museum
Using Feedback
Recreation 5
of Fine Arts, Boston, Gift of Mrs. George van Lengerke Meyer; p. 19, Courtesy of The Art I
nstitute of Chicago; p. 20, The Prado Museum, Madrid. Photo: Alinari/Art Resource; p. 22,
Kunsthistorisches Museum, Vienna Photo: Saskia/Art Resource; p. 25, Rijksmuseum- Stichting,
Amsterdam; p. 27, Ed Buryn/Jeroboam, Inc.; p. 33, Jerry Howard/Stock, Boston; p. 46, Ellis
Herwig/Stock, Boston; p. 49, Fritz Photography/FPG; p. 75 and 82, Charles Kennard/Stock,
Boston; p. 75 and 87, Gregg Mancuso/Stock, Boston; p. 75, Peter Simon/Stock, Boston; p.
75, Courtesy, Mount Zion Hospital and Medical Center, San Francisco; p. 80,
SuzanneArms/Jeroboam, Inc.; p. 83, K^ Lawson/Jeroboam, Inc.; p. 90and 91, Culver Pictures, Inc.; p. 93,
1982 Universal City Studios, Inc.; p. 96, Copyright Lucasfilm Ltd. 1982. All rights reserved; p. 117,
Dan Budnik/ WoodfinCamp & Associates; Arthur Tress/Magnum Photos, Inc.; Elliott Erwitt/Magnum
Photos, Inc.; Robert Azzi/Woodfin Camp & Associates; p. 121, Hank Lebo/Jeroboam, Inc.; p. 125, Bob
Clay/Jeroboam, Inc.; p. 126, Jane Scherr/Jeroboam, Inc.; pg. 129, Erich Hartmann/Magnum Photos, Inc.; p. 130,
Jean-Claude Lejeune'Stock, Boston; p. 135, Cary Wolinsky/ Stock, Boston; Tom Cheek/Stock,
Boston; p. 137, Peter Menzel/Stock, Boston; p. 141, Don Ivers/Jeroboam, Inc
.CONTENTS
Preface: To the Student xiii Preface: To the Instructor xvii
Chapter 1 COLLEGE LIFE 2

Rhetorical focus: personal description
Grammatical and stylistic focus: simple present tense; combining sentences with
conjunctions; using also
Using Feedback
Recreation 6
Part I Getting Ready to Write: Interviewing 2 Ordering Information in a
Paragraph 4 Writing Topi c Sentences 5
Part II Developing Writing Skills 5 Connecting Ideas 5 Using and to Connect Phrases
6 Using also to Add Information 7 Using and, but, and so to Connect
Sentences 8 Following Correct Paragraph Format 10
Part III Writing and Editing 13
Part IV Communicating Through Writing: Making a Class Book 15
Chapter 2 NATURE 16
Rhetorical focus: description of a scene
Grammatical and stylistic focus: present continuous tense; adding details with adjectives and
prepositional phrases; articles; pronouns
Part I Getting Ready to Write: Discussing a Painting 16 Ordering Information in a
Paragraph 19
vPart II Developing Writing Skills 21 Adding Details: Adjectives 21 Adding Details: Prepositional Phrases 22 Using
Articles: a/an and the 23 Using Pronouns 23
Spelling Present Participles Correctly 24 Part III Writing and
Editing 26
Part IV Communicating Through Writing: Displaying
Bulletin Board 28
Writing on a
Using Feedback
Recreation 7
Chapter 3 LIVING TO EAT OR EATING TO LIVE? 30 Rhetorical focus: description of
an event
Grammatical and stylistic focus: count and noncount nouns; examples with such as; appositives
Part I Getting Ready to Write: Free Writing 30 Ordering Information in a
Paragraph 33 Writing Topic Sentences 34
Part 11 Developing Writing Skills 35
Giving Examples with such as 35
Using Appositives 36
Using Commas with Appositives 37
Forming Noun Plurals 37
Spelling Third-Person Singular Verbs 38
Part IV Communicating Through Writing: Using Pictures to Illustrate Writing 40
Chapter 4 GETTING AROUND THE COMMUNITY 42 Rhetorical focus: informal

letters
Grammatical and stylistic focus: modals can, might, and will; there is and there are; imperatives;
prepositions; future tense with going to
Part I Getting Ready to Write: Completing a Chart with Ideas for Writing 42
Organizing Paragraphs in a Letter 43Part II

Developing Writing Skills 44 Using
Correct Verb Forms 44 Using
Prepositions 44 Using there and it
46 Writing an Informal Letter 47
Addressing an Envelope 48
Part IV Communicating Through Writing: Following
Directions
Chapter 5 HOUSING AND THE FAMILY 52

Rhetorical focus: autobiographical narration
Grammatical and stylistic focus past tense; dependent clauses with time words and
because
Part I Getting Ready to Write: Using a Lifeline 52 Limiting
Information 55 Making Paragraph Notes 56 Writing
Topic Sentences 56 Writing Titles 57
Part II Developing Writing Skills 57 Using the Past Tense 57
Combining Sentences with Time Words and because 58 Capitalizing Titles 59
Punctuating Compound Sentences 60 Punctuating Sentences with Dependent Clauses
60
Part IV Communicating Through Writing: Discussing Personal Experiences
63
Chapter 6 EMERGENCIES AND STRANGE EXPERIENCES 64 Rhetorical

focus: narration
64
Grammatical and stylistic focus: past continuous tense; time clauses; quotations; the
transitional word then
Part I Getting Ready to Write: Creating an Ending to a Story Using a Time Sequence 67 Limiting
Information 67 Writing a Title 67
Part II Devel opi ng Writing Skill s 68
Using when, while, and as with the Past Continuous and Simple Past
Tenses 68
Using as soon as 69 Using then 70

Varying Time Words and Phrases 70 Using Descriptive Words 71 Using Quotations
71
III Writing and Editing 71
Part IV Communicating Through Writing: Sharing Stories with Classmates 73
Chapter 7 HEALTH AND ILLNESS 74

Rhetorical focus: exposition
Grammatical and stylistic focus: modals should and must; restrictive relative clauses;
using in addition, for example, and however
Part I Getting Ready to Write: Discussing Modern and Traditional Remedies 74
Making an Idea Map 76 Writing Topi c Sentences 76
Part II Developing Writing Skills 78
Unifying a Paragraph with Synonyms 78
Using Restrictive Relative Clauses 80
Using Transitional Words and Phrases: in addition, for example,
and however 81
Giving Reasons and Examples 84
Using Commas with Transitional Words and Phrases 85
Part IV Communicating Through Writing: Making a Class Book 88
Chapter 8 TELEVISION AND THE MEDIA 90

Rhetorical focus: summarizing a movie plot
Grammatical and stylistic focus: historical present tense; adjectives; appositives
vi Contents
Part I Getting Ready to Write: Discussing and Categorizing Movies, Describing Movies and Movie
Characters 90Limiting Information in a Summary 92 Including Important Information in a Summary 95
Writing a Title 96
Part II Developing Writing Skills 97 Using Adjectives 97 Using Appositives 98 Using the
Historical Present Tense 99 Punctuating Titles 99
III Writing and Editing 100
Part IV Communicating Through Writing: Sharing Plot Summaries with
Classmates 101
Chapter 9 FRIENDS AND SOCIAL LIFE 102 Rhetorical

focus: biographical narration
Grammatical and stylistic focus: present perfect and present perfect continuous tenses
with for and since; contrast of verb tenses; using in fact
Part I Getting Ready to Write: inKTvuwnm 102 Writing topic sentences 104 Organizing
Information in a Paragraph 105 Writing a Concluding Sentence 105
Part II Developing Writing Skills 106 Selecting the Correct Tense 106
Using Transitional Words and Phrases: however, also, in addition, and in fact 107
Stating results with so . . . that 109
Using Commas with Transitional Words and Phrases 110
Using Long Forms in Formal Writing 111
SpelIing Present and Past ParticipiesCorrectly 111
Using Correct Capitalization 112
Pan III Writing and Editing 113
Part IV Communicating Through Writing: Making a Class Newsletter
114
Chapter 10 CUSTOMS, CELEBRATIONS, AND HOLIDAYS 116 Rhetorical focus:

enumeration
Grammatical and stylistic focus: gerunds and infinitives; using in addition to,
besides, another, and the first, second, third, last; pronouns; quantifiers;
nonrestrictive relative clauses
vi Contents
Part I Getting Ready to Write: Discussing Holidays Categori zi

ng and M aki ng an Outl i ne 118
Part 11 Developing Writing Skills if*
Listing Information with in addition to, besides, another, and the first, second, third,
last 123
Ordering Information According to Importance 124
Unifying a Paragraph with Pronouns and Pronominal Expressions 125
Using Quantifiers 127
Using Nonrestrictive Relative Clauses 127
Punctuating Nonrestrictive Relative Clauses 128
Part IV Communicating Through Writing: Decorating a Class Bulletin Board 131
Chapter 11 RECREATION 132

Rhetorical focus: persuasion
Grammatical and stylistic focus: present perfect and present perfect continuous tenses;
pronouns; gerunds
Part I Getting Ready to Write: Free Writing 132
Organizing Information by Answering what?, who?, where?, when?, how?,
and why? 134
Writing Topi c Sentences 136
Unifying a Paragraph with Synonyms and Pronouns 138
Using Gerunds 139
Using the Pronoun you 140
Using Adjectives + Infinitive Complements 140
Forming the Superlative of Adjectives 142
Part III Wri ti ng and Editing 142
Part IV Communicating Through Writing: Planning a Class Trip 144
vi Contents
Chapter 12 YOU, THE CONSUMER 146

Rhetorical focus: writing a formal letter of complaint Grammatical and stylistic focus: contrast of verb
tenses; using past participles as adjectivesPart I Getting Ready to Write: Discussing Consumer Problems
and Complaints 146
Determining the Characteristics of an Effective Letter of Complaint 148
Using Past Participles as Adjectives 150
Using Formal Language 151
Following the Format of a Business Letter 152
Part IV Communicating Through Writing: Answering Letters of Complaint 157
Appendices 159
Feedback Sheets 16
5PREFACE
To the I nstructor
INTERACTIONS: THE PROGRAM

Interactions consists of eight km.s plus two instructor's manuals for in-collcae or college-bound
nonnative English students, INTERACTIONS I is for high-beginning to low-intermediate students,
while INTERACTIONS II is for low-intermediate to intermediate students. Within each level, I and II,
the books are carefully coordinated by theme, vocabulary, grammar structure, and, where possible,
language functions. A chapter in one book corresponds to and reinforces material taught in the same
chapter of the other three books at that level for a truly integrated, four-skills approach.
Each level, I and II, consists of four books plus an instructor's manual. In addition to A Writing
Process Book, they include:
A Communicative Grammar I, II: Organized around grammatical topics, these books include
notional/functional material where appropriate. They present all grammar in context and contain a wide
variety of communicative activities.
A Reading Skills Book I, II: The selections in these books are written by the authors and carefully
graded in level of difficulty and amount of vocabulary. They include many vocabulary-building
exercises and emphasize reading strategies: for example, skimming, scanning, guessing meaning from
context, understanding the structure and organization of a selection, increasing reading speed, and
interpreting the author's point of view.
A Listening/Speaking3<\Us Book 1,11: These books use lively, natural language from a variety of
contextsdialogues, interviews, lectures, and announcements. Listening strategies emphasized include
summarizing main ideas, making inferences, and listening for stressed words, reductions, and intonation.
A cassette tape program with instructor's key accompanies each text.
Instructor's Manual I, II: These manuals provide instructions and guidelines for use of the books
separately or in any combination to form a program. For each of the
xiii
core books, there is a separate section with teaching tips and other suggestions. The instructor's manuals
also include sample tests.
INTERACTIONS I: A WRITING PROCESS BOOK Rationale
u A WRITING PROCESS BOOK was designed to lead students through the writing process and
provide a variety of activities to help them master the wide array of writing skills necessary for academic
writing. The text incorporates a number of features that set it apart from other writing books for normative
students of English.
INTERACTIONS
While most writing texts concentrate on the end product, giving students little guidance about how to
produce it, INTERACTIONS I: A WRITING PROCESS BOOK shows students strategies that they can use in each
step of the writing process.
The text consists of twelve chapters, each of which can be used for approximately four to six hours of
classroom work. Each chapter is divided into ten sections focus- I ing on different steps in the writing
process. These sections introduce various writing strategies and techniques and allow the students to
practice them one step at a time. This practice helps the students understand how the different techniques
work before they use them in their own writing. Students are given specific guidance in using their new
skills to generate and organize ideas and to write, edit, and revise para graphs of their own. At every step the
students are encouraged to analyze and discuss the strategics they arc employing. In thisway, students focus
on one skill at atime. Beginning students especially benefit from this step-by-step approach because they |
are usually more comfortable with structured practice. By the end of each chapter, j the students have
acquired new skills and have produced their own paragraphs.
In addition to the twelve chapters, there arc appendices at the end of the book to provide spelling,
punctuation, and capitalization rules that students can use for reference. There are also feedback sheets for
the instructor's use (see Teaching Suggestions).
Although the concept of writing as a process is central to the course, traditional areas of instruction such
as paragraph form, mechanics, and grammar are practiced I throughout. The emphasis, however, is on those
grammatical and lexical features that serve to unify a paragraph.
Our own classroom experience shows that the analysis of model paragraphs can te helpful and
instructive. Therefore, the chapters also contain two or three tasks baal on model paragraphs.
Chapter Organization
Exploring Ideas: The first problem thai most students encounter is a difficulty in gen] crating ideas.
This section teaches strategies to help them with this task. Some of ihc methods presented are
discussing and listing ideas, interviewing, and free writing.I vocabulary-building activity provides
students with some of the vocabulary they ma need in writing their own paragraphs, and encourages
them to use fellow students and their teacher as resources for additional vocabulary development
P
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.Organizing Ideas: In this section the students are taught organizational skills such as writing effective topic
sentences, limiting the information in a paragraph, and organizing different types of paragraphs.
Developing Cohesion and Style: The focus of this section is on the grammatical and lexical features that
serve to unify a paragraph. Students are taught the most natural use of structures and vocabulary in
extended written discourse. Some sentence-level structures that often cause students problems, such as
choice of tense, are also covered in this section.
Using Correct Form: Each chapter provides practice with the mechanics of writing such as paragraph
form, spelling, punctuation, and capitalization.
Voting the First Draft: Because most students do not realize that good writing is usually the product of
many revisions, they are explicitly told that the first paragraph they write is only a draft.
Editing Practice: One of the most important skills for students to master is the ability to edit their work.
This section provides them with paragraphs that contain common errors of form, grammar, cohesion, and
organization. By finding errors in compositions they haven't written, students learn to critically evaluate
their work with less anxiety. A positive approach to this step is recommended. Students should not be
expected to find all errors, and working in small groups can make this activity more fun.
Editing Your Writing: After students practice editing, they are asked to edit their own compositions.
Teachers can ask students to focus on specific aspects of their writing to make this step less frustrating. It is
also suggested that students work with partners to help each other with this important step.
Writing the Second Draft: Only after students have had a chance to revise and edit their compositions
are they required to hand in neatly written papers for the teach er's evaluation.
Sharing: Too often, students' interest in their writing ends once they receive a grade. This section
provides ideas on how students can communicate with each other through their writing. Suggestions
include using the writing as the basis of debate or discussion, creating class books with student paragraphs,
and displaying writing on bulletin boards.
Using Feedback: This section enables students to use their teacher's feedback to help them evaluate
their progress and take responsibility for improving their writing. At the end of the text, feedback sheets
are provided. Teachers who wish to focus their feedback on the particular features covered in each chapter
will find that these sheets provide an easy method to do so.
Teaching Suggestions
The text has been designed for four hours of classroom per chapter, with homework assignments after each
class. Some groups may require more classroom time. Although the text provides a set format, this should
not be considered prescriptive. More sophisticated students who may already have developed their own
writing strategies should not be forced to abandon them. In addition, we recommend that you ask the
students to do as much extra free writing as possible; the instructor's manual contains suggestions for
assigning unstructured writing work.
Many tasks in the text are described as pair or group work. Though teachers should | consider
themselves free to adapt the tasks according to the needs and abilities of their own students, we feel that
group and pair work helps students to develop self- confidence. Since writing is such a daunting task for
most students, working with others may help them to see that all students have many of the same
difficulties.
The feedback sheets at the end of the book are provided to help teachers organize their comments in a
w^ that students can easily interpret. Teachers are encouraged to give as much positive feedback as
possible, to focus on content before grammar, and to concentrate on those skills that are presented in
each particular chapter. This is especially vital for beginning students, whose mistakes are so numerous.
Acknowledgments
iW would to thank the many people who made these books possible: Mary McV^ Gill, our editor,
whose ideas, encouragement, and patience were invaluable; Donna Davis, responsible for taking the
books through production; Pat Campbell, the copy- editor who smoothed over our rough edges; and
Axelle Fortier, the artist, for bringing some of the characters to life. We would also like to thank the
many educators who made us aware of the process of writing and the importance of discoursal fea tures
and, finally, our students, the catalysts for all our ideas.
Our thanks also to the following reviewers whose comments, both favorable and critical, were of great value
in the development of this text: Janet Anderson, Iowa State University; Lida Baker, University of California,
Los Angeles; Marilyn Bernstein, Santa Barbara Community College; Laurie Blass; Sharon Bode, University
of Southern California; Phillip Borchers, Arkansas State University; Ellen Broselow, State University of
New York, Stony Brook; Joy Durighello, City College of San Fran cisco; Charles Elerick, University of
Texas, El Paso; Jami Ferrer, University of California, Santa Barbara; Anne Hagiwara, Eastern Michigan
University; Charles Haynes; Nancy Herzfeld-Pipkin, San Diego State University; Darcy Jack, Los Angeles
Unified School District; Patricia Johnson, University of Wisconsin, Green Bay; Debbie Keller, ELS
Language Center, Decatur, Georgia; Gail Kellersberger, University of Houston; Elaine Kirn, Santa Monica
College; Constance Knop, University of Wisconsin, Madison; James Kohn, San Francisco State University;
Lois Locci, De Anza College; Barbara Mallet, College of Mount St. Joseph; Debra M atthews, University of
Akron; Be/- erly McChesney, Stanford University; Sandra McKay, San Francisco State University; Lisa
Mets, Vincennes University; Eric Nelson, University of Minnesota, Minneapolis; Helen Polensek, Oregon
State University; Virginia Samuda, University of Michigan; Rodney Sciborski, Rio Hondo College; Trish
Shannon; Elizabeth Tem- plin, University of Arizona; Ann Thompson, University of Arizona; Mary
Thurber, Community College of San Francisco; Richard Van De Moortel; Stephanie Vandrick, University of
San Francisco; Patty Werner, University of California, Santa Barbara; Carol Williams, University of
California, Riverside; Jean Zukowski-Faust, University o
fPREFACE
To t h e Student
P
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Writing is like carrying things up steps. If you try to jump to the top with every thing . . .
. . you will have trouble.

xvi
i
. . . you will read) the top.
STEPS TO WRITING
1. Exploring Ideas
2. Organizing Ideas
3. Developing Cohesion and Style
4. Using Correct Form

5. Writing the First Draft
6. Editing Practice
7. Editing Your Writing
8. Writing the Second Draft
9. Sharing
10. Using Feedback
TALKING ABOUT WRITING

at the steps to writing.
1. What do you do i n each step?
2. Why is each step important?
Pref
ace
xix
Do you use these steps when you write in your language?Which steps do you like?
Why?
3.
Which steps do you dislike? Why?
Discuss how you write in your native language with other students in the
class. Answer these questions.
1.
How many times do you write and rewrite a paper?
2.
Do you make an outline?
up step by step
3. How do you think of ideas?

4. Do you talk with other people about what you write?
5. Do you check your paper for correct grammar, spelling, and punctuation?
6. Do you write in English the same way you write in your language?
Look at this material from papers written by teachers and graduate students.
1.
4.
Do they write perfect papers the first time?

