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IEN106-The Art of Writing (The College Writing)
Mr. Benjamin Panmei M.A.Ed.

Lecturer & Researcher at Bangkok University International
Reviewer of:
MEXTESOL Journal
(3L) The Southeast Asian Journal of English Language Studies
Journal of Technology and Science Education

About the book
IEN106-The Art of Writing focuses on the four main writing styles that are used in
college and global communication writing. The course is split into four sections with an
essay due at the end of each section. The four essay styles are descriptive, expository,
narrative, and argumentative. Students should have an in-depth knowledge of what is
required, how they should be structured, and have adequate practice of the writing
style. There is an emphasis on student participation and collaboration throughout the
course.
Each of these sections improves students' learning by offering a variety of

exercises geared toward the various types of learners and also with intensive practice
in the writing of paragraphs and essays, planning, writing, and revising different types
of essays, including narration, description, and exposition, with emphasis on the
development of fluency, self-confidence, and ease with writing through free writing
and peer reviewing.
This book is a compilation of three different sources from well-known publishers

such as Meyer, A. (2014) Longman Academic Writing Series. Pearson Education,
Oshima, A., & Hogue, A. (2007). Introduction to Academic Writing. Pearson/Longman,
and Zemach, D.E., & Rumisek, L.A. (2003). Academic Writing from Paragraph to Essay.
Macmillan.
This book is divided into four units to achieve the purpose.
Unit 1: Narrative Writing
Unit 2: Descriptive Writing
Unit 3: Expository Writing
Unit 4: Argumentative Writing
I’d like to thank the following people for their support of this book
Assistant Professor Yanan Kongjaroen, Chairperson, Business English Program

&
Assistant Professor Dr. Duangthida Nunthapirat, Dean, Bangkok University International
Table of Contents
Introduction………………………………………………………….1
Unit 1: Narrative Writing…………………………………….8
Unit 2: Descriptive Writing…………………………………16
Unit 3: Expository Writing………………………………….26
Unit 4: Argumentative Writing………………………….38
Practice-Peer Review-1…………………………….16
Peer & Self-Editing Worksheet……………………52-57
References……………………………………………………………58
Photo Credits……………………………………………………….58
Introduction
What is a paragraph?
A paragraph is a group of sentences about a single topic. Together, the sentences of the
paragraph explain the writer's main idea (most important idea) about the topic. In academic writing, a
paragraph is often between five and ten sentences long, but it can be longer or shorter, depending on
the topic. The first sentence of a paragraph is usually indented (moved in) a few spaces.
What makes a paragraph?
Topic sentence: The topic sentence informs readers about

the topic of the paragraph
Supporting sentences: Provide examples, explanations,

and facts to back up the topic statement
Concluding sentence: In different words, tell readers what

the paragraph is about in the concluding sentence.
Understanding a paragraph
Switzerland-Something Interesting at Every Turn

By Ken Jones
If you dream of traveling to a country with beautiful mountains, delicious food, wonderful
places to go sightseeing, and polite people, you should visit Switzerland. If you look at the map, the
first thing you notice is that Switzerland has many mountains, including some of the highest in
Europe. Climbing or skiing down the mountains is great fun. Another thing you will notice is that
Switzerland shares its borders with five different countries: France, Germany, Italy, Austria, and
Liechtenstein. In fact, there are four official languages in Switzerland: German, French, Italian, and
Romansch. All these groups of people make Swiss culture very interesting. Finally, Switzerland has
many cities and interesting places to visit. Cities such as Bern have modern buildings like the Paul Klee
Zentrum, Yet the traditional alpine refuges in the mountains show that the country’s old traditions
are still alive. All the people, places, and things to see definitely make Switzerland a great place for a
holiday.
1
1. What is the topic of the paragraph?
………………………………………………………………………………………………………………………………………………………………………………
2. What is the main idea of the topic?
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
3. What ideas help explain the main idea?
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
The topic sentences…...

usually comes first in a paragraph.
gives the writer's main idea or opinion about the topic and helps the reader understand what the
paragraph is going to talk about.
Circle the topic of the sentence. Underline the main idea about the topic.
a. Switzerland is a very interesting country to visit.
b. Dogs make excellent pets.

c. A really good place to study is the library at my school.
d. Learning a foreign language create job opportunities.
e. Football is my favorite sport because it is exciting to watch.
f. One of the most valuable tools for students is the computer.
g. My sister and I have very different personalities.
h. Summer is the best time to travel in my country.
i. My hometown is a friendly place to live.
For each of these paragraphs, choose the sentence from the list below that would make the best topic
sentence.
a.
……………………………………………………When Ben wanted to enter a good
university, he studied hard to pass the examination. The first time he
took the exam, he did not do well, and he felt very discouraged. But he
knew he wanted to study at that university, so he studied more. The
next year, he tried taking the exam again. The second time, he did very
well, and now he is studying engineering. I believe Ben is a good role
model for me, and he has taught me that never giving up is the best way
to succeed.
2
1. One of my closest friends, named Ben, is a person I can trust.
2. My friend Ben is a very successful student.
3. I admire my friend Ben because he doesn’t give up.
b.
……………………………………………………………..Many children begin learning to play football when they

are very young. You can often see them playing at school or in the streets around their house.
At secondary school, students may play football in a team and compete in championships. If
a player is very good, he might go on to play for a professional team. People in my country
love watching football on television and also go to matches whenever they can. Many people
have a favorite team or player, and everyone loves to talk about matches and competitions.
Football is really like a national sport in my country.
1. I love playing football, and I hope I can become a professional player one day.
2. There are many popular sports in my country, but the most popular sport is football.
3. Football is a difficult sport to learn to play well.
Write a topic sentence for three of these topics:
a. a favorite place to relax

………………………………………………………………………………………………………………………………
b. a grandparent
………………………………………………………………………………………………………………………………
c. a pet I have known
………………………………………………………………………………………………………………………………
d. a favorite food to eat
………………………………………………………………………………………………………………………………
e. playing a musical instrument
………………………………………………………………………………………………………………………………
3
These sentences are mixed-up parts of one paragraph. Number the parts in order:
1. topic sentence, 2. Supporting sentences, and 3. Concluding sentence.
What should I study at university?
a…………………. It wasn’t an easy decision, but for the reasons listed above I have decided to study
journalism.
b…………………. It can be difficult to choose a subject to study at university because there are so many
choices, but by considering my skills and interests, I have decided to study journalism.
c…………………. I have always enjoyed writing, so it is sensible to choose a subject that involves writing.
When I begin working, I would like to have the opportunity to travel, and travel is often an
important part of a journalism’s job. Finally, I am also interested in photography, and pictures are
very important in journalism.
Use words or phrases in the box to complete the sentences.
Concluding sentence indented main idea paragraph
Supporting sentences topic topic sentence
a. The……………… .is usually the first sentence in a …………... It gives the

…………………and the…………………….
b. The first sentence of a paragraph can be………………………………………………………
c. The……………………………. come after the topic sentence, and they explain the topic sentence.
d. The………………………………comes at the end of a paragraph.
Paragraph Development
After you have chosen a topic and written a topic sentence, you develop your main idea by adding
more information to explain what you mean. This unit will explain three common ways to develop a
paragraph: giving details, and giving an explanation. and giving an example.
Details
Details are specific points that tell more about a general statement. Read this brochure from a health
club. Notice the details that help develop the paragraph.
4
Atlas Health Centre
You’ll love working out at the Atlas Health Centre, and you’ll love what it does for you! We
have state-of-the-art exercise equipment in large, air-conditioned rooms. You can work out
alone or with the help of one of our professional trainers. If you like exercising with friends, join
an aerobics or swimming class. Or even try kickboxing! Our staff nutrition experts are always
on hand to talk with you about health issues. When you’ve finished, you can relax with a
whirlpool bath or a sauna. Come and exercise with us at Atlas, and you’ll soon be feeling strong
and looking good.
In the paragraph above, underline the topic sentence. Below, list the details used to support the topic
sentence. Compare your answers with a partner.
a………………………………………………………………………………………………………………………………..
b………………………………………………………………………………………………………………………………..
c…………………………………………………………………………………………………………………………………
d…………………………………………………………………………………………………………………………………
e…………………………………………………………………………………………………………………………………
f………………………………………………………………………………………………………………………………….
Explanation
An explanation tells the reader what something means or how something works. In this paragraph,
underline the topic sentence. Then answer the questions.
“A stich in time saves nine”. My mother, who likes sewing, used this simple saying to teach
me the value of working on problems when they are still small. Originally, the saying referred to
sewing-if you have a small hole in a shirt, you can repair it with one stich. But if you wait, the hole
will get larger, and it will take you nine stiches. This simple sentence reminds me to take care of
small problems beg=fore they become big problems.
5
a. What is the writer trying to explain?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
b. Is she successful? Do you understand the explanation? Yes/No

…………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
Example
An example is a specific person, place, thing, or event that supports an idea or statement. This
paragraph includes an example from the writer’s own experience. Underline the topic sentence.
Even when a first date is a disaster, a couple can still become good friends. For example, my
first date with Greg was terrible. I thought he was coming to pick me up at 6:30, but instead he came
at 6:00. I didn’t have time to do my hair, and my make-up looked messy. When I got into his car, I
scraped my leg against the care door and tore my tights. Next, he took me to an Italian restaurant
for dinner, and I accidentally dropped some spaghetti on my shirt. Then we went to a film. Greg
asked me which film I wanted to see, and I chose a romantic comedy. He fell asleep during the film,
and I got angry. Now that Greg and I are good friends. We can look back and laugh at how terrible
that first date was!
Why do you think the writer chose to use an example to develop the paragraph? Write your reason
here, and then compare it with a partner.
………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………….
6
Supporting sentences
Would you develop each of these topics with details, an explanation, or an example?
Explain your choices to a partner. (More than one answer is possible)
a. what freedom means to me…………………………………………………………………………………………………………………
b.an unusual holiday………………………………………………………………………………………………………………………………..
c.wedding in my country………………………………………………………………………………………………………………………….
d.why I don’t like swimming…………………………………………………………………………………………………………………….
e.the ideal job…………………………………………………………………………………………………………………………………………..
Concluding sentences (How to end a paragraph)
The final sentence of a paragraph is called the concluding sentence. It sums up the main points or
restates the main idea in a different way. A sentence that sums up the paragraph reminds the reader
of what the writer's main idea and supporting points were. A sentence that restates the main idea
should give the same information in a slightly different way, perhaps by using different words or by
using different word order. A concluding sentence should not introduce a new point.
Read the example paragraphs again above. Underline the concluding sentences. Do the concluding
sentences, sum up the information in the paragraph or restate the main idea?
7
Unit 1
Narrative Writing
Objectives
After going through Unit 1, students will be able to:

