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Ann O. Strauch
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore,
S5o Paulo, Delhi, Dubai,'Tokyo, Mexico City

Cambridge University Press

32 Avenue of the Americas., New York, NY 10013-2473, USA

www.cambridge.org
Information on this title: www.cambrid ge.orgl9l 80521 544962

O Cambridge University Press 2005

This publication is in copyight. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without
the written permission of Cambridge University Press.

First published 2005

lOth printing 2010

Printed in the United States of America

A catalog record Jbr this book is available from the British Library.

Library of Congress Cataloging in Publication Data

Strauch, Ann O.
Writers at work. The short composition / Ann O. Strauch.
p. cm.
iseN 978-0-521-54496-2
1. English language- Textbooks for foreign speakers. 2. English language-
' .Composition and exercises. 3. Report writing-problems, exercises, etc.
I. Title: Short composition. II. Title.

PElr28.3883 2005
. 808'.048-dc22
200s042183

rssN 978:0-52 1 -5 449 6-2 paperback

Cambridge University Press has no responsibility for

the persistence or accuracy ofunr,s for external or
third-party Internet Web sites referred to in this publication
and does not guarantee lhat any content on such

Art djrection and.. book design: Adventure House, NYC

Layout services: Page Designs Intemational
Illustration oediis: Rick Powell, pages 5, 20, 38, 58, 76,94,112,130,142,156, 160, 162,164
 Table ol Gontents

Introduction xilt

Acknowledgements XV

Begin with the Basics

Chapter 1 Writing about a Person . . 19

Chapter 2 NarratingaPersonalExperience ...g7

Chapter 3 ProvidingExamples ....s7
Chapter 4 SupplyingReasons .....ls
Chapter 5 Supporting with Parallel Points .. 93

Chapter 6 Interpreting Quotations and Proverbs . . . 111

Chapter 7 WritingaSummary. 1Zg

Chapter 8 Responding to Nonfiction . 141

Chapter I Critiquing Fiction . 155

Credits 176
 Chapter Contents

Begin with the Basics

E eARAGRAnHSANDSHoRTcoMrosTnoNS. ......2
A Paragraph format The paragraph* . 2
Paraqraph lormat

B Short compositions The short composition 4

PARTSOFASHORTCOMPOSITION... 6

A The main idea General and specific ideas 6

The topic and the comment

B ideas
Supporting The body I
CSupportingdetails Usingdetails .......10
D The conclusion Types of conclusions . . . 12
E Titles Guidelines for titles . . . 14

m PRoCESS WRITING Steps in process writins . . . . . . 1t

CHAPTER t Writirg about a Person

tr GETTTNG sTARTED . . .20
A compositions
Read sample . . 20

B Determine your audience Audience . . . . 23

GSelectatopic . ..23
D lnterviewyourpartner .....23
tr PREPARING THE FIRST DRAFT The tirst draft . . . . . . 24
A information
ldentify types of A composition about a persln . . . 24
B Makearoughoutline Roughautlines ......25
fs Compose the main idea . . The main idea . . . . 27
D 0rganize the body The body . . . . 28
E Writeaconclusion Theconctusion. ....28
F

m REVISING YoUR WRITING Revisins . . . . 30

A Analyzesupportingdetails . . . . . . .30
ts Benefit from peer feedback Peer feedback .. . , . . 32
C Makerevisiondecisions ....32
D Write the second dra{t . . . . 32
* The items in this column refer to the titles of the
information boxes that appear throughout the book.

IU Writers at Work: The Short Composition

tr EDmNG YouR wRlTtNG . . 33

A Use editing symbols Editing 33

B Edit for subjects and verbs Sufiecfs and verbs 33

C Benefit from peer feedback 'Peerteedback .. . 35

D Write the final draft . 35

tr FoLLowrNGUP.. .......35
A Share your writing .
.: Smalt group read-around . . . . . 35
B Checkyourprogress . . . . .36

CHAPTER 2 Narratirg a Personal Experience

A Readsamplecompositions ...Ag
B Selectatopic Topics .....4j
c Askyourself questionsaboutyourtopic Devetopingyourtopic . . . . . . .4j
D Discuss your experience with others . Talking to get ideas . . . 42

tr nRErARTNcTHEFIRSTDRAFT .....43
A Makearoughoutline ...49
BComposethemainidea.. Themainidea.. ....49
C Provide background information Background inlormation . . . . .' . 45