2. Do they change what they write?
3. Docs your writing in your language look like these papers?
Now think about the pictures at the beginning of this preface. Why is writing like carrying things
up steps?
Pref
ace
xix
INTERACTIONS I
A Writing Process Boo
CHAPTER
k1
COLLEGE L I F E
PART I . G E T T I N G READY TO W R I T E
Exploring Ideas
A reporter for a college newspaper is writing an article about the new foreign students on campus. She
is interviewing some of the students. Look at some of her questions.
1.
What i s y o u r name?
2.
Where are you from?
3.
What do y o u l i k e t o d o i n y o u r f r e e t i m e ?
4.
What i s y o u r o c c u p a t i o n ?
5.
What do y o u l i k e about t he U n i t e d S t a t e s ?
Interview one of the students in your class for an article for a book about your das] First write some
questions. Use some or the questions above and write three oiherl questions. Then your teacher will
write some of the students' questions on the board.
Discuss them. Are they good questions to ask? Now look at your questions. Are they good questions to
ask? Choose the ten questions you like most. Then choose a partner and interview him or her. Write his
or her answers after the questions.
Building Vocabulary
What new vocabulary did you or your partner use? Your teacher will list some of the new words on the
board. Discuss the new vocabulary. Use this chart.
Occupations
y
engineering
swim
very much
medical technolog
Activities
Free-Time
Majors Vocabular
Other New
yOrganizing
Ideas
Ordering Information in a Paragraph
The reporter now renumbers her questions in the order she wants to write about. In this kind of
paragraph we usually write facts first and then opinions. Look at her new set of questions.
1. What is your name?
2. Where are you from?
3. How old are you?
4. What is your occupation?
5. Why are you in the United States?
6. What do you like about the United States?
7. What do you dislike about the United States?
8. How do you like this college?
9. What do you like to do in your free time?
The reporter interviews a student from Japan. Here are her notes.
? CkUMV - TVLOJv Hthbi^ff
are you? 34 ijôJ^y (yt<L______________________ ___
1.
What is your name?
2.
Where are you from?
3. How old
4, What is your occupation? AoJLL^.jsmMsrLO^Vv .
5.
Why are you in the United States? neasU, Ô^LaAJLhsj^
JUAjla;(XymxhJxJL^n/ ^LL&fiJU;
6. What do you like about the United United

States?States?
MJUU/
What do you dislike about the

jUA& toljLtjAjua; fttixL
How do you like this college?
c^c-o-cL
Coll
ege
Life
25
CLuaz_____________________________________________________________
What do you like to do in your free time?
-------
___________________________________________
SlHîfjU
your questions in the order you want the information to appear in your paragraph. Now write
the answers in the correct order. You don't need to write com plete sentences. Show your organization to
your partner. Does he or she agree with it? Does he or she want to add any information?
Writing Topic Sentences

The topic sentence tells the main idea of the paragraph. You will learn more about topic sentences in other
chapters of this book. In your paragraph, the topic sentence introduces your partner and tells something
important about him or her. Don't begin
paragraphs with / am going to write about ... or This paragraph is about .... You can begin your paragraph with (Name of student) is a
member of (name of class) at (name of
school). Write your topic sentence here:
PART I I . D E V E L O P I N G W R I T I N G S K I L L S
Developing
Cohesion
and
Style
Connecting Ideas
Good writers connect the ideas in their paragraphs. A paragraph with connected ideas has cohesion. Good
writers also use natural English phrases to make a paragraph easy to read. A paragraph with natural
English has good style.
In this section of the book you will learn how to write paragraphs with cohesion and good style.
26
Interactions 1: A Writing Process Book
1. You will practice verb tenses. A cohesive paragraph has correct verb tenses.
2. You will learn about words such as pronouns that refer to other words in a paragraph.
3. You will learn grammar and vocabulary that improve the style of a paragraph.
Col
lege
Life
27
You will learn special words that connect ideas. In this chapter, you will learn to use
and, but, so, and also.International Student at Eastern University Yoshi
is one of 350 international students at Eastern College.

He is from Chiba, a seaport near Tokyo. Mr. Hiramoto is 34 years
old and is a sales manager for a hospital equipment company. His company sells
equipment to Amei- can hospitals, so he needs English for h i s work. Hiramoto
l i k e s the United States very much. He also l i k e s the students in h i s dormitory.
He t h i n k s h i s English class is excellent, but he t h i n k s the food in the
cafeteria is t e r r i b l e . I n h i s free time Mr. Hiramoto l i k e s to play t e n n i s and
v i s i t t o u r i s t s i g h t s near the u n i v e r s i t y.
Hiramoto
Using and to Connect Phrases

When you want to say two things about a subject, use the word and to connect the vab phrases.
Example: Mr. Hiramoto is 34 years old and is a sales manager for a hospital equipment company.
Col
lege
Life
28
Write sentences from the phrases below. Connect the phrases with and. Example: Klaus is
26 years old and is from Germany.
1. Klaus
is 26 years old is from Germany
plays tennis
is Venezuelan
lives in Maracaiho
is 19 years old
attends Columbia University
Col
lege
Life
29
has two children
plays every Saturday
Using also to Add Information
When two sentences give similar ideas, you can use the word also in the second sentence.
Find the also in the reporter's paragraph about Yoshi Hiramoto. Also usuall y goes before the
mai n verb in the sentence, but it goes after the verb be:
Col
lege
Life
30
Example: Mr. Hiramoto likes the United States very much. He also
dormitory.
likes the students in his
Janet is in my English class. She is also in a chemistry class.
We use the caret symbol (A) in corrections to add something to a sentence. Use a to add
also to these sentences
also
Example:
She is very pretty. She is very intelligent. 1. He likes baseball. He likes rock
music
.
2. H a m id is tall. He is athletic.
3. In her free time, Maddie plays basketball. She likes to swim.
4. Eliaimworks all day. He takes care of his four children.
New look at your notes from the interview. Write sentences that connect similar infor mation with and
and a/50. Show your sentences to your partner. Arc they correct?
Using and, but, and so to Connect Sentences

You can
two sentences with and, but, or so. Use a comma before these words
when they connect two complete sentences.
And introduces additional information.

Example: U ndergraduates can major in everything from Asian studies to zoology. +
There are many recreational facilities and student services. =
Col
lege
Life
31
Undergraduates can major in everything from Asian studies to zoology, ani\ there are
many recreational facilities and student services.
But introduces contrasting information.
Example: He thinks his English class is excellent. +

He thinks the food i n the cafeteri a i s terrible. =
He thinks hi s English class is excellent, but he thinks the food i n the cafeteria | i s
terrible.
So introduces a result.
Example: His company sells equipment to American hospitals. + He needs English for his work. =
His company sells equipment to American hospitals, 50 he needs English for] work.
Connect the sentences with and or but.
1. Alberto lives with his sister. She drives him to school every afternoon.
2. Maria can speak English well. She needs more writing practice.
3. Western University has a beautiful campus. It doesn't have very good library facilities.4. The
college offers a good program in engineering. Its recreational facilities are excellent.
Connect the sentences with so or but.
1. She has to work all day. She doesn't have time to do all her homework.
2. He likes his English class. lie doesn't think the American students are very friendly.
3. Her company is opening an office in the United States. It needs English-speaking
workers.
Col
lege
Life
32
4. She likes campus life. She is homesick for her family.
Look at your notes from the interview and write two or three sentences using and, but, and 50 to
connect ideas.
Using Correct Form

Following Correct Paragraph Format
Look at the first draft of the reporter's paragraph, which follows. She didn't use good form. Read the
rules following the first draft. Then find the reporter's mistakes.
international student at eastern university
Yoshi Hiramoto is one of 350 i n t e r n a t i o n a l s t u d e n t s a t
e a s t e r n u n i v e r s i t y H e i s f r o m C h i b a , a s e a p o r t near Tokyo
. M r . H i r a m o t o i s 3 4 y e a r s o l d a n d i s a s a l e s manag
e r f o r a h o s p i t a l e q u i p m e n t company . hi s Company s e l l s
e q u i p m e n t t o A m e r i c a n h o s p i t a l s , so he needs E n g l i s h f o r h i s
work.
M r . H i r a m o t o l i k e s t h e U n i t e d S t a t e s v e r y much he a l s o l i k e s t h e
students in his
thinks his English class is
e x c e l l e n t , but he t h i n k s t h e f o o d i n t h e c a f e t e r i a i s t e r r i b l e , i n
his free time Mr. Hiramoto likes to play tenn is and visit
t o u r i s t s i g h t s near t h e u n i v e r s i t y .
R u l e s f o r t h e F o r m of Sent e n c e s a n d P a r a g r a p h s
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33
il Write the title in ibe center of the first line. 2. Capitalize all important words in the title.
,3. Don't capitalize small words Yike a, the, to, with, and at vn xWVcs, except at vUe. beginning of a
title.
4. Skip a line between the title and the paragraph.
5. Indent (leave a at the beginning of every paragraph.
6. Begin every line except iIK first at the left margin. (Sometimes a line for the left margin is on the
paper. If it isn't, leave a space of one inch.)
7. Leave a one-inch margin on the right.
Use a period (.) at the end of every sentence. (For rules on punctuation, see Appendix 3 at the end of this
book.
)9. Leave a small space after the period.
Begin every sentence with a capital letter. (For rules on capitalization, see Appendix 2.)
II Also capitalize names of people and places. (See Appendix 2.)
12. If the last word of a line doesn't fit, use a hyphen (-) to break it. You can break a word only
between syllables (e quip ment).
13. Periods and commas (,) must follow words. They can't begin a new line.
14. Every sentence in the paragraph follows the sentence before it. Start on a new line only when
you begin a new paragraph.
15. In college writing, most paragraphs have four to ten sentences. A paragraph usually has more
than one or two sentences.
Now compare the first draft with this edited paragraph.
I n t e r n a t i o n a l S t u d e n t a t E a s t e r n U n i v e r s i t y Yoshi
Hiramoto is one of 350 i n t e r n a t i o n a l s t u d e n t s a t E a s t e r n U n i v e r s i t y .

H e i s f r o m C h i b a , a s e a p o r t near Tokyo. M r . H i r a m o t o i s 3 4 y e a r s
o l d a n d i s a s a l e s manager f o r a h o s p i t a l e q u i p m e n t company. H i s
Col
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Life
34
company s e l l s e q u i p m e n t t o A m e r i c a n h o s p i t a l s , s o h e needs E n g l i s h
f o r h i s w o r k . M r . H i r a m o t o l i k e s t h e U n i t e d S t a t e s v e r y much. He
also likes the students in his dormitory. He thinks his English
c l a s s i s e x c e l l e n t , but he t h i n k s t h e f o o d i n t h e c a f e t e r i a i s
terrible. In his free time Mr. Hiramoto likes to play tennis
a n d v i s i t t o u r i s t s i g h t s near t h e u n i v e r s i t y .
Rewrite following paragraph. Use correct form. When you finish, check it with the rules on pages 10
and 11.
C o l l e g e l i f e a t t h e u n i v e r s i t y o f C a l i f o r n i a a t berkeley The
University of California at Berkeley has an int ernational
a t m o s p h e r e , so i t i s a good p l a c e f o r n o n n a t i v e s p e a k e r s o f E n g l i s h
t o study, i t i s i n t h e b e a u t i f u l h i l l s
o f a s m a l l c i t y near San
F r a n c i s c o a n d has some of t h e best f a c i l i t i e s a n d most f a m o u s p r o f e s s o r s

i n t h e U n i t e d States. u n d e r g r a d u a t e s a t B e r k e l e y can major in eve
r y t h i n g f r o m A s i a n s t u d i e s t o z o o l o g y , a n d t h e r e a r e many
r e c r e a t i o n a l f a c i l i t i e s and s t u d e n t
there is a
m a i n l i b r a r y a n d n i n e s m a l l l i b r a r i e s t h e s e l i b r a r i e s have
Col
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Life
35
over 5 . 6 m i l l i o n books l i f e o n t h i s C a l i f o r n i a campus is u s u a l l y v e r y

informal
students live in college dormitories and in apartments in the
c i t y o f B e r k e l e y , a n d t h e r e a r e many i n t e r e s t i n g a c t i v i t i e s a n d
e v e n t s i n b o t h B e r k e l e y and San F r a n c i s c o .
PART I I I . W R I T I N G A N D E D I T I N G
Writing the First Draft
Now write a paragraph about the person you interviewed. Use the topic sentence and the organi zati on
from Secti on 2 of thi s chapter. You can al so use some of your sentences with and, so, but, and also.
You don't have to write everything correctly. You can check it and rewrite it later.
Editing Practice
Edit this paragraph and rewrite it correctly.
Col
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Life
36
new member j o i n s cl ass T h i s i s about Ana M a r i a
i s a new
member
of the English composition class at Columbia Community Col l e g e . T h e r e a r e many c l a s s e s a t C o l u m b i a . s h e g e n e r a l l y l i k e her
l i f e i n the United States.
She not l i k e s her a p a r t m e n t . She i s 28
yaer s old.
She is from Peru.Ana Maria is married she have three beautiful

children, her children is young she no work right no In her free
time Ana maria sing and writes songs.
Now look at the paragraph carefully. There arc many ways to make corrections. Cht the paragraph
Cor:
1. Organization
a. Are all the sentences about one person?
b. I s the order of the sentences correct?
c. Does the paragraph have a good topic sentence?
2. Cohesion and style
a. Can you connect any sentences with and, so, or but?
Col
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37
b. Can you add also to any sentences?
3. Grammar
a. Are the verbs correct? Remember that third-person singular verbs end with -J the present
tense.
b. Are the pronouns he and she correct?
4. Correct form
a. Does the paragraph have correct form (indentation, capitalization, punctuatio and .spelling)?
Check the paragraph with ihe form of the paragraph at the beg ning of Section 2.
b. Is the spelling of all words correct?
c. Is your handwriting neat?
Discuss your corrections with other students.
Editing Your Writing

Now edit your paragraph. Chcckit for organization, cohesion, style, form, and gramma Also check it
lor content. Is the information in your paragraph true? Is it interests Show it to your partner, the
person you interviewed. Does he or she wanL you to a; any information? He or she can help you edit
your paragraph.
Writing the Second Draft

After you edit your paragraph, rewrite it neatly. Use good handwriting and corn form
.PART IV.
COMMUNICATING THROUGH WRITING
Give your paper to your teacher for comments and corrections. Sharing
Now share your papers with your classmates. Read ilu-m aloud or pass them around the room.
Your class can also make a class book with your paragraphs. Students can type or write neat copies of the
paragraphs with corrections and your tcacher can make copies of them. You can give the book a title and
share it with other English classes.
Using Feedback
when your teacher returns your paragraph with comments, look at it carefully. If you don't understand
something, ask your teacher about it. The next time you write, look at your teacher's comments. Follow
your teacher's instructions and try to correct any mistakes you find
.2
N ATU R E
Ideas
Look at the picture. Then, in small groups, discuss these questions.
1. What is the title of the painting?
2. Who is Watson?
CHAPTER
3. How is the weather?
4. How many people are there is this picture?

1
6
John Singleton Copley, Watson and the Shark, 1778.

5. How do the men in the boat feel?
6. Is the man in the water afraid?
7. One man is holding something. What is he trying to do?
8. What can you see in the background?

9. Is this scene
frightening?
Building
Vocabulary
You are going to write a paragraph describing this scene. Here are some words you may
need to write your paragraph. Find out the meaning of any words that you don't
understand. Discuss the painting. Complete the chart with new words from your
discussion
.Nouns
Verbs
Other
Adjectives
reach
huge
rowboat
shark
spear
rope
oar
frightening
dark afraid
dramatic
kill
hold
try
attac
k
rescu
e
background
ship
teeth
Organizing Ideas
Look at this paragraph. It describes the scene in the painting opposite.
This is a picture of a park on a warm and sunny day.
I t | seems v e r y p e a c e f u l . I n t h e p a r k t h e r e a r e many l a r g e
t r e e s O n t h e l e f t y o u can see a l a k e w i t h some s m a l l
s a i l b o a t s . T h e r e a r e p e o p l e i n t h e p a r k . They m i g h t b e
E u r o p e a n . Some p e o p l e a r e w a l k i n g and some a r e l y i n g o r
s i t t i n g o n t h e g r a s s . They a r e w e a r i n g o l d - f a s h i o n e d
c l o t h e s . The women a r e j w e a r i n g l o n g d r e s s e s a n d some of t h e m
are carrying umbrellas. In the middle of the painting
t h e r e i s a s m a l l c h i l d . She is w a l k i n g w i t h her m o t h e r . I
d o n ' t l i k e t h i s p a i n t i n g v e r y much because t h e p e o p l e seem
bored
.
CHAPTER
Georges Seiimi, Sunday Afternoon on the Island of La Grande Jatte, 1884-1886.

Descriptions often begin with general information and progress to specific points. The
first sentence gives a general description. This is the topic sentence. What is the topic
sentence in the paragraph about the park? Underline it. Which one of the sentences
below is a good topic sentence for a paragraph about Watson and the Shark? Circle the
number.
1. Watson and the Shark is a good painting.
2. In this painting there are some men in a boat.
3. The men in this painting are afraid.
4. This is a painting of a dramatic rescue.
After the writer makes a general statement about the park, he or she gives details. Find
the sentences that give details about the park. Then find the sentences that give details
about the people.
At the end the writer gives an opinion. Find the sentence that tells you what the writer
thinks about the painting

.
Here are a student's notes about the picture below, The Third of May, 1808 hv Spanish
painter Francisco Goya. Arrange the notes in order from general to sPecitul Number
them from 1 to 7 (1 is the most general). Put the writer's opinion last. STO IJ your
organization to another student. Does he or she agree with it? There may be scvera
correct answers.
. the men are kneeling
. some soldiers are getting ready to shoot some men
. this painting is frightening
. another man is praying
. it is nighttime
. this is a painting of an execution
Francisco Goya, The Third of May,
one man is holding up his arms

Now make notes for your paragraph about organize them.
Developing Cohesion and Style

Adding Details: Adjectives
Adjectives make descriptions more interesting.
Look at the picture V\fotson and the Shark again. With a partner, make a list of adjec tives to describe:
the boat,
the painting Watson and the Shark and
the weather,
the man in the water,
the clothes the men arc wearing,
the shark, and
the water.
Adjectives can be in two different positions:
1. After the verbs be, seem, and look.
Examples: The men are young.
The men look horrified.
NOTE: If you want to use more than one adjective you can connect them with and: The shark is huge
and frightening.
2. Before a noun.
Example: The young men are in a boat. Add the adjectives from your list to the sentences below.
1. The boat is in the water._______________________________________________________________
2. There is a shark in the water.
3. The men are wearing clothes.
22 Interactions /.- A Siting Process Book 4. The man i n the

water seems___________________________________
and
5. The weather looks

Adding Details: Prepositional Phrases
Turn back to the paragraph about the Seurat painting of the park. Underline all ll phrases that show
position (of someone or something). Most phrases that show posiiis begin with prepositions.
Notice that the prepositional phrases can be at the beginning of a sentence or ai ill end.
Examples: In the park there arc many large trees. There are people in the park.
It is good to put prepositional phrases in different placesnot always at the beginnio of a sentence,
for instance. That way the style of your writing will be interesting.
The sentences opposite describe the painting The Peasant Wedding, by Pieter Brueghe Add one ol (he
prepositional phrases from the list to each sentence. More than on answer is possible.
Pieter Brueghel, Peasant Wedding, 1568
in the comer
on the floor
under the table
next to the table
to the right of center
at the table on the left
1. There is a child .
2. There are two men who are
food
3. There is a man who is pouring water_____________

4. There is a long table__________________________
5. There are two musicians
6. There are many people_______
7. There is a dog______________
Using Articles: a/an and the

fifHJ! and the are articles. They appear be lore nouns. A and an are indefinite articles. The is a definite
article.
Examples: a bicycle an umbrella the record the calendars
Alan and the have different uses. Usually a/an comes before a noun when noun appears for the first time.
After that, the appears before the noun.
Examples: This is a painting of an island near Paris. The island was a popular place to visit during the time
of Seurat. The painting is very famous.
Complete the sentences with a/an or the.
1. There is__________________man on the left..
man is pouring water from
jug2. In the center there is

3. Two men are carrying soup on
table.
table is very long.

tray. Another man is serving
soup.
4. There is
child on the floor. ________________________child is holding
bowl.
Using Pronouns
It is very important to use pronouns (words like he, she, it) when you write a para graph. Pronouns help to
connect your ideas. Underline all the pronouns in the paragrap
48
hof the painting of the park. Then draw arrows to connect the pronouns to the noun they represent.
The paragraph below, about the picture on page 25, seems strange because it does have any
pronouns. Change some of the nouns to pronouns. Then compare your nei paragraph with a
classmate's. Are the changes the same in both?
This is a picture of the members of a family. The family members are having a goo time. In the
center there is a small girl. The small girl is holding a doll. The small gi likes the doll very much.
The children are playing. In the background there is a mai This man is the father. The rather is
smiling at the children.
Using the Correct Form Spelling Present

Participles Correctly
The present continuous form of the verb has two parts, the verb be + the preset participle (verb +
-ing)'. for instance, ( I ) am reading. Here are some simple spelling rule for adding -ing to a verb.
1. If the simple form of the verb ends in a silent -e after a consonant, drop the -e and add -ing.
Examples: race/racing
move/moving
2. If the simple form ends in -ie, change the -ie to y and add -ing. Examples:
die/dying untie/untying
3. If the simple form is one syllable and ends in one consonant after one vowel, double the last
consonant (except .t) and add -ing.
Examples: run/running get/getting
Note that vv and y at the end of words arc vowels, not consonants. Examples:
row/rowing play/playing
4. If the simple form ends in a stressed syllable, follow the above rule for one linal consonant after
one vowel.
Example: begin/beginning
If the last syllabic is not stressed, just add -ing.
Example: happen/happening
5. In all other cases, add -ing to the simple form.
Write the present participles of the following verbs.
Jan Steen, Eve of St. Nicholas, 1666
10. wri
te
6. study
7. look_
8. read_
9. see
11.
12.
13. sit_
14. sta
nd
Now write a paragraph about the painting Wfotson and the Shark. Use your note Remember to use
the present conti nuous to tel I what's happeni ng. Use there i s and the, are to name the things in the
painting. Don't worry about mistakes. You can oorn them later.
Editing Practice
t h i s i s a p i c t u r e o f t h e h i k e r . She y o u n g . The h i k e r i s s t a n d o n a
t r a i l She is w e a r i n g
the
b a c k p a c k . She w e a r i n g
pants
l o n g . She is
w e a r i n g a s h i r t . She has a w a l k i n g s t i c k . I n t h e b a c k g r o u n d y o u
can see some o t h e r
hikers.
like
it
because it is p e a c e f u l . The h i k e r
l o o k i n g i n t o t h e d i s t a n c e She seem h a p p y . B e h i n d her y o u can see t h e

trees t a l l .
1 1
f f
a b e a u t i f u l scene.
Now look at the paragraph carefully. Check it for: 1. Content

