Effective Writing - With Answers

Simona BOŞTINĂ-BRATU Alina Gabriela NEGOESCU
EFFECTIVE WRITING
FOR MILITARY LEADERS
Practice Exercises
New Edition with Answers
¨ Editura Academiei Forţelor Terestre „Nicolae Bălcescu”

Sibiu, 2021
Referenţi ştiinţifici:
Prof.univ. emerit dr. Mihai M. ZDRENGHEA, D.H.C.

Conf.univ.dr. Anca BEJENARU
Descrierea CIP a Bibliotecii Naţionale a României

BOŞTINĂ-BRATU, SIMONA
Effective writing for military leaders : practice exercises / Simona
Boştină-Bratu, Alina Gabriela Negoescu. - New Edition with Answers. -
Sibiu : Editura Academiei Forţelor Terestre "Nicolae Bălcescu", 2021
Conţine bibliografie
ISBN 978-973-153-436-7
I. Negoescu, Alina Gabriela
355
© 2021 Academia Forţelor Terestre „Nicolae Bălcescu” din Sibiu
Academia Forţelor Terestre „Nicolae Bălcescu” din Sibiu

Adresa: str. Revoluţiei, nr. 3-5, Sibiu
Tel.: 0269/432990
Fax: 0269/215554
E-mail: office@armyacademy.ro
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Web: www.armyacademy.ro/editura
TABLE OF CONTENTS
●●●●●●●●●●●●●●●●●●●●●●●●●
CUVÂNT-ÎNAINTE ......................................................................................................................5
PREFACE .......................................................................................................................................7
WRITING SELF-ASSESSMENT CHECKLIST ...........................................................................9
UNIT 1. FEATURES OF ACADEMIC WRITING .....................................................................11
Register and Degrees of Formality .......................................................................................12
Punctuation ...........................................................................................................................20
Linking Words and Phrases ..................................................................................................29
UNIT 2. BUILDING ACADEMIC VOCABULARY .................................................................41
Building from Root Words: Prefixes and Suffixes ..............................................................42
Word Combination and Collocations ...................................................................................50
Confusing Words ..................................................................................................................57
Word Order ..........................................................................................................................66
UNIT 3. SUMMARIZING WRITTEN TEXT .............................................................................73
Sentence Structure ................................................................................................................74
Paraphrasing .........................................................................................................................78
Summary and Main Idea ......................................................................................................92
UNIT 4. ESSAY WRITING .......................................................................................................105
Planning and Organizing Paragraphs .................................................................................106
Identifying Text Structure and Types of Paragraphs .........................................................114
A. Descriptive Paragraph ...........................................................................................115
B. Comparing & Contrasting Paragraph ....................................................................124
C. Process or How-to Paragraph ................................................................................127
D. Cause and Effect Paragraph ..................................................................................129
E. Argumentative Paragraph ......................................................................................132
F. Problem / Solution Paragraph ................................................................................135
Planning, Organizing and Writing Essays ..........................................................................137
A. Opinion Essay .......................................................................................................143
B. Argumentative Essay ............................................................................................153
C. Narrative Essay .....................................................................................................157
UNIT 5. CIVIL AND MILITARY CORRESPONDENCE .......................................................169
Informal E-mails and Letters ..............................................................................................170
Formal E-mails and Letters ................................................................................................177
A. Letters of Application / Cover Letters ..................................................................182
B. Letters of Complaint .............................................................................................187
C. Letters of Request .................................................................................................198
D. Letter to the Editor ................................................................................................205
Memos ................................................................................................................................209
Reports ...............................................................................................................................213
Samples of Writing Topics .................................................................................................221
SELF-ASSESSMENT TESTS ...................................................................................................231
Formal vs Informal .............................................................................................................232
Punctuation .........................................................................................................................234
Connectives ........................................................................................................................238
Prefixes and Suffixes ..........................................................................................................241
Vocabulary (1) ....................................................................................................................243
Vocabulary (2) ....................................................................................................................246
Vocabulary (3) ....................................................................................................................249
Sentence Structure ..............................................................................................................251
Reading: Skimming and Scanning .....................................................................................253
3
Planning your Writing ........................................................................................................256
Building up Paragraphs ......................................................................................................258
Types of Text .....................................................................................................................260
Format and Style ................................................................................................................263
Writing Letters ...................................................................................................................265
Editing and Proofreading Letters .......................................................................................267
Memo Writing ....................................................................................................................269
APPENDICES ............................................................................................................................271
NATO STANAG 6001 Writing Proficiency Levels ..........................................................272
Writing Test Samples .................................................................................................278
Understanding Instruction Words ......................................................................................283
Connectors and Useful Expressions ...................................................................................286
NATO Print Style Guide ....................................................................................................292
List of Acronyms and Abbreviations used in NATO Documents and Publications ................305
Glossary of General Writing Terms and Definitions .........................................................313
Answer Key ........................................................................................................................342
BIBLIOGRAPHY .......................................................................................................................373
4
CUVÂNT-ÎNAINTE
Pornind de la cercetări recente, Simona Boştină-Bratu şi Alina Gabriela