D Use time order to organize ideas . 1rganizing using time order . . . . 46

E lncludeplentyofactionandspecificideas . . . . llsingdetails . . . . . . . 47
FWriteaconclusion Theconctusion.. ....48
G Puttogetherthefirstdraft. . . . . .49

E REVISINGYoURWRITING.. Revisins ....50

A Delete irrelevant material lrrelevant material 50

B Benefit from peer feedback Peer feedback 51

c Make revision decisions 52

D Write the second draft 52

trEDTTTNGYouRWRITTNG.. ...... s2
A Check for past time verbs . Action verbs and tense 52

B lnclude direct quotations Direct quotations 53

c Benefit from peer feedback Peer teedback 55

D Write the final draft 55

Table of Contents
 tr FoLLowTNGUP . .......55
A Shareyourwriting Travelingcompositions ......55
B Checkyourprogress . . . . . . . 56

CHAPTER 3 Providing Examples

tr GETTTNGSTARTED .......58
A Readsamplecompositions . . . . . . .58
B Selectatopic . . . . .61
C Freewrite about yourtopic Freewriting . . . 61
D Discuss your ideas with others . . . . . 62

tr rRErARTNcTHEFTRsTDRAFT .....62
A Makearoughoutline ...62
BComposethemainidea.. Themainidea. .....62
C Organize examples in a logical order . Organizing examples . . . 63
D Usetransitionsignalstointroduceexamples. . . Transitionsignals . . . . 65
E Use specific, supporting details . Supporting details . . . . 66
F Writeaconclusion Theconclusion... ...68
G Puttogetherthefirstdraft.. ......69
REVISINGYOURWRITING .. ......70
A Practicerevising ...70
B Benefitfrompeerfeedback .......70
C Make revision decisions . . . .71
D Write the second draft .... 71

E EDTnNGYouRWRInNG .. ...71
A Checkspelling . Personalspettinglist .......71
B Editforsubjects,verbs,andspelling .......12
C Benefitfrompeerfeedback .......72
D Writethefinaldraft ......72

A Shareyourwriting Writingtoaclassmate . . . . . . .73

B Checkyourprogress .....74

ri Writers at Work: The Short Composition

cHAPTER 4 Supplying Reasons
GETTINGSTARTED ...,..76
A Readsamplecompositions .......16
B Selectatopic ....79
C Explorb ideas by making a list Listing and organizing ideas . . . 79

tr DRAFT
PREPARTNG THE FTRST . . . . 81
A Makearoughoutline .....81
B Compose the main idea . . The nain idea. . .. g1

C Organize reasons in a logical order . lrganizing reasors . . . gz

D Use transition signals to introduce reasons . Transition signals . . . . g3
E Use specific, supporting details . Supporting detaits . . g4
F Write a conclusion The conclusion . . 86
G Puttogetherthefirstdraft.. ......Bl
lU REvrstNG YouR wRtrrNG . . . Bl
A Practicerevising ...97
B Benefitfrompeerfeedback . .... ., gg
C Makerevisiondecisions . . . . gB
D Write the second draft . . . . BB

M EDTTINGYouRWRITING . . . . . . . . . Be
A ldentify clauses lndependent and dependent clauses . . . . Bg
B .
ldentify sentence types Types of sentences . . . 90
C Benefit from peer feedback . . . 91
DWritethefinal draft ... ..91
tr FoLLowrNcuP.. . ....e1
A Share your writing . . . 91
B Checkyourprogress .....92

CHAPTER 5 Supporting with Parallel Points

trGETTTNcsTARTED . ....s4
A Readsamplecompositions .......94
Bselectatopic Topics ......g1
C Exploreideas ....97

Table of Contents uI
 tr PREPARINGTHEFIRSTDRAFT ,,.,,g7
AMakearoughoutline .. ..97
BComposethemainidea.. Themainidea.. ....98
C 0rganize your points lrganizing points . . . . 99
D Usetransitionsignalstointroducepoints. . . . . Transitionsignals . . . . 99
E Write points to introduce details. SuBporting a point ... 101