1. Are there interesting adjectives in the paragraph?
Do the adjectives describe the picture well
2. Organization
a. Does the paragraph move from the general to the specific?
b. Do you need to change the order of the sentences?
a. Can you connect any sentences?
b. Are the verbs forms correct?
c. Do you need to add any adjectives?
d. I s the use of a, an, and the correct?
4. Grammar
a I s there an s on al I thi rd-person si ngul ar verbs? (The use of the -s endi ng on verbs is subjectverb agreement.)
b. Are the pronouns correct?
c. Are the adjectives in the correct place?
5. Correct form
a Does the paragraph follow the rules for correct form? If you aren't sure, look
bask at the rules for the form of a paragraph on pages 1011. b. Arc the
present parti ci pi es correct?
Discuss your corrections with other students. Editing
Your Writing
Now edit your paragraph. Check it for content, organization, cohesion, style, gramma and form.
Ask your leacher for help if you need it. Then show it to a classmate. Does .hi or she want you to
add or change anything? He or she can help you edit your paragraph

Rewrite your paragraph neatly. Use good handwriting and correct form.
PART I V . C O M M U N I C A T I N G
THROUGH WRITING
Give your paragraph to your teacher for comments and corrections.
Sharing
When your teacher returns your paragraph, share it with your classmates. Read it alui or pass it
around the room.
Now you can find another picture and write a paragraph about it. After you edit your new paragraph,
you can put the pictures and the paragraphs on a bulletin board.
Using Feedback
Reread your paragraphs from this chapter and Chapter 1. Compare your teacher's comments. Do you see
improvement in any area? Which area?
L I V I N G T O EAT
O R EATING T O
LIVE?
Exploring Ideas
Discuss the picture. What are the people doing? What do you think they are eating?
CHAPTER
You are going to write a paragraph about the special food you est for a holiday. First, write
about typical everyday meals in your country. Write as much as possible in about five minutes.
Don't worry about form or grammar.
Then discuss your paragraph with other students. Make a list of the different kinds of food
from the discussion. If you don't know the name of a food, describe it. Maybe your teacher or
other students can help you.
30
POPULAR FOODS
Name
Description
tacos
fried corn pancakes with meat and salad filling
Look at this list of dishes for i Ik American holiday, Thanksgiving. Then think of the food you eat on a
holiday in your culture. Make a list of the special dishes next to the Thanksgiving dishes. Sometimes
there is no English word for a special dish from your culture. Write the word in your language and
explain it.
Holiday: Thanksgiving
turkey
cranberry sauce
Holiday:
Living to Eat or Eating to Live? 57
1stuffing
potatoes
pumpkin pie
Remember that some nouns are count
can count
some are not.
In small groups, discuss which of your holiday foods on your list are count nouns and which
are noncount nouns. Put a check (V) after the noncount nouns. Some nouns such as turkey are
sometimes countable and sometimes not. As a meat turkey is a noncount noun.
Example: How many turkeys are you going to buy? (count)
Are you going to have turkey for Thanksgiving? (noncount)
Now write some sentences that compare the special food you cat on holidays with the food
you eat every day.
Example: People usually prepare and eat more food on Thanksgiving. The Thanksgiving meal
is more delicious than our everyday meals.
58
Building Vocabulary
Look at these vocabulary words. Then i n smal l groups look at your classmates' sentences and
make a list of words that are new to you. Are the new words nouns, verb phrases, or
adjectives?
Nouns
VerbPhrases
Adjectives
celebration
celebrate
ioyous
Other
joyous
traditional
typical
60
Organizing Ideas
We often begin a paragraph with general ideas and then write more specific ones The last
sentence of a paragraph often describes a personal reaction, opinion, or feeling. Look at the
notes for the Thanksgiving paragraph.
1 . T h a n k s g i v i n g i s a f a m i l y c e l e b r a t i o n t o remember t h e f i r s t h a r v e s t o f
A m e r i c a n c o l o n i s t s eat t r a d i t i o n a l f o o d s f r o m f i r s t T h a n k s g i v i n g
feast many f o o d s a r e I n d i a n
2.
eat t u r k e y , s t u f f i n g , sweet p o t a t o e s , homemade b r e a d , a n d p i e s
3.
eat more f o o d t h a n u s u a l , f e e l s t u f f e d b u t happy
Now make similar notes for your paragraph. Answer these questions in your notes.
1. What's the name of the holiday? What does it celebrate?
2. Why do people cat special dishes for this holiday?
3. What docs your family eat on the holiday?
4. How do you feel about the holiday?
Organize these sentences into I !K correct order. Number them from 1 for the first in order, to 7, for the last.
1.
Everyone eats more than usual, and at the end of the day we are as stuffed (full) as
the turkey.
2.
In my family, everyone brings a special dish for the Thanksgiving meal.
3.
My aunt bakes a turkey and fills it with stuffing, a mixture of bread and spices.
4.
Thanksgiving is a family celebration.

They prepare many traditional foods such as turkey, sweet potatoes,
5.
and cranberry sauce.
On this day Americans remember the first Thanksgiving feast of the

6.
early American colonists.

My relatives also make bread, vegetables, salad, and at least
7.
four pies.
Writing Topic Sentences The topic sentence:

gives the main idea of the paragraph;
is always a complete sentence and has a verb;
is often the first sentence in a paragraph, but is sometimes the second or even the last sentence.
Which of these main ideas about Thanksgiving are complete sentences? Write a C in front of the complete
sentences.
1.
. The Thanksgiving meal is a special celebration.
2.
. Thanksgiving, an important celebration.
3.
Families eat typical American dishes on Thanksgiving.
4.
A Thanksgiving feast for a family celebration.
5.
Thanksgiving is an important American holiday.
Which of these sentencs about holidays give main ideas? Write Ml in front of ihose that give main ideas.
1.
The Fourth of July is a celebration of American independence.
2.
We often eat hamburgers on the Fourth of July.
3.
Some people go to church on Christmas morning.
4.
The Christmas meal is an important tradition in Canada.
5.
Easter is a spring celebration.
62
Look at the sentences about the Thanksgiving meal on page 34. Which sentence is the topic sentence? Now
look at your notes and write a topic sentence for your paragraph. It may be the first or the second sentence in
your paragraph. Compare your topic sentence with other students' sentences.
Developing Cohesion and Style Giving

Examples with such as
When you write, you can introduce examples with the phrase such as. Connect the examples with the word
and. Do not use the abbreviation etc.. when you give examples in formal writing
63
.Example: On Thanksgiving Day we eat many traditional foods. The foods are turkt Sweet potatoes,
and cranberries.
On Thanksgiving Day we eat many traditional foods such as turkey, JH potatoes, and
cranberries.
Combine the sentences with the phrase such as.
1. On this holiday we eat a lot of fruit. The fruit includes oranges, pineapple, a
pcac h es___________________________________________________________________
2. On this day we like to eat many typical Mexican dishes. The dishes are tacos, ma or cheese
enchiladas, and tamales------------------------------------------------------------------------------------;
3. With the lumb we eat typical Middle Eastern dishes. The dishes are rice, yogurtai cucumbers,
and eggplant with sesame sauce_________________________________________________i
4. We fill the dumplings with meat. We use pork, beef, and chicken.
Look at your list of special foods. Can you use such as to give examples of any of il foods? Write
a sentence with Such as. Then compare it with sentences bv other student
Using Apposilives
When you talk about typical native dishes, you sometimes have to explain what the* are. You can
use an appositive to explain them. A comma goes before the explanatiufil A period or another
comma goes after the explanation.
Example: My mother fills the turkey with stuffing. Stuffing is a mixture uf bread and spices. *
My mother fills the turkey with stuffing, a mixture of bread and spices.
Turkey stuffing is a traditional Thanksgiving food. Stuffing is a mixture of bread and
spices.
Turkey stuffing, a mixture of bread and spices, is a traditional Thanksgiving food.
Use appositivcs to combine these sentences.
1. A typical Middle Eastern dish is falafcl. I alalel is a mixture of fried chick peas and spices_________
2. wv cat dim sum. Dim sum is a kind of dumpling.
3. People like to eat lempura. Tempura is fried shrimp and vegetables.
4. A favorite dish is chicken fesenjan. Chicken fesenjan is chicken in a spicy pomegran ate sauce
Can you explain any of the typical dishes for your holiday using appositivcs? Write a sentence with an
appositive. Then compare it with sentences by other students.
Using Correct Form

Using Commas with Appositives
Commas separate an appositive from the rest of a sentence.
Examples: On Easter many people make Easter eggs, painted hard-boiled eggs.
My mother makes PfefTerneusse a spicy German cookie, for Christmas. Add commas
to these sentences.
1. Kiisiiak- an Indonesian rice and curry dish is popular in Amsterdam.
2. Americans often eat hot dogs pork or beef sausages on the Fourth of July.
3. For breakfast I like to eat blintzes pancakes with a cheese filling.
4. My friend makes great bouillabaisse a French fish soup.
5. Spaghetti an Italian noodle dish is popular in North America. Forming Noun Plurals
Write the correct plural forms of these nouns. (See Appendix 1 at the back of this book for spelling rules.
)cookie
6. pancake
1. orange______________________
7. cherry
2. peach______________________
8. knife______
3. tomato.
9. serving
4. dish_____
Spelling Third-Person Singular Verbs

Write the correct third-person singular forms of these verbs. (See Appendix 1 for spelling rules.)
mix _
5. play_
6. wash
7. drink.
Now write your paragraph. Include the name of the holiday in your title, for example "A Thanksgiving
Meal." Use the topic sentence and your notes from Section 2. Try to use such as and appositives in your
paragraph. What tense will your sentences be in?
Editing Practice
- speci al C h r i s t m a s f o o d s C h r i s t m a s a n i m p o r t a n t
h o l i d a y f o r many p e o p l e i n t h e U n i t e d
States.
Is the celebration of the birth of Christ. People in North

A m e r i c a p r e p a r e s many s p e c i a l C h r i s t m a s f o o d s f r o m a l l over
1.
2.
watch
3. cook _
4. eat
5.
hurry
the
the
ham, e t c .
world.
Many
Christmas
f r o m Great B r i t i a n .
North
specialties
fruitcake,
A m e r i c a n s make
egpxog
f r u i t cakes w i t h
f r u i t s , n u t s , a n d l i q u o r s . And eggnog a d r i n k o f e g g s , m i l k s a n d r u m
I love all the special Christmas food My mother's great-greatg r a n d p a r e n t s were f r o m Germany. She make German c o o k i e and b r e a d s .
Now look at the paragraph carefully. dark it for:
1. Content
a. Is the paragraph interesting?
b. Is the information clear?
2. Organization
a. Does the topic sentence give the main idea of the paragraph? Is it a complete sentence?
b. Are all the sentences about the holiday? Are they in a logical order?
a. Are the appositives correct?
b. Can you connect any sentences with and, so, or but?
c. Does such as introduce examples?
4. Grammar
a. Are the present tense verbs correct?
b. Are the count and noncount nouns correct?
5. Correct form
a. Is the paragraph form (indenting, capitalization, and punctuation) correct?

b. Is the spelling of words with -5 endings correct?
Is the use of commas with appositives correct?40 Interactions F * A Writing Process Book Discuss
your
corrections with other students.

Editing Your Paragraph
Now edit your paragraph. Check it for content, organization, cohesion, style, grammar, and
form. Look at your feadback sheets from Chapters 1 and 2. Is there anything you need to
check carefully? For example, if your teacher said you need to correct spelling mi stakes,
chcck your spel I i ng careful ly. Then show your paper to another student. Does he or she
understand your paragraph? Does he or she think you need to make any other corrections?
After you edit your paragraph, rewrite it neatly. Use good handwriting and correct form.
PART I V. C O M M U N I C ATI N G
THROUGH WRITING
Give your paragraph to your teacher for comments.
Sharing
Try to find pictures of the holiday celebration you describe in your paragraph. Bring family
pictures or pictures from books to class. In small groups, read your paragraphs aloud and
show each other the pictures you have.
Using Feedback
Look at your teacher's comments. If you don't understand something, ask about it. Then
make a list of the things you do wel l and the things you ne3d to work on.
What I do well:
1.________________________________________________________________________________________
2
.What I need to work on: 1. .
2.
3
.4
GETTING
AROUND
THE
COMMUNITY
Exploring Ideas
A good friend is coming to visit you. You arc going to write him or her a letter. In this letter you will
tell your friend about some of the things that you might do when he or she comes. First, fill out this
chart. Think about the things that your friend might like to do. Think of as many things as you can.
Compare your list with other students' lists. Are there any things you want
to add or change?
In your letter you are also going to give your friend directions to your
home. He or she is going to drive to your home.
Look at a map of your town or city. Will your friend have to take a
highway? If so, how will he or she get from the highway to your home?
Are there any important landmarks to help him or her?
Draw a map that shows the route from the highway to your home. Label all
the important streets. Include any important landmarks.
Organizing
Ideas
Organizing Paragraphs
in a Letter
Your letter w i l l have three paragraphs. Each paragraph has a different

purpose. The first one w i l l s^ hello, discuss the visit, and describe some
of the activities you and your f r i end mi ght do. The second paragraph wi
11 give di recti ons to your home. The I ast paragraph w i l l have onl y one
or two sentences. The purpose of t h i s paragraph is to say good-bye and
end the letter.
Look at the sentences below. Decide if they belong in Paragraph l, 2, or 3.

Write 1,2, or 3 on the l i n e before each sentence. There ma/ be more than
one correct answer for each sentence.
43
. We can also go to a baseball game. _There's a gas station

on the cumiT. . There's a concert at the City Auditorium.
_Make a left turn on Maple Avenue. _Please write and tell
me what time you will arrive. _It won't be hard to lind my
house. _It won't be easy to get theater tickets. _I'm glad to
hear that you are doing well. See you i n two weeks.
Developing Cohesion and Style Using Correct Verb Forms

Complete the sentences with the correct form of the verb in parentheses.
There
- (be) many things to do here. I'm sure that we________________________
(have) a good time. It will probably_______________________(be) hot, ---------------------------(bring) your bathing suit. There_______________________(be) a beach very near my home.
I_________________(know) you like music, and the London Symphony_________________________
(give) a concert on Saturday night. On Sunday wemu---------------------------------------- (visit) the art
museum or go hiking in Butler State Park.
UsingPrepositions
Prepositions often show:
1. place
Example: There's a store on the corner.
2. direction
a.
b.
c.
d.
e.
f.
g-
h.
Example: Take Highway 6 to Exit 14.

3. distance
Example: Go straight for two blocks.
Underline the prepositions of place, distance, and direction in the following paragraph. Then
exchange papers with another student and compare them.
Take Route 44 south to Exit 12. Turn right at the first light. You will be on Maple
Getting Around the

Community 76
1Avenue. Go straight down Maple Avenue for two miles. At the corner of Bryant and Maple you will
see an elementary school. Turn right at the first street after the school. The name of the street is
Roosevelt Drive. Go straight for five blocks. Then make a left turn oil to Broadmoor. My apartment
building isn't difficult to find. It's on the left. Number-122. You can park your car behind the
building.
Now complete the paragraph with the prepositions below, at on in
to for
Turn right_____=____________Smith Drugstore. You will be______________________Church
Street. Go straight ________:__________.__Church______________=_ two blocks. Then turn left
Hudson Drive. Mv house is the third one
______________ the corner of Church and Findlay. Go straight_______________________one
block. Then turn left
the left.
Look at the map Mow. Work with a partner. One student will write directions from the post office to the
library. The other student will write directions from the super market to the park. Now exchange papers.
Can you understand your partner's directions? Make any corrections necessary, i
Getting Around the

Community 77
78
I interactions 1: A VMIti ng Process Book
Using there and it Look at these sentences.

There is a supermarket on the corner. It has
big red and white sign.
The word it is a pronoun. It replaces a noun in a sentence. The word there does not replace a noun in
a .sentence. In the sentence above, what noun does it replace?
Complete the paragraph with there or it.

_______________arc manv things to see in Washington ____________________is a very
interesting city. In the center of the city _____: ____________is a large open area. People
call _______. __.. ______the mall. All around the mall _____, ____________are museums. In
the center of the mall ________________is a very large structure. ------------------------is the
Washington Monument.
Using Correct Form
Getting Around the Community 79
Waiting an Informal Letter This is a

form of an informal letter.
DATE
SALUTATION Dear
July 12, 1985
Bill,
I a m e x c i t e d about y o u r v i s i t . T h e r e ' s a l o t t o d o h e r e , a n d I ' m

s u r e w e ' l l have a g r e a t t i m e .
Cn Saturday afternoon
we can go to a
b a s k e t b a l l game. I t h i n k I can get t i c k e t s . I n t h e e v e n i n g w e ' r e g o i n g t o

g o t o R a n d y ' s house f o r d i n n e r . A f t e r d i n n e r w e m i g h t g o t o a r o c k
concert. I ' m going t o
play
tennis
in
the
t r y t o get t i c k e t s . I f you w a n t , on Sunday we can
morning
and
visit
the
planetarium
in
the
afternoon.
I t ' s easy to f i n d my house. J u s t t a k e t h e C o n n e c t i c u t T u r n p i k e east to E x i t
5 . T u r n l e f t a t t h e f i r s t l i g h t . Then y o u w i l l b e o n B r a d f o r d
B o u l e v a r d . G o s t r a i g h t o n B r a d f o r d f o r t h r e e m i l e s . Then t u r n l e f t
o n A p p l e . You w i l l see a l a r g e s u p e r m a r k e t o n y o u r l e f t . G o t o t h e
second l i g h t . Mkke a r i g h t t u r n on Woodgate Road. My b u i l d i n g i s o n t h e
r i g h t , t h r e e h o u s e s f r o m t h e c o r n e r . I t ' s number 417.
See y o u i n t w o weeks.
Sincerely,
CLOSING
The date usually appears so that it ends at the right margin. The order of ilk date is month,
day, year. Capitalize the name of the month and put a comma after the day and before the year. Do not
use a comma i n the year.
DATE :
April 4, 1983
Most letters begin with Dear. Use the name that you usually call theper- son. I n an i
nformal I etter a comma goes after the name.
SALUTATION :
Dear Professor Hudson, Dear Dr. Fitzgerald,

Dear Mr. and Mrs. White, Dear Melinda,
Indent each paragraph of the letter. In letters, paragraphs may have only one or two sentences.
Although it is important to keep each paragraph on the same topic, the paragraphs in a letter do not
always begin with a topic sentence.
BODY :
CLOSING :
The closing of a letter begins either at the left or in the center of the page. There arc many
different closings. The closing that you choose depends on your rela-1 tionship with the person you are
Regards,
Fondly,
Love,
writing to.
used for informal letters
used only for close friends or relatives
Addressing an Envelope
This is the correct way to address an envelope.
STAMP
Carol M b r t i n r
128 Lake D r i v e , A p t . 8
c h i g a n 49441
RETURN ADDRESS
Muskegon, Ml
Z I P CODE
Mr. and Mrs. Daniel Kaufman

ADDRESS
432 S t . George S t .
T o r o n t o , Canada M56 2V8

POSTAL CODE RETURN
ADDRESS : Write
your address in ihe top left-hand comer of
the envelope.
Write the address clearly. You may want to print it. Make sure the address is complete. If
there is an apartment number, be sure to include it. It is also important to use the zi p code or postal
code.
ADDRESS :
Now write your letter to your friend. Then address an envelope.
Editing Practice
Htlit this letter and rewrite it correctly. j rme 15
1986
d e a r M k r y I ' m v e r y g l a d t h a t y o u v i s i t me next week. We w i l l to have a good
t i m e . I t ' s easy to f i n d m y h o u s e . Mkke a l e f t
50 ~ Interactions A Writing Process Book

t u r n near t h e c o r n e r of Broadway a n d F i f t h S t r e e t . D r i v e down F i f t h t o
t w o b l o c k s . Make a r i g h t t u r n i n Henry S t r e e t . I t i s a p a r k o n t h e c o r n e r .
My house is in t h e l e f t
s i d e . I t a r e number 150. The w e a t h e r i s c o l d s o w e
m i g h t g o i n g s k i . We can go s k a t i n g . P l e a s e t o b r i n g y o u r p h o t o a l b u m
I want see t h e p i c t u r e s o f y o u r f a m i l y . S a l l y
Now look at the letter carefully. Check it for:

1. Content
a. Are the activities interesting?
b. Are the directions clear?
2. Organization
a. Is each paragraph about a different topic?
b. Is there a salutation and closing?
a. Are the verb tenses correct?
b. Are the prepositions correct?

c. Is the use of there and it correct?
4. Grammar
a. Are the verb forms correct?
b. Is there an s on thi rd-person si ngular verbs in the present tense?
5. Correct form
a. Is the date correct?
b. Is the salutation correct?
c. Do the paragraphs begin with an indentation?
d. Is the closing in the right place?