1. Create an outline of the given essay orderly during the practice in the classroom
2. Compose any personal-based stories in the classroom
3. Explain the sequences of the written story in the classroom
4. Review an essay written by their classmates accordingly in the classroom
What is narrative writing?
Narration is story writing. When you write a narrative paragraph, you write about events in the order
that they happen. In other words, you use time order to organize your sentence
Organization
As you read the model paragraph, look for words and phrases that tell when something happened.
Earthquake!
“An unforgettable experience in my life was a magnitude 6.9 earthquake. I was at home with
my older sister and younger brother. Suddenly, our apartment started shaking. At first, none of us
realized what was happening. Then my sister yelled. “Earthquake! Get under something!”. I half rolled
and half crawled across the room to get under his desk. Meanwhile, my sister was on the kitchen
floor holding her arms over her head to protect it from falling dishes. The earthquake lasted less than
a minute, but it seemed like a year to us. At last, the shaking stopped. For a minute or two, we were
too scared to move. Then we tried to call our parents at work, but even our cell phone didn’t work.
Next, we checked the apartment for damage. We felt very lucky, for nothing was broken except a
few dishes. However, our first earthquake was an experience that none of us will ever forget.
8
Questions on the Model
1. In which four sentences does the word earthquake appear?
…………………………………………………………………………………………………………………………………..
2. What words and phrases show when different actions took place? Circle them or, list them down
here below.
…………………………………………………………………………………………………………………………………..
Time Order
In the model narrative paragraph, the writer used time order to tell what happened first, what
happened next, what happened after that, and so on. Notice the kinds of words and phrases used to
show time order. These are called time order signals because they signal the order in which events
happen.
Time Order Signals

Words Phrases
Finally, At last,
First (second, third, etc), At 12:00,
Later, After a while,
Meanwhile, After that,
Next, Before beginning the lesson,
Now In the morning,
Soon The next day,
………………………………………………… ……………………………………………………………
………………………………………………… ……………………………………………………………
………………………………………………… ……………………………………………………………
………………………………………………… ……………………………………………………………
Put a comma after a time order signal that comes before the subject at the beginning of a sentence.
(Exception: Then, soon, and now are usually not followed by a comma.)
At first, none of us realized what was happening.

For a minute or two, we were too scared to move.
Then we tried to call our parents at work.
Look again at the model (Earthquake). Add any time order signal words or phrases that you circled to
the Time Order Signals chart above.
9
Complete the paragraphs with time order signals from the lists provided, and capitalize and
punctuate them correctly. Use each word or phrase once. There is more than one possible word or
phrase to fill in some of the blanks.
1.Use these words and phrases:

First after dinner
on the night before Thanksgiving in the morning
about 3:00 in the afternoon soon
then before taking the first bite
after that finally
Thanksgiving
Thanksgiving in the United States is a day for families to be together and enjoy a traditional
meal.
(a)On the night before Thanksgiving, our mother bakes a pumpkin pie, the traditional Thanksgiving
dessert. (b) she gets up early to prepare the other
traditional dishes. (c) she makes dressing. (d)
she stuffs the turkey with the dressing and puts the turkey into the oven to
roast. (e) she prepares the rest of the meal. She cooks all day
long. (f) the family sits down at the table. (g)
everyone around the table says one thing that they are thankful for. (h)
we can begin to eat. We stuff ourselves just as full as Mother stuffed the
turkey earlier in the day! (i) we are all groaning because we have
eaten too much. (j) we collapse on the living room sofa and watch
football games on TV. No one moves for at least two hours.
2.Use these words and phrases:
On the day of the party first next

During the party after that finally
Before the party then (use twice) later
At the beginning of the party
Fifteen Years
A girl’s fifteen birthday is a very special occasion in many Latin American countries and
requires a lot of planning. (a) the parents make many preparations. (b)
they buy a special dress and order a bouquet of flowers for their
daughter. They also plan a large meal for the guests and hire an orchestra. (c)
they decorate a big room where the party will be held. (d)
there are many special traditions. (e)
the father and daughter enter the big salon accompanied by special music. (f)
the father makes a speech, and the daughter gets some presents.
(g) everyone drinks champagne.
(h) the father and the daughter dance a waltz, and the daughter and
every boy dance one dance together. (i) all of the guests make a line to
congratulate her. (j) all of the boys stand in a group because she
will throw the bouquet, and the boy who catches it dances with her. (k)
everyone dances to different kinds of music until six o’clock in the morning.
10
The following sets of sentences are not in the correct time order. Number the sentences in the correct
order.
1. She put the clean dishes away.
2 She removed the dirty dishes from the table
She turned on the dishwasher.
She put them in the dishwasher.
She piled them in the sink and rinsed them.
1 It was Sarah’s turn to wash the dishes last night.
Finally, the dishes were clean.
2 He filled it out and left.
He went to the bookshelf, but the book wasn’t there.
Tome went to the library to get a book.
He went to the computer catalog.
The librarian told him to fill out a form.
He told the librarian he wanted to reserve that book.
He wrote the title and call number of the book.
3 He gave us a room with an ocean view.
The airline had oversold economy class seats, so we got to sit in first class.
Our good fortune continued at the hotel.
We can’t wait to visit Florida again.
The hotel manager also gave us coupons for lots of free things.
The hotel manager apologized for not having our room ready when we arrived.
Our vacation in Florida last month was almost perfect.
The weather was warm and sunny, so we went to the beach every day.
Our good fortune began at the airport.
11
Write the sentences from the preceding exercise as paragraphs. Try to make your paragraph
flows smoothly by using these two techniques: 1. Add time order signals at the beginning of some of
the sentences. 2. Combine some of the sentences to form simple sentences with one subject and two
verbs.
Example: 1
It was Sarah’s turn to wash the dishes last night. First, she removed the dirty dishes from the
table. Next, she piled them in the sink and rinsed them. After that, she put them in the dishwasher
and turned it on. Finally, the dishes were clean.
Example: 2
Example: 3
12
Sentence Structure
The model for this section is a folktale. A folktale is a traditional story that has been passed
down orally from one generation to the next until someone finally writes it down. Every culture is rich
in folktales. This one is from Japan.
Omusubi Kororin (The Tumbling Rice Balls)

A Folktale from Japan
Once upon a time, an old couple lived in the countryside. They were happy, but they
were poor. One day, the old man went to work in the forest and took his usual lunch of three
rice balls. During lunch, he dropped a rice ball, and it rolled into a hole in the ground. He
heard happy singing coming from the hole, so he dropped the other two rice balls into it.
Inside the hole, some mice were having a party. They thanked him for the rice balls and
invited him to join them. After a while, the mice told him to choose a box as a reward for his
generosity. He could choose a big box, or he could choose a small one. He thought about
taking a big box, but he finally chose a small one. Back at home, he and his wife discovered
that the box was full of gold coins.
A greedy neighbor heard about their good fortune and quickly made plans to visit the same
hole. At the hole, he pushed several rice balls into it, and sure enough, the mice invited him
in. The greedy man wanted all of the mice’s gold, so he pretended to be a cat. He started
meowing loudly, and the frightened mice ran away. The gold disappeared with the mice, so
the greedy man got nothing, not even a rice ball.

1 . What kind of order does this folktale use?
2 . Circle the time order signals and add any new ones to the Time Order Signals chart below
13
Time Order Signals
Words Phrases
Finally, At last,
First (second, third, etc). At 12:00,
Later, After a while,
Meanwhile, After that,
Next, Before beginning the lesson,
Now In the morning,
Soon The next day,
………………………………………………………..... ……………………………………………………………
………………………………………………………….. ……………………………………………………………
………………………………………………………….. ……………………………………………………………
………………………………………………………….. ……………………………………………………………
Compound Sentences with: and, but, so, and or
In this section, you learned about simple sentences. A simple sentence has one subject-verb
combination. Another kind of sentence is a compound sentence. A compound sentence has two or
more subject-verb combinations.
A compound sentence is composed of at least two simple sentences joined by a comma and a
coordinating conjunction. A compound sentence has this formula.
The gold disappeared with the mice, so the greedy man got nothing.
S V Coor.Conj S V
There are seven coordinating conjunctions in English: and, but, so, or, for, nor, and yet. In this
particular section, you will study the first four.
Coordinating Conjunctions
Coordinating Conjunction Example
And joins sentences that are alike. He dropped a rice ball, and it rolled into a hole in
the ground.
But joins sentences that are opposite or show They were happy, but they were poor
contrast.
So joins sentence when the second sentence The greedy man wanted all of the mice’s gold,
expresses the result of something described in so he pretended to be a cat.
the first sentence.
Or joins sentences that give choices or He could choose a big box, or he could choose a
alternatives. small one.
14
Use a comma before a coordinating conjunction in compound sentences only.
Do not use a comma to join two words or two phrases in a simple sentence.
Examples
Compound sentences: 1. Yesterday we went shopping, but we didn’t buy anything.
(comma) 2. The stores were crowded, and they were noisy.
3. We ate lunch, and then we went home.
Simple sentences: 1. Yesterday we went shopping but didn’t buy anything

(no comma) 2. The stores were crowded and noisy.
3. We ate lunch and then went home
Read again the above Folktale from Japan and draw a box around each coordinating conjunction in
the story "Omusubi Kororin“ Explain why some of them have commas, but others don't.
Decide which of the following sentences are compound sentences and which
are simple sentences. Write CS or SS on the line at the left. Then add commas to the compound
sentences.
Monsieur Seguin’s Goat

A Folktale from France
ss 1. A long time ago, high in the Alps, an old man lived with his goat, Blanchette.
2. She was a wonderful white goat and was very kind to her master, Monsieur Seguin.
3. They had lived together for many years.
4. Blanchette was always fastened to a tree.
5. She was often sad and sometimes she didn’t eat her food.
6. Every day, she looked at the big mountains and dreamed of being free to explore
them.
7. One day, she asked her master for more freedom.
8. “You can tie me with a longer rope or you can build a special enclosure for me.” Said
Blanchette.
9. At first, he tied her with a longer rope but Blanchette was still sad.
10. A few days later, he built a special enclosure.
11. For a while, Blanchette was very happy about this decision but soon the enclosure
seemed very small in front of the big mountains.
12. One summer morning, Blanchette decided to leave for the mountains so she
jumped out of the enclosure and ran away.
13. “I am free, “she said.
14. She ate many varieties of plants and enjoyed meeting new friends.
15. All day, she ran in the Alps.
16. Finally, the sun set behind the hills.
15
Practice-Peer Review-1
Write a paragraph about a memorable event or a memorable experience in your life.