F Use specific, supporting details . . . . 102

G Writeaconclusion . . . . . . 103
HPuttogetherthefirstdraft.. .....104
m REvrsrNG YouR wRrTrNG . . 105

A Practice revising Revising 105

B Benefitfrompeerfeedback ...... 106

C Make revision decisions . 106

D Write the second draft ... 106

tr EDmNGYouRWRTTTNG . ...... io6

A Edit for run-on sentences Run-on senlences 106

B Edit for stringy sentences Stringy senfences 'l0B

C Write the final draft 109

trFoLLowrNGUP. ....,10e
A Share your writing 109

B Check your progress .. . 110

CH'Rptrn 6 Interpreting Quotations and Proverbs

GETTINGSTARTED .....,112
A Readsamplecompositions ......112

D Discuss your ideas with others . . 116

tr PREPARING THE FIRST DRAFT ,,, , 117

A Makearoughoutline ....117
BComposethemainidea.. Themainidea.. ...117
COrganizethebody Organization ......118
D Use sense details for description . . . . . 119
EWriteaconclusion Theconclusion.. ...121
F Puttogetherthefirstdraft.. .....121

vilr Writers at Work: The Short Composition

m REVTsTNG YouR wRlnNG 122
A Check for wordiness Wordiness 122
B Benefit from peer feedback 123
C Make revision decisions 123
D Write the second draft 1?3

tr EDmNc YouR wRtTrNG 124

A Edit for correct use of articles Artictes with count nouns 124
Noncount nauns
lndefinite and detinite articles
Detinite articles in specitic contexts
B Benefit from peer feedback 127
C Write the final draft 127

tr FoLLowrNG uP 127

A Share your writing 127

B Check your progress 128

CHAPTER 7 Writing a Summary

E GETTING sTARTED 130

A Read a story and a newspaper article 130

B Analyze summaries 132

c Selectatopic ... 133

D Explore ideas by listing . Listing important poinfs . . .. . 104

E Discuss your ideas with others ... . 13S

ErREeARINGTHEFTRSTDRAFT i.... ...135

A Makearoughoutline .... 135

B .
Compose the main idea . .
The main idea .. . 136

CSummarizeessential ideas $ummarizing .,....137

DPuttogetherthefirstdraft.. .....137
E REVTsTNGYouRWRTnNG .. .....1sl
A Delete unnecessary details . Revising 137

B Benefit from peer feedback 138

c Make revision decisions 138

D Write the second draft 138

Table of Contents lx
tr EDTTTNGYouRWRITTNG .. ..... 13e

A .
Edit for verb tense The literary present . 139

B Benefitfrompeerfeedback ...... 139

C Writethefinaldraft ..... 139

FOLLOWINGUP ...... 140

A Shareyourwriting ...... 140

B0heckyourprogress ..140

CHAPTER I Responding to Nonfiction

E GETTING STARTED 142
A Read sample compositions 142
B Select a topic 145

C Explore ideas 146

D Discuss your ideas with others 146

tr PREPARINc rHE FIRST DRAFT . 147

A Makearoughoutline ....147
BComposethemainidea.. Themainidea. ....147
C Write the body Arganizing a response to nonfictian . . 148
DWriteaconclusion Theconctusion. . ......]48
E Puttogetherthefirstdraft.. ..... 149
trREvrsrNGYouRWRrTrNG.. . .r5o
AWriteasuitabletitle,. Titles. ....'1s0
B Benefitfrompeerfeedback ... 150

C Make revision decisions ... 1S1

DWritetheseconddraft..:.. ...i51
tr EDmNcYouRWRrrrNG .. ...... 151

A fragments
Edit for sentence Sentence fragments . . 1S1

BBenefitfrompeerfeedback .... 153

CWritethefinaldraft . ... 1S3

tr FoLLowTNGUP .. ...... r53

AShareyourwriting ,. .. .. 153
B0heckyourprogress ......i53

Writers at Work: The Shon Composition

cHAPTER 9 Critiquing Fiction
EGETTTNGSTARTED .....156
A Read sample compositions 156