Now edit your letter. Check it for content, organization, cohesion, style, grammar, and form. Exchange
letters with another student and talk about them.

After you edit your letter, rewrite it neatly. Use good handwriting and correct form.
THROUGH WRITING
Give your letter to your
for comments.
Sharing
Show your letter to another student. Can he or she understand your directions? He or she can try to draw a
map from the highway to your house using your directions.
Using Feedback
Getting Around the Community

83
Look at your teacher's comments. If you don't understand something, ask about it. Do
you see improvement in any area of your writing?CHAPTER
5
HOUSING
AND THE
FAMILY
Exploring Ideas
In this chapter you are going to write about a part of your life You can make a lifeline to
help you. This is a line that shows the important events of your life.

84
First draw a line down the middle of a piece of paper. The top of the line represents the
year you were born, and the bottom of the line is the present time. You can write some ages
along the line too, as in the example.
Now relax and think about your life. Think in English, if possible, and also think in
pictures. As you think, try to answer these questions:
1. What important things happened to me?
2. What important decisions did I make?

85
3. Who were the important people in my life?
4. How did I feel at different times in my life?
5. What were the important changes in my life?
After yoy think about your life write some of the

important events on the left of the lifeline and
feelings about your life on the right. Write in
English if possible, but don't worry about
correctness or order. If you can't think of
something in English, use your native language.
You can use pictures and symbols and you may
also want to look at family photographs. Here is
an example of Greta's lifeline and some photos
from her life.

86
53

87
Now show your lifeline to some other students and talk about your life. Ask each other questions.
What do the other students think is interesting about your life?
Building Vocabulary
These new words are in the sample lifeline. Discuss their meanings and then add words that you and
other students used.
Noims
Adjectives
Did you need to write any words or phrases in your native language? Look them up in a dictionary
and write their meanings in English. Then write a sentence that uses each new word or phrase. Also
write sentences with English words you're not sure how to use. Show your sentences to the other
students in your group. Do they think you used ' the words correctly? Then your teacher will check
your sentences.
Organizing Ideas
Limiting
Information
You can't write about your whole life in one paragraph, so you need to choose one part of your life to
write about. You may want to write about your childhood, your school years, or one important event
in your life. Look at the lifeline of the twin and discuss where a paragraph on a part of a life can
begin and end.
Now look at your lifeline and decide what part of your life you want to write about. Draw lines to
show where your paragraph can begin and end. Discuss your decision with other students. Answer
these questions to help you decide what part of your life to write about.
1. Is the part you chose interesting? You may want to write about unusual or funny events in your
life because they are more interesting.
2. Is the part you chose important? Because you can't write your whole life story in one
paragraph, choose one important event or time.
Is the part you chose all about one topic? Don't choose many different events or times. Everything in your
paragraph should be on one subject

88
.56 I interactions /.- A V\friti ng Process Book Making Paragraph Notes

Look at the part of the lifeline you chose and add information you think is important. Cross out
information that is not about the topic of your paragraph.

Look at these paragraph notes. For each paragraph, circle the topic semenee that you think gives the
main idea. Discuss your choices with your classmates.
Paragraph 1
was b o r n a t w i n v e r y i m p o r t a n t t o c h i l d h o o d
l a r g e f ami l y
a l w a y s had a f r i e n d , f e l t s e c u r e
went to school a n d was in d i f f e r e n t c l a s s e s f r o m t w i n Topic sentences:
1. Because I was born a twin, I had a very different childhood from most people.
2. Because I had a twin, I felt secure.
3. I didn't like school because I was in different classes from my twin. Paragraph 2
teenage years d i f f i c u l t
l i k e d t o r e a d , was s h y , not p o p u l a r
was a good s k i e r
taught s k i i n g at a resort
t h i s gave me
Topic sentences:
1. I wasn't popular as a teenager.
2. As a teenager, I taught skiing at a ski resort.
My teenage years were very difficult at first, but they ended happily.

89
Now write a topic sentence that gives the main idea for your paragraph. Show the notesfor your
paragraph and your topic sentence to <>I IKT students. Do they think you need to change anything?
Writing Titles
The title should give the main idea of a composition. It should also be interesting. It goes on the top line
of the paper and is not a complete sentence. Look at the possible titles for the paragraphs about the twin.
Put a checkmark by the titles that you like. Why do you like them?
Paragraph 1
My Childhood
Difficult School Years
Born a Twin
My Childhood as a Twin
Paragraph 2
Growing Up
Teenage Years
Unhappy Teens
Life at a Ski Resort
Now look at your paragraph notes and write a title for your paragraph.
Developing Cohesion and Style Using
the Past Tense
Because you are writing about events in the past, most of your sentences will be in the past tense.
Complete the following paragraph with the correct past-tense forms of the verbs in parentheses. For the
spelling of verbs with -ed, see Appendix 1 at the back of this book.
Because I
(be) born a twin, I
(have) a very different
childhood from most people. There_______________________(be) always someone to play with

and I always___________________(have) a friend. My mother said we______________________
(feed) each other,
strangers came near. We
(play) together, and
(cry) when
(do) everything together. When my sister

90
. (need) special shoes, I.
(want) them too. But life as a twin
_______(not be) always great. My mother____________________________(not have)

enough milk for both of us, and the one she didn't nurse___________________________ (be) always sick.
My lather________________________________________________________________ (say)
he
_______________________________________________________________________ (hate) to come

home because
with my older brother there ______________________(be) three screaming babies in the house,
Even now I think that when I get something I want, someone else will go without.
Now look at your paragraph notes and make a list of the past-tense verbs you mighi use. Compare
your list with those of other students. Can you use any of their words? Also be carcful to use pasttense verbs only for completed events. You can't write "I | went to school for three years" if you are
still going to school.
Combining Sentences with Time Wbrds and because

When you write a paragraph that describes events, you can use these time words to| combine
sentences:
before
when
after
as soon as
You can also combine sentences with because to show reasons. To review how to com| bine
sentences with and, but or so, see Chapter 1.
Complete the following paragraph with before, after, when, because, and, but, or so.
I had a typical childhood,_____________________ my life changed___________________I was
fourteen. We moved from our small village to Karachi, a big city in Pakistan.
________________we moved, I became shy and nervous. The other boys in my classes
were tough,___________________they laughed at my country ways._____________.__________I
didn't like the other boys, I became more interested in books. I always liked biology,
________________I started to read about medicine. I was very unhappy at the time,

91
________________I'm glad this happened_____________________I finally decided to become a|

doctor.
Finish these sentences. Use information about your life if you can.
1. When I became a teenager, I ______________________________________ _____________

2. I came to the United States because __________________________________________
3. When I was a child,
I After I left high school, I
4. Bdou I started this class, I
6. I wasn't very happy, but
Now write at least two sentences about your life, using the information in your para graph notes. use
because, before, after, or when.
Using Correct Form Capitalizing Titles

In the title, capitalize the first word and all the important words. Do not capitalize the following kinds of
words (unless they are the first word in the title):
1. conjunctions: and, but, or, so
2. articles: the, a, an
3. short prepositions: at, by, for, in, o f , on, out, to, up, with Write these titles with the correct
capitalization.
1. an exciting life____________________________________________________________________

92
2. all's well that ends well______________________________________________________________

3. a gift of hope______________________________________________________________________
4. the best years of my life .
5. going away_______________
6. a happy ending
life in a new cit
7. ybest friends
8. a new beginning
10. a wonderful experience .
Punctuating Compound Sentences
When you use and, but, so, and or to combine sentences, a comma generally goes before
the conjunction. Don't use a comma if the conjunction doesn't combine sentences.
Examples: My brother was ten at the time, and I was twelve.
We went to school in the morning and played all afternoon. Add commas to
these sentences if the conjunction combines two complete sentences.

93
1. We didn't have very much money so we moved into my aunt's house.
2. I was happier and prouder than ever before.
3. We moved to Texas and lived with my brother's family.
4. I was happy to get the scholarship but I didn't want to leave my family.
5. My grandmother was the most important person in my life and I was very unhappy
when she died.
Punctuating Sentences with Dependent Clauses
Clauses beginning with time words (like when, before) or because are not complete
sentencesthey are dependent clauses. You must combine them with an independent
clausea clause that is a complete sentence by itself. If you don't combine them with an
independent clause, they are sentence fragments. If the dependent clause appears at the
beginning of a sentence, use a comma after it. If the dependent clause appears at the end
of the sentence, don't use a comma in front of it.
Examples: When I was five, we moved to Caracas. We moved to Caracas when I was
fives Because my father had a new job, we moved to Caracas. We moved to
Caracas because my father had a new Sentence fragment: We moved to
Caracas. Because my father had a new job.

94
Some of these sentences have correct punctuation and some don't. Write correct aftff the
sentence if the punctuation is correct. Rewrite the sentences with correct punctuation if it
is wrong.
2. 1. Before we moved here we used to have many friends and relatives nearby.Because my uncle was an
engineer, he sent me to engineering school___________________________________________________
3. I left the farm, soon as I could.
4. We moved to Colorado. Because the doctors said I needed a dry climate.
5. When I first came here, I loved the excitement of New York.
6. I came to the city, when I was five..
Now write your paragraph about a part of your life. Use the topic sentence and the notes you made in
Section 2. Also combine some sentences with time words and because, and, but, and so. Remember to
use the past tense when you write about completed actions.
Editing Practice
how I Became a j a z z M u s i c i a n I f a l l i n l o v e w t h j a z z .
When I have f i v e y e a r s . I a l w a y s h e a r e d j a z z i n t h e s t r e e t s but f o r m y

95
f i f t h b i r t h d a y m y b r o t h e r t o o k s m e t o a c o n c e r t . T h e i r I saw g r e a t
s a x o p h o n i s t a n d d e c i d e d t o l e a r n t o p l a y t h e saxophone. F i r s t I need
s a x o p h o n e . S o I a s k m y f a t h e r . M y f a t h e r h e say he no h a v e
money f o r a s a x o p h o n e . I w o r k f o r m y b r o t h e r , u n c l e s , c o s i n s . I made a
l i t t l e money. Then my f a t h e r h e see I w o r k h a r d . M y f a t h e r i s b u s d r i v e r .
H e g i v e me money f o r s a x o p h o n e . I l i s t e n t o a l b u m s . And my b r o t h e r h e
t e a c h me. I p r a c t i c e e v e r y d a y . Soon I am s a x o p h o n e p l a y e r good.
Now look at the paragraph carefully. Check it for:
1. Content
1. Is the information interesting?
2. Is the information important?
2. Organization
1. Does the topic sentence give the main idea of the paragraph?
2. Arc all of the sentences about one topic?
3. Should you change the order of any of the sentences?
1. Did you use the correct past tense verbs?
2. Did you combinc sentences with time words and and, but, or so?
4. Grammar
1. Are your nouns, pronouns, and articles correct?
2. Did you use good sentence structure (no sentence fragments)?
5. Correct form
1. Did you use correct paragraph form?
2. Did you capitalize the words in the title correctly?
3. Did you use correct punctuation when you combined sentences?
4. Did you spell the words correctly?
Discuss your corrections with other students. Editing Your Writing

96
Now edit the paragraph you wrote. Check it for content, organization, cohesion, style, grammar, and
form. Exchange paragraphs with another student and talk about them.

After you edit your paragraph, rewrite it neatly. Use good handwriting and correct form
.PART
I V. C O M M U N I C ATI N G T H R O U G H
WRITING
Sharing
Let other
read your paragraph. You may want to show them pictures of you
and your family, too. Discuss the experiences you wrote about. Did other students have similar
experiences? Do you have questions about the other students' paragraphs?
Using Feedback
Look at your teacher's comments. If you don't understand something, ask about it. Then look at all the
paragraphs you wrote with your teacher's comments and make a list of goals. Write down things you can
do to improve your writing. Use these questions to help you write your goals.
1. Are your paragraphs interesting?
2. Are your ideas clear?
3. Are you organizing your paragraphs well?
4. Are you using good topic sentences?
5. Are there any grammatical structures you need to practice?
6. Do you need to use neater handwriting?
7. Is your spelling correct?
8. Are you using correct paragraph form?
9. How is your punctuation and capitalization?
Are you trying to write sentences that are too difficult
?CHAPTER
EMERGENCIES
A N D STRANGE
EXPERIENCES
Exploring Ideas
Read this story.
It was a day just like any other day. Marvin got up when his alarm clock rang at
seven o'clock. He smiled as he put on his uniform. Then he stood up straight and
looked at himself in the mirror. He saw a short, slightly overweight man with a small
moustache and a kind face. "At least the uniform looks good," he thought. He liked the
blue uniform. When he put it on, he felt important.
Marvin listened to the news while he made breakfast in his tiny kitchen. The
announcer was saying something about an escaped convict, but Marvin wasn't paying
attention. He was thinking about his father. His
64
father was disappointed with him. Marvin knew that. But it wasn't his
fault that he was too short to be a police officer.
After he finished his breakfast, Marvin prepared to leave for work.

He washed his breakfast dishes, watered his plants, and fal his cat,
Amelia He arrived at work exactly on time. He always did.
There wasalot of mail that d^. Before he could make his deliveries,
he had to sort the letters and packages When he finished, he put the mail
into his large brown bag, put the bag on his shoulder, and left the post
offices
One of his first stops was Dr. Jordan's house. As he was putting the
mail into the mailbox, he heard a noise inside the house. "That's
strange," he thought. "The Jordans are on vacation. They won't be home
until tomorrow." He decided to go and look in the window.
In this chapter you are going to write the ending to this story. Before you write you
should think about Marvin.
6
5
Now think about Marvin's personality. Answer these questions and give reasons for your answers.
1. Is he lonelv?
2. Is he confident? .
3. Is he happy?
4. Is he neat? .
5. Is he responsible?
6. Does he work hard?
7. What can you tell about Marvin from his apartment? .
Now think about an ending for the story. Use these questions as a guide.
1. What did Marvin see when he looked in iho window?
2. What did he decide to do after he looked in the window?
3. Why did he decide to do this?
Look at these piciuivs. Which one do you think looks like Marvin?
How did he feel?Make notes for your ending, but do not write it yet. Building Vocabulary
Ask the
teacher
about
any
vocabul
ary
words
that you
need.
Add the
new
vocabul
ary
tothis
list.
Nouns
Verbs
Adjectives and
Adverbs
Other
You will have to write your ending in the past tense. Do you know the past forms of all the verbs you want to
use?
Organizing Ideas Using a

Time Sequence
Writers use time words such as before, after, as, when, while, then, and as soon as to organize the information
in a story. Look at the story again. Make a list of the time words. Compare your list with another student's.
Are there any words you missed?
Limiting Information
You must write your ending in one paragraph. The paragraph should have 100 to 150 words. It is important to
limit what you want to say.
Look at your notes. Tell your story to another student. With that student discuss these questions:
1. Is my ending too complicated?
2. Did I include too much description?
3. Can I fit everything into one paragraph? Writing a
Title
The title of a story should be interesting and not too general, but it should not tell the reader how the story will
end. Which of these do you think is a good title? Circle the number. Why do you think it's good
?
1. Marvin Runs Away

2. The Murder of Marvin
3. A Big Day for a Little Man
4. Marvin Catches a Thief
5. Marvin the Mailman
Now give your story a You may use one of these or make up your own.
Using when, while, and as With the Past Continuous and the Simple Past Tenses
If you want to talk about two actions in the past and one action interrupts the other, use when to introduce
the interrupting action.
Example: The robber was opening the safe when the police officer i;,m> in.
Use while or as to introduce the action in progress, the action that was happening.
Examples: While the robber was opening the safe, the police officer came in. As the robber was opening the
safe, the police officer came in.
Use while or as when the two actions happen at the same time.
Examples: One robber was opening the safe while the other one was watching for the police.
Marvin listened to the radio as he ate breakfast. Use when if
one action follows the other.
Example: When Ae police officer entered the house, he heard a noise.
Combine these sentences with when, while, or as. More than one answer may be correct.
1. Marvin was looking in the window. Someone grabbed his arm._______________________________
2. The man grabbed his arm. Marvin started to fight.
3. A neighbor saw the fight. He called the police.One robber was in the house stealing the jewelry. Marvin and
the other robber were fighting
4. Dr. Jordan gave Marvin a reward. He heard the story.
Look at the notes for your story and write three sentences: one with when, one with while, and
one with as.
Using as soon as
As soon as is similar to when.
Examples: As soon as he saw the thief, he ran away. He

ran away as soon as he saw the thief.
However, as soon as emphasizes that one action happened immediately after another.
Combine these sentences with as soon as. For each pai r of sentences decide if as soon as goes
at the beginning or in the middle of the sentence.
1. The thief saw Marvin. He started ro run_______________________________________
2. Marvin called an ambulance. He saw Dr. Jordan.
3. The police arrived. They arrested Marvin..
The neighbor ran outside. He heard the shot

.70 Interactions 1: A Writing Process Book Using then
You can use then when you are narrating a story. By using then, you can make the time sequence clear and
not repeat the same words. Compare:
Examples: I ran out of the house. After I ran out of the house, I saw a man in the street. I ran out of the
house. Then I saw a man in the street.
Varying Time Words and Phrases

Now you have learned several different time words:
when while before after then as soon as
Although these words do not have exactly the same meani ng, you can use some of them in place of
others.
Examples: When he saw the thief, he called the police.
He called the police as soon as he saw the thief. After he saw
the thief, he called the police. He saw the thief. Then he
called the police. He saw the thief before he called the
police.
To make your writing more interesting, it is important to vary the words you use| Complete the sentences
with the time words listed above.
Marvin put down his mailbag.
he tiptoed over to the window.
he looked inside he saw a man's shadow. had to make a decision. Should he call
the police or should he go into the hou?
_____________________he was thinking, Marvin heard two voices from inside the housi
There were two men!_________________________he realized this, he knew he couldn't go irto
the house alone, and he decided to go call the police_____________________________ he coul d leave
the window, he felt a hand on his arm.
Using Descriptive Words

An interesting story tells the reader more than just what kipix-m-cl. It also describes important people or
places. Underline the descriptive words and phrases in the story about Marvin. Then look at the notes for your
paragraph. Add adjectives that describe the people and places.
Using Quotations
A good story also tells the reader what the characters are thinking. In the story about Marvin, the writer used
quotations to show what Marvin was thinking. Underline the sentences that tell you about Marvin's thoughts.
Look at the notes for your paragraph again. Write down some of Marvin's thoughts that you will include.
When you write exactly what someone said or thought, you use quotation marks. Use quotation marks in
pairs. Use one set at the beginning of the quotation and one at the end.
Examples: "He looks like a thief!" Marvin thought.
Marvin thought, "He looks like a thief!"
A quotation is always set off from the rest of the sentence by a comma, a question mark, or an exclamation
point.
Examples: "I should call the police," Marvin thought.
"Maybe," Marvin thought, "I should call thepolicc."
"Stop those men!" Marvin yelled.
"Should I try to stop them?" Marvin asked himself.
Look at these sentences. Put quotation marks in the correct places.
1. Marvin thought, Who are those men?
2. You should be a policeman, Marvin's father said.
3. Come out of there! Marvin yelled.
4. Do you have a gun? Marvin asked.
Now look at the quotations you wrote for your ending and add quotation marks.
Now write your ending to the story about Marvin. Remember to:
use time words where they arc necessary

2. include descriptive words
use quotation
s
Editing Practice
Edit this paragraph and rewrite it correctly. It is a possible ending to the story.
M a r v i n saw a man, whi l e he l o o k e d i n t h e window. As soon a s h e d e c i d e d t o g o
i n s i d e . H e w a l k a r o u n d t o t h e back door. B e f o r e he opened t h e d o o r . H e l o o k e d
i n t h e back w i n d o w . Then he t h o u g h t maybe t h e man had a g u n . M a r v i n d e c i d e d t o
c a l l t h e p o l i c e . S u d d e n l y h e h e a r d a woman s c r e a m ' ' T h e r e ' s a man l o o k i n g
i n t h e k i t c h e n w n d o w ! B e f o r e M a r v i n h e a r d t h e v o i c e he knew t h e answer to
t h e m y s t e r y ! D r . J o r d a n a n d h i s J f a m i l y wer e home.
1. Content
a. Is the story clear?
b. Is all the information important?
2. Organization
a. Did you use time words where necessary?
b. Did you add a title?
a. Did you vary the time words and expressions?
b. Did you include enough description?
c. Did you use quotations?
4. Grammar
a. Did you use the correct form of the past tense?
b. Did you use the correct form of the present continuous tense?
c.
Did you use good sentence structure?
5. Correct form
a. Did you use commas correctly?
b. Did you use quotation marks correctly?