Let’s review the steps in the writing process.
Step 1: Prewrite to get ideas. (Freewriting)
Step 2: Organize the ideas. Put the events into time order: Make a list of the events or number them
on your freewriting paper. Use your list to guide you as you write.
Step 3: Write the rough draft. Write ROUGH DRAFT at the top of your paper.
• Begin your paragraph with a sentence that tells what events or experiences you are going to
write about.
I’ll never forget the day I met my future husband.
The most memorable vacation I ever took was a bicycle trip across Canada.
• Use time order to organize your paragraph. Use time order signals, and punctuate them
correctly.
• Pay attention to your sentence structure. Write both simple and compound sentences, and
punctuate them correctly.
Step 4: Polish the rough draft.
• Exchange papers with a classmate and ask him or her to check your rough draft using Peer-
Editing Worksheet 1. Then discuss the completed worksheet and decide what changes you should
make. Write a second draft.
• Use Self-Editing Worksheet 1 to check your second draft for grammar, punctuation, and
sentence structure.
Step 5: Write a final copy. Hand in your rough draft, your second draft, your final copy, and the two
editing worksheets. Your teacher may also ask you to hand in your prewriting paper.
16
Unit 2
Descriptive Writing
Objectives
After going through Unit 2, students will be able to:
1. Create an outline of the given topic orderly during the practice in the classroom
2. Elaborate how something looks, feels, smells, tastes, and sounds like in their writing
3. Construct a compound sentence correctly by using coordinating conjunctions such as yet, for,
nor in the classroom
What is descriptive writing?

Descriptive writing appeals to the senses, so it tells how something looks, feels,
smells, tastes, and/or sounds. A good description is a word picture; the reader can
imagine the object, place, or person in his or her mind.
A description usually follows a pattern of organization that we call spatial order.

Spatial order is the arrangement of things in space. As you read the model paragraph,
notice how the description moves from the bottom of the stairway to the top. Also
notice how the description of the woman moves from far away to near.
The Stairway
When I was two or three years old, I lived in a house that had a strange atmosphere. I do
not remember anything about the house except the stairway. It was dark, squeaking, and quite
narrow, and its steps were a little high for me to climb up. From the bottom of the stairway, it
seemed like an endless climb to the top. Beyond the darkness at the top of the stairway, there was
an elegant, middle-age lady leaning against the wall. I had to pass her every time I went to my
room, for my room was the first room beyond the stairs on the second floor. The lady wore a
beautiful dress with a quiet pattern and a tinge of blue eye, and her peaceful eyes stared at me
every time I went up the stairs. As I carefully climbed up the last step, her eyes became fixed on
me. She didn’t talk, nor did she move. She just stood there and watched me clamber up the stairs.
One day I touched her, but she did not react. Her face did not change expression, nor did she even
blink. She just kept staring at me with her glittering eyes. Later, we moved out of the house, and I
never saw her again. Now I know that the lady was a mannequin. My aunt, who lived in the house,
used it for her dressing class. I did not know my mother. Maybe I imagined that the mannequin
standing at the top of the stairs was my mother. The stairway with the strange atmosphere has an
important place in my earliest memories.
17
Questions on the Model (The Stairway)
1. What does the writer say about the atmosphere of the house in the first sentence?
2. How does the writer describe the stairway? Underline the words that describe it.
3. When the writer first describes the woman, is he looking up at her or down at her? What does he
describe about her first? What does he describe last?
Spatial Order
Just as an artist plans where to place each object in a painting, a writer plans where to put each
object in a word picture. In a description, writers often use spatial order to organize their ideas.
Spatial order is the arrangement of items in order by space.
For example, when describing your favorite room at home, you could first describe things on the left
side of the doorway and then move clockwise around to the right side. You could also start on the
right and move counterclockwise around to the left.
The model paragraph “The Stairway” uses spatial order organization. In describing the stairway, the
writer shows that as a little boy, his first view was from the bottom looking up at the mannequin.
Then he climbs up the stairway. The spatial organization is from bottom to top. When he describes
the mannequin, he first gives an overall impression (the way she was leaning against the wall and
what her dress looked like). Then he focuses on her face and finally on her unblinking eyes. The
spatial organization is from far to near.
It does not usually matter whether the spatial organization is left to right, right to left, near to far, far
to near, outside to inside, inside to outside, top to bottom, or bottom to top. It is only helpful to use
some kind of spatial order when you write a DESCRIPTION.
Find and underline the spatial order words and phrases used in the model paragraph "The Stairway”.
Add them to the Spatial Order Signals chart.
Spatial Order Signals

Just as there are words and phrases to show time order in narrative writing, there are words
and phrases to show spatial order in descriptive writing too. They are often prepositional phrases of
location or position. Notice the kinds of expressions used to show time order.
Spatial Order Signals

at the top of next to
in the center between
on the left behind
in front of in back of
in the front of in the back of
inside across
…………………………………………………………. …………………………………………………………….
…………………………………………………………. …………………………………………………………….
…………………………………………………………. …………………………………………………………….
…………………………………………………………. …………………………………………………………….
…………………………………………………………. …………………………………………………………….
…………………………………………………………. …………………………………………………………….
18
Topic Sentences for Descriptive Paragraphs
The topic sentence of a descriptive paragraph should name the topic. The controlling idea
should give the overall impression of the place you are describing. In the model paragraph above, the
topic is the house that the writer lived in as a child. The controlling idea is that it had a strange
atmosphere. Each of the following sentences also states a topic and a controlling idea.
Practice 1 (Identify the topic and its controlling idea from the given sentences)
1. My bedroom at home is my refuge from the outside world.

2. The campus of our school is like a small city
3. The cafeteria at lunchtime is the school’s social center.
Practice 2 (Spatial Order Organization and Details)
Work with a partner/classmate, a small group, or the whole class. Read the following topic
sentences for descriptive paragraphs. Then discuss with your partner or group some possible details
to describe the place. Next, decide on the best kind of spatial order to use in the description: right to
left, left to right, top to bottom, bottom to top, far to near, outside to inside, and so on. Finally, write
your details in spatial order on the lines.
1. After my sister spends two hours getting ready to go out, her room looks as if it had been
hit by a magnitude 8.5 earthquake.
a. From the doorway, you see nothing but a mountain of clothes all over the floor.
b…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………….
c……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………….
2. The park near my house is full of activity on a sunny weekend afternoon.

a…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………….
b…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………….
c…………………………………………………………………………………………………………………...
…………………………………………………………………………………………………………………….
3. My uncle’s workshop is a model of neatness and organization.

a……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………….
b…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………….
c…………………………………………………………………………………………………………………...
…………………………………………………………………………………………………………………….
19
Practice 3 (In the space below, draw a map of your neighborhood or a plan of your house, apartment,
or bedroom. Then describe it to a classmate, using spatial order signals to organize your description
and spatial order signals. If you like challenges, don’t describe your map or plan to your classmate,
only show it to them and see how accurately he or she can describe it from your map.)
Supporting Sentences for Descriptive Paragraphs
As you know, supporting sentences are the meat of a paragraph. They are more important
than the topic and concluding sentences because they not only provide the details that prove the
truth of your topic sentence but also make your writing rich and interesting. In a descriptive
paragraph, the more details you include, the more clearly your reader will imagine what you are
describing. Your details should appeal to the five senses. They should tell your reader how something
looks, smells, sounds, feels, and tastes. Write about colors, sizes, shapes, odors, noises, and
textures.
As you read the following model, underline the descriptive details that appeal to the senses. Look for
colors, sounds, and textures (knowing something by touching them)
My Banana Garden
Behind my childhood home, there is a large piece of land that is surrounded by banana
trees growing in wild disorder. Crowds of banana trees grow freely everywhere. Their green
leaves are so thick that sunlight cannot pass through. Underneath the trees, the ground is so
moist that wild mushrooms and plants grow there all year around. In the center is a wild field
where the children of my village often fly kites. Every evening, just before sunset, some birds
arrive to look for a place to rest their tired wings. They want to land in the dark banana garden,
but the banana leaves are too wide to be made into nests. The birds cry out and then fly away,
seeking a better place to nest. During the rainy season, it rains for days and days, and then
banana leaves become glossy and sick. The rain also makes the banana garden produce a very
strange melody. On rainy days, I used to sit near my window and listen to this wonderful song.
Now, whenever I hear the plop-plop-plop of raindrops on the roof of my small, tidy apartment in
the city, I remember the beautiful wild banana garden on my childhood.
20
Questions on the Model (My Banana Garden)
1. Find the topic sentence of this paragraph. What is the topic? The controlling idea?
2. Does the paragraph have a concluding sentence?
3. Circle any spatial order expressions you can find. Add them to the spatial order signals chart. Is
there a spatial order pattern or no pattern?
4. What adjective is repeated four times in the paragraph (sentences 1,4,5, and 12)?
Practice 4 (Reread the paragraph “My Banana Garden” and notice the supporting details. Which of
the senses does the writer of this paragraph appeal to in his description: sight, smell, sound, touch,
and/or taste? List the details in the paragraph that appeal to each sense.There may not be any details
for some of the senses.)
In your opinion, do the details support the controlling idea, or not?
Sight Smell Sound Touch Taste

wild disorder
Practice 5 (Work with a partner/classmate, a small group, or the whole class. Brainstorm together to
think of descriptive details for the following topics. List as many sights, smells, sounds, etc., as you
can.)
1. A storm
Dark, cloudy, dark clouds, howling wind, wet sidewalk, slick streets.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
2. A subway station (or a bus stop) at rush hour

……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
3. A busy airport terminal

……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
4. The emergency room of a hospital