B Select a topic 160

c Explor0 ideas 166

D Discuss your ideas with others ... . 166

tr pREpARTNG THE Frnsr DRAFT ... . 166

A Makearoughoutline ... 166
B Gompose the main idea . . The main idea sentence of a critique . . . 161

C summarize and critique the selection summary and critique . . . 167

DWriteaconclusion Theconctusron.. ...i68
EPuttogetherthefirstdraft.. . ..169
tr REVTsTNG YouR wRrTtNG . . 169

A Develop your critique with details ltsing detaits 169

B Benefit from peer leedback 171

171

D Write the second draft 171

tr EDrTrNc YouR wRtTrNG . . 172

A Edit for correct modals Modats 172

B Benefit from peer feedback 174

C Write the final draft 174

FOLLOWINGUP ..,.,.175
AShareyourwriting . ......175
B Checkyourprogress .... 175

Table of Contents Xi
 lntroduction

THE WRITERS /T WORK SERIES

The Writers at Wark series takes beginning to high intermediate-level writing

students through a process approach to writing. The series is intended
primarily for adults whose first language is not English, but it may also
prove effective for younger writers or for native speakers of English who are
developing their competence as independent writers in English
o Writers atWor.k: From Senteryce to Paragraph prepares beginning to high
beginning students to write grammatically accurate, topic-relaled sentences
as the basis for an introduction to paragraph writing

o Writers at Work: The Paragraph preparcs high beginning to low intermediate

students to write well-developed paragraphs using a variety of
organization types.
o Writers at Work: The Short Composition prepares low intermediate to
intermediate-level students to put together several paragiaphs to write
well-constructed and well-edited short compositions.
o Writers at Work: The Essay prepares intermediate to high intermediate
students to write fully-developed essays with an introduction, body
paragraphs, and a conclusion. Upon completion of this book, students will
be ready for more advanced-level academic writing courses.

The approach

Competence in writing comes from knowinghow to write as much as from

knowing what to write. That is why the Writers at Work books are organized
around the process of writing. They teach students about the writing process
and then guide them to use it as they write. We believe that once students
understand how to use the writing process in writing sentences, paragraphs,
short compositions, and essays, they will gain the confidence they need to
advance to more complex writing tasks.

In teaching writing to lower-level students, there is always the danger of

sacrificing creativity in order to achieve accuracy, or vice versa. The Writers at
Work books guide students through the writing process in such'a way that their
final pieces of writing are not only expressive and rich in content, but also
clear and accurate.

XITI
 AB0UT WRITERS AT WARK: THE SH0RT CAMP0SITI0N

Chapter structure
Each chaptir is divided into the following five parts:

I Getting Started
Students are stimulated to think about the topic of the chapter. They
generate ideas that they can use later in their writing.

ll Preparing the First Draft

Students organize, plan, and write their first draft.

lll Revising Your Writing

Students analyze sample paragraphs and compositions, learn about key
elements of writing, and apply those principles to the revision of their
first draft.
lV Editing Your Writing
Students are introduced to selected aspects of grammar. They edit their
writing for accurate grammar and write their final drafts.
V Following Up
Students share their writing with each other. Finally, they fill out a
self-assessment form, which allows them to track their progress as writers
throughout the course.

Key leatures
. The book begins with an introductory section, "Begin with the Basics,"
which introduces students to the writing process and to the basic elements
of a short composition, including format, main idea, the body and
supporting details, conclusions, and titles. This section lays the foundation
for the chapters that follow.
o The nine chapters of the book present .or.r..ro.r organizational patterns and
tlpes of writing used in personal and academic writing. All of the activities
and exercises in a chapter relate to the pattern or type of writing. In this way,
students are able to apply what they learn in their own writing.
. The book makes extensive use of sample compositions. These have been
chosen for their representative nature and their engaging content. The
activities in the book guide students through analysis, revision, and editing
of these compositions as preparation for their own writing.
o It is important that students collaborate and interact when learning how
to write. Collaborative tasks and peer feedback activities in the text make
learning to write manageable and enjoyable.
c "Sharing Your Writing" activities round out the steps in writing, providing a
high-interest activity that underscores the communicative goal of writing.