1
Now edit the paragraph you wrote. Check it for content, organization, cohesion, styj grammar, and form.
Exchange paragraphs with another student and talk about then Writing the Second Draft
Alici" you edit your paragraph, rewrite it neatly. Use good handwriting and correct form.
PART
I V.
WRITING
C O M M U N I C ATI N G
THROUGH
Sharing
Read your ending to the other students in the class.
Using
Feedback
CHAPTER
7
H E A LTH A N D
ILLNESS
Ideas
Look at these pi ctures and di scuss them. What ki nds of treatments are the peopl e usi ng?
What do you think of these treatments?
Now discuss these questions in small groups.
1. What do people in your culture do when they have colds? Do iiu v usually take modern
medicines? What traditional treatments do they use?
2. What do you do when you have a cold? Do you think modern treatments or traditional
treatments are better?
3. What other traditional treatments do people in your culture use? What do you think of
them? Do the people in your group know about any similar treatments?
Building Vocabulary
Add new words or expressions you used in your discussion to this list.
Nouns
Verbs
Adjectives
74
Other
Organizing Ideas Making an Idea Map

You are going to write a paragraph about traditional treatments that people in your culture sometimes use. To get your
ideas on paper, make an "idea map." Write the words traditional treatments in the middle of a piece of paper. Then write
all your ideas about that topic around the paper. Connect the ideas that go together. Look at this example of an idea map
of traditional treatments popular in the United States and Canada.
Look at your idea map and make a list of the ideas you think would make a good paragraph. Use these questions to help
you decide.
2. Do you have enough information for a paragraph?
3. Can you limit the information to a single paragraph?
4. How do you want to organize your information?
a. the different ways people use one kind of treatment
b. the different treatments people use for one illness
c.
a short description of several different treatments you are familiar with
Writing Topic Sentences Circle the letter of the best

answer.
1. Choose the best topic sentence for a paragraph about herbs.
a. People often make teas with herbs to cure sore throats.
b. People in my country use herbs to treat many different diseases.
c. I don't think herbs are as good as modern medicines.
2. Choose the best topic sentence for a paragraph about traditional treatments for colds.
a. You don't have to spend a lot of money at a pharmacy to treat a cold.
b. Lemon juicc is a good traditional treatment for colds.
c.
I had a horrible cold a year ago.
3. Choose the best topic sentence for a paragraph about several different traditional treatments popular in the United
States and Canada.
r. One traditional treatment people in the United States and Canada often use is massage.
b. People in the United States and Canada often go to nutritionists.
c. Many people in the United States and Canada are using traditional treatments instead of modern medicine to treat a
variety of health problems.
Now write a topic sentence for your paragraph.
PART II. DEVELOPING WRITING SKILLS
Developing Cohesion and Style Unifying a Paragraph with Synonyms

Writers often use synonyms (words with the same or a similar meaning) in their para graphs. Synonyms
unify a paragraph. When writers use synonyms, they don't have to repeat the same word many times.
Writers have to he careful when they use synonyms because very few words have exactly the same
meaning. Look at these synonyms you might want to use in your paragraph. Read the definitions. Then
complete the sentences that follow with the correct form of an appropriate synonym. There may be more
than one correct answer for some of the sentences

.
Nouns
treatment = anything people use to try to cure a
or improve health
cure= a medicine or treatment to make a disease go away remedy = a medicine or treatment that cures a
disease
When I have a cold, I lake
3. The best _ ____________ three times a
for a cold is rest, even though doctors have no single
1. I had several acupuncture

day, , but T did not gel better.
For cancer
2. Scientists don'i have any _

.
Nouns
sickness = a health problem illness = sickness
disease = a kind of sickness, usually serious health problem = general trouble with health
1. Malaria and tuberculosis are dangerous .

2. The cold is a 1 very common ______________
3. Although the doctor couldn't find any one aunt still has
Ver b s
to treat = try to make a health condition better to cure = to make a disease croawav
to heal = to become whole; to improve a health condition like a broken bone or a scratch
1. The doctor is.
. her poor health with massage, good nutrition, and herbs, but she still
doesn't fee] very good.
2. A psychic _______ _________________my cousin's asthma. He is completely well now.

My friend's broken arm is
very nicely now
Natural chi l dbi rthcl ass.
Using Restrictive Relative Clauses

Good writers combine short sentences with relative pronouns to make longer, more natural sentences/Combine these
sentences with the relative pronouns who or that.
1. There are many women in the United States and Canada. They want to give birth (have babies) in their own homes
2. Women give birth in their homes with the help of midwives. They live far from a hospital or don't like the hospital
environment_______________________________________________________________________
Health and
Illness 118
Midwives are trained men and women. They have special licenses to help womenwith the births of their
children.
3. Midwives are often better than doctors with normal births. They haw years of expe rience._____.______
4. Women often have midwives to help them with their births. They want to use natural childbirth _____
5. Natural childbirth is a method. Women who want to give birth without drugs or anesthesia use it. _____
Complete these sentences with relative clauses that begin with who or that. 1. There are many traditional
remedies___________________________________________________________________
2. People.
use herbs to treat diseases.
. often
3. One remedy_____________________________
isn't used very often in modern times.
4. I knew a woman_________________________
5. There are many plants
Using Transitional Wordsand Phrases: in addition, for example, and however

Transitional words and phrases help unify a paragraph. They explain the connection between two or more
thoughts. They often come at the beginning of a sentence.
Adding Information: in addition
Health and
Illness 119
In addition is similar to and and a/50. Use in addition when you are adding information after a long
sentence or after several sentences.
Example: People used to drink special teas to cure many illnesses. Herbalists made made
a cream with certain kinds of bark to put on cuts and bruises. Giving examples: for example
Use for example when you want to give sped fit examples.
Example: Many people go to psychic healers. For example, my cousin went to a psychic healer who
cured his high fever with the touch of her hands.
Giving contrasting information: however
However is similar to but, but it often appears in more formal writing.
Example: Some psychic heal ers can cure many diseases. However, othersj ust take people's money and
don't help them.
Complete the sentences with in addition, for example, or however.
1. There arc many Chinese acupuncturists in Canada. Many of them studied acupunc ture in China and
then immigrated to Canada.____________________________________________________ , many
Canadian doctors are now giving acupuncture treatments.
Preparing herbal medicines on San islands, near Panama.
2. I often drink herbal teas when I am sick.

take modern medicine.
3. Some people in California use many traditional treatments.
., if I am very sick I
they use Indian remedies and treatments that immigrants brought from their countries.
4. My grandmother often goes to an old lady who gives her strange treatments.
, these treatments
don't usually help her.

5. I take lemon juice for colds I put it in a cup of warm water and drink it several times a day , I take it for
sore throats and fevers
Giving Reasons and Examples
Read this paragraph and answer the questions.

You d o n ' t have to s p e n d a l o t of money at a p h a r m a c y t o t r e a t a c o l d . T h e r e
a r e many o l d r e m e d i e s t h a t a r e j u s t a s Rood as t h e newsr o n e s . For e x a m p l e ,
m y g r a n d m o t h e r a l w a y s a d v i s e d u s t o d r i n k honey a n d l e m o n j u i c e i n
hot w a t e r when w e h a d c o u g h s . P e o p l e who s t u d y n a t u r a l m e d i c i n e now say
t h a t l e m o n j u i c e i s good f o r c o l d s because it k i l l s g e r m s . I ' m n o t s u r e
why honey is good f o r c o l d s , b u t I a l w a y s f e e l b e t t e r a f t e r I t a k e i t .
I n
a d d i t i o n , m y m o t h e r used to put m e i n a r o o m f u l l o f s t e a m t o h e l p m e
b r e a t h e b e t t e r when I h a d a c o l d . Because s c i e n t i s t s d o n ' t k n o w how to
k i l l
v i r u s e s , t h e r e a r e n ' t any c u r e s f o r c o l d s , w h i c h v i r u s e s c a u s e . I
t h i n k h o n e y , l e m o n j u i c e , and s t e a m a r e s a f e r t h a n c h e m i c a l s w i t h
l o n g names I c a n ' t p r o n o u n c e .
1. Does the underlined sentence give a reason or an example?
2. What expression introduces the first example of a traditional treatment?
3. What was the second example of a traditional treatment? What words showed that it was
additional information?____________________________________________________
4. Because introduces clauses of reason or purpose. An infinitive { t o n VERB) can also

show purpose. Find an example of an infinitive expression that shows purpose.
Using Correct Form
Using Commas with Transitional Words and Phrases
Transitional words often begin sentences. A comma usually comes after a transitional word.
Example: I n addition, peopl e use hot peppers to treat colds.
After each sentence write another sentence that begins with for example, in addition, or
however. Put commas after the transitional words.
1. I don't use traditional treatments_____________________________________________
2. Many herbal teas are good for the digestion___________
3. She went to a nutritionist_________________________
4. Psychologists can help you with many problems_______
It's important to eat healthful foods
AProcess
Add commas to thi s paragraph. Remember to use commas after transi ti onal words and after
dependent clauses that begin sentences. Also use commas before conjunctions when you combine two
complete sentences.
Some
people
can
cure
themselves
of
cancer
t r e a t m e n t s . For e x a m p l e I know a woman who c u r e d
with
herself
traditional
of
cancer by
f a s t i n g . She d i d n ' t eat f o r one m o n t h a n d t h e n s h e s l o w l y b e g a n t o eat

a g a i n . When s h e
completed
the
fast,
she
had
completely
cured
h e r s e l f o f c a n c e r . I n a d d i t i o n I r e a d a b o u t a man w h o c u r e d h i s cancer
using an o l d Chinese d i e t .
As soon as he s t a r t e d t h e d i e t he began to get
better.
Writing
the First Draft
Now write your paragraph, about traditional treatments that people in your culture use. Give reasons and
examples when you can. Use these expressions:
1. examples: for example
2..
reasons: because, to + verb
3. additional reasons or examples: in addition, also

opinion in the last
Editing Practice
of your paragraph.
<

J e t h r o K l o s s was an h e r b a l i s t . H e t r e a t e d many A m e r i c a n t h a t d o c t o r s
c o u l d n ' t h e l p . H e w r i t e a book t h a t i t was v e r y i m p o r t a n t i n t h e movement back to
t r a d i t i o n a l t r e a t m e n t s . M r . K l o s s e n c o u r a g e d t h e u s e o f n a t u r a l remedy.
M r . K l o s s l i v e d i n W i s c o n s i n . E x a m p l e , h e s a i d t h a t a good d i e t w i t
Herbal remedies.
p l e n t y o f f r u i t a n d v e g e t a b l e s was v e r y i m p o r t a n t . A s a t r e a t m e n t
f o r d i s e a s e h e recommend s p e c i a l c o l d a n d hot
H e a d v i s e d h i s p a t i e n t s t o get a l o t o f e x e r c i s e . He
recommended massage. -Because he knew a b o u t h u n d r e d s o f h e r b s he was one of t h e most
famous h e r b a l i s t s i n the United States.
1. Content
2. Are there reasons and examples in the paragraph?
2. Organization
1.
Does the topicscntence give the main idea of the paragraph?
2. Are all the sentences about the topic of the paragraph?

3.
Docs the writer include enough information?

1. Does the writer use relative clauses correctly?
2. Does the writer use transitional words and phrases correctly?
3. Does the writer use synonyms correctly?
4. Grammar
Health and
Illness 127
1. Does the writer use correct noun forms?

Does the writer use correct verb tenses?88 Interactions 1: A Writing Process Book 5. Correct form
a. Are there commas after transitional words and after dependent clauses?
Discuss the corrections you made with other students. Editing
Your Writing
Now edit the paragraph you wrote. Check it for content, organization, cohesion, style, and form.

Mk i you edit your paragraph, uwme it neatly. Use good handwriting and correct form.
THROUGH WRITING
Sharing
The class can make a short book of traditional treatments throughout the world. Type or write your
paragraphs neatly and make a book with them. Maybe someone in the class can draw some pictures for the
book. You can give your book to another English class to read.
Using Feedback
Look at your teacher's comments. If you don't understand something, ask about it. Look at these symbols
that many people use to correct writing.
^ The spelling is wrong.
The tense of the verb is wrong.
A -O '
You wrote a run-on sentence. A run-on sentence is an incorrect sen tence that should be
two sentences: He ate only junk food and never exercised, in addition he stayed up late
nearly every night.
O 51 You should move the circled part to where the arrow points.
.- Capitalize the letter.
The word is wrong. Some words are almost synonyms, but each has special uses. I like to swim to rest
.Rewrite these sentences
1. many people in the Philippines drink herb teas.
CHAPTER
TELEVISION A N D T H E M E D I A
Exploring Ideas
Look at the photos from movies and match them with the movie categories below
drama
science fiction
comedy
detective
:horror
adventure
musical
Health and
Illness 129
The Godfather
Category:
______________
90
The Queen Category:

__________________
- TheExon Category:
Health and
Illness 131
3 The
'
OM lhe
PinkPunth Cateeorv-
Onent Expres.
Swing Time
Category; __
7. Godzilla
Category.
6.
Murder
Cateoor
91
Now discuss these questions.
1. What kind of movie do you like best?
2. What kind of movie do you like least?
3. What is your favorite movie? Who are the stars of that movie? Who are the main
characters? What type of movie is it? When and where does it take place?
Building Vocabulary
1. Circle the adjectives that describe your favorite movie.

exciting
interesting
entertaining
funny
realistic
action-packed
fascinating
informative
horrifying
well-written, well-directed
sad
imaginative
touching
frightening
heart-warming
2. Who is your favorite character in the movie? What is he or she like? Circle the
adjectives that describe him or her.
crazy
talkative
funny
well-informed
loyal
smart
angry
shy
well-educated
evil
talented
interesting
fun-loving
ambitious
hard-working
brave
kind
successful
List any other adu-clives that describe this character:
Organizing Ideas
Limiting Information in a Summary
You are going to write a paragraph about your favorite movie In ten minutes, write the
plot of the movie. Write it as a list of events. Do not worry about grammar or form. If
there are any words you don't know, write them in your native language.
Now look at this list of events from the movie E.T.: The Hxmi-Tenvsirial.
1. Spaceship lands on earth.
2. E.T. I eaves ship to collect samples of plants.
3. Men arrive to search for ship.

4. E.T. hides from men.
5. Spaceship must leave without E.T.
6. E.T. goes to Elliot's home to look for food.
7. Elliot sees E.T. in his back yard.
8. Everyone laughs at Elliot when he tells them about E.T.
9. Elliot waits for E.T. to come back.
10. E.T. comes back and Elliot hides him in his bedroom.
11. Elliot shows E.T. to his brother.
12. His brother promises not to tell anyone.

13. Elliot tells his brother that he is going to keep E.T.
14. Elliot and E.T. become good friends.
15. Scientists are watching Elliot because they think he has E.T.
16. E.T. becomes homesick.
E.T. makes a machine to contact his home.Elliot helps E.T. send a message to his home.
17. E.T. and Elliot become very sick.
18. The scientists capture E.T. and Elliot.
19. E.T. dies.
20. E.T. comes back to life.
21.
El I i ot hel ps E.T. escape from the sci enti sts.
22. Elliot takes E.T. to the woods on hisbicyclc.

23. E.T. meets the spaceship that will take him home.
24. E.T. leaves earth.
A good movie summary should tell the reader the problem and the events that lead to the solution. Now
read these two summaries. Which is a better summary of the movie
E.T.? Why?
E . T . i s f r o m o u t e r s p a c e . Some s c i e n t i s t s a r e t r y i n g t o c a p t u r e
h i m No one b e l i e v e s t h a t E l l i o t saw E . T . They al l l a u g h a t h i m E l l i o t
shows E.T. to h i s b r o t h e r . H i s b r o t h e r p r o m i s e s not to t e l l a n y o n e . E . T .
want s to go home. The s c i e n t i s t s c a p t u r e E . T . E.T. escapes a n d meets a s p a c e s h i p .
The s p a c e s h i p t a k e s h i m home.
E . T . : The Extra-Terrestrial is t h e s t o r y o f t h e f r i e n d s h i p o f a
y o u n g boy a n d a c r e a t u r e f r o m o u t e r space. When E . T . ' s s p a c e s h i p l e a v e s
w i t h o u t h i m , h e m e e t s E l l i o t , who becomes h i s f r i e n d . E . T . l i k e s
E l l i o t , but he is very homesick, so E l l i o t decides to h e l p h i m
c o n t a c t h i s f r i e n d s . T h i s i s not easy because some s c i e n t i s t s a r e s e a r c h i n g
f o r E . T . i n o r d e r t o s t u d y h i m E l l i o t a n d E . T . escape f r o m t h e
s c i e n t i s t s b y b i c y c l e . They go to t h e woods to meet t h e s p a c e s h i p t h a t w l l
t a k e E . T . home.
137 Interactions /. A Writing Process Book
Look back at the list of events you wrote from your favorite movie. Which events are the most
important? Are there any sentences about events that you can combine?
Including Important Information in a Summary

The paragraph that you write should have more information than a summary of the events in the movie.
The paragraph that follows includes all of the information in the list below. Read the paragraph and find all
the information listed.
1. the problem________________________________________________________________________
2. where the movie takes place___________________________________________________________
3. the result__________________________________________________________________________
4. the mai n characters_________________________________________________________________
5. when the movie takes place___________________________________________________________
6. type of movie______________________________________________________________________
R a i d e r s o f t h e Lost A r k : A
T h r i l l i n g Adventur e
One of my f a v o r i t e m o v i e s i s t h e a c t i o n - p a c k e d a d v e n t u r e s t o r y , R a i d e r s
o f t h e Lost A r k . I t i s a n e n t e r t a i n i n g f i l m t h a t t a k e s p l a c e i n t h e
M i d d l e East d u r i n g W o r l d War I I . A t t h e b e g i n n i n g o f t h e m o v i e , t
he American government learns that t h e N a z i s are looking for an
a n c i e n t r e l i c t h a t has e x t r a o r d i n a r y p o w e r s . The g o v e r n m e n t a s k s I n d i a n a
Jones, an eccentric archeology professor, to f i n d the r e l i c before t h e
Nazi s d o . Thi s is not an easy j o b because I n d i a n a ' s o l d e n e m y , Lecl e r c , i s
h e l p i n g t h e Nazis. I n d i a n a and h i s g u l - f r i e n d Marion, t h e
s t u b b o r n b u t f e a r l e s s d a u g h t e r of one of I n d i a n a ' s o l d f r i e n d s , m u s t
escape f r o m d e a t h a g a i n and a g a i n . Even when t h e i r e n e m i e s t h r o w t h e m i n t o
a r o o m f u l l o f s n a k e s , t h e y f i n d a way o u t . B y t h e end of t h e f i l
m
everyone is s a t i s f i e d . The A m e r i c a n government has t h e r e l i c , I n d i a n a and
M f e r i o n have each o t h e r , and t h e audience had a great t i m e .
Now look at your summary of your favorite movie. Make a list of any other information you would
like to add.
Writing a Title
If you give your paragraph an interesting title, people will want to read it. Look at the following titles.
Which movies would you like to read about?
1. Star Trek I I I : My Favorite Movie
2. E.T.: A Good Movie
3. Friday the 13th: An Unforgettable Experience Now write a title for your paragraph
Developing Cohesion and Style Using Adjectives
Look back at the list of adjectives that describe movies in the section "Building Vocab ulary." Find
appropriate adjectives to add to these sentences.
1. Star Wars is a
movie._______________________________________________
2. Friday the Thirteenth is a thriller that takes place at a summer camp.
3. 48 Hours is a police movie in which a policeman and a criminal work together to find a killer._______,
4. Gandhi is a drama about the life of the famous Indian leader. Now write a similar sentence about your
favorite movie.
Look back at list of adjectives that describe characters. Find appropriate adjectives to add to these
sentences.
1. In the movie Star Wlars, R2D2 is a robot______________________________________.___________
2. E.T. is a visitor from another planet
.3. HC H U IL - Poirot is a
in the film Murder on the Orient Express.
Sometimes you may want to use more than one adjective. You can separate two or more adjectives with
a comma.
Examples: E.T. is a friendly, lovable creature from outer space.
In the movie Rocky, the main character is a handsome, determined boxer.
Look at these sentences. Put a comma between the two adjectives.
1. Gandhi is the story of a wise kind man who leads India to freedom. 1. VWb^mceJenmierBeals plays a
beautiful talented dancer.
3. Poltergeist tells the story of a family that has problems with evil destructive ghost s
4. Stripes is about two crazy fun-loving boys who decide to join the army.
However, when there are two contrasting adjectives, you can separate them with but. Example: In Star
Wars,, Han Solo is a brave but self-centered pilot.

Put the word but in the appropriate places in the sentences.
1. In The Pink Panther, Inspector Clouseau is a stupid successful police detective.
2. Frankenstein is the story of a destructive tragic monster.
3. The Godfather is an evil loyal man.
4. In E.T., the boy Elliot is sensitive brave.
Now write sentences that describe the main characters in your favorite movie. Us more than one
adjective in each sentence.
Using Appositives
An ^positive modifies a noun and follows it directly.
Example: Han Solo, a brave but self-centered pilot, is one of the heroes of Star Wars.
Can you find any appositives in the paragraph about Raiders of the Lost Ark? Underline them.
Combine the following sentences; use appositives.
1. The movie 48 Hours is my favorite. It is the story of the friendship between a police man and a
criminal____________________._____________________.________,
2. Gandhi changed the history of India. He was a great leader.
___
3. Brooke shields starred in Blue Lagoon. She is a beautiful young American actress.
4. Han Solo needed help from R2D2. R2D2 was a robot.