........................................................................................................................................
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
21
5. A sunny day at the beach
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
Paragraph Unity
An important element of a good paragraph is UNITY. When a paragraph has unity, all the
supporting sentences discuss only ONE IDEA. From beginning to end, each sentence is directly
related to the topic. In some languages, it is acceptable to wander away from the topic to make little
side trips to ideas that are somewhat, but not directly related to the main topic. In English, doing so is
not acceptable because it breaks the unity of the paragraph.
Practice 6 (Find and cross out sentences that are off the topic. Cross out two sentences in paragraph 1
and one sentence in paragraph 2.
Havasu Canyon
There is a canyon in northern Arizona that is the most beautiful spot on Earth. It is called
Havasu Canyon, and it is part of the Havasupai tribal reservation. It is not easy to get there, for you
have to hike down a long, hot trail. At the end of the trail is Supai Village. The Havasupai are a tribe
of about 650 people. Their language has been written down only in the past twenty years. Beyond
the village, another trail leads to the top of a steep cliff overlooking Havasu Canyon. Your first view
of the canyon takes your breath away. Directly in front of the trail disappeared straight down the
200-foot cliff. On your right, you see a beautiful waterfall. Water pours straight down into a bright
blue-green pool at the bottom of the canyon. Directly across the canyon hundreds od=f small
waterfalls gush out from the cliff face, and little green ferns grow everywhere. At the bottom, the
water cascades from one turquoise pool into another until it disappears into the trees on the left. As
you view this scene, you can only think that Havasu Canyon is truly a magical place.
My First Apartment
My first apartment was very small. It was a studio apartment, so it had only one main room
and a bathroom. The main room was divided into three areas. At one end of it was a kitchenette,
where I cooked and ate my meals. My living/sleeping area was at the opposite end. I had just enough
space for a bed, a coffee table, a floor lamp, and a small television. My study area was against the
back wall. I lived there for two years, but I moved because my landlord raised the rent. My apartment
was so small that I could never invite more than three friends at the same time!
22
Practice 7 (Write a paragraph describing the topic given below. Begin with a topic sentence that
names what you will describe and gives a general impression of it)
Topic: The airport terminal is full of people in a hurry
Note: Focus on using lots of descriptive supporting details to make your word picture lively and
interesting.
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
Compound sentences
Supai Village
The trial to Supai Village is hot and dusty. You can hike the trail, or you can hire a guide to
take you on horseback. Along the trail, you can see only rocks, sand, and an occasional lizard. It is
very dry, for this is desert country. There is no water on the trail, nor is there any shade. As you
enter the village, you pass by several small homes. It is a quiet place. Dogs sleep in the streets, and
villagers stand in their doorways and silently watch you, a stranger, pass by. They aren’t smiling,
yet they don’t seem unfriendly. In the center of the village, there is a small hotel, a restaurant, a
general store, and a post office. At the opposite end of the village, the trial leads to a cliff
overlooking the canyon below.
1. In sentence 1, underline the subject (s) with one line and the verb (s) with two lines. Is this a simple
or a compound sentence?
2. Do the same for sentence 2 and 3. What kind of sentences are they?
23
Compound Sentences with: yet, for, and nor.
You remember from Unit 1 that a compound sentence is composed of two simple sentences
joined by a comma and a coordinating conjunction. There are seven coordinating conjunctions in
English. In that unit 1, you practiced using and, but, or, and so. In this unit 2, you will learn to use the
other three: yet, for, and nor.
Coordinating Conjunctions
Coordinating Conjunction Example
Yet has approximately the same meaning as but I was scared, yet I was also curious about the old
that is it shows contrast or joins opposites. lady.
Use yet when the second part of the sentence The weather is beautiful, yet it is supposed to
says something unexpected or surprising. rain today.
For has the same meaning as because, use for to It is not easy to get there, for you have to hike
introduce a reason or cause. down a long hot trail.
Nor means “not this and not that” use nor to She didn’t talk, nor did she move. (she didn’t
join two negative sentences. talk. She didn’t move.)
Note: Use question word order after nor. Place The book isn’t very long, nor is it difficult to
helping verb. (is, does, did, can, will, etc.,) read. (The book isn’t long. It isn’t difficult to
before the subject. read)
Practice 8 (Compound sentences with: yet, for, and nor)
Join the two sentences in each of the following pairs by using a comma and one of these coordinating
conjunctions: yet, for, nor.
1. Muslim do not drink alcohol. They do not eat pork.

…………………………………………………………………………………………………………………………………
2.Adventist Christians do not work on Saturday. Saturday is their day to worship God.
…………………………………………………………………………………………………………………………………
3.People who believe in the Hindu religion do not eat beef. They believe that cows are sacred.
………………………………………………………………………………………………………………………………….
4.Muslim men are permitted to have four wives. Few of them have more than one.
………………………………………………………………………………………………………………………………….
5.Budhist monks do not marry. They do not own property.
………………………………………………………………………………………………………………………………….
24
The Writing Process
Clustering
Now learn to use clustering as a way to get ideas for your writing. When you cluster, you start
by writing your topic in a circle in the middle of your paper. As you think of related ideas, you write
these ideas in smaller circles around the first circle. The related ideas in each small circle may produce
even more ideas and therefore more circles around it. When you have run out of ideas, your paper
might look something like the following model. The model paragraph “The Stairway” was written
from this model.
You can see that this writer had the most ideas about the first house he lived in as a child.
When he thought more about his house, he remembered a stairway in the house and a mysterious
lady at the top of it. Because of the richness of his ideas
about the stairway, which you can see from a large number of circles, he chose it as the topic of his
paragraph.
Practice the clustering technique to develop a topic.

Step 1. Choose one of the topic suggestions, and write it in a large circle in the center of a piece
of paper.
Step 2. Think about the topic for one or two minutes. Then write each new idea that comes
into your mind in smaller circles around the large circle.
Step 3. Think about the idea in each smaller circle for one or two minutes. Write any new ideas
in even smaller circles.
Step 4. Look over your groups of circles. Which group is the largest? The largest group of
circles is probably the most productive topic for your paragraph.
Topic Suggestions:
A place from my childhood
A place that is special to me
The view from my window
My favorite room
An unforgettable scene or view
A scene from a dream
My ideal room or apartment
My neighborhood
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Commas
Add commas where they are required in the following paragraph.
A Beach Treasure
Last Sunday my friend and I were walking along the beach and spotted an interesting shell
on top of the sand. We stopped knelt down picked it up and brushed the sand from its surfsce. It
was a disk about 3 inches in diameter with five V-shaped notches around its outer edge. It was
round flat and gray-white in color. It was large for a sea shell yet it weighed almost nothing. I held it
up to my nose and sniffed the salty smell of the ocean. On the top side of the disk Mother Nature
had punched tiny holes in the shape of a flower with five petals. The other side of the disk was very
plain for it had only one small hole in the center. At first we thought the shell was empty but we
were wrong. We shook it and a stream of sand fell out. Later we did a little research and learned
that it wasn’t a shell at all. It was the skeleton of an ocean animal. Do you know what this animal is?
Practice 9. Summary Writing

Write a summary of “The Stairway”. Imagine that you are telling a friend the story. Include the
important information, but write as few sentences as possible. Write no more than five sentences.
Use these questions to pick out the important points.
1. What is the topic of this descriptive paragraph?
2. Where is the child when he describes the topic?
3. What part of the house does he describe? How does it appear to him?
4. What is at the top of the stairway?
5. How does the describe her?
6. What did he imagine then? What does he know now?
26
Write a descriptive paragraph. Follow the steps in the writing process.
Step 1: Prewrite to get ideas. Use the clustering exercise that you have completed in the try out
exercise.
Step 2: Organize the ideas. Decide what kind of spatial order you will use. Make an outline. Include as
many descriptive details as you can think of.
• Begin with a topic sentence that names the place and gives a general impression.
• Use spatial order
• Include descriptive details to make your description lively and interesting
• Write a concluding sentence
• Pay attention to your sentence structure. Write both simple and compound sentences, and
punctuate them correctly.
Step 4: Polish the rough draft.

• Exchange papers with a classmate and ask him or her to check your rough draft. Use Peer
Editing worksheet 2. Then discuss the completed worksheet and decide what changes you
should make. Write a second draft.
sentence structure.
Topic suggestions:
1. A place from my childhood

2. A place that is special to me
3. The view from my window
4. My favorite room
5. An unforgettable scene
6. A scene from a dream
7. My neighborhood
Note: Use the clustering method
27
Unit 3
Expository Writing.
Objectives
After going through the unit 3, students will be able to:

1. Create an outline of the given topic orderly during the practice in the classroom
2. Classify a given topic using the point-by-point pattern with an illustration in the classroom
3. Use comparison and contrast signals in their writing process in the classroom
What is an expository paragraph?
Is a paragraph that explains and analyzes a topic giving you information, an explanation,
facts, or an illustration. Expository comes from the term expose, meaning “to reveal”. Although
explaining a topic can be done in several ways, the most common approach to developing an
expository paragraph requires using specific details and examples.
Types of expository writing
There are five kinds of expository writing. They include:

1. Problem and Solution
2. Cause and Effect
3. Compare and Contrast
4. Definitions and Classification
5. How-to/Process
Organization
Comparison and Contrast is a technique that we use every day. For example, we compare and
contrast courses and teachers when we decide which classes to take. We compare and contrast
products and prices when we shop. An employer compares and contrasts applicants for jobs and a job
applicant compares and contrasts job offers. In college classes, you will often have to compare and
contrast. For example, in a history class, you might be asked to compare and contrast two historical
figures or two events. In a literature class, you might have to compare two poems or two characters in
a play. Knowing how to write comparison/contrast paragraphs is a very useful skill.
When we compare two or more things, we tell what is similar about them. When we contrast
things, we tell what is different about them. Usually, the emphasis is on the differences, but
sometimes a paragraph describes both similarities and differences. As you read the model paragraphs
given below, decide which one emphasizes differences and which one describes both similarities and
differences.
28
Comparison and Contrast Paragraphs
Right Brain/Left Brain

The left and right sides of your brain process information in different ways. The left side is
logical, rational, linear, and verbal. The right side, on the other hand, processes information
intuitively, emotionally, creatively, and visually. Left brains think in words, whereas right brains
think in pictures. People who depend more on the left side of their brain are list makers and
analysts. They are detailed, careful, and organized. In contrast, right brained people are visual,
intuitive, and sensual. When a left brained person has to make an important decision, he or she
makes a mental list of all the factors involved and arrives at a decision only after careful analysis.
When a right brained person has to make the same decision, on the other hand, he or she is more
likely to base it on intuition and feelings. For example, a left brained automobile shopper will
consider a car’s cost, fuel efficiency, and resale value, whereas a right brained shopper bases a
decision on how shiny the chrome is, how soft the seats are, and how smoothly the car drives. Of
course, no one is 100 percent left brained or 100 percent right brained. Although one side may be
stronger, both sides normally work together.
Identify the comparisons and contrasts from the above model and list them accordingly in the table
below.
Comparisons/Similarities Contrasts/Differences
1………………………………………………………… 1…………………………………………………………
2………………………………………………………… 2…………………………………………………………
3………………………………………………………… 3…………………………………………………………
4………………………………………………………… 4…………………………………………………………
5………………………………………………………… 5…………………………………………………………
Read the following chart that the personnel manager for a medical laboratory prepared. In the chart,
she summarized the qualifications of two applicants for a summer job as a receptionist in a medical
laboratory. Then read the memo she wrote to her boss.
Two Job Applicants