Negoescu abordează aspecte esenţiale din domeniul cunoaşterii şi înţelegerii
modului în care s-a particularizat şi evoluează competenţa de scriere. Prin
intermediul acesteia nu sunt abordate sistematic şi coerent numai aspecte practice
raportate la dezvoltarea competenţei de scriere, precum focalizarea asupra
registrelor de limbă, a punctuaţiei, a conectorilor, a modului în care se rezumă şi se
parafrazează un text, ci, deopotrivă, este pusă în valoare dezvoltarea vocabularului
atât de necesar la nivel academic. Această lucrare este o necesitate în mediul
militar, reprezentând o resursă extrem de utilă în pregătirea ofiţerilor pentru
STANAG 6001 şi a cadeţilor de la Academia Forţelor Terestre „Nicolae Bălcescu”
din Sibiu, dar şi o proiecție a standardizării lingvistice (a limbii engleze) în ceea ce
priveşte participarea la diferite operaţiuni internaţionale a statelor membre NATO.
Lucrarea are un pronunţat caracter original deoarece autoarele, beneficiind
de dubla calitate de profesor de limba engleză (specializat în predarea terminologiei
militare) şi de angajat al unei unităţi militare, tratează aspectele configurării
cadrului practic – aplicativ de studiu al competenţei de scriere drept corolar al
experienţei lor în ipostazierea celor două statusuri profesionale deja menționate şi a
rolurilor aferente acestora. Această lucrare practică le permite celor interesaţi, prin
intermediul numeroaselor activităţi şi exerciţii, să-şi extindă cunoştinţele de limba
engleză şi să fie creativi cu limba. Originalitatea abordării şi organizării este
completată de aspectele inovative privitoare la investigarea problematicii de studiu.
Caracterul ştiinţific al lucrării rezidă în abordarea metodică a cercetării, cu
punctarea fiecărei etape în parte, în amploarea documentării, în rigoarea analizelor,
în raportarea continuă la teorie, în rigoarea expunerii şi în raportarea continuă la
finalităţile urmărite prin intermediul acestei cărţi.
Soluţiile practice propuse sunt conforme cerinţelor actuale de aliniere la
ingineria pedagogică, dar şi cerinţelor minimale necesare resurselor umane militare
participante în misiuni internaţionale, de la misiuni de luptă la misiuni de menţinere
a păcii sau chiar la exerciţii comune. Conţinutul teoretic şi practic – aplicativ al
lucrării este rezultatul unei atente şi valoroase investigări ştiinţifice. Lucrarea se
distinge prin documentarea complexă, de actualitate, dar şi prin profunzimea şi
originalitatea tratării conţinuturilor.
Pentru cititorul interesat, autoarele pun la dispoziţie în paginile lucrării o
bogată şi sistematică bibliografie, care atestă temeinicia cercetării. În acelaşi timp,
anexele îngăduie specialistului şi, deopotrivă, cititorului interesat să aprecieze
seriozitatea investigaţiilor autoarelor. Atât resursele bibliografice, cât şi anexele
5
expuse în partea finală a lucrării completează şi înlesnesc problemele abordate,
pentru cei interesaţi de expunerea de față.
Prof.univ.emerit dr. Mihai M. Zdrenghea, D.H.C.
6
PREFACE
“Writing the perfect paper is a lot like a military operation. It takes discipline,
foresight, research, strategy, and if done right, ends in total victory.” (Ryan
Holiday) Despite the hyper use of emails and PowerPoint in today’s military
culture, the need for writing well is an absolute vital skill. Written communication
is an essential element of expression; the ability to articulate oneself through the
written word provides one with the opportunity to share their knowledge in a
meaningful and effective way. In any profession, it is often writing that is relied
upon as the preferred method of communication for getting tasks accomplished.
The nature of military work is particularly complex, and the military relies on
officers to lead and manage military organizations and to perform a variety of
duties to meet their missions. The ability to write intelligibly, comprehensively and
succinctly is a skill that requires strengthening, because it is needed by all military
officers.
This book is designed to provide future military leaders with theoretical and
practical knowledge about academic writing. However, it may also be used for
other learners of academic reading/writing at the college level.
As a practice-based material, the book prepares learners to define the object