5. Steven Spielberg directed Close Encounters of the Third Kind. It is the story of an alien's visit to earth
Using the Historical Present Tense

Look back at the paragraph about Raiders of the Lost Ark. What tense is it in? You can use the present
tense to talk about events in the past. This is the "historical present." Look at the paragraph below and
complete it with the correct forms of the verbs in parentheses. Use the historical present.
Blue Thunder.
(be) a police adventure film. In the movie,
Roy Scheider______
(play) Frank Murphey, a helicopter pilot who

(work) for the Los Angeles police department. The police
department___________________________(purchase) Blue Thunder, an extremely advanced

helicopter, to help them guard the 1984 Olympics. The police__________________
(believe) that this helicopter is the "ultimate weapon." Its guns can
(shoot) 4,000 bullets a minute and it can
objects on the ground which___________________
(show) the pilot

(be) too small for him to see.
When Murphey___________________________(take) Blue Thunder on a test flight, he

(discover) a government plan to use the aircraft against ordinary
people. He then
(try) to stop them.
Using Correct Form

Punctuating Titles
Titles of movies are underlined (or in italics in printed material). All the important words in a title (of a
movie, book, etc.) begin with a capital letter. Small words such as in, a, the, to, at do not begin with a
capital letter unless they are the first words in the title.
The Adventures of Tarzan Raiders of the Lost Ar
kPunctuate the titles in parentheses and capitalize words that need capital letters.
1. If you like f r m l i t i .'iimi; movies, you should sec (the omen).
2. Sir Richard Attenborough directed (Gandhi).
3. (The empire strikes back) was a sequel to (star wars).
4. The most famous American movie is (gone with the wind), the story of Southern families during
the Civil War.
5. I saw (indiana and the temple of doom) yesterday.
Now write your paragraph about your favorite movie. Editing
Practice

S t a r t r e k I I : t h e W a t h Of Khan S t a r t r e k I I i s a
sequel to S t a r T r e k : The M o t i o n p i c t u r e . But i t ' s much b e t t e r . I n t h i s
science f i c t i o n adventure f i l m Khan, an evil clever leader steal
i n f o r m a t i o n a b o u t G e n e s i s a s e c r e t g o v e r n m e n t e x p e r i m e n t . Khan
a n d h i s p e o p l e l i v e d i n e x i l e f o r a l o n g t i m e . The c r e w o f t h e
E n t e r p r i s e must c a t c h Khan b e f o r e h e can to use i t . C a p t a i n K i r k a n d h i s
c r e w succeeds as u s u a l l y b u t i n t h e end t h e c a p t a i n l o s e a good f r i e n d .
W h i c h one of t h e c r e w d i e ? Go see t h e m o v i e a n d f i n d o u t . I l i k e d t h i s
m o v i e a l o t , maybe y o u w l l t o o .
1. Content
a. Is the title interesting?
b. Does the information make you want to see the movie?

2. Organization
a. Are there any unnecessary details?
b. Does the paragraph have an effective topic sentence?
c. Does the paragraph have a good concluding sentence?
d. Does the writer present the information clearly?
a. Are the verb tenses correct?
b. Are the appositives correct?
4. Grammar
a. Are there any sentence fragments?
5. Correct form
a. Does the title have correct punctuation and capitalization?
b. Did the writer use commas correctly?
Discuss the corrections you made with other students.


PART
I V.
WRITING
THROUGH
Sharing
Read three of your classmates' movie reviews. Discuss which movies you would like to see and why.
Using Feedback
Look at your teacher's comments. If you don't understand something, ask about it. Then look at the
paragraphs you wrote for the last three or four chapters. In what areas do you see improvement in your
work? What areas still need more improvement? 9
FRIENDS
A N D SOCIAL
LIFE
Look at the-M- pictures of Tony, a foreign student studying English. Then describe Tony. What has he
been doing during the past year? How has he been feeling? Use the infor mation in the pictures and add
other information. Write as many sentences as you can in ten minutes.
Discuss the kind of information you wrote in your sentences. Did you write about any of the
following topics? What did you say about each topic? Think of other things you can write about a student
in your class. Your teacher will list them on the board.
10
CHAPTER
2
Family life
Accomplishments
Social life
Unusual events
Work
Write questions about the topics above. Then interview a student about his or her life in
the past year. Take notes on the information your partner gives you.
3Verbs
Building Vocabulary
accomplish
exhausted
attend
fascinating
Add other words and expressions you used in your discussions and interview to the list on
page 104.
10
Other
Adjectives
accomplishment
hobby
recreatio
n
Organizing Ideas
You are going to write a paragraph about a student in your class for a class newsletter. The paragraph
will tell what the student has been doing for the past year.

Topic sentences are often in the present perfect tense because it is common to use the present perfect to
introduce a subject. Which of these sentences are good general topic sentences for a paragraph about
Tony's life during the past year? Circle the numbers of those sentences. Which sentence do you think is
the most interesting? Put a check b y it.
1. Tony Prado has had a busy life this year.
2. Tony Prado has been married since June.
3. This year Tony Prado has had so much to do that he has felt like a juggler.
CHAPTER
4. Tony Prado has learned a lot of English this year.
5. During the past year Tony Prado has gotten married, worked at two jobs, played soccer, and studied
English.
6. During the past year Tony Prado has had a full but happy life.
Now write a topic sentence for your paragraph. Use the present perfect or present perfect continuous
tense
Organizing Information i n a Paragraph

There are several ways to organize your paragraph. Two ways are:
1. You can begin with more important activities such as work, and you can cm! with less important
activities such as hobbies or interesting events.
2. You can begin with difficult activities and end with more enjoyable activities.
Look at the notes about Tony's life. Work in small groups and arrange them in order. Use one of the two
types of organization above.
goes to E n g l i s h classeshas n o t i m e t o s t u d y
works in u n c l e ' s
him tired
got m a r r i e d i n J u n e
rides bikes with his wife
works e v e n i n g s i n a b e a u t y s a l o n
p l a y s s occer wi t h f r i en d s
Now look at your notes from your interview and arrange them in order you think you arc going to write
about. Discuss the order with your partner.
Writing a Concluding Sentence

The final sentence of a paragraph sometimes summarizes the paragraph or leads into the future. Look at
these examples of possible final sentences.
1. In November Tony's wife is going to have a baby, and then he will have another thing to juggle in his
busy schedule.
2. With her new English skills, Sonia is hoping to get a better job.
3. Parvin says that it's a full-time job to take care of her kids, but she can't wait till they are in school and
she can get a job that pays money.
4 . Satoshi is going to return to Japan and use his English in his engineering work. Now write a final
sentence
you
could
use
in
your
paragraph
Developing Cohesion and Style Selecting the Correct Tense

It's important for each sentence to be in the correct tense. You can use this chart to check vour verb
tenses.
Contrast of Verb Tenses

A repeated or habitual action in the present. Example: Mina studies English in Austin,
Texas.
An action or situation that is i n progress in the present. Example: Mina is studying and working at the
same time this quarter.
A completed action or state.
Example: Mina came to Austin three months ago.
An action or, more usually, a state (with verbs like be, have, feel, know) that began in the past and
continues in the present. Often appears with for and since + time expression. Example: Mina has known
her friend Salima since 1982; she has known her friend Sally for one month.
An action that began in the past and continues in the present; often appears with for and since + time
expression. Example: Mina has been working part time in the school cafeteria since she arrived (for three
months)
.
Complete this paragraph with the correct tenses of the verbs in parentheses. Remember that we often
use the present perfect or present perfect continuous to introduce a subject and then use the present
tense to talk about it further.
Simple
present
Present continuous
Past
Present perfect
Present
perfect
continuous
This year Tony
(have) so much to do he
(feel) like a juggler. He
(get
married) in June and he and wife are very happy together. He _

(work) in his uncle's factory since April. It_____________________________ (be) hard work,
because he__________________________ (have to load) trucks and he
(get) very tired. In addition, he
(work) a few evenings a week as a
because he .
(need) to save money. He also_________________________________
(enjoy) the
community college near his home. He_
class, but
he
(be) so busy he
much time to study. Tony's life_ . (take) English
_______________(not
have)
(not be) all work,
however
classes at a
.
(find) time to enjoy a sports. He

(play) soccer with some friends every Sunday. In addition,
______________________(ride) bikes together. But she is
. (have) a baby in four months. Then (have) another thing to juggle in his
busy schedule
.
Using Transitional Words and Phrases

However, in addition, also
The expressions however, in addition, and also help unify the
sentences in a paragraph. Find these expressions in the paragraph
about Tony and underline them. Then answer the questions.
1. Which two expressions do you use when you give additional
information?__________________________________________________________________________
2. Which expression do you use when you give contrasting information? __________________________
In the paragraph about Tony, is this expression at the beginning or
end of the sentence?______________Can it be in another position?_____________________
In fact
We use in fact when we give facts that show that the
sentence before is true. Example: Tony has been very busy.
In fact, he's been working at two jobs.

Add in fact or however to these sentences.
1. Tony has been working very hard. He works from 8:00 in the morning
until 9:00 at
night
2. Tony has been working very hard. He still finds time to play soccer
every week
.
3. Ralph has been doing well, and he likes his English class a lot. He's
been studying so much that he isn't sleeping well___________________________________________
4. Ralph has been doing well in his English class. He went from Level 2
to Level 4 last month.______________________________________ .__________________________
Use the information in the pictures to make sentences with in fact or

however.
1. Angela has been relaxing this summer.____________________________________________
every day.
2. Angela has been relaxing this summer.

twice a
week too.
3. Khali I has been taking care of his children this summer.
_ every afternoon.
4. Khali I has been taking care of his children this summer.
every
Saturday.
Look at your notes and write some pairs of sentences for your
paragraph. Begin the second sentence of each pair with in addition,
also, however, or in fact.
Stating Results with so ... that

You can combine sentences giving reasons and results.
Reason
Result
Tony ha* been busy. + Ik-has idt like ajuggler. Tony has been so busy that
he has felt like a juggler
.no Interactions fl! A Writing Process Book Combine these sentences
using so . . . that.
1. Jane has been busy. She hasn't had much time to study.
2. Reiko was happy. She cried
3. Chi Wang has been working hard. He falls asleep in class.
4. Nick has !>.vn having much fun. He is seldom homesick.
5. Sonia's daughter has been sick. she had to take her to the hospital
tan you write an\ sentences vjYCn so .. . tVun lot nv>y pM^gfajfcv!
vWrftWit
Using Correct Form

Using Commas With Transitional Words and Phrases
Commas separate in addition, however, and in fact from the rest of a
sentence.
Examples: In fact, she won a skiing award.
She has not been practicing recently,
however. Do not use commas w i t h d l s < > when it is
in the middle of a sentence. Example: She's also been
skating a lot. Add commas to these sentences if
necessary.
1. Pierre has not been to New York yet however.
2. In fact he has been going to parties every weekend.
3. He has also been studying karate.
However he has met someone nice.

4. In fact they have been going out snu. August.
5. Ilouvwr slu has been getting to know some of other students
in her class. Using Long Forms i n Formal Writing
When English speakers write formally, they don't use as many
contractions as when they speakinstead, they use long forms. Here
are some examples of contractions and their long forms:
he has he's
he has not he hasn't
they have they've they have

not they haven't it is it's
it
is not > it's not, it isn't

Write these sentences without contractions.
1. He's been playing in a band.
2. They haven't moved yet._________
3. They're not having problems with Canadian customs.
4. Recently she's been planning a party.
5. It's difficult work________________________
6. She's been getting dates from a computer dating service.
Spelling Present and Past Participles Correctly
Write the -ing form and the past participle of these words. For rules for
adding -ing, see Appendix 1 at the back of this book.
-ing Form
Past Participle
1. work
begi
nstudy
2. make_______________________
3. fi__________________________nd
4. swim_______________________
5. go_________________________
6. travel ______________________
7. come_______________________
8.
haw
Using Correct Capitalization

In your paragraph, remember to capitalize time words correctly. (See
Appendix 2 for detailed rules.)
Capitalize months and days of the week.
Monday Wednesday July September
Don't capitalize seasons.
summer fall winter spring
Capitalize names of schools and businesses.
Lincoln Community College
Lucia's Bakery University of
Montreal
Internet, Inc.
Don't capitalize kinds of schools, businesses, or jobs.
a bakery
a baker
an export company
an
accountant
a community college
a musician
Don't capitalize school subjects except languages.

business math
French
biology
English
Write these sentences with correct capitalization.

1. Pablo has been studying computer science and english at
northwestern college since January.
2. Anna works as a dietician at randolph college.In September Van got a
job as a mail clerk at a bank.
3. Tessa has been studying fashion design every tuesday and thursday
evening.
4. iivna has working with the joncs plumbing company since the fall.
PART I I I . W R I T I N G A N D
EDITING

Now write your paragraph about a classmate. Use your topic sentence
and notes. Also use transitional expressions to unify your paragraph.
Editing Practice
Marta R o d r i g u e z h a s h a v e a v e r y i n t e r e s t i n g
y e a r . Last J u n e s h e g r a d u a t e f r o m a t o u r i s m
d e v e l o p m e n t c o u r s e i n Mexi c o . She r e c e i v e d a
s c h o l a r s h i p t o s t u d y e n g l i s h , a n d has b e n
attending classes here at the university of
Ottawa since September. Marta is twenty-five
y e a r s o l d . S h e ' s , a l s o , been t r a v e l i n g i n Canada a n d
t h e U n i t e d S t a t e s . She l o v e d a n c e a n d s p e n d s a t
l e a s t t w o n i g h t s a week at t h e d i s c o . She v i s i t s
h o t e l s t o s t u d y t h e d i f f e r e n t management s y s t e m s ,
and h a s l e a r n n e d a l o t . F a c t , s h e says t h a t one day in a
hotel is better than ten days in a classroom
However M a r t a h a s n ' t s p e n d a l l her t i m e i n Canada at
w o r k . She a l s o f i n d t i m e , t o d e v e l o p a c l o s e
f r i e n d s h i p w i t h t h e manager of a b i g h o t e l h e r e i n
O t t a w a . She is h o p i n g t o get to know h i m b e t t e r .
114 Interactions / : A Voting Process Book Now look at
the paragraph carefully. Check it for: 1.
a. Is the information interesting?
b. Is all the information in the paragraph important?

2. Organization
a. Docs the topic sentence give the main idea of the paragraph?
b. Are the sentences well organized?
c. Does the paragraph have a good concluding sentence?
b. Did the writer vise transitional expressions correctly ?

4. Grammar
a. Did the writer use correct verb forms?
5. Correct form
1. Did the writer use commas correctly?
2. Did the writer spell the verb forms correctly?
3. Did the writer use correct capitalization?

Now edit the paragraph you wrote. Check it for content,
organization, cohesion, style, and form.

After you edit your paragraph, rewrite it neatly. Use good
handwriting and correct form.
PART I V.
THROUGH WRITING

Sharing
As a class, collect all the paragraphs you wrote to make a class newsletter
.Using Feedback
Look at your teacher's comments. If you don't understand something,
ask about it. Then discuss these questions.
1. What have you learned in your writing class?
2. How do you livI about writing now? Do you enjoy it? Do you think it's
difficult?
3. Which step of the writing process do you like? Which step don't you
like?
4. What do you think you need to practice more?
5. Have you found anything that makes writing easier for you? Tell the
rest of the class about it.
6. Is there anything you would like to change in the writing class? What
is it?
Are you doing enough writing? Would you like to do moiv or less
10
CUSTOMS,
C E L E B R ATI O N S ,
A N D H O L I D AYS
Exploring Ideas
Look at the photographs and discuss them. What do you know about the holidays the people in the
photos are celebrating?
What are the most important holidays in your country or culture? When do people celebrate these
holidays? How do they celebrate them? Complete the following chart.
Time of
Holiday
Year
Activities
Description of Activities
CHAPTER
116
117
Look at your list of holidays. How could you divide them into groups? Try dividing them into seasons
first (winter holidays, summer holidays, etc.).
Now think of other ways to group them. Building Vocabulary
Verbs
Adjectives
celebrate
traditional
commemorate
joyous
Add other words you used to desei-ib<- holidays to this list.

Nouns
celebration
commemoration
parade
fireworks
traditio
n
Other
CHAPTER
Organizing Ideas
}
You are going to write a paragraph about holidays in your culture. Categorizing and Making an
Outline
Here is an example of the notes that one student made about holidays in her country
.C h r i s t m a s New
W a s h i n g t o n ' s B i r t h d a y V a l e n t i n e ' s Day
Thanksgiving
Hashan
M e m o r i a l Day Labor Day

H a l l o w e e n Easter Passover Rosh
Jul y 4
a
She lUvKled to divide the holidays into three categories:

political holidays
2. religious holidays
3. traditional holidays
Some people feel that it is easier to organize their ideas in outline form. Before she began to write her
paragraph, she made an outline like this:
I. Holidays in the United States

A.
B.
Pol i t i cal h o l i d a y s
1.
I n d e p e n d e n c e Day
2.
P r e s i d e n t s ' Day
3.
M e m o r i a l Day
4.
Labor Day
Tr adi t i onal holidays

1. Thanksgiving
New
C.
3.
Halloween
4.
V a l e n t i n e ' s Day
Rel i gi o u s h o l i d a y s
1. Ch r i s t i an holidays
a.
Easte
Christmas
d.
Parades
Customs, Celebrations, and Holidays 169
r
b.
2 . Jewish holidays
a.
b.
Passover
Rosh Hashana
Does your country have any political holidays? Traditional holidays? Religious holidays?
Make an outline like the one above.
The student decided to write about political holidays, so she added more information to her
outline. Here is her outline; some of the items are missing.
I. Holidays in the United States
A. Pol i t i cal h o l i d a y s I
ndependence Day
a.
Fourth of J u l y
b.
c.
Fi reworks
d.
Picnics, barbecues
2.________________._____________________________
a.
Last weekend in May
b.
Commemorate t h e A m e r i c a n s o l d i e r s who d i e d i n a l l wars
c.
d.
Parades
3. Labor Day
1.
2.
c .
3.
Honor A m e r i c a n w o r k e r s
.P i c n i c s
George W a s h i n g t o n
4.
c. Martin Luther King, J r ,
d.
Parades
Fourth of July parade.

Read this paragraph, then fill in the outline with the information that is missing.
Holidays in the United States There are three
types of holidays in the United States: political holidays,
t r a d i t i o n a l h o l i d a y s , a n d r e l i g i o u s h o l i d a y s . T h e r e a r e more p o l i t i c a l
h o l i d a y s t h a n any o t h e r
t y p e . The most i m p o r t a n t p o l i t i c a l h o l i d a y i s I n d e p e n d e n c e Day, t h e
F o u r t h o f J u l y . O n t h i s day we c e l e b r a t e our i n d e pendence f r o m Great B r i t a i n .
Most p e o p l e spend t h e day w t h t h e i r f a m i l y a n d f r i e n d s . P i c n i c s a n d
b a r b e c u e s a r e v e r y p o p u l a r . I n a d d i t i o n , a l most every c i t y a n d town h a s a
fireworks display at night. Another very important political holiday
i s M e m o r i a l Day. On t h i s h o l i d a y we commemorate a l l t h e s o l d i e r s who d i e d
f o r our c o u n t r y . Many t o w n s a n d c i t i e s h a v e p a r a d e s , and some p e o p l e g o t o

c e m e t e r i e s and p u t
soldiers'
Because t h i s h o l i d a y
f a l l s o n t h e l a s t weekend in May, some p e o p l e t h i n k o f i t a s t h e b e g i n n i n g

o f t h e summer season. A t h i r d i m p o r t a n t p o l i t i c a l h o l i d a y i s Labor Day, whi ch we
c e l e b r a t e o n t h e f i r s t Mbnday in S e p t e m b e r . T h i s i s t h e day when we honor t h e
worke r s o f t h e U n i t e d S t a t e s . P e o p l e w a t c h p a r a d e s , g o o n p i c - i c s , o r
g o t o t h e beach. For s t u d e n t s , Labor Day is a b i t t e r s w e e t h o l i d a y , because when it is
over t h e y must b e g i n school a g a i n . B e s i d e s t h e s e p o l i t i c a l h o l i d a y s , w e
a l s o c e l e b r a t e t h e b i r t h d a y s of George W a s h i n g t o n , A b r a h a m L i n c o l n ,
and Mkrtin Luther King, Jr.
Ordering Information According to Importance

When you make a list, you often put the items in order of importance. Look back at the
paragraph above. What is the most important political holiday? -----------. ------ -----
A student is going to write a paragraph about products his country exports. In what order should he
mention them?
coconuts $2 million per yea
rcars
million per year

coffee $12 million per year cloth $8
million per year
1.
2.
3.
4.
5. What kind of is this?
Now look at your list of holidays and put them in order of importance.
Here is information about traditional holidays in the United States. Put the information in the correct
order in the second part of the outline.
children dress in costumes
families eat turkey and other traditional foods
Halloween
February 14
January 1
Thanksgiving
people celebrate the New Year
traditional holidays
children collect candy
Valentine's Day
third Thursday in November
New Year's Day
people go to costume parties
boys and girls exchange valentines
October 31
people lee I thankful for the good things in their lives
B.
1.
a.
2
b.