Applicant A Applicant B
education high school graduate, 2 years college, high school graduate, 2 years college,
3.4 GPA 3.5 GPA
work history summer job as a file clerk in a doctor’s summer jobs-car washing, pizza
office (some patient contact) delivery, hospital volunteer (library,
volunteer in the retirement home gift shop, no patient contact)
interview excellent, friendly, open, likes to be excellent, friendly, open likes to work
part of a team independently
references check excellent recommendation from one excellent recommendations from all
past employer past employer
availability June 1 June 1
29
Miller Medical Labs
Memorandum
To: Director of Human Resources
From: Barbara Johnson, Interviewer
From the fourteen applications received for the jo of receptionist, two applicants stand
out. Following is a summary of their qualifications. Educationally, the two applicants are quite
similar. A has completed two years of college, just as B has, and their grade point averages are
approximately equal. A’s one past employer was very positive. Similarly, B’s past employers gave
very high recommendations. Finally, both applicants can start work on the same date (June 1).
There are two differences between the job applicants that may influence the hiring decision. The
first difference is that A’s job in a medical office included some contact with patients, whereas B’s
volunteer work in the library and gift shop of a local hospital included no patient contact. Second,
A likes to be part of a team, while B prefers to work independently. The hiring decision is difficult
because both applicants are equally well qualified. However, A would be the better choice for the
receptionist job because of her experience with patient contact and preference for working with
other staff. If there is a future opening for a lab assistant, B would be an excellent choice for that
position.
Questions on the models
1.Which paragraph discusses both similarities and differences?

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
2.Which paragraph discusses mostly differences?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
3.What is the topic sentence of paragraph 1?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
4.What example does the writer give to illustrate the main point in paragraph 1?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
5.How many similarities does the writer of paragraph 2 describe? How many differences?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
30
There are two ways to organize a comparison/contrast paragraph. One way is called block
organization, and the other way is called a point-by-point organization
Block Organization
In block organization, you group all the similarities together in one block and all the
differences together in one block. Both model paragraphs use block organization.
All similarities
All differences
Point-by-Point Organization
In point-by-point organization, you write about similarities and differences by subtopic. For
example, if you are comparing and contrasting several wireless telephone plans, you might compare
and contrast them on these subtopics:
Cost of telephone
(similarities and differences)
Monthly rate
Length of contract
Reliability of service
Work with a partner or a small group. You are a travel agent, and a client has asked you to help
her/him on a vacation destination. She/he wants to go during the summer, and she/he considering
Alaska and Hawaii. Both places are popular tourist destinations. You as a travel agent have gathered
some information about the two places. You now need to organize this information and prepare a
written report.
Step 1: Study the list of information about Alaska and Hawaii. Clarify aby unfamiliar vocabulary.
Step 2: The information is not in any order. Organize the information by filling in the chart. Begin by
assigning the items to one of the following main topics: accommodations, climate, or natural beauty.
31
Then put the information in the appropriate boxes given below.
1. The quality of hotels in Alaska is quite good

2. It often rains during the summer in Hawaii.
3. The temperature is perfect in Alaska during the summer.
4. Hawaii has a volcano National Park and Waimea Canyon.
5. Accommodations in Alaska vary from basic to luxury.
6. The beaches in Hawaii are among the most beautiful in the world.
7. The glaciers in Alaska are awesome.
8. There is a wide range of excellent hotels and condos in Hawaii, from luxury to budget prices.
9. Alaska has the Chugach Mountains and Mount McKinley, the highest mountain in North America.
10. It seldom rains during the summer in Alaska.
11. It can be hot and humid in Hawaii in the summer.
12. There is no humidity in Alaska.
Main topics Alaska Hawaii
Accommodations
Climate
Natural beauty Chugach Mountains and Mount

McKinley
Step 3: Decide which pattern of organization to use in your report: block or point-by-point.
Step 4: Make an outline of your report.
Step 5: Write your report
Sentence Structure
Just as there are signal words and phrases that help your reader understand time order, there
are also words and phrases that help your reader understand similarities and differences. As you read
the following model, see if you can find these comparison/contrast signals.
32
What did you I can’t
say? understand
you!
Two Varieties of English

Although U.S English and British English are mutually understandable
Languages, there are quite a few differences. One difference is
Spelling. Some words are spelled one way in the United States but
Spelt another way in Great Britain. A person goes to a British theater but to a U.S
Theater. In U.S. schools, students theorize, analyze and socialize, whereas British students
Theorise, analyse, and socialize. A second area of difference is vocabulary. For example, the
word college names two very different types of schools in the United States and Great Britain-
university level in the United States and pre-university level in Great Britain. Also, British
university students live in halls on campus and in flats off campus, but U.S students live in
dormitories on campus and in apartments off campus. Finally, there are many differences in
pronunciation. In Great Britain, the sound of a in the words path, laugh, aunt, plant, and dance is
like the a in father. In the United States, in contrast, the a sound in the words is like the a in cat.
All in all, though there are differences between the English spoken in the United States and the
English spoken in the British Isles, we understand each other most of the time!
Questions on the model
1. Underline the topic sentence. Does it indicate that the paragraph will discuss mostly similarities or
mostly differences?
2. What comparison and contrast signals can you find? Circle them.
3. What other transition signals can you find? Put a box around them.
4. The model uses block organization. What pattern of organization does the writer use within the
block?
Comparison Signals
Following is a chart of the words and phrases that show similarities (Note: The numbers correspond
to the numbered examples below the chart)
Sentence Connectors Coordinating Subordinating Others Paired Conjunctions

Conjunctions Conjunctions
1. similarly, likewise, 2. and…….(too) 3. as, just as 4. similar, equal, the 5. both…….and
1a. also same not only……but also
1b. too 4a. similar to, equal
to, (just) like, the
same as
4b. equally
33
1.Sentence connectors can appear in various places in a sentence.
Tokyo is the financial heart of Japan. Similarly/Likewise, New York is the center of banking
and finance in the United States.
1a. Also often appears in the middle or at the end of a sentence. Don’t use also with a semicolon.
Tokyo is a major financial center. New York is a center of banking and finance also.
Tokyo is the financial heart of Japan. New York is also a center of banking and finance.
1b. and 2. Too usually comes at the end of a sentence. It often appears together with the coordinating
conjunction and. Some writers put a comma before too at the end of a sentence, but it is not required.
Tokyo is a center of style and fashion; New York is, too.

Tokyo is a center of style and fashion, and New York is too.
3. As is a subordinating word. It begins a dependent clause. The word just makes it stronger. Notice
that you use a comma even when the independent clause comes first. This is an exception to the
usual rule.
Tokyo is trendy and hip, as/just as New York is.
4.These words act like adjectives; that is, they describe nouns.
Tokyo’s and New York’s traffic problems are similar/equal/the same.

Tokyo and New York have similar/equal/the same traffic problems.
4a. These words act like prepositions. They come in front of nouns.
Tokyo’s traffic is similar to/(just) like/the same as New York’s.

Like New York, Tokyo has traffic problems.
4b. Equally is an adverb. It describes an adjective (crowded). An adverb can also describe a verb or
another adverb.
Tokyo and New York City are equally crowded.
5. Paired conjunctions are always used together. Notice that the word that comes after the second
conjunction must be the same part of speech (noun, verb, prepositional phrase, etc.) as the word that
comes after the first conjunction. This is an important rule in English and is called the rule of
parallelism.
Right
The two cities are both trendy and hip.

The two cities are not only trendy but also hip.
The two cities are both trendy (adjective) and hip. (adjective)
34
Wrong
The two cities are both noisy (adjective) and have too many people. (verb phrase)
Both New York City and Tokyo have outstanding international restaurants. (nouns)
Tokyoites and New Yorkers can both eat and drink in any kind of restaurant (verbs)
The two cities have both positive and negative features. (adjectives)
Not only Tokyoites but also New Yorkers dress fashionably. (nouns)
You can see joggers not only in Central Park but also in Hibuya Park. (Prepositional phrases)
Circle all the comparison signals in the model paragraph “Miller Medical Labs Memorandum”
Miller Medical Labs
Memorandum
To: Director of Human Resources
From: Barbara Johnson, Interviewer
From the fourteen applications received for the jo of receptionist, two applicants stand
out. Following is a summary of their qualifications. Educationally, the two applicants are quite
similar. A has completed two years of college, just as B has, and their grade point averages are
approximately equal. A’s one past employer was very positive. Similarly, B’s past employers gave
very high recommendations. Finally, both applicants can start work on the same date (June 1).
There are two differences between the job applicants that may influence the hiring decision. The
first difference is that A’s job in a medical office included some contact with patients, whereas B’s
volunteer work in the library and gift shop of a local hospital included no patient contact. Second,
A likes to be part of a team, while B prefers to work independently. The hiring decision is difficult
because both applicants are equally well qualified. However, A would be the better choice for the
receptionist job because of her experience with patient contact and preference for working with
other staff. If there is a future opening for a lab assistant, B would be an excellent choice for that
position.
Combine the ideas in the two sentences, using the comparison structure word in parentheses.
Punctuate your new sentences carefully.
1. Magazine and newspaper advertising information about new products to the public. Radio,
television, and internet ads tell the public what’s new. (similarly)
Magazine and newspaper advertising information about a product to the public. Similarly, radio,
television, and internet ads tell the public what’s new.
2.Newspapers and magazines need advertising to pay their cost. Radio and television need
advertising to pay their costs. (like)
35
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
3.The media reach millions of people around the world. The internet reaches people everywhere.
(similarly)
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
4.Most people read a daily newspaper. Most people listen to the radio or watch television every day.
(just as)
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
5.Printed pictures are powerful advertising media. Video pictures are powerful advertising media.
(equally)
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
Write sentences of comparison using the words and phrases given. In all sentences, you will have to
supply a verb.
1.The Spanish language/the Italian language (similar to)
The Spanish language is similar to the Italian language.
2.Knowing a second language/useful/travel/employment (not only…….but also)
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
3.Male students/female students/school sports/participate in (like)
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
4.High school students going to college/high school students not going to college/graduation
requirements. (the same………as)
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
5.Private/public universities/good education (both………..and)
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
36
Contrast Signals
Contrast signals point out differences.
Sentence Connectors Coordinating Subordinating Others

Conjunctions Conjunctions
1. in contrast 2. but 3. while 4. different (ly) from
on the other hand 2a. yet Whereas Unlike
however 3a. although 5. differ (from (in)
Even though
though
1. Sentence Connectors connect two independent clauses.

