The Longman Academic Writing Series Writing Academic English FOURTH EDITION Alice Oshima Ann HogueContents Preface ... i Acknowledgments .......+.. PARTI ~=WRITING A PARAGRAPH . Chapter} Paragraph Structure ....... pou aupescodcoononan ‘The Three Parts of a Paragraph . coos 3 The Topic Sentence : : a 4 Position of Topic Sentences 5 ‘The Two Parts of a Topic Sentence 9 Supporting Sentences. : m ‘The Concluding Sentence laa REVIEW Coe ceeceeees voces coos 16 Writing Practice bese - 16 Chapter 2 Unity and Coherence ........60.00ceeeeeeeee eee IB rr feet eeecnetecees 18 Coherence. 2 Repetition of Key Nouns .. . 2 Key Noun Substitutes -.......000.c0cceee cee 23 Consistent Pronouns ry Transition Signals ............. : : 25 Logical Order ...... : 34 Review wees 36 Writing Practice . 37 Chapter 3. Supporting Details: Facts, Quotations, ............39 and Statistics Facts versus Opinions ...... . . cee 39 Using Outside Sources... eee cee 41 Plagiarism 4l Citing Sources. : - 42 Quotations ‘ 2 Direct Quotations «26... 42 Reporting Verbs and Phrases . 7 een B Punctwating Direct Quotations 45 Indirect Quotations wees ATContents Writing Practice Statistics Writing Practice Review... PART II WRITING AN ESSAY.... Chapter 4 From Paragraph to Essay. 49 SI 53 The Three Parts of an Essay 56 The Introductory Paragraph 59 Fonnel Introduction 0 Attention-Geiting Introduction 61 ‘Thesis Statement 6 Body Paragraphs 64 Logical Division of 1deas 64 ‘Thesis Statements for Logical Division of Ideas 65 ‘Thesis Statement Pitfalls 7 ‘Transition Signals between Paragraphs 69 ‘The Concluding Paragraph 2 Essay Outlining 75 Review 1 Writing Practice 78 Applying What You Have Learned 78 Reading . : 9 Questions : : 80 Suggestions for Discussion or Writing 80 Chapter 5 Chronological Order: Process Essays. eee ol) Thesis Statements for a Process Essay 84 ‘Transition Signals for Chronological Order 86 Review 88 Writing Practice 89 Applying What You Have Learned 89 Reading 1 89 Questions 90 Suggestions for Discussion or Writing 91 Reading 2 . 2 Questions eee eeeceee 92 Suggestions for Discussion or Writing 93 Chapter 6 Cause/Effect Essays... pongo ee. 94 Organization for Cause/Effect Order 95 Block Organization 95 Chain Organization . 98 Cause/Effect Signal Words and Phrases 101Contents Cause Signal Words 6.0.6... e eee eens wees sees 101 Effect Signal Words ........ 0.0.0.0 : = 0) Review oe eeeeeees 105 ‘Writing Practice. 105 Applying What You Have Learned 106 ‘Reading. . : 107 Questions 108 Suggestions for Discussion or Writing 110 Chapter 7 Comparison/Contrast Essays. .........++++--55. WD Organization of Comparison/Contrast Essays 113 Point-by-Point Organization... 113 Block Organization 14 Comparison and Contrast Signal Words 116 Comparison Signal Words . 116 Contrast Signal Words 119 Review... ..eeeeeee 12 Writing Practice. . 13 Applying What You Have Leamed 124 ‘Reading... ween a o 14 Questions ppeces veer 126 Suggestions for Discussion or Writing... ....ssvsvsveveessseeeees 126 Chapter 8 Paraphrase and Summary . 5000 +127 Paraphrasing. 127 Plagiarism . 128 Using Paraphrases as Suppor. 135 Summarizing = 136 Review 141 Chapter 9 Argumentative Essays ........ 0.00. .0ee0ee05+ 142 Organization of Argumentative ESSAYS .--.6. 0.0 0600cccceeerseeeteeeees 143 ‘The Introductory Paragraph... ce 147 ‘Thesis Statement 147 Review . Bi oa55ee ene osu uouecsaceseneeecescaasebeceo seve 150 Writing Practice. 150 Applying What You Have Learec 151 Topic 1, Reading 1 151 Questions .. 153 Topic 1, Reading 2 154 Questions 155 Topic 2, Reading 1 156 Questions cose : vee 157 Topic 2, Reading 2 oe cece 158 Seeeeeeessecesessss eenContents PART II SENTENCE STRUCTURE ........ see. 161 Chapter 10 Types of Sentences ............5 beens . 162 Clauses 162 Independent Clauses fooos eeeeeeeee - 163 Dependent Clauses ........ . 163 Kinds of Sentences... an : 164 ‘Simple Sentences . 164 Compound Sentences 165 Complex Sentences . . . . 172 Compound-Complex Sentences... -.- : am Sentence Types and Writing Style Ll as Review . a eee PIII a Chapter 1] Using Parallel Structures and Fixing ............ 179 Sentence Problems Parallelism : : seve 179 Parallelism with Coordinators: And, Or, But SII 180 Parallelism with Correlative (Paired) Conjunctions . : 181 Sentence Problems ......... eee ee . 183 Sentence Fragments : : 183 Choppy Sentences . . seeeeeee 185 Run-On Sentences and Comma Splices bot e vee 188 Stringy Sentences Boucce Spode ee ocuudsoaonedadsooduE 190 Review : 191 Eaditing Practice 193 Chapter 12 Noun Clauses ......... 0s ccc e cece eee eee 194 That Clauses 195 Sentences Beginning with It . ate : 196 Special Verb Tenses in That Clauses Soocubesgouessenos 198, If/ Whether Clauses 201 Question Clauses oe ne Review 7 . .. 206 Editing Practice eee . 