.
a.
b.
3.
a.
b.
c.
d.
4.
a.
b.
c
.
Now make an outline for the type of holiday you are going to write about.
Listing Information with in addition to, besides, another, and the first, second,
third, last
You can use these transitional words to add information: in addition to, besides, another, and the first,
second, third, last. How many of them can you find in the paragraph about holidays in the United
States?
The following paragraph contains no transitional words. Complete it with the appro priate transitions.
More than one answer may be correct.
Jewish people celebrate several religious holidays each year. The most impormm holiday is
Passover. During Passover they eat a traditional meal called a seder.
forgiveness for their sins______________________________________________
Yom Kippur and Passover they also i
celebrate Rosh Hashana, the Jewish New Year.
mportant

.important holiday is Yom Kippur. On this day they ask
Jewish holiday is Hanukah, which Jewish people celebrate near the Christian holiday
of Christmas.___________________________these holidays, there are several minor holidays
such as
Unifying a Paragraph with Pronouns and Pronominal Expressions

You can use pronouns to refer to things you have already mentioned so that you don't have to repeat the
same words again and again. Here is a list of the pronouns and p r o n o m i n a l expressions in the
paragraph about holidays in the United States. Tell what each one refers to.
1. on this day (line 5)_
2. on this holiday (line 10)_
3. t h i s holiday (line 13)______
4. i t ( l i n e 14)_____________
5. t h i s is the day (line 17)
6. i t ( l i n e 20)
7. they (line 20)

The paragraph that follows needs more pronouns. E d i t i t and substitute pronouns or p r o n o m i n a l
expressions for some of the nouns. Remember that too many pronouns are as bad as too few.
Children looking for Easter eggs.

C h r i s t i a n s c e l e b r a t e s e v e r a l r e l i g i o u s h o l i d a y s . I n Decemb e r , C h r i s t i a n s
c e l e b r a t e C h r i s t m a s . C h r i s t m a s commemorates t h e b i r t h d a y o f J e s u s C h r i s t .
O n C h r i s t m a s , C h r i s t i a n s u s u a l l y d e c o r a t e t r e e s a n d g i v e each o t h e r
p r e s e n t s . I n a d d i t i o n , C h r i s t i a n s o f t e n spend t h i s day w t h t h e i r f a m i l i e s .
East er is an o th er i mp or tan t Ch r ist ian ho lid a y. Ch r istian s o f ten g ive
t h e i r c h i l d r e n candy and c o l o r e d eggs on E a s t e r . Lent is not a h o l i d a y , but f o r
C h r i s t i a n s Lent is a s p e c i a l t i m e . Lent l a s t s f o r f o r t y d a y s . D u r i n g L e n t ,
C h r i s t i a n s ask f o r f o r g i v e n e s s f o r t h e i r s i n s
. Using Quantifiers
For a paragraph like the one you are going to write, you will probably need to use quantifiers, words
that tell the amount of something. Some quantifiers are:
+ noncountnoun
How many quantifiers can you find in the paragraph about holidays in the United States? Underline
them.
Using Nonrestrictive Relative Clauses

In Chapter 7 you learned about restrictive relative clauses with who and that.
Examples: Ramadan is the Moslem holiday that lasts a month.
Moslems who celebrate Ramadan fast (do not eat) from sunrise to sunset during this
month.
A restrictive relative clause tells you which person or thing the writer is referring to. A nonrestrictive
relative clause gives additional information. This information is not nec essary. You can omit a
nonrcstrictive relative clause, but you cannot omit a restrictive relative clause.
Example: Thanksgiving, which falls in November, is a time for families to get tom-ilu-i-.
(nonrestrictive) Notice that you can omit the clause which falls in November:
Thanksgiving is a time for families to get together.
Example: Christmas is the holiday that I like [595! (restrictive)
Notice that if you omit the clause that I like best, the sentence seems incomplete:
Christmas is the holiday.
In nonrestrictive relative clauses, use which instead of that.
Combine these sentences with which and a nonrestrictive relative clause. Insert a clause at the mark.
1. Easter is a happy holiday. Easter comes in the springtime. ,_
2. The Fourth of July is a time for big parades and fireworks. The Fourth of July is Independence Day.
_______________________________________________________________________________
3. Martin Luther King Day comes in January. Martin Luther King Day is ou
r128 Interactions A Writing Process Book newest holiday.

4. Halloween is a favorite children's holiday. Halloween is an ancient British tradition.
5. On New Year's Day there is a famous parade in Pasadena, California. New Year's Day is the first
holiday of the year
Using Correct Form

Punctuating Nonrestrictive Relative Clauses
Use commas to separate a nonrestrictive relative clause from the rest of the sentence. It the clause
comes in the middle of the sentence, use two commas.
Example: Valentine's Day, which falls on February 14, is a holiday for lovers.
If the clause comes at the end of the sentence, use only one comma.
Example: Memorial Day is in May, which is almost the beginning of the summer in the United States.
Rewrite these sentences and use commas where necessary.
1. Songkran which is the Thai New Year is on April 13.
2. Eid-e-ghorbon is a religious holiday in Iran which is a Muslim country.
3. Christmas which is an important holiday in Christian countries is usually a happy time.
4. Bastille Day which is on July 14 is a very important holiday in France.
Now write your paragraph about holidays in your culnnv. Editing
Practice
BastilleDay, France.
t r a d i t i o n a l h o l i d a y s i n U n i t e d S t a t e s T h e r e a r e four i m p o r t a n t
traditional holidays i n the United States. Another important
t r a d i t i o n a l h o l i d a y i s New Y e a r ' s Eve. On New Y e a r ' s eve most p e o p l e g o t o
p a r t i e s . A t t w e l v e o ' c l o c k e v e r y o n e shout Happy New Year! and w s h t h e i r
f r i e n d s good l u c k . New Y e a r ' s p a r t i e s u s u a l l y u n t i l l a t e . Some not go home u n t i l
t h e m o r n i n g . The most i m p o r t a n t o f t h e s e h o l i d a y T h a n k s g i v i n g . W h i c h w e
c e l e b r a t e o n t h e t h i r d t h u r s d a y i n November, t h i s i s a f a m i l y h o l i d a y.
Most of p e o p l e spend t h e day w t h t h e i r r e l a t i v e s . The most i m p o r t a n t t r a d i t i o n
o n t h i s day T h a n k s g i v i n g d i n n e r . A t a t r a d i t i o n a l T h a n k s g i v i n g d i n n e r
t h e most p e o p l e eat t u r k e y w t
h
Childreni niiaiowwn costumes.
s t u f f i n g , c r a n b e r r y s a u c e , and p u m p k i n p i e . The t h i r d t r a d i t i o n a l
holiday is for children. It is Halloween. On this Halloween
c h i l d r e n d r e s s a s w i t c h e s and g h o s t s . Mbst of t h e y g o f r o m house to house and
say
or
Ifthe
p e o p l e at t he house do not g i v e t h e m candy, t h e c h i l d r e n w l l p l a y a t r i c k o n

t h e m But t h i s h a r d l y ever h a p p e n s . A l m o s t g i v e t h e m candy or f r u i t . The next
h o l i d a y i s V a l e n t i n e ' s Day w h i c h i s i n F e b r u a r y .
Now look at the paragraph carefully. ("lurk it for:

1. Content
a. Is the information interesting?
b. Is there enough information?
2. Organization
a. Did you list the holidays from most important to least important?
b. Did you give the same type of information about each holiday?
a. Are the verb forms correct?
b. Did you use the quantifiers correctly?
c. Did you use the transitional words correctly?
d. Did you use relative clauses correctly?
4. Grammar
a. Are there any sentence fragments?
5. Correct form
a. Did you punctuate the title correctly?
b. Do the relative clauses have commas where necessary?

Now edit the paragraph you wrote. Check it for amicm, organization, cohesion, style, and form.

PART I V. C O M M U N I C ATI N G T H R O U G H
WRITING
Sharing
Bring in pictures to illustrate different holidays your class celebrates. Put them on a bulletin board.
Using Feedback
Look at your teacher's comments. If you don't understand something, ask about it. Then, compare your first
draft and your second draft. What mistakes were easy for you to find? What mistakes did you miss? Make a
list of the kinds of mistakes you need to avoid
.11
RECREATION
PART I. GETTING READY TO W R I T E

Exploring Ideas
Look at the picture of the park and write as much as you can about it in five minutes. Tell
what the peopl e are doing and what has happened. Then discuss the picture. Answff these
questions:
1. What arc the people i n the pictures doing?
2. Which of the activities do you like to participate in?
3. Which of the activities do you like to watch?
4. What other things do you like to do in your free time?
CHAPTER
Now complete the following list about things you like to do.
132
Activities
Outdoor
Indoor
You Like to Do
Activities
Activities
Alone
Compare your list with those of some other students. Which activities are you most interested in? Which
activities arc they most interested in? Which activity would you like to recommcnd to other students?
Building Vocabulary
Activities You
Like to Do with
Others
Activities You
Like to
Participate in
Add other words you used in your discussion to this list.

Nouns
Verbs
Activities
You Like to
Watch
Other
Adjectives
133
CHAPTER
roller skating
roller skate
thrilling
soccer
play soccer
relaxing
listening to music
listen to music
fun
spectator
participate in
exciting
jazz band
benefit
enjoyable
benefit
stroll
peaceful
fun
entertaining
pleasant
inexpensive
spectacular
sensational
easy
What does each of the words in the column Adjectives mean? Can you add other adjec tives to the list?
Organizing Ideas
Organizing Information by Answering what?, who?, where?, when?, how?, and why?
You are going to write a paragraph about an activity you like and want to recommend to your classmates. One
way to organize a paragraph is to ask what?, who?, where?, when?, how?, and why? about your idea. Look at
the notes that a student made about roller skating.
Roller Skating
1. What activity do you want to recommend? Ô^XA,

2. Who can participate in this activity?
ofi
JLiki, tjy AsMuv Atudj; toyUAjUv.
_______
jvLefJju o^tln, aJLoMs.
3. Where and when can they do it? O-^^^^ûuJuu^ tU (Lny,

Jbytyrusn^-__________________________________________ ____
4. How can they do it? ComSAJbrCt
5. Why would they like to d
MlXsnjCct^MnkAJ,
^^t
Now answer the questions about the activity you are going to wino about. 1. What activity do vou want to
recommend?________________________________________________________________
2. Who can participate in this activity?______________
3. Where and when can they do it?
4. How can they do it?
5. Why would they like to do it?
Whiting Topic Sentences

In a paragraph where you make a recommendation, you want the topic sentence to get the reader
interested in what you're going to say. Look at these topic sentences for a paragraph recommending roller
skating. Notice that sometimes the writer needed two sentences to get the reader interested. Which topic
sentences do you like? Why do you like them?
1. Roller skating used to be just for kids, but now thousands of adults are finding that it is a great
sport.
2. Would you like to try a sport that is easy to learn, a lot of fun, and not expensive? Ttvcu rol I er skati
ng may be for you.
3. Roller skating is a nice sport.
4. One of the most exciting feelings in the world is gliding through the park on a sunny day on
roller skates.
5. I like to roller skate because it is fun.
6. If you want to try a sport that's great for the whole family, then you may want to try roller skating.
There are certain structures that commonly appear in topic sentences that try to interest the reader in the
paragraph.
1. One of the most ----------------I've ever
is
2. One of the most -------- . in the world is

3. If you w a n t ---------------, ----------------
Would vou like
? Then
Read this paragraph and then write four different topic sentences using the structures on
page 136.
The B e n e f i t s o f W a l k i n g
_________________ W a l k i n g nay not seem f a s c i n a t i n g , but i t can
be. When you w a l k , you move s l o w l y , so you can see t h e worl d around you. W a l k i n g i s great
because you can do it a n y t i m e and anywhere. An e v e n i n g w a l k t h r o u g h t h e s t r e e t s o f
a b i g c i t y can be just as e n j o y a b l e a s a m o r n i n g s t r o l l o n a c o u n t r y r o a d . I n
a d d i t i o n , you d o n ' t need any f a n c y e q u i p m e n t t o p a r t i c i p a t e i n t h i s a c t i v i t y .
I f you have a good p a i r o f s h o e s , y o u ' r e ready to go. A n o t h e r b e n e f i t o f t h i s
p a s t i m e i s t h a t you can e n j o y i t w t h f r i e n d s o r a l o n e . You a l s o d o n ' t have to
w o r r y about w n n i n g o r l o s i n g . J u s t g e t t i n g t h e r e i s e n o u g h .
Topic
1 . _________________________________________. ______________________________________________________________________
2.
3.
4.
New write a topic sentence or sentences that will mak<- a reader interested in the activity
you are going to write about. You can use the structures above or think of another way to get
the interest of the reader.
Unifying a Paragraph with Synonyms and Pronouns
One way of unifying a paragraph is to refer to the same word or topic several times.
Sometimes you use the same word for the topic, and sometimes you use synonyms o
rother words to refer to it. Find these words in the paragraph about walking and under line them.
it
this pastime
a morning stroll
this activity
an evening walk
Insert these words into the paragraph that follows.

roller skating this activity this sport it
Follow these directions:
Don't repeat roller skating in
Use it or this
the
second time.
2. If you haven't used the word roller skating in a few sentences, repeat it.
Dancing to Music One of the most exciting

feelings in the world is gliding through the park on a sunny day on roller skates. People of
any age can participate in
_____________________________Many families like to roller skate together, and
_____________________________is the perfect activity for students who want to feel free
after a long day in the classroom. Another benefit of______________________________________ is
that you can do____________________________ in an indoor rink or on the sidewalks
of a park. If you want to try__________________ ________________before buying skates, you
can rent them in rinks or stands near parks.__________________________
is an easy sport to learn. You can do it alone or with friends.
_____________________________is also not expensive and
ip
good exercise. But the thing I like best about_________________________

is that you can skate to musi c________________
_is like dancing on wheels.
Using Gerunds
When writing about recreational activities, you can use gerunds as subjects, objects, and objects of
prepositions.
Examples: Roller skating is easy to learn, (subject) I enjoy walking, (object)
You can try it before buying skates, (object of preposition)
Find the gerunds in the paragraph above and in the one about walking. Are they sub jects? Objects? Objects of
prepositions? Does a singular or plural verb follow the subjects
?140 Interactions 1: A Writing Process Book Complete these sentences with gerund phrases.
1.
is one of the most exciting sports I've ever watched.
2. MUT
it feels great to take a hot shower.
3. I don't enjoy
4. Every
I look forward to
5. One of the benefits of________________
is that it's good exercise.
6. I've often dreamed of________________

7. Have you ever tried_________________
8. Last month he started
Using the Pronoun you

In informal writing English speakers often use the pronoun you when talking about people in general.
Examples: You can do this activity indoors or outdoors.

I'm sure you will find that parachuting is exciting.
Ci rcl e al I the uses of the pronoun you i n the paragraphs about wal ki ng and rol I er skati ng. Then write a
few sentences for your paragraph using you to refer to people in general.
Using Adjectives + Infinitive Complements

When talking about recreational activities, you can use an adjective + to + a verb.
Examples: It's necessary to use the correct equipment for American football. Volleyball is easy to learn.
Make at least six sentences with these adjectives and appropriate activities. Example: It's easy to learn to
play volleyball.
1. easy
a. play soccer
2. fun
b. watch basebal l
c. learn tu pla.y table tennis
4. relaxing
d. listen to rock music
5. difficult
e. ride bicycles
enjoyable f. learn to roller skate
Using Correct Form

Forming the Superlative of Adjectives
Remember to add -est to most one-syllable adjectives and to adjectives ending in -y. Use most to form the
superlative of other adjectives. For rules on the spelling of adjec tives with -est, see Appendix 1 at the back of
this book.
Examples: big=: biggest easy=r. easiest spectacul ar most
spectacul ar
Write the superlative of these words with the. Example:
popular the most popular
1. nice______________________________________________________________________________
2. exciting___________________________________________________________________________
3. good______________________________________________________________________________
4. fascinating ________________________________________________________________________
5. relaxing___________________________________________________________________________
6. enjoyable____________________.__________._________._________________ ._________.________
7. thrilling______________________________.__________._________________.__________._________
8. cheap
Now write your paragraph about a favorite activity. Use the notes and topic sentence you have written. Look at
the titles of the paragraphs on walking and roller skating. Write an interesting title for your paragraph
.Editing Practice
Mind Travel
If you would l i k e learn the
t he most f u n ,
a n d most f a s c i n a t i n g a c t i v i t y i n t h e w o r l d , t r y d a y d r e a m i n g t h e l a z y
p e r s o n ' s s p o r t . They can v i s i t d i s t a n t l a n d s , w n games, and meet i n t e r e s t i n g
p e o p l e , a l l i n t h e c o m f o r t o f y o u r own h o m e . You no need any s p e c i a l
e q u i p m e n t d a y d r e a m i n g . Wit h j u s t a good i m a g i n a t i o n , y o u a r e r e a d y
b e g i n . I s easy l e a r n i n g . I t i s best to do it a l o n e w t h c l o s e d e y e s , b u t I have
had many s u c c e s s f u l d a y d r e a m s i n crowded rooms w i t h my eyes w i d e open. I d o n ' t
l i k e m y s c i e n c e c l a s s e s a t a l l . D a y d r e a m i s a l s o f u n w h i l e you a r e
w a l k i n g , r i d i n g t h e b u s , o r l i s t e n i n g t o b o r i n g f r i e n d s . Too, g r o u p
d a y d r e a m i n g i s e n j o y a b l e . One p e r s o n can to b e g i n a s t o r y a n d t h e
o t h e r s can add to i t . I f y o u s t a r t t o m o r r o w , you w i l l have y e a r s o f
e x c i t e m e n t ahead of y o u .
Now look at the paragraph on page 143 carefully. Check it for:

1. Content
a. Is the paragraph interesting?
b. Does the paragraph give good reasons for participating in the activity?
2. Organization
a. Does the paragraph answer the questions what?, who?, Where?, when?, how?, and Why?
b. Does the topic sentence make the reader interested in the paragraph?
a. Did the writer repeat the name of the activity and refer to it with the pronoun it or this appropriately?
b. Did the writer use the pronoun you to refer to people in general?
c. Did the writer use adjectives + infinitive complements correctly?
d. Did the writer use gerunds correctly?
4. Correct form
a. Did the writer use correct superlative forms?
b. Did the writer use other forms correctly?


WRITING
Sharing
Some students can read their paragraphs aloud for the class. Are there any activities students are interested
in? Would the class like to plan a class trip or activity based on the recommendations?
Look at your teachcr's comments. If you don't understand something, ask about it.
Read another student's paragraph and write two or three sentences about it. Tell why you thought it was
interesting and write why you would or wouldn't like to par ticipate in the activity
CHAPTER
12
YOU, T H E
CONSUMER
Exploring Ideas
at pictures, which show people who have just bought something that they arc not
happy with. What's wrong in each picture?
Now discuss these questions in small groups.
1. Have you ever bought something from a store and been disappointed with it?
What was the item? What was wrong with it?
2. What did you do? Did you keep the item? Did you take it back? If you took it back,
what happened?
Building Vocabulary
Add other words you used in your discussion to this list.