and the tasks of the paper, structure a paper, use suitable methods, write
conclusions, make presentations, write scientific articles and reviews, helping
students to master the standard organizational patterns of the paragraph and the
basic concepts of essay writing.
The book supports the thesis that learning to communicate in academic

English requires:
• focusing students on using appropriate formal vocabulary and transitions,
avoiding redundancy, and bewaring of commonly misused words;
• using recursion, that is, reinforcing skills rather than just moving from one
to the next;
• developing critical-thinking skills;
• maintaining a relevant coherent theme to develop interest and expertise.
By helping students discover how writing works, our book teaches students
how to engage effectively with any writing situation they may encounter at school,
at home, or at work.
7
The authors
WRITING SELF-ASSESSMENT CHECKLIST

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Writing is a process. As a writer, we develop a topic, write a thesis, or shape

our point of view. We write to present to an audience, and we hope that our
audience accepts our ideas, and that these ideas inspire them. Self-assessment is
important because it can improve our writing, editing, and critical thinking skills. It
allows us to review our strengths and weaknesses as a writer to see how we can
continue to grow. Therefore, after writing a first or a second draft, remember to
check the following:
General
– Is it clear why you are writing (i.e. what your purpose is)?
– Does your writing make sense?
– Is all the information there? Is there too much information for your reader? (e.g. Is
there any unnecessary repetition? Can points be combined?)
– Is your style too wordy or too abrupt for the purpose?
– Is your text easy to read? Have you expressed yourself clearly?
– Is it organized clearly and logically? Is the text divided up appropriately?
Organization
– Is the layout appropriate? (e.g. Is the address in a letter in the correct place?)
– Have you included an introduction and conclusion, if appropriate?
Are they sufficiently ‘eye-catching’?
– Is your writing divided into paragraphs appropriate to your purpose?
– Are the paragraphs themselves clearly organized? Do you need to rearrange
them? – Would it be useful to include a ‘topic sentence’ in each paragraph (a
sentence which summarizes what the paragraph is about)
– Have you included linking expressions within and between sentences?
Language
Vocabulary
– Is the style of vocabulary appropriate? (e.g. Is it formal enough for the
situation you are writing for?)
8
– Have you included a range of words and expressions, and included words
with a specific, rather than just a general meaning when necessary? (e.g. She
crept upstairs, rather then went upstairs, if you want to make it clear that she
was trying to be quiet).
– Is your choice of vocabulary appropriate to the purpose? (e.g. If you are writing
a brochure, is it interesting and colorful enough?)
– Is your spelling accurate?
Grammar
– Have you included a range of verb forms and tenses? (e.g. If it is a narrative,
have you included, for example, the Past Perfect and Future in the Past, as
well as the Past Simple and Continuous?)
– Have you considered using a range of sentence structures (e.g. complex
sentences, such as relative and participle clauses, as well as simple and
compound sentences)? Obviously this will depend on what you are writing.
– Have you looked through your work to check areas of grammar that you find
problematic (e.g. articles)?
Punctuation
– Check this carefully: an error in punctuation can convey a completely
different meaning to the one that is intended.
9
10
Unit 1. Features of Academic Writing
REGISTER AND DEGREES OF FORMALITY