207 Writing Practice 208 Chapter 13 Adverb Clauses ........6.0.0ceee cece eee eee 20 Kinds of Adverb Clauses au Punctuation of Adverb Clauses are Time Clauses ail Place Clauses 213Contents Distance, Frequency, and Manner Clauses . .. 214 Reason Clauses, : : 216 Result Clauses ......... ren 218 Purpose Clauses cee cee vives 220 Contrast Clauses . cee 5 ceseseeeses 222 Direct Opposition Clauses oo 222 Concession (Unexpected Result) Clauses .......... ee Conditional Clauses ........ oe ceeeieeeses 225 Review. - 227 Editing Practice .. 228 Writing Practice 229 Chapter 14 Adjective Clauses ....... teeeeeeees 230 Relative Pronouns and Adverbs feet eet eeeeee 231 Position of Adjective Clauses. BI Verb Agreement in Adjective Clauses 2. 232 Kinds of Adjective Clauses. siete Bh Relative Pronouns as Subjects 234 Relative Pronouns as Objects 236 Possessive Adjective Clauses a rere . 238 Relative Pronouns as Objects of Prepositions ...... 240 Relative Pronouns in Phrases of Quantity and Quality Serene 243 Adjective Clauses of Time and Place Diese 246 Sues a 247 Editing Practice 248 Writing Practice 249 Chapter 15 Participial Phrases. ++. 250 Participles .... bee e ene eeeee 7 eee 250 Paticipial Phrases BI 251 Reduced Adjective Clauses wee eee Position and Punctuation of Partcipial Phrases ..... . 252 General Form -ing Participial Phrases oss General Form -ed Participial Phrases. a eee 254 Perfect Form Participial Phrases . 255 Participial Phrases and Writing Style v.20... veces 237 Reduced Adverb Clauses. ‘ coe 258 Review. ....... ee wae 261 Editing Practice . . 263 Writing Practice 263 Appendix A: The Process of Academic Writing . peer ee e285 The Writing Process, Step 1: Creating (Prewriting) . 265 ‘The Writing Process, Step 2: Planning (Outlining) mContents ‘The Writing Process, Step 3: Writing .. ‘The Writing Process, Step 4: Polishing Editing Practice Appendix B: Punctuation Rules . . Commas Semicolons Colons Quotation Marks Editing Practice Appendix C: Charts of Connecting Words and Transition Signals ..... Coordinating Words Subordinating Words + Conjunctive Adverbs ‘Transition Signals Appendix D: Editing Symbols. Appendix E: Research and Documentation of Sources . . ‘Types of Sources Evaluating Sources Documentation of Sources In-Text Citations Works-Cited Lists Appendix F: Self-Editing and Peer-Editing Worksheets . Scoring Rubrics index Credits 2m 223 an 280 280 283 285 288 289 291 291 292 295, 297 + 300 - 303 303 304 306 306 308 313 315 331 337What’s New in the Fourth Edition Preface Writing Academic English, Fourth Edition, is a comprehensive rhetoric and sentence structure textbook/workbook for high-intermediate to advanced English language learners who are in college or are college bound. The book teaches writing in a straightforward manner, using a step-by-step approach. Clear, relevant models illus- trate each step, and varied practices reinforce each lesson The first part of the book provides a quick review of paragraph writing and sum- marizing, followed by a chapter that introduces the essay. The second part of the book offers comprehensive chapters on process, cause/effect, comparison/contrast, and argumentative essays. Sentence structure, with special emphasis on subordi- nated structures, is taught in the third part of the book. ‘Throughout the book, models and practices feature general academic topics that are timely and relevant to students living in a rapidly changing world. In addition, readings from current, real-world publications conclude the chapters on different essay forms. Most chapters offer a variety of writing assignments, and each chapter ends with a review of the main teaching points Appendices explain the writing process; give punctuation rules; show charts of connecting words, transition signals, and editing symbols; and teach students basic research and documentation skills. Self-editing and peer-editing worksheets and model scoring rubrics are also provided. References to the appendices appear within the chapters where students are likely to benefit most from using this material. Instructors familiar with the third edition will find these changes: + Part I, Writing a Paragraph, has been condensed from seven to three chapters in order to move students more quickly to writing essays. + Part II, Writing an Essay, has been expanded from two to five chapters. Each pattern of essay organization now has its own chapter. + Anew chapter on argumentative essays has been added. This chapter also serves as an introduction to using supporting materials from outside sources. + Each essay chapter concludes with one or two short readings, selected because of their high interest and because they employ the pattern of organization taught in the chapter. Following the readings are exercises asking students to analyze thetorical devices and patterns and/or to summarize the content. Writing