XiV Writers at Work: The Short Composition

 Acknowledgements

Writers at Work: The Short Composition would not have been possible without
the help and support of innumerable people.
At cambridge university Press, the greatest measure of gratitude goes to
Bernard Seal, commissioning editor, for his steady devotion to the project and
for his talent for keeping me on track toward developing the highest quality
writing text possible. The results of his attention to overall coherence and detail
shine out on every page. Many thanks, too, to the project editor, Helen Lee;
and to the copyeditor, Linda tiDestri. For her invaluable work in providing
the manuscript with consistency and clarity, I also want to thank freelance
development editor, fennifer Bixby, whose warmth, patience, and on-target
input were always much appreciated. Special thanks as well to Jill Singleton,
series co-author, who offered warm camaraderie and helpful ideas throughout
the project.

Thanks are also due to Don Williams, the compositor, for his meticulous work
in producing the typeset copies of the manuscript and to the designers at
Adventure House.

I am grateful to the following reviewers for their thoughtful criticisms and

helpful suggestions: Randee Falk; Ioe McVeigh; Catherine Salin, Columbus
Torah Academy; and Larry Sims, University of California at Irvine, Extension.

At El camino college in Torrance, california, I have always appreciated the

warm support and helpful comments of my fellow instructors in the ESL
Department. I may owe my deepest gratitude, however, to the many ESL
students who have contributed the delightful sample compositions for the text.
They have provided the greatest gift in offering their heartfelt hopes, dreams,
and life experiences on paper. They have been the true source of inspiration for
me in writing this text.
Finally, I am ever grateful to my family: Walt, Mark, and Reyna, for their
patience, their unwavering confidence in me, and especially their talent for
tickling my funny bone.

xu
 PARAGRAPHsA}l,.D$H0tT.s0.MP0$lTl0H$

A Paragraph format

THE PABAGBAPH
Aparagraph is a group of ientences about one main idea,
Look at the diagram below, which shows the shape and format of a qpical
paragraph, Notice that the first line of the paragraph is indented.

uoriv
J

Practice Etr
Which of the following represents correct paragraph format? Circle the number.
1 A paragraph is a group of sentences about one main idea.
It is a good idea for you, a developing writer, to put the main idea in the first
sentence.
The body of the paragraph then expands on the main idea with specific, supporting
details.
The paragraph usually ends with a conclusion.

2 A paragraph is a group of sentences about one main idea. It is a good idea for
you, a developing writer, to put the main idea in the first sentence. The body of
the paragraph then expands on the main idea with specific, supporting details. The
paragraph usually ends with a conclusion.

3 A paragraph is a group of sentences about one main idea. It is a good idea for you,
a developing writer, to put the main idea in the first sentence. The body of the
paragraph then expands on the main idea with specific, supporting details.
The paragraph usually ends with a conclusion.

2 Writers at Work: The Short Composition

 Here are some tips on how to fofmat a paragraph.
Handwriting
t Indent the first sentence of every new paragraph. Start the first sentenee at
about L/z inch to the right of the left margin line.
2 continue writing to about t/zinch from the right edge of the page on every
line. ',

3 When you start a new sentence, leave some space between thislsentence andl
the sentence before it. Keep writing on the same line, if possible. Don't go ,

down to a new line for each new sentence.

Using a computer
t To indent the first sentence of a paragraph, prdss the tab key once. Then start
typing your sent€nce.
? Leave margins on the left and right edges of your paper. on a computer, these
margins are usually automatically set at about 17a inches from each side.
3 when you start a new sentence, do not use the enter, or refilrn key on your
computer. Iust add two spaces and then start the next sentence. Aq you come to
the end of a line, the computer will automatically start a new line.

Practice fl
What are the three format problems in the paragraph below?

Lately, I have been unhappy with my job as a cashier at McBuns.

First, the hours are very hard for me.
I work from 3:00 in the afternoon to 11:00 in the evening, and I have trouble
getting up the next morning for class.
Next, the pay is miserable.l am making only twenty cents above minimum
wage.
Last, the people I work with are unfriendly.They never smile or want to have
a pleasant conversation.lt is time to look for a new job.

2
3

Practice ffi
Write the sentences in Practice 2 in correct paragraph format.

Begin with the Basics 3

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