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
Language register – formal, informal, neutral – is a style or variety of language determined by
such factors as social occasion, context, purpose, and audience, also called stylistic variation.
Registers are marked by a variety of specialized vocabulary and turns of phrases, colloquialisms
and the use of jargon, and a difference in intonation and pace.
1. Watch the video and notice the differences between formal and
informal registers.
https://www.youtube.com/watch?v=sdDBY2-Wmis
2. Match each of the five registers in column A with the corresponding

description in column B:
A B
1) Frozen/Static Register a) used among friends and peers, including
slang and colloquialisms;
2) Formal/Academic Register b) formal and acceptable speech often used in
professional settings, for example, discourse
between teachers and students, judges and
lawyers, doctors and patients, and between a
superior and a subordinate;
3) Consultative Register c) reserved for close family members such as
parents and children and siblings, or intimate
people such as spouses
4) Informal/Casual Register d) rarely or never changes, such as,
for example, the Pledge of Allegiance or the
Preamble to the Constitution
5) Intimate Register e) used for publications that are read by
teachers and researchers or presented at
conferences, or to fulfill any writing
assignment given in a university setting
3. Supply the missing words:
11
Effective Writing for Military Leaders
Formal Informal Formal Informal
Verbs Nouns
to depart to go carnivore meat-eater
to retain _______ putrefaction ___________
to cease _______ deficiency ___________
to function _______ vision ___________
to masticate _______ residence ___________
to demonstrate _______ respiration ___________
to reside _______ somnambulist ___________
_____________ to seem comprehension ___________
_____________ to shorten perspiration ___________
_____________ to end
_____________ to help
_____________ to begin Adjectives
_____________ incorrect wrong
_____________ to want amiable _______
_____________ to get vacant _______
_____________ to free insane _______
_____________ to eat inexpensive _______
Adverbials _____________ lively
subsequently next / later _____________ better
principally _______ _____________ childish
____________ so _____________ enough
____________ at first _____________ whole
____________ in the end _____________ older
4. Read these sentences then write them under the corresponding heading
below:
Formal Register Informal Register Neutral Register
1) a) The president was obliged to return earlier than planned due to poor
weather conditions.
b) The president had to go back sooner than planned because the weather was
so bad.
c) The inclement climatic conditions obliged the President to return earlier
than scheduled.
2) a) Don't send anything off until you're told to do so.
b) Please wait for instructions before sending items off.
c) Please await instructions before dispatching items.
3) a) Essential measures should be undertaken at the earliest opportunity.
12
b) One should undertake any necessary measures at the earliest opportunity.

c) You should do whatever you have to as soon as you can.
4) a) Before America was discovered, potatoes were not eaten in Europe.
b) Prior to the discovery of America, potatoes were not consumed in Europe.
c) Before they discovered America, Europeans didn't eat potatoes.
5) a) As Sterling went up in value, the government had to put up taxes to stop
consumers splashing out on too many cheap imports.
b) Consequent to the appreciation in the exchange value of Sterling against
other currencies, necessary fiscal measures were introduced by the
government in order to reduce the likelihood of an import-led consumer
spending surge.
c) As the value of Sterling increased compared to other currencies, the
government was forced to take tax measures to head off a rapid increase in
consumer spending spurred on by cheaper imports.
5. Write F (formal), I (informal) or N (neutral) in the brackets at the end of

