To the Teacher iv To the Student v introduction: Process Writing 2

• Understanding process writing, the writing method used in most English-speaking university classes

/ Pre~Writing: Getting Ready to Write S

• Choosing and narrowing a topic

• Gathering ideas

• Editing ideas

2 The Structure of a Paragraph 11

• The definition of a paragraph

• The parts of a paragraph

• Identifying and writing topic sentences

3 The Development of a Paragraph 17

• Paragraph support and development

• Writing concluding sentences

4 Descriptive and Process Paragraphs 25

• Descriptive paragraphs and reasons for writing them

• Organizing and writing descriptive paragraphs using adjectives and prepositions

• Process paragraphs and reasons for writing them

• Using transition words to write a process paragraph

5 Opinion Paragraphs 33

• Distinguishing between fact and opinion

• Organizing and writing paragraphs expressing opinions and arguments

• Using transition words to express causality

• Using modal expressions to make recommendations

6 Comparison / Contrast Paragraphs 40

• Comparison / contrast paragraphs and reasons for writing them

• Organizing comparison / contrast paragraphs

• Connecting words used for comparing and contrasting topics

• Writing about the advantages and disadvantages of a topic

7 Problem I Solution Paragraphs SO

• Writing about problems and solutions

• Using real conditionals

« Writing a two-paragraph paper with linking phrases

8 The Structure of an Essay 56

• The definition of an essay

• Formatting an essay

• Writing a thesis statement

9 Outlining an Essay 63

• The purpose of an outline

• Writing an outline

10 introductions and Conclusions 7/

• The purpose of an introduction

• Types of information in introductions

• The purpose of a conclusion

• Writing conclusions

/ J Unity and Coherence 78

• The importance of unity in essay writing

• Editing an essay for unity

« The importance of coherence in essay writing

• Creating coherence

12 Essays for Examinations 88

« Common instructions for essay tests

• Writing timed essays and managing time

Additional Materials 95

• Sample essay: brainstorming

• Sample essay: first draft

• Sample essay: second draft

• Punctuation

• Sample information letter

• Sample statement of purpose

• Addressing an envelope contents iii

To the Teacher

Non-native English speakers who enroll in a collcgc or university want to develop writing skills that will lead to academic success. This book ls a combination text and workbook. Its focused lessons, specific exercises, and ample opportunities for practice are designed to help your students gain confidence in writing academic prose.

This book is designed to take university-level students with an intermediate ability in English as a second language from paragraph writing through essay writing. The course combines a proccss approach to writing (where students work on invention, peer response, editing, and writing multiple drafts) with a pragmatic approach to teaching the basics of writing (with direct instruction on such elements as topic sentences, thesis statements, and outlines).

The Introduction presents proccss writing to students. The tasks in the main units are graded. Students first work on recognizing and identifying key writing structures from model paragraphs and essays. Then they manipulate the structures in short, manageable tasks. Finally, they apply the structures to their own writing. There are opportunities for students to work independently, with a partner, and with a group. The exercises can be done either in class or as homework. Critical thinking is emphasized, so that students become aware of the impact of their choice of words, sentences, and organizational techniques on the effectiveness of their writing. The focus throughout is on academic writing—the type of writing used in university courses and exams in English-speaking institutions of higher learning.

In Units 1—6, students analyze and write the types of paragraphs that commonly occur in academic contexts. They practice writing topic sentences and concluding sentences, organizing the paragraph coherently, and using appropriate vocabulary, grammar, and transitional devices in the paragraph body. In Unit 7, students write two-paragraph papers, in preparation for longer assignments. In Units 8-11, students apply what they have learned about paragraphs to essay writing. They work on developing and supporting a central thesis, organizing an outline from which to write, and writing effective introductions and conclusions. Unit 12 discusses strategies for timed essay writing, including understanding standard instructions, time-management techniques, and methods for organizing information.

Included in the Student Book are samples of the development of an assay from brainstorming to the final draft. There is also a guide to punctuation and examples of a letter requesting information, a personal essay of the type commonly required in college applications, resumes and addressed envelopes.

The Teacher's Guide supports the instructor by offering teaching suggestions, a discussion of marking and grading writing, ideas for supplemental activities for each unit, and photocopiable exercises and activities.

iv totheteacher

To the Student

Writing is a very important part of your university study. You will write assignments that may range from one paragraph to several pages long, and will write answers on tests and exams that may be a few sentences long or a complete essay.

Academic writing in English may be different not only from academic writing in your own language, but even from other writing in English. The purpose of this book is to help you recognize and produce the sort of writing that you will do for your university courses.

During this course, you will have many opportunities to study and discuss examples of English academic writing. Naturally, you will also have many opportunities to discuss your own academic writing and the writing of your classmates. You will learn how important th« reader is to the writer, and how to express clearly and directly what you mean to communicate. We hope that what you learn in this course will help you throughout your academic studies and beyond.

You should come to your writing class every day with energy and a willingness to work and learn. Your instructor and your classmates have much to share with you, and you have much to share with them. By coming to class with your questions, taking chances and trying new ways, and expressing your ideas in another language, you will add not only to your own world but to the world of those around you. Good luck!

introduction: Process Writing

■ learn ahouf process ^vriting. ihe writing method used in most English-speaking university classes.

■ learn ahouf process ^vriting. ihe writing method used in most English-speaking university classes.

Writing Introduction

The writing process

I These words are important for -understanding the writing process. Match each word with the correct definition.



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  • dave
    Can you write a process paragraph?
    8 years ago

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