Note: Clause= Class + Use (Class=Divide a sentence in two parts and Use=Use of a subject and a verb)
Eg, As he came, he had gone. As he cried, she had fallen down. If you pray, God will help.
Most baby animals can walk within a few hours of birth.

In contrast/On the other hand/However, a human baby needs about 12 months to learn this skill.
2. Use but when the ideas are exact opposites
The language center is on the left side of the brains of right-handed people, but it is on the right side
of left-handed and ambidextrous people.
2a. Use yet when one idea is a surprising or unexpected continuation of the other idea. It is also
possible to use but.
The left side of the brain controls logic and reasoning, yet it also controls language.
3. Use while and whereas when the ideas are exact opposites. While and whereas can begin either
clause. Always use a comma even when the independent clause comes first. This is an exception to
the usual rule.
I have brown eyes, while/whereas my brother’s eyes are green.

While/whereas I have brown eyes, my brother’s eyes are green.
3a. Use although, even though, or though when one idea is a surprising or unexpected continuation
of the other idea. Although, even though, and though can sometimes (but not always) begin either
clause.
My grandfather is the wisest man in our town although/even though/though he never finished high
school.
Although/even though/though he never finished high school, my grandfather is the wisest man in our
town.
4. From and unlike are both prepositions. Put a noun or noun phrase after them. Differently is an
adverb. It describes the verbs think and learn.
The way left-brained people think and learn is different from the way right-brained people do.
37
Unlike left-brainers, right-brainers often know the answer to a math problem without knowing how
they got it.
Left-brained people think and learn differently from the way right-brained people do.
Write contrast sentences using the given information. Use a coordinating conjunction, a
subordinating conjunction, and a sentence connector.
1. Mary likes to go out at night. Jin prefers a quiet evening at home.
a. Mary likes to go out at night, but Jin prefers a quiet evening at home
b. Mary likes to go out at night, whereas Jin prefers a quiet evening at home.
c. Mary likes to go out at night. However, Jin prefers a quiet evening at home.
2. Fresh fruits and vegetable taste delicious. Canned ones are tasteless.
a…………………………………………………………………………………………………………………………………
b…………………………………………………………………………………………………………………………………
c…………………………………………………………………………………………………………………………………
3. Eating well and exercising will keep you in good health. Exercising by itself will not.
a………………………………………………………………………………………………………………………………...
b…………………………………………………………………………………………………………………………………
c…………………………………………………………………………………………………………………………………
4. A university has a graduate school. A college usually does not.
a…………………………………………………………………………………………………………………………………
b…………………………………………………………………………………………………………………………………
c…………………………………………………………………………………………………………………………………
5. Marco will go to college on a full scholarship. Peter will have to work part-time.
a………………………………………………………………………………………………………………………………...
b…………………………………………………………………………………………………………………………………
c…………………………………………………………………………………………………………………………………
6. Medical care is free in Canada. People must pay for it in the United States.
a…………………………………………………………………………………………………………………………………
b…………………………………………………………………………………………………………………………………
c…………………………………………………………………………………………………………………………………
38
Complete the sentences of comparison or contrast with the signal words and phrases in parentheses.
1. (but) In the United States, people drive on the right side of the road,
But in other countries, they drive on the left.
2. (yet) Professor Ben’s first exam was easy

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
3. (although) Texting is a popular new way to communicate

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
4. (whereas)……………………………………………………………my grandparents do not know how to

turn a computer on.
5. (different from) The method of cooking rice in China………………………………………………………......

…………………………………………………………………………………………………………………………………..
39
Follow these five steps:
Step 1: Interview one of your classmates who is not from your culture or country about elementary
and /or secondary educational systems. Choose one subtopic (“time spent in school” or “curriculum”
or “teachers and teaching styles” or other”) and fill in the appropriate section of the chart. Then write
a paragraph telling about the similarities and differences you discovered.
Step 2: Organize the ideas by making an outline.
• Decide whether to organize your topic in a block pattern or in a point-by-point pattern.
• Write a topic sentence that indicates a comparison/contrast type of paragraph.
• Focus on using comparison and contrast signals appropriately.
Step 4: Polish the rough draft:
• Exchange papers with a classmate and ask him or her to check your rough draft using Peer-
Editing Worksheet 3. Then discuss the completed worksheet and decide what changes you
should make. Write a second draft.
sentence structure.
System of Education My country: Other Country:

…………… …………...
Subtopic 1 Time Spent in School

How many years are students required to attend school?
How are these years divided?
How many hours per day are students at school?
How many days per week?
How many weeks of vacation are there?

When are the vacations?
Subtopic 2 Curriculum
What academic subjects do students study in elementary school?
In high school? What non-academic subjects do they take?
(music, art, etc.)?
How many hours of homework do students have each night

Or each week?
Is there a different teacher for each subject?

Do students have to take exams to pass into the next grade?
When do they take exams?
40
Subtopic 3 Teachers and Teaching Styles
Are the teachers mostly men or women?
What kind of training do teachers have?
Is the classroom atmosphere formal or informal?
Do students stand up when teachers enter the room?
How do students behave? Do students sit at desks or at tables?
How are they arranged in the room?
How do teachers grade students?

How do teachers reward or punish students?
Do students discuss and ask questions, or do they just listen and

answer questions asked by the teacher?
Subtopic 4 Other
Do students wear uniforms?
What extracurricular activities are there at school?
(clubs, sports teams, school plays, etc.)
Are parents active in the school? How do parents participate?

(Ask some questions of your own)
Alternative Writing Topics

Compare or contrast two cultures on these topics: Choose only ONE
1. The climate in the two regions

2. Two restaurants in your area
3. Punctual people/tardy people
4. Shopping habits of men and women
41
Unit 4
Argumentative Writing
Objectives
After going through the unit 4, students will be able to:

1. Successfully develop the essential skills needed to effectively present their argument in the writing
process.
2. Successfully apply the strategies of argumentative writing in the classroom.
3. Successfully develop the structures of argumentative paragraph-Introduction, body and conclusion
in the classroom.
4. Successfully identify pros and cons in writing argumentative paragraph after the class
What is an argumentative writing?
Argumentative writing is a type of writing where students must understand a problem or

topic, research, produce, and review evidence, and effectively present their argument.
An argumentative writing/essay/paragraph is a piece of writing in which the author takes a

position on a topic. A writer strives to persuade readers to understand and support their point of view
on a topic in a good argumentative easy by presenting their reasoning and offering evidence to back
it up.
The purpose of writing an argumentative essay/paragraph
The purpose of argumentative writing is to convince the reader that your standpoint is true
because you have argued in your writing based on pieces of evidence. Usual argumentative writing
techniques: provides the reader with useful reasons, reliable information, and adequate proof that
the writer has a valid standpoint.
How do you start an argumentative paragraph?
Students should provide background information by briefly discussing the topic in the opening
paragraph that is fascinating and engaging to the readers in an argument essay or paragraph. The
writer/students should then explain why the topic is so important. The reasons why readers should be
concerned about it. Lastly, the thesis statement should then be presented by the students.
Example: Debating, disagreeing, or expressing controversial opinions or beliefs.
Introductory Paragraph
The introductory paragraph, or opening paragraph, is the first paragraph of your essay. It
introduces the main idea of your essay, captures the interest of your readers, and tells why your topic
is important. The introductory paragraph of any paper, long or short, should start with a
sentence that piques the interest of your readers. To get your paper off to a great start, you should
try to have a first sentence that engages your reader. Think of your first sentence as a hook that
draws your reader in. As you have researched your topic, you have probably discovered many
42
interesting anecdotes, quotes, or trivial facts; these make great hooks to use for an engaging
introduction.
The thesis sentence must be present and clearly stated. Without it,
the rest of the paper will lack clear focus and structure. The thesis statement is the main subject/idea
of the essay. The entirety of your paper hangs on that sentence, but its function is to be informative
and direct. The thesis is the core idea—topic—focus--of the paper. It serves as the paper’s purpose or
the reason for writing about a given subject.
Introductory Paragraph-Example
Discuss how media can influence children.
Use specific examples to support your view.
Media, particularly television, has a significant role in the everyday lives of children. The way
media influences children can be both positive and negative. Quality television and written text can
provide positive role models and opportunities for learning. However, media showing excessive or
gratuitous behaviors can be harmful to the development of children’s attitudes and values. Initially,
a discussion about the many types of media will caution that it cannot be assumed media has the
same effects on all children. Further, it will be shown that media can be actively used to achieve
beneficial outcomes among children, including the range of educational television tailored for
children that build social skills and introduce children to diverse themes and topics. In contrast, the
negative impacts of media, including exposure to inappropriate material, creating a sense of
entitlement, increasing peer pressure and restricting contact children have with real people will be
examined. Finally, the amount and type of media, variety and quality of content will be discussed to
highlight that media becomes harmful to children when exposure to media is not monitored, or
when children miss out on other activities, such as exercise and social play.
General Statement-General opening statement to engage the reader’s attention

Thesis Statement-
Outline of Main Points-Tell the reader what they can expect to see in the essay and in what order
Strategies for argument
1. Use tactful, courteous language

In an essay that emphasizes argument, you are attempting to persuade readers to accept your
viewpoint. It is important, therefore, not to anger them by referring to them or their opinions in rude
or belittling terms. Don’t
write, “My opponents say that orphanages cost less than foster care.” Instead, write, “Supporters of
orphanages say that orphanages cost less than foster care.” Terms like my opponents imply that the
argument is between you and anyone who disagrees with you. By contrast, a term such as supporters
of orphanages suggests that those who don’t agree with you are nevertheless reasonable people who
are willing to consider differing opinions.
2. Point Out Common Ground
Another way to persuade readers to consider your opinion is to point out common ground—
opinions that you share. Find points on which people on all sides of the argument can agree. Before
going into detail about your proposal, Perhaps you are arguing that there should be an 11 P.M. curfew
for juveniles in your town. remind readers who oppose such a curfew that you and they share certain
43
goals: a safer city, a lower crime rate, and fewer gang-related tragedies. Readers will be more
receptive to your idea once they have considered how you and they think alike.
3. Acknowledge Differing Viewpoints