each sentence. Underline the collocations which indicate the register. Then
rewrite the formal and informal sentences to make them neutral:
Example:
Do not alight from the bus until it stops. (F) → Do not get off the bus
until if stops. (I)
1) I feel dead tired all the time. ( ) →
2) We were all bored stupid by the poetry reading. ( ) →
3) Currency exchange offices are located in the arrivals lounge. ( ) →
4) She conducted a study of single-parent family units. ( ) →
5) She did her degree in London and found work there in 2001. ( )
6) I just got the latest software so my computer is bang up-to-date. ( ) →
7) Affix a passport-size photograph to the application form. ( ) →
8) Jake asked his tutor for an extension to complete his dissertation. ( ) →
6. Match the beginning of each sentence 1-12 with its ending in a-l. Then label
each sentence with the appropriate register from the box below. Underline the
collocations which indicate the register:
Registers
informal conversation (IC) journalism/news (J). entertainment (E)
technical (T) legal (L) notices (N)
1) This is breaking a) a ring after dinner.
2) These are the songs that are b) according to model and road
climbing conditions.
3) There are tons of good reasons c) blockbuster from Star Studios.
4) Visitors must keep to the d) news here, on Global TV Extra.
13
designated e) electronic circuit.

5) In any such case, customers shall f) of the fitness machines to
forfeit 20 minutes.
6) Fuel consumption may vary g) to win support for the plan.
7) I’ll give you h) the charts this week.
8) The Minister will tour Asia in a i) for not studying law.
bid j) testify for a second time.
9) Joss Engold stars in the latest k) areas at all times,
10) A microchip is a miniaturised l) the right to compensation
11) Please restrict your use
12) A witness may be asked to
7. Identify the different types of informal language in the following paragraph

then re-write it using a more formal language:
Americans disagree whether the death penalty is a bad idea or not. Some
people don’t think that the death penalty is humane, while many conservatives
believe that it’s fair punishment for killing someone, even if the murderer is under
18 years old. I believe the death penalty is a good way to stop kids from killing
each other. Nobody would commit a crime. When you find out that guys you know
have been fried for a crime.
8. Read through the following paragraph that overuses the personal pronoun
'I' then rewrite it avoiding self-mention and the use of the second person
pronoun 'you' to refer to the reader:
In this assignment, I will present the point of view that expenditure on
education in recent years has been insufficient in the area of new technologies. I
will argue that the lack of investment is primarily a governmental failure and, as far
as I am concerned, this will impact negatively on computer literacy. So, in my
conclusion, I will propose alternative funding policies that I hope you will consider
more forward looking.
9. Rewrite the sentences in a more academic style using the verbs below:
investigate; assist; raise; discover; establish; increase; eliminate
1) Systems analysts can help out managers in many different ways.
2) This program was set up to improve access to medical care.
3) Medical research expenditure has gone up to nearly $350 million.
4) Researchers have found out that this drug has serious side effects.
5) Exercise alone will not get rid of medical problems related to blood
pressure.
14
6) Researchers have been looking into this problem for 15 years now.
7) This issue was brought up during the coroner's inquest.
10. Insert a suitable verb from the list below into each gap:
overcome; predict; demonstrate; interpret; clarify; discriminate;
recognize; focus
1) The results clearly _____ that younger children learn more quickly.
2) This paper attempts to _____ the confusion surrounding studies of
infertility.
3) Social class must be _____ as a leading factor in educational success.
4) His study fails to _____ between the various types of reinforced concrete.
5) Most experts failed to _____ the collapse of Soviet power in 1989.
6) It seems profitable to _____on the record of smaller companies.
7) The noises made by whales have been _____ in several ways.
8) This problem was _____ by reversing the direction of the gas flow.
11. a) Rewrite these informal sentences in more formal language:

1) The people I’m writing to are all ex-colleagues.
2) The employee I’m writing the reference for has worked for the company
for over ten years.
3) The projects he’s been involved in have all been successful.
4) The colleagues he’s worked with here all speak very highly of him.
b) Rewrite these formal sentences in less formal language:

1) The computer on which I am working is absolutely state of the art.
2) Brad Ellis is the manager to whom we are responsible.
3) Gerry is someone for whom I have the greatest respect.
4) The meeting to which you are referring took place on 17 June.
Word ladders
Read the clues and write the words. Start from the bottom to the top:
Go, team!
10. What teams must do
together. The coach said
to us, “Good ______, team!”
Change one letter.
9. Something gets
out when it has been
used often. 8. Ripped.
Change one letter. Add one letter.
15
7. 2,000 pounds. 10 6. What you pay to

Take away two letters, cross a bridge.
then add one. 9 Change one letter.
5. Not short. 8
Change one letter.
4. A story.
7 Change one letter.
3. To get or bring something.