assign- ‘ments based on the readings are also provided. ‘+ Instruction in basic research and documentation skills has been added in Appen- dix B. Examples of MLA-style in-text citations appear throughout the text. + The sections on summarizing and paraphrasing have been expanded to include intermediate-step exercises to help students master these difficult skills. + Both self-editing and peer-editing worksheets are provided in Appendix F, along with scoring rubrics for use by instructors. + Finally, models have been updated, practice materials freshened, and expla- nations streamlined, always with the intention of making the material more accessible to students,Preface Order of Lesson Presentation Topic Suggestions In-Class Writing Writing under Pressure Practice Exercises Editing Writing Academic English is intended to be covered in one fifteen-week semester, with classes meeting five hours a week. The chapters in Part I, Writing a Paragraph, and Part Il, Writing an Essay, should be taught in sequence. The sentence structure chapters in Part IIT should be taught alongside the chapters in Parts I and II in order to encourage students to write a variety of complex structures. Chapter 10, Types of Sentences, should be taught at the beginning of the course; subsequent sentence structure chapters may be taught in any order. Wherever possible, instructors should integrate sentence structure with rhetoric. For example, adverbial time clauses in Part III may be taught simultaneously with chronological order in Chapter 5. For courses shorter than fifteen weeks, the text is flexible enough to allow instructors to pick and choose chapters that best suit the needs of their classes. Sentence structure is presented separately from rhetoric, so these chapters may be omitted altogether, leaving the instructor free to concentrate solely on writ- ing. For twelve-week terms, we suggest omitting Chapters 8 and 9. For even shorter terms, instructors may elect to concentrate solely on the essay, Chapters 4 through 9. ‘The topics listed for each writing assignment are only suggestions. Some chapters have more than one kind of topic. (1) Some are academic in nature but still general enough so that students from different disciplines can tackle them. (2) Topies on the Lighter Side allow students to draw on personal experience. (3) Topics for content- based writing assignments that follow the reading at the end of essay chapters relate to the readings. (4) Topics for timed writings are offered in several chapters in order to give students practice in this important skill Of course, we encourage instructors to keep their eyes open for topics from cur- rent news or for graphs, photographs, and charts in newspapers on which to base ‘writing assignments. Group brainstorming and in-class writing of first drafts are especially helpful in the early stages because the instructor is available for immediate consultation. Also, the instructor can check to make sure everyone is on the right track. Pair and group col- laboration is appropriate for brainstorming and editing work; however, writing is essentially an individual task even when done in class. Special assignments are included to be done in class under time pressure to sti- mulate the experience of writing essay examinations—valuable practice for college-bound students. Instructors should adjust time limits depending on the needs of the class. ‘The final practice exercises of the sentence-structure chapters usually ask students, to write original sentences. Because these practices prove whether the students understand the structures and can produce them correctly on their own, we encour- age instructors to use them. For most chapters, self-editing and peer-editing worksheets are printed back-to-back in Appendix F, Instructors can use one or the other, or both, as they prefer. One method of using the peer-editing worksheet is to have peer editors record their com- ments on the worksheet. An alternative method is to have each student read his orPreface her draft out loud to a small group of classmates and then to elicit oral comments and suggestions by asking the checklist questions. The student who has read then writes down the group's suggestions on his or her own paper. Instructors can also respond to student writing by using the peer-editing checklist Scoring ‘Iwo sample scoring rubrics are provided at the beginning of Appendix F, one for Rubrics paragraphs and one for essays. Their purpose is twofold: to show students how instructors might evaluate their writing, and to suggest a schema for instructors to do so. Instructors are invited to photocopy the rubrics. Of course, the rubrics may be modified to suit individual assignments and individual preferences. Chapter- The photographs introducing each chapter of the book depict some of the forms Opening of written communication used by diverse cultures throughout the evolution Photographs of civilization. Acknowledgments Many people have contributed to this edition of Writing Academic English. We especially thank Laura Le Dréan, who traveled countless miles and spent countless hours gathering valuable feedback from users of the previous edition. Thanks also to our development editor, Molly Sackler, for making sure of the accuracy of our information and the consistency of its presentation, and to our production editors, Lynn Contrucci and Jane Townsend, for their expertise in fitting all these words onto the printed page. Special thanks also to Rhea Banker, who found the beautiful pho- tographs that appear on the opening pages of each part and each chapter. ‘To the many students and teachers who took the time to offer suggestions, we extend our heartfelt thanks: David Ross, Intensive English Program, Houston, ‘Texas; Marsha Gerechter Abramovich, Tidewater Community College, Virginia Beach, Virginia; Alex Jones, Seattle, Washington; Anita Sokmen, Director, English Language Programs Extension Courses & Marketing, University of Washington, Seattle, Washington; Patty Heises, University of Washington, Seattle, Washington; Angelina Arellanes-Nutiez, University of Texas at El Paso; Dorrie Brass, Annapolis, Maryland; Barbara Smith-Palinkas, Tampa, Florida; Jacqueline Smith, Brooklyn, ‘New York; and Diana Savas, Pasadena City College, Pasadena, California. We hope you recognize the many places where your advice has helped to improve the book.Writing a ParagraphPetroglyphs in Caryontancs, Utah ‘A paragraph is a group of related sentences that discuss one (and usually only one) main idea, A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea cleatly. A paragraph may stand by itself. In academic writing, you often write a paragraph to answer a test question such as the following: “Define management by objective, and give one example of it from the reading you have done for this class.” A para- graph may also be one part of a longer piece of writing such as an essay or a book ‘We mark a paragraph by indenting the first word about a half inch (five spaces on a typewriter or computer) from the left margin ‘The following model contains all the elements of a good paragraph. Read it care- fully two or three times. Then answer the Writing Technique questions that follow, which will help you analyze its struBoe Paragraph Structure Chapter I | Paragraph Structure 3 Gold ‘Gold, a precious metal, is prized for two important characteristics. First of all, gold has a lustrous’ beauty that is resistant to corrosion? STherefore, itis suitable for jewelry, coins, and ornamental purposes. “Gold never needs to be polished and will remain beautifal forever. for example, a Macedonian coin remains as untarnished? today as the day it was made 26 centuries ago. SAnother important characteristic of gol is its usefulness to industry and science. "For ‘many years, it hes been used in hundreds of industrial applications, such as photography and dentistry. &The most recent use of gold is in astronauts’ suits. ‘Astronauts wear gold-plated heat shields for protection when they go outside ‘spaceships in space. "in conclusion, gold is treasured not only for its beauty but also for its uty. ‘Writing Technique Questions 1, What is the topic of the paragraph? 2. What two main points does the writer make about the topic? 3. In which two sentences does the writer say that there are two main points? 4, What examples does the writer use to support each point? The Three Parts of a Paragraph All paragraphs have a topic sentence and supporting sentences, and some para- graphs also have a concluding sentence. ‘The topic sentence states the main idea of the paragraph. It not only names the topic of the paragraph, but it also limits the topic to one specific area that can be discussed completely in the space of a single paragraph. The part of the topic sentence that announces the specific area to be discussed is called the controlling idea. Notice how the topic sentence of the model states both the topic and the controlling idea: Geld) precious meta, is prized for two important characteris Supporting sentences develop the topic sentence. That is, they explain or prove the topic sentence by giving more information about it. Following are some of the supporting sentences that explain the topic sentence about gold First of all, old has a lustrous beauty that is resistant to corrosion, For example, a Macedonian coin remains as untarnished today as the day it was made 25 centuries ago. Anather important characteristic of gold is its usefulness to industry and science. ‘The most recent use of gold is in astronauts’ suits. strous: glowing. chemical damage js unchanged in color