Acknowledging other viewpoints strengthens your position in several ways. First, it helps you
spot flaws in the opposing position—as well as in your own argument. Second, and equally important,
it gives the impression that you are a reasonable person, willing to look at an issue from all sides.
Readers will be more likely to consider your point of view if you indicate a willingness to consider
theirs.
4. When it is appropriate, consider the strengths of opposing viewpoints.
Sometimes an opposing argument contains a point whose
validity you cannot deny. What should you do then? The
strongest strategy is to admit that the point is a good one. You
will lose credibility if you argue against something that clearly makes sense. Suppose that you were
arguing against the use of computers in writing classrooms. You might say, “Granted, students who
are already accustomed (used to it) to computers can use them to write papers more quickly and
efficiently”—admitting that the other side has a valid point But you could quickly follow this
admission with a statement-making your own viewpoint clear: “But for students like me who write
and think in longhand (messy handwriting), a computer in the classroom is more a hindrance than a
help.
5. Rebut Differing Viewpoints
To rebut means to point out problems with an opposing view, to show where an opponent’s
argument breaks down. Imagine that you are writing an essay arguing that your college should use
money intended to build a campus health and fitness center to upgrade the library instead. From
reading the school paper, you know that supporters of the center say it will help attract new students
to the college. You rebut that point by citing a study conducted by the admissions office that shows
that most students choose a college because they can afford it and because they like its academic
programs and facilities. You also emphasize that many students, already financially strapped, would
have trouble paying the proposed fee for using the
center.
6. A rebuttal can take two different forms: (1) You can first mention all the points raised by the other
side and then present your counterargument to each of those points. (2) You can present the first
point raised by the opposition and rebut that point, then move on to the second opposing point and
rebut that, and so on.
44
Structure-Body paragraphs and conclusion
Structure
The most common type of argumentative essay has six paragraphs. Like all essays, it begins
with an introduction and ends with a conclusion. In between are the body paragraphs where you must
do three things: support your opinion, present the opposing point of view, and tell why that viewpoit
is wrong.
Hook
INTRODUCTION Paragraph 1 Connecting/Background information
Main idea statement/Thesis Statement
Paragraph 2 Support 1 (first reason)

Details, explanation, example
Paragraph 3 Support 2 (second reason)

BODY
Paragraph 4 Support 3 (third reason)

Opposite viewpoint
Paragraph 5 Counter argument 1
Refutation (attack)
CONCLUSION Paragraph 6 Repeat your thesis statement in different words

Suggestion/opinion/prediction for the future
Preview questions
1. Did you wear a uniform when you went to school?
2. Some people believe that children are too materialistic these days. For example, they may be too
interested in wearing expensive brand-name clothes. What is your opinion?
45
The School Uniform Question
1 Individualism is a fundamental part of society in many countries.
Most people believe in the right to express their own opinion without fear of punishment. This
value, however, is coming under fire in an unlikely place-the public school classroom. The
issue is school uniforms. Should public school students be allowed to make individual
decisions about clothing, or should all students be required to wear a uniform? School
uniforms are the better choice for three reasons.
2 First, wearing school uniforms would help make students’ lives simpler. They would no
longer have to decide what to wear every morning, sometimes trying on outfit after outfit in
an effort to choose. Uniforms would not only save time but also would eliminate the stress
often associated with this chore.
3 Second, school uniforms influence students to act responsibly in groups and as

individuals. Uniforms give students the message that school is a special place for learning. In
addition, uniforms create a feeling of unity among students. For example, when students do
something as a group, such as attend meeting in the auditorium or eat lunch in the cafeteria,
the fact that they all wear the same uniform gives them a sense of community. Even more
important, statistics show the positive effects the school uniforms have on violence and
truancy. According to a recent survey in a large school district in Florida, incidents of school
violence dropped by 50 %, attendance and test scores improved, and student suspensions
declined approximately 30% after school uniforms were introduced.
4 Finally, school uniforms would help make all the students feel equal. Students’
standards of living differ greatly from family to family, and some people are well-off while
others are not. People sometimes forget that school is a place to get an education, not to
promote a “fashion show”. Implementing mandatory school uniforms would make all the
students look the same regardless of their financial status. School uniforms would promote
pride and help to raise the self-esteem of students who cannot afford to wear expensive
clothing.
5 Opponents of mandatory uniforms say that students who wear school uniforms cannot
express their individuality. This point has some merit on the surface. However, as stated
previously, school is a place to learn, not to flaunt wealth and fashion. Society must decide if
individual expression through clothing is more valuable than improved educational
performance. It is important to remember that school uniforms would be worn only during
school hours. Students can express their individuality in the way that they dress outside of
the classroom.
6 In conclusion, there are many well-documented benefits of implementing mandatory

school uniforms for students. Studies show that students learn better and act more
responsibly when they wear uniforms. Public schools should require uniforms in order to
benefit both the students and society as a whole.
46
Notes: a fundamental= essential, basic
A public school: a school run by the state government and paid for by taxes
Truancy: absence without permission
Well-off: wealthy
To implement: to put into effect
To flaunt: to show off, display
Post-reading
1. The topic of this essay is school uniforms. What is the hook in the first paragraph?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
2. What is the thesis statement?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
3. Paragraphs 2,3, and 4 each give a reason for requiring school uniforms. These reasons can be found
in the topic sentence of each paragraph. What are the reasons?
Paragraph 2: ………………………………………………………………………………………………………………...
…………………………………………………………………………………………………………………………………
Paragraph 3: ………………………………………………………………………………………………………………...
………………………………………………………………………………………………………………………………….
Paragraph 4: ………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………….
4. In paragraph 4, what supporting information does the writer give to show that uniforms make
students equal?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
5. Which paragraph presents a counterargument-an argument that is contrary to, or the opposite of
the writer’s opinion?....................................what is the counterargument?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
6. The writer gives a refutation of the counterargument by showing that it is invalid. What is the
writer’s refutation?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
7. Write the sentence from the concluding paragraph that restates the thesis.
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
8. Reread the concluding paragraph. What is the writer’s opinion about this issue?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
47
Topics for Argumentative Essays
What is a great topic for an argumentative essay? Obviously, it should be an issue that you feel
strongly about, know something about, and would like to share your opinion about. What is your
opinion, why do you feel this way? Can you think of some reasons why people might disagree with
you?
When you choose a topic, consider these two questions:

1. Does the topic have two sides?
2. How much do you know about the topic?
Look at the list of argumentative topics below. What is your opinion about each topic? Are they two
sides to each topic?
Topics for Argument

Banning cigarettes Banning violent video games
Requiring school uniforms Using animals for medical research
Mandating military service Requiring a test for people who want children
Lowering the drinking age to 18 Banning cell phones in schools
Getting rid of zoos Requiring a year of study
abroad/internship/exchange program
Activity-Identifying topics for argumentative essays.

Read these eight topics. Put a check mark (√) next to the ones that could be good topics for argument
essays
1. The first time I flew in a plane.

2. University education should be free.
3. How and why birds fly south for the winter.
4. High school teachers need a higher salary.
5. Steps needed to get a driver’s license.
6. Legalizing gay marriage.
7. Increasing tax on imported food.
8. How to become a karate master?
Can you think of three additional topics that would be excellent for an argumentative essay?
1……………………………………………………………………………………………………………………………….
2……………………………………………………………………………………………………………………………….
3……………………………………………………………………………………………………………………………….
Topics for Argumentative Essays

After you choose a topic, think about what you know about it. What do you know about your
side of the argument and what do you know about the opposite side of the argument? A good way to
organize your ideas is to use a Pro & Con T-chart. (Pro-in favor of thesis statement, Con-against thesis
statement) if you cannot think of several ideas for one or both sides, you should do more research
about that topic or choose a different topic.
48
Thesis statement: Cell phones should not be allowed in university classrooms.
Pro Con
1. Cell phones distract students from learning if 1. Cell phones can easily be turned off and kept
they send messages or play games in class. out of sight.
2. Cell phones might ring in class and distract 2. University students are not children and cell
the teacher. phones are important in an emergency.
3. Students could use cell phones to cheat on 3. Cell phones can be useful tools for education
tests. such as being used as a dictionary or to make
memos.
Activity-Brainstorming Supporting Ideas
Read the thesis statements and complete the Pro & Con T-charts. Write three ideas to support each
statement. Then write three ideas against each statement. Finally, choose an original topic and write
a thesis statement of your own. Then fill in the Pros and Cons for your new topic.
1. Thesis statement: Adults should be required to pass a test before they can become parents.
Pro Con
1. 1.
2. 2.
3. 3.
2. Thesis statement: The drinking age in Japan/your country should be lowered to 18 years old.
Pro Con
1. 1.
2. 2.
3. 3.
49
Original Student Writing; Argument Essay
Brainstorming will help you get started with your argumentative essay. In this exercise, you
will choose a topic for your essay, write your thesis statement, think about several supporting ideas
for your opinion, and think about the counterargument.
Activity-Planning your Essay
Follow the steps below to develop ideas for an argument essay.

1. First, choose any other topic and thesis statement that you want to write about. Remember that
the topic must have more than one point of view to qualify as an argument.
Essay topic: ………………………………………………………………………………………………………….

Thesis statement: ………………………………………………………………………………………………….
………………………………………………………………………………………………………………………....
2. Now brainstorm ideas about your topic. Fill out the Pro & Con T-Chart with as many ideas as you
can.
Pro Con
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
Activity-Planning with an Outline
Try to complete the following outline before you begin writing your essay. You may use more support
sentences if you need. And try to use complete sentences when it is possible.
1. Introduction (Paragraph 1)
A. Hook: ………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………..
B. Connecting Information: ………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………..
C: Thesis Statement: ………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………..
50
2. Body
A. First reason (paragraph 2) topic sentence:………………………………………………………………………...

…………………………………………………………………………………………………………………………………..
1…………………………………………………………………………………………………………………………………
2…………………………………………………………………………………………………………………………………
3…………………………………………………………………………………………………………………………………
B. Second reason (paragraph 3) topic sentence:……………………………………………………………………..

…………………………………………………………………………………………………………………………………..
1…………………………………………………………………………………………………………………………………
2…………………………………………………………………………………………………………………………………
3…………………………………………………………………………………………………………………………………
C. Third reason (Paragraph 4) topic sentence:………………………………………………………………………..