Change one letter 6
5 2. Not wild. A house pet

is _________ .
Rearrange letters.
1. Food that comes from 4
animals.
Rearrange letters.
3
1
_______
TEAM
PUNCTUATION
●●●●●●●●●●●●●●●●●●
Remember!
Marks of punctuation play very important role in giving intended meaning to the language. Use
of wrong mark of punctuation or even wrong placement of mark of punctuation can change the
meaning of the sentence completely and sometimes even convert the sentence to complete
nonsense.
1. Read the following sentences in a loud voice with the appropriate

intonation. In what are they different and/or similar? What punctuation
marks are there used? What is their role?
What is this thing called love?
16
What is this thing called, love?

What? Is this thing called love?
What is this thing called? ‘Love’?
What is this thing called? ‘Love.’
2. Make sure you know the right punctuation symbolsand when to use them.
Complete the rules 1-14 with the right names a-m in the box:
a) brackets (UK) / parentheses (US); b) comma;
c) exclamation mark (UK) / exclamation point (US); d) question mark;
e) square brackets (UK) / brackets (US); f) capital letters;
g) full stop (UK) / period (US); h) colon; i) semicolon; j) dash; k) hyphen;
l) quotation marks; m) apostrophe; n) ellipses (dots)
1) A _____is placed at the end of declarative sentences, statements thought to
be complete, and after some abbreviations.
2) A _____ is used to show a separation of elements or of two complete
sentences within the structure of a sentence. Additionally, it is used in
letter writing after the salutation and closing.
3) _____ are a pair of punctuation marks used primarily to mark the
beginning and end of a passage attributed to another and repeated word for
word. They are also used to indicate meanings or the unusual or dubious
status of a word. Single _____ are used most frequently for quotes within
quotes.
4) _____ are curved notations used to contain further thoughts or qualifying
remarks. They can be replaced by commas without changing the meaning in
most cases. They are also used to show extra information or an explanation
which is not considered essential.
5) _____ are the squared off notations used for technical explanations.
6) An _____ is used to indicate the omission of a letter or letters from a word,
the possessive case, or the plurals of lowercase letters.
7) A _____ is used when two words are joined together, e.g. some compound
nouns / adjectives.
8) A _____ is used to:
– indicate a break in thought or sentence structure.
– introduce a phrase added for emphasis, definition, or explanation.
– separate two clauses.
9) An ______ is used to show surprise. It comes at the end of a sentence and
is often used in dialogue.
10) A______ (at the end of the sentence) shows that a direct question is being
asked. It is also used in requests: Could you bring me that book, please?
11) A ______ is used after a word introducing a quotation, an explanation, an
example, or a series. It is also used within time expressions, to separate out
17
the hour and minute: 12:15 p.m.,

and often after the salutation of a business letter.
12) ______ are used for the word at the beginning of a sentence.
They are also used for the first letter of a name, a country, nationality or
language, days of the week, months.
13) A ______ is used to connect independent clauses. It shows a closer
relationship between the clauses than a period would show. For example:
John was hurt; he knew she only said it to upset him.
14) ______ are used in writing or printing to indicate an omission, especially
of letters or words. They are frequently used within quotations to jump
from one phrase to another, omitting unnecessary words that do not
interfere with the meaning.
Comma usage
Remember!
When you write in English, you cannot put two sentences together with only a comma (,)
– this is called a “comma splice”. If you want to put two sentences together, you need a
conjunction: and / but / so / because. With and