14
CHAPTER
Nouns
Verbs
Adjectives
defective
dissatisfied
guaranteed
refund
refund
receipt
exchange
return
warranty
complain
complaint department
purchase
'^manage
r
Other
CHAPTER
147
Organizing Ideas
Determining the Characteristics of an Effective Letter of Complaint
You arc going to write a letter of complaint about something that you bought that you are dissatisfied
with.
The well-written letter of complaint should:
state the problem clearly and simply
2. give definite dates, order numbers, etc.
3. suggest a solution
4. be polite
5. be addressed to the person who will be able to do something about the problem
Jaime Martinez bought a kitchen appliance from a mail order catalog. Read his letter of cc/mplaint.
Where does he need to add details?
Dear S i r ,
The o t h e r day I o r d e r e d a n e l e c t r i c f r y i n g pan f r o m y o u r c a t a l o g . When it
a r r i v e d , i t d i d n ' t w o r k . P l e a s e r e f u n d n y money.
Sincerel y
Jaime Martinez
Although it is important to include enough information, you should be careful not to include unnecessary
details.
Marie Wolpert bought a suitcase at a large department store. She is unhappy with it and would like to return
it. Here are notes for a letter that she is writing to the department manager. Read them and draw a line
through any unnecessary details.
Skyway suitcase
2. 30" x 45"
3. light blue
4. purchased June 17
5. paid cash
6. reduced from $50 to $42

7. handl e broke on tri p to Buffalo
You,theConsumer 149
8. handle broke first used
9. called the store
10. spoke with the manager of luggage department on July 15
11. manager said no refunds or exchanges on sale items
12. manager's name Simon Grey
' 13. would like to exchange suitcase
Think of a time when you bought something that you were dissatisfied with. Make a list of
the important details.
Now exchange lists with another student in your class. Can you understand the situation? Has he or she included all the important information? Has he or she included any
unnecessary details?You^heConsumer 149
8. handle broke first time used
9. called the store

10. spoke with the manager of luggage department on July 15
11. manager said no refunds or exchanges on sale items
12. manager's name Simon Grey
' 13. would like to exchange suitcase
Think of a time when you bought something that you were dissatisfied with. Make a list of
the important details.
Now exchange lists with another student in your class. Can you understand the situation?
Has he or she included all the important information? Has he or she included any
unnecessary details?
Developing Cohesion and Style Using Past Participles as Adjectives
Many adjectives are the same as the past participle of a Look at these sentences: Examples: When the
bowl arrived, it was broken, (past participle that functions as
an adjective)
Oh no! broken 1111- bowl! (past participle that is part of the present perfect tense: have
broken)
Now look at these verbs and tell what their past participles will be. Then use the past participles as adjectives
^XîiyrUUL
in a sentence
.
Example: stain
smash
1. open
2.
destroy
3.
tear
4.
dissatisf
y7. rip
8. scratch
Using Formal Language

A business letter should be formal and polite. People generally use more formal vocab ulary in business
letters than in letters to friends. Here are some more formal alterna tives for words you already know.
Read the sentences and try to guess what the italicized words mean.
1. On May purchased a pair of shoes at your store.
2. I have been waiting for a refund for three weeks, but I haven't received it yet.
3. Therefore, I am requesting a refund.
To make a business letter polite, you should try not be too direct. For example, instead of "You should
refund my money," you might say, "I feel that the company should refund my money."
Another way to make a business letter more polite is to use the words would and could when you are
making a request. Instead of "Please return my deposit," you might say, "Would (could) you please return
my deposit?" or "I would appreciate it if you would return my deposit."
Look at this letter of complaint. Rewrite it to make it more formal and more polite.
Dear S i r ,
Last week I bought a set of s i x g l a s s e s i n y o u r s t o r e . You sent t h e m t o my home. When I
got t h e package, f o u r o f t h e
glasses were broken. I want a r e f u n d f o r a l l s i x glasses Send it t o me soon.
S i n c e r e l y , Kate C o l l i n s
USing Correct For m
Following t he For rat of a Busi ness Let t er
15 South Cedar Street HEADING Boston,

Massachusetts 02214 January 1 1 , 19XX
Mfenager
Sales D e p a r t m e n t
Universal P u b l i s h i n g Company INSDEADDRESS 1523 Cast I et on Boul evard NeWfor
k, NevvYor k 10027
Dear S i r : SALUTATION
Ch December 15, 19XX I ordered one copy of The
BODY
U h i t e d S t a t e s i n P i c t u r e s by Jerome Mbssanti . Ia check f o r t h e f u l l p r i c e o f t h e

book, $ 1 8 . 9 7 p l u s $ 2 . 0 0 f o r s h i p p i n g a n d h a n d l i n g c h a r g e s . On December 2 7 ,
1984 I r e c e i v e d a l e t t e r f r o m y o u r o r d e r d e p a r t m e n t t h a t s a i d t h a t t h e book
woul d not be a v a i l a b l e u n t i l May of t h i s y e a r . The l e t t e r a l s o s a i d t h a t i f I
w a n t e d a r e f u n d , I c o u l d have i t . O n J a n u a r y BODY 2, 1985 I w r o t e a n d asked
t h e m t o r e f u n d my $20.97. It is now f o u r weeks l a t e r and I s t i l l have not r e c e i v e d m y
refund.
Wou ld yo u p leas e lo ok i n t o
t h i s m a t t e r f o r me? I
l i k e t o continue doing business with you.
CLOSING
SIGNATURE
Very t r u l y yours,
Simon La Grande
The heading tells where and when the writer wrote the letter. It should be
in the upper ri ght-hand corner of the f i rst page, an inch or more from the top. The
headi ng
HEADING :
shoi/}<3 co/!ta//7 the writer's complete address:
number and street
city, state or province, postal code
country (if the letter is sent out of the country)
It should also contain the date.
INSIDE ADDRESS: The inside address contains the name and the address of the
person or company you are writing to. It is usually on the left two spaces below the
date. If you know the name and title of the person, you should include them. For
example:
David Pearson, Manager Sales

Department
Margaret McGraw, Customer Relation
The salutation or greeting should be two spaces below the inside address. The most
common salutations arc:
SALUTATION :
Dear
Sir
or
Madam: Dear Mr.
Fraser: Dear Ms.
Kaplan: Dear Mrs.
Foster:
The body of the letter begins two spaces below the salutation. You should indent the
paragraphs. There should be a margin of at least one inch on both sides of the paper, at the top, and at
the bottom. If your letter is very short, you should make your margins larger.
BODY :
The closing is two spaces below the last line of the body. A comma
follows it. Capitalize only the first word. Some common ways to close formal letters are:
CLOSING AND SIGNATURE :
Very truly yours,

Yours truly,
Sincerely yours,
Sign the letter about one-half inch below the closing. Then type or print your name under your
signature.
Put the following information in the correct place in the leiier form that follows it. Add commas where
necessary.
(Customer S e r v i c e D e p a r t m e n t , S u l l i v a n O f f i c e F u r n i t u r e Company, 1432

B r a d l e y B o u l e v a r d , M u s k e g o n . M i c h i g a n , 49441 J u l y 12. 1985 Dear S i r :
157 J o h n S t r e e t , New Y o r k , New York 10038
You r s
s i n c e r e l y XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx P
ART I I I . W R I T I N G A N D E D I T I N G
Now write your letter of complaint.
Editing Practice
Edit this letter and rewrite it correctly.
F e b r u a r y 2 4 , 19XX
125 S o u t h S t r e e t
B r a t t l e b o r o Vermont 05301
D a v i d Drew
IVknager R e p a i r
Dept.
E m p i r e Typew i t er
Company
309 F o u r t h S t ,
P i p e C r e e k , Texas 78063
dear manager
"last month I sent my typewriter to you for repairs because it

wasn't
working
department
co rr ect l y.
promise
to
I got it f o r
send
to
me
in
my
b ir thd a y.
You r e p a i r
t w o weeks. I s t i l l
haven't
g o t t e n i t b a c k . I need my t y p e w r i t e r now. You h a d b e t t e r t e l l t h e m t o

r e p a i r i t a n d send it to me q u i c k l y .
David Wright
Now look at the letter
Check it for:
1. Content
a. Did the writer explain the problem clearly?
2. Organization
a. Did the writer include all the necessary details?
b. Did the writer include any unnecessary details?
3.
and style
a. Did the writer use formal language?
b. Did the writer use polite language?
4. Grammar
a. Did the writer use correct verb forms?
5. Correct form
a. Did the writer use the correct business letter format?


Now fdii the letter you wrote. Check it for content, organization, cohesion, style, and form.

WRITING
Sharing
Exchange letters with another student. Pretend you are the person who received the letter and decide what
you will do about the complaint. Discuss your decision with the writer.
Using Feedback
Look at your teacher's comments. If you don't understand something, ask about it
APPENDICES
APPENDIX 1
Spelling Rules for Adding Endings
Rules for Adding Endings That Begin with Vowels M, ing, er, tsO
1. For words ending i n a si I ent e, drop the e and add the endi ng.
like liked
make making safe - safer
fines- finest
2. For one-syllable words ending in a single vowel and a single consonant, double
I lii fi nal i'f ii i
bat-* batted
run * running
fat- fatter
hot-* hottest
3. Don't double the final consonant when the word has two final consonants or two vowels before a
final consonant.
pick* picked sing-* singing clean-* cleaner cool coolest
4. For words of two or more syllables that end in a single vowel and a single consonant,
double the final consonant if the word is accented on the final syllabic.
refer referred begin beginning
5. For words of two or more syllables that end in a single vowel and a single consonant, make no
change if the word isn't accented on the final syllable.
travel traveled focus * focused
6. For words ending in a consonant and y, change they to i and add the ending unless the ending
begins with i.
study studied
dirty * dirtier
sunny sunniest
study -> studying
hurry* hurrying
7. For words ending in a vowel and y, make no change before adding the ending.
stay staying
Rules for Adding Endings That Begin with Consonants fly, mem)
8. When words end in a silent e, make no change when adding endings that begin with consonants.
fine -lim-ly state statement
9. When words end in a consonant and y, change they to before adding the ending.
happy - happily merry-* merriment
Rules for Adding a Final s to Nouns and Verbs
10. Generally, add the s without making changes.
sit-* sits
dance -* dances
play -* plays
book - books
11. If a word ends in a consonant and y, change the y to i and add es
marry -* marries
study -> studies
cherry-cherri es
12. If a word ends in s, x, ck, sh, or z,, add es.
boss-* bosses
mix > mixes
church -churches
cash - cashes
h'zz > fizzes
13. If a word ends ino, sometimes add es and sometimes add s.
tomato -* tomatoes
potato -* potatoes
pi ano - pi anos
radi o -*radi os
14. If a word ends in for fe, generally drop the foi fe and add ves.
knife-* knives
wife-^wives
life-*lives
loaf-loaves
Exceptions: safe-* safes puff- puffs roof^ roofs
APPENDIX 2
Capitalization Rules First Words
1. Capitalize the first word of every sentence.
I live in Rome. Who is it?
2. Capitalize the first word of a quotation.
He said, "My name is Paul." Jenny asked, "When is the party?"
Personal Names
3. Capitalize names of people including initials and titles of address.
Mrs. Jones
Indira Gandhi
John F. Kenned
vCapitalize family words if used alone or followed by a name.
Let's go, Dad.
Where's Grandma?
She's at Aunt Lucy's.
4. Don't capitalize family words if used with a possessive pronoun or article.

my uncle
her mother
5. Capitalize the pronoun /.

I have a book. She's bigger than I am.
6. Capitalize names of God.
God Allah Jesus Christ
our grandparents
an aunt
7. Capitalize the names of nationalities, races, peoples, and religions.

Arab
Oriental
Chicano
Muslim
8. Generally, don't capitalize occupations.

I am a secretary. She wants to be a lawyer.
Place Names
9. Capitalize the names of countries, states, provinces, and cities.
Mexico
New York
Ontario
Tokyo
10. Capitalize the names of oceans, lakes, rivers, islands, and mountains.
the Atlantic Ocean
Lake Como
Belle Isle
Mt. Everest
the Amazon
11. Capitalize the names of geographical areas.

the South
the East Coast
Asia
Antarctica
12. Don't capitalize directions if they aren't names of geographical areas.

He lives east of Toronto. They traveled southwest.
13. Capitalize names of parks, buildings, and streets.
Central Park
the Sears Building
Oxford Road
Time Words
14. Capitalize names of days and months.
Monday
Friday
January
15. Capitalize names of holidays and historical events.

Christmas New Year's Day I ndependence Day World War 11
March
16. Don't capitalize names of seasons.

spring
summer
fall
winter
Titles
17. Capitalize the first word and all important words of titles of books, magazines, newspapers, and
articles.
Interactions
Newsweek
The New York Ti mes
" Rock Music Today"
18. Capitalize^ first word and all important words of names of movies, plays, radio programs,
and television programs.
Star Wars
A Chorus Line
"News Roundup"
"Fame"
19. Don't capitalize articles (a, an, the), conjunctions (but, and, or), and short prepositions (of,
with, in, on, for) unless they are the first word of a title.
The Life of Thomas Edison
Names of Organizations
War and Peace
Death of a Salesman
20. Capitalize the names of organizations, government groups, and businesses.

the Senate
International Student Association
Gestetner
21. Capitalize trade names, but do not capitalize the name of the product.
IBM typewriter Toyota hatchback
Kellogg's cereal
Other
22. Capitalize the names of languages.
Spanish Thai French
Japanese
23. Don't capitalize school subjects unless they are the names of languages or are followed by a
number.
geometry
music
English
Arabic
Biology 306
APPENDIX 3
Punctuation Rules Period
1. Use a period after a statement or command.
We are studying English. Open your books to Chapter 3.
2. Use a period after most abbreviations.
Mr.
Ms.
Dr.
Exceptions: UN NATO IBM

3. Use a period after initials.
H. G. Wells Mrs. H. R. Hammond
Question Mark
Ave. etc.
U.S. t.v.
4. Use a question mark after (not before) questions.

Where are you going? I s he here yet?
5. In a direct quotation, the question mark goes before the quotation marks.
He asked, "What's your name?
"Exclamation Point
6. Use an exclamation point after exclamatory sentences or phrases.
I won the lottery! Be quiet! Wow!
Comma
7. Use a comma before a conjunction (and, or, so, but) that separates two independent clauses.
She wanted to go to work, so she decided to take an English course. He wasn't happy in that
apartment, but he didn't have the money to move.
8. Don't use a comma before a conjunction that separates two phrases that aren't complete
sentences.
She worked in the library and studied at night. Do you
want to go to a movie or stay home?
9. Use a comma before an introductory clause or phrase (generally if it is five or more words
long).
After a beautiful wedding ceremony, they had a reception in her mother's home. If you want to
write well, you should practice writing almost every night.
[0. Use a comma to separate interrupting expressions from the rest of a sentence. Do you know,
by the way, what time dinner is? Many of the students, I found out, stayed on campus
during the summer.
1. Use a comma after transitional expressions.
In addition, he stole all her jewelry. However, he left the t.v.
2. Use a comma to separate names of people in direct address from the rest of a sentence.
Jane, have you seen Paul?
We aren't sure, Mrs. Shapiro, where he is.
3. Use a comma after yes and no in answers.
Yes, he was here a minute ago. No, I haven't.
V Use a comma to separate items in a series. We have coffee, tea, and milk.
He looked in the refrigerator, on the shelves, and in the cupboard.
Use a comma to separate an appositive from the rest of a sentence. Mrs. Sampson, his English
teacher, gave him a good recommendation. Would you like to try a taco, a delicious Mexican
food?
. If a date or address has two or more parts, use a comma after each part. I was born on June
5, 1968.
The house at 230 Seventh Street, Miami, Florida, is for sale.
17. Use a comma to separate contrasting information from the rest of a sentence.
It wasn't Maria, but Parvin, who was absent. Bring your
writing book, not your reading book.
18. Use a comma to separate quotations from the rest of a sentence.

He asked, "What are we going to do?" "I'm working
downtown," he said.
19. Use a comma to separate two or more adjectives that each modify the noun alone.
She was an intelligent, beautiful actress, (intelligent and beautiful actress) Eat those
delicious green peas, (delicious modifies green peas)
20. Use a comma to separate num-estriciivc clauses from the rest of a sentence. A nonrestrictive
clause gives more information about the noun it describes, but it isn't needed to identify the noun.
Clauses after proper names are nonrestrictive and require commas.
Flashdance, which is about a factory worker and dancer, is my favorite movie. Jennifer Beak
who doesn't dance in the movie, is the star of Flashdance.
Quotation Marks
21. Use quotation marks at the beginning and end of exact quotations. Other punctuation marks go
before the end quotation marks.
He said, "I'm going to Montreal." "How are you?" he asked.
22. Use quotation marks before and after titles of stories, articles, songs, and television programs.
Periods and commas go before the final quotation marks, while question marks and exclamation
points normally go after them.
Do you like to watch "Dallas" on television?
My favorite song is "Let It Be."
Do you like the story "Gift of the Magi"?
Apostrophes
23. Use apostrophes in contractions.
don't it's we've they're
24. Use an apostrophe to make possessive nouns.
Singular: Jerry's
my boss's
Plural: the children's the Smiths'
Underlining
25. Underline the titles of books, magazines, newspapers, plays, and movies.
I am reading One Hundred Years of Solitude. Did you like the movie Star Wars
CHAPTER 242 FEEDBACK SHEET
?Student Name .
Date .
Personal reaction:
Chapter checklist: Content

1. Level of interest of information Organization
1. All information about one person
2. Order of sentences
3. Topic sentence
Cohesion and Style
1. Connecting sentences with and, so, but
2. Use of also
Grammar
1. Present tense verbs
2. Pronouns
Form
1. Paragraph form
2. Spelling
3. Handwriting
Other comments
G
oo
d
Needs Work
Content
1. Use of interesting adjectives
Organization 1. Order of sentences
Cohesion and Style
1. Connecti ng sentences
2. Verb forms
3. Article use
Grammar
1. Subject-verb agreement
2. Pronoun use
3. Placement of adjectives
Form
1. Paragraph form
2. Spelling of present participles
Date
Personal reaction:
Chapter checklist:
G
oo
d
Other comments:Student Name . Date

Personal reaction:
Chapter checklist:
Content
1. Interesting information
2. Important information
Organization
1. Topic sentence
2. All sentences about one topic
3. Order of sentences
and Style
1. Past-tense verbs
2. Combining sentences with time words
3. Combining sentences with and, but, so
Grammar
1. Nouns
2. Pronouns
3. Articles
4. Sentence structure (no fragments) Form
1. Paragraph form
2. Capitalization of title
3. Punctuation with combined sentences
4. Spelling
Other comments:
Student Name.
Personal reaction:
Chapter checklist:
Content
1. Clear story
2. Important information
Organization
1. Use of time words
2. Title
Cohesion and Style
1. Varied time expressions
2. Description
3. Quotations
Grammar
Date.
1. Past-tense verbs
2. Present-continuous tense verbs
3. Sentence structure (no fragments)
Form
1. Use of commas
2. Use of quotation marks
Other comments:Student Name.
Personal reaction:
2. Reasons and examples

Organization
1. Topic sentence
Date
2. All information about one topic

3. Amount of information
Cohesion and Style
1. Relative clauses
2. Use of in addition
3. Use of for example

4. Use of however
5. Use of synonyms
6. Verb tenses
Grammar
1. Use of noun forms Form
1. Use of commas Other comments:

Good Needs Work
X.
Student Name
Date.
Personal reaction:
Chapter checklist:
Content
1. Interesting title
Organization
1. Use of detai I s
2. Topic sentence
3. Concluding sentence
4. Clear presentation
Cohesion and Style
1. Verb tenses
2. Use of appositives
Grammar
2. Use of commas
Other comments:
Student Name
Personal reaction:
Chapter checklist:
Content
1. Interesting information Organization
1. Topic sentence
2. Well-organized sentences
3. Concluding sentence
Cohesion and Style
1. Verb tenses
2. Use of however
3. Use of also
4. Use of in addition
5. Use of in fact
6. Use of so that
. Date
Grammar 1. Verb forms

Form
1. Use of commas
2. Spelling of verb forms
3. Capitalization
Other comments:Student Name

Personal reaction:

Organization
1. Order of information
Cohesion and Style
1. Use of quantifiers
2. Use of in addition to
3. Use of besides
4. Use of another
5. Use of the first, ctc.
6. Use of nonrestrictive relative clauses
Grammar
Date
2. Use of commas with nonrestrictive relative clauses Other comments:
Student Name.
Personal reaction:

2. Use of reasons
Organization
1. Complete information
2. Topic sentence
Cohesion and Style
1. Use of it and this
2. Use of the general you
3. Use of adjectives + infinitive complements
4. Use of gerunds
Date
Form
1. Superlative forms Other comments:Student Name.
Personal reaction:
1. Clear presentation of information Organization

Cohesion and Style
1. Use of formal language
2. Polite tone
Form
. Date,
1. Neatness
2. Date
3. Inside address
4. Salutation
5. Closing
Other comments:

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Using Feedback

Margaret Keenan Segal

Copyright M 1985 by Random House, inc.

p. 12, Saxon Donnelly/Courtesy University of California, Berkeley; p. 17, Courtesy, Museum

Preface: To the Student xiii Preface: To the Instructor xvii

Chapter 1 COLLEGE LIFE 2

Chapter 4 GETTING AROUND THE COMMUNITY 42 Rhetorical focus: informal

Organizing Paragraphs in a Letter 43Part II

Chapter 5 HOUSING AND THE FAMILY 52

Chapter 6 EMERGENCIES AND STRANGE EXPERIENCES 64 Rhetorical

Using as soon as 69 Using then 70

Chapter 7 HEALTH AND ILLNESS 74

Chapter 8 TELEVISION AND THE MEDIA 90

Chapter 9 FRIENDS AND SOCIAL LIFE 102 Rhetorical

Chapter 10 CUSTOMS, CELEBRATIONS, AND HOLIDAYS 116 Rhetorical focus:

Part I Getting Ready to Write: Discussing Holidays Categori zi

Chapter 11 RECREATION 132

Chapter 12 YOU, THE CONSUMER 146

INTERACTIONS: THE PROGRAM

INTERACTIONS I: A WRITING PROCESS BOOK Rationale

. . you will have trouble.

4. Using Correct Form

TALKING ABOUT WRITING

Which steps do you dislike? Why?

How many times do you write and rewrite a paper?

Do you make an outline?

3. How do you think of ideas?

Do they write perfect papers the first time?

Where are you from?

? CkUMV - TVLOJv Hthbi^ff

are you? 34 ij^oJ^y (yt<L______________________ ___

What is your name?

Where are you from?

Why are you in the United States? neasU, ^O^LaAJLhsj^

6. What do you like about the United United

What do you dislike about the

How do you like this college?

What do you like to do in your free time?

Writing Topic Sentences

school). Write your topic sentence here:

Interactions 1: A Writing Process Book

is one of 350 international students at Eastern College.

Using and to Connect Phrases

is 26 years old is from Germany

attends Columbia University

has two children

plays every Saturday

Using also to Add Information

likes the students in his

Janet is in my English class. She is also in a chemistry class.

Using and, but, and so to Connect Sentences

when they connect two complete sentences.

And introduces additional information.

But introduces contrasting information.

Example: He thinks his English class is excellent. +

3. Her company is opening an office in the United States. It needs English-speaking

4. She likes campus life. She is homesick for her family.

Using Correct Form

thinks his English class is

are you? 34 ij^oJ^y (yt<L____________________ _