…………………………………………………………………………………………………………………………………..
1…………………………………………………………………………………………………………………………………
2…………………………………………………………………………………………………………………………………
3…………………………………………………………………………………………………………………………………
D. Counterargument (Paragraph 5)
1. Counterargument 1:…………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………..
Refutation (attack):…………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………..
2. Counterargument 2:…………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………..
Refutation (attack):…………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………..
3. Conclusion (Paragraph 6)
A. Restate Thesis:………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..
B. Opinion/Suggestion/Prediction: …………………………………………………………………………………….
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
The End
51
Peer-Editing Worksheet 1 (Narrative Writing)
Peer Editor: Date:
1. Is the paragraph interesting? Yes No
Write a comment about a part that is especially interesting to you

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
2. Do you understand everything? Yes No
Circle or underline any part that you do not understand, and write a comment about it.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
3. Copy the topic sentence here, and circle the topic and underline the controlling idea.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
4. How many supporting sentences are there in the paragraph? Number………...
Is there at least one example for every supporting point? Yes No
5. Would you like more information about anything? Yes No
If your answer is yes, write down what you would like to know more about.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
6. If the paragraph has a concluding sentence, copy it here and circle the end-of-paragraph signal (if
there is any)
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
7. In your opinion, what is the best feature of this paragraph? In other words, what is this writer’s
best writing skill?
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
52
Self-Editing Worksheet 1 (Narrative Writing)
Writer: Date:
Format
My paragraph has a title. Yes No

The title is centered. Yes No
The first line is indented. Yes No
There are margins on both sides of the page. Yes No
The paragraph is double-spaced. Yes No
………………………………………………………………………………………………………………………………………..
Content and Organization
My paragraph fits the assignment. Yes No

My paragraph has a topic sentence. Yes No
The topic sentence has both a topic and a controlling idea. Yes No
My paragraph contains several supporting points and at-
least one example for each point. Yes No
I wrote………………...supporting sentences. Yes No
(number)
My paragraph ends with an appropriate concluding sentence. Yes No
………………………………………………………………………………………………………………………………………..
Punctuation, Capitalization, and Spelling
I put a period after every sentence. Yes No

I used capital letters correctly. Yes No
I checked my spelling. Yes No
………………………………………………………………………………………………………………………………………..
Grammar and Sentence Structure
I wrote…………………...compound sentences and punctuated them correctly. Yes No

(number)
I checked my paragraph for subject-verb agreement. Yes No
I checked my paragraph for fragments. Yes No
………………………………………………………………………………………………………………………………………..
Personal Grammar Trouble Spots

No. found and corrected
I checked my paragraph for……………………………………………………errors. ………………
(verb tense, article, etc.)
53
Peer-Editing Worksheet 2 (Descriptive Writing)
Peer Editor: Date:
1. What place does the writer describe in the paragraph?

……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
2. Does the paragraph begin with a topic sentence? Yes No

Copy the topic sentence here: ……………………………………………………………………………………
…………………………………………………………………………………………………………………………..
3. Does the writer use spatial order to organize the paragraph? Yes No
What is the order (front to back, bottom to top, near to far, right to left, etc.)?
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
What spatial order words and phrases can you find? Copy them here:
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
4. Does the writer give specific details to help you “see” the place he or she describes? Write three of
the details:
a. ………………………………………………………………………………………………………………………..
b. ………………………………………………………………………………………………………………………..
c. ………………………………………………………………………………………………………………………..
5. Are there any sentences that are off the topic? If your answer is yes, write them here (or mark
them on the paragraph if your teacher allows you to write on other students’ work).
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
6. Look for compound sentences. Check to make sure each compound sentence has a comma before
the coordinating conjunction. Make a note about any missing commas.
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
best writing skill?
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
54
Self-Editing Worksheet 2 (Descriptive Writing)
Writer: Date:
Format
My paragraph is in the correct format (centered title, first line indented, Yes No
margins on both sides, double-spaced).
……………………………………………………………………………………………………………………………………..
My paragraph fits the assignment. I used spatial order to describe a place. Yes No
I used…………………………………...spatial order to organize by description. Yes No
(near-to-far, left-to-right, top-to-bottom, etc.)
I used the following spatial order expressions:
…………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………….
My paragraph has a topic sentence, several supporting sentences, Yes No
and a concluding sentence.
My paragraph has unity. No sentences are off the topic. Yes No
…………………………………………………………………………………………………………………………………….
I put a period after every sentences. Yes No

I put a comma in my compound sentences. Yes No
I used capital letters correctly. Yes No
I checked my spelling. Yes No
…………………………………………………………………………………………………………………………………….
I checked my paragraph for fragments. Yes No

I varied my sentence structure by writing a prepositional phrase at
The beginning of at least one sentence (copy that sentence here): Yes No
……………………………………………………………………………………………………………………………………
I wrote………………………compound sentences.
(number)
…………………………………………………………………………………………………………………………………….
Personal Grammar Trouble Spots No. found and corrected
I checked my paragraph for………………………………………………errors. …………………..

(verb tense, article, etc.)
55
Peer-Editing Worksheet 3 (Expository Writing)
Peer Editor: Date:
1. What two items does the writer compare or contrast in the paragraph?
…………………………………………………………………………………………………………………………….
2. Do you understand everything? Yes No

Circle or underline any step that you do not understand, and write a comment about it.
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
3. Copy the topic sentence. Circle the topic and underline the words that tell you that this is a
comparison/contrast paragraph.
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
4. On what points does the writer compare or contrast the items? List them.
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
5. Is each new point introduced by a transition signal? Yes No

6. Would you like more information about anything? Yes No
If your answer is yes, write down what you would like to know more about?
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
7. How many comparison/contrast signals can you find? Number: ………...

Are there too many or just about the right number of signals?
…………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………….
best writing skill?
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
56
Self-Editing Worksheet 3 (Expository Writing)
Writer: Date:
Format
My paragraph is in the correct format (centered title, first line indented, Yes No
margins on both sides, double-spaced)
………………………………………………………………………………………………………………………………………
My paragraph fits the assignment. I compare or contrast two people, Yes No

places, ideas, or cultures.
I compare them on…………………points (write the number)
My paragraph begins with a topic sentence that tells my reader

to look for a comparison or contrast. Yes No
My paragraph is organized in one of these patterns:
Block pattern Point-by-point pattern Yes No
I used the following comparison or contrast signals: …………………………………………………………………..

………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
My paragraph ends with a concluding sentence. Yes No

My paragraph has unity. Yes No
My paragraph has coherence. Yes No
……………………………………………………………………………………………………………………………………….
I checked my paragraph for correct punctuation, capitalization, and spelling. Yes No
I varied my sentence structure by writing simple, and compound sentences. Yes No

I checked my paragraph for fragments, run-ons, and comma splices. Yes No
Personal Grammar Trouble Spots

No. found and corrected
I checked my paragraph for…………………………………………errors. ……………………
(verb tense, articles, etc.)
I checked my paragraph for………………………………………… errors. ……………………
I checked my paragraph for……………………………………….. errors. ……………………
57
References
Meyers, A. (2014). Longman academic writing series. Pearson Education.
Oshima, A., & Hogue, A. (2007). Introduction to academic writing (p. 3). Pearson/Longman.
Zemach, D. E., & Rumisek, L. A. (2003). Academic writing from paragraph to essay. Macmillan.
Photo Credit
https://www.google.com/search?q=Hamburger+images&tbm=isch&ved=2ahUKEwir47q2iLz8AhX4kdgFHU9
jCQEQ2
https://www.google.com/search?q=Switzerland+images&tbm=isch&ved=2ahUKEwj_tPLBq7z8AhUBBbcAH
ahPABMQ2
https://www.google.com/search?q=narrative+writing+images&sxsrf=AJOqlzUs5k6cj9WSaf--YoNmlCoKc-
kmKw
https://www.google.com/search?q=folktale+from+japan+a+story+of+a+man+and+mice++in+a+hole+ima
ges&tbm=isch&ved=2ahUKEwic8v-lgsv8AhWXKbcAHa6yBMsQ2
58

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IEN106-The Art of Writing (The College Writing)

Mr. Benjamin Panmei M.A.Ed.

(3L) The Southeast Asian Journal of English Language Studies

Journal of Technology and Science Education

Each of these sections improves students' learning by offering a variety of

This book is a compilation of three different sources from well-known publishers

This book is divided into four units to achieve the purpose.

Unit 1: Narrative Writing

Unit 2: Descriptive Writing

Unit 3: Expository Writing

Unit 4: Argumentative Writing

Assistant Professor Yanan Kongjaroen, Chairperson, Business English Program

Unit 1: Narrative Writing…………………………………….8

Unit 2: Descriptive Writing…………………………………16

Unit 3: Expository Writing………………………………….26

Unit 4: Argumentative Writing………………………….38

Peer & Self-Editing Worksheet……………………52-57

What makes a paragraph?

Topic sentence: The topic sentence informs readers about

Supporting sentences: Provide examples, explanations,

Concluding sentence: In different words, tell readers what

Switzerland-Something Interesting at Every Turn

The topic sentences…...

a. Switzerland is a very interesting country to visit.

b. Dogs make excellent pets.

……………………………………………………………..Many children begin learning to play football when they

Write a topic sentence for three of these topics:

a. a favorite place to relax

What should I study at university?

Use words or phrases in the box to complete the sentences.

Concluding sentence indented main idea paragraph

Supporting sentences topic topic sentence

a. The……………… .is usually the first sentence in a …………... It gives the

b. The first sentence of a paragraph can be………………………………………………………

d. The………………………………comes at the end of a paragraph.

b. Is she successful? Do you understand the explanation? Yes/No

a. what freedom means to me…………………………………………………………………………………………………………………

b.an unusual holiday………………………………………………………………………………………………………………………………..

d.why I don’t like swimming…………………………………………………………………………………………………………………….

e.the ideal job…………………………………………………………………………………………………………………………………………..

Concluding sentences (How to end a paragraph)

After going through Unit 1, students will be able to:

What is narrative writing?

1. In which four sentences does the word earthquake appear?

Time Order Signals

At first, none of us realized what was happening.

1.Use these words and phrases:

2.Use these words and phrases:

On the day of the party first next

1. She put the clean dishes away.

2 She removed the dirty dishes from the table

She turned on the dishwasher.

She put them in the dishwasher.

She piled them in the sink and rinsed them.

1 It was Sarah’s turn to wash the dishes last night.

Finally, the dishes were clean.

2 He filled it out and left.

He went to the bookshelf, but the book wasn’t there.

Tome went to the library to get a book.

He went to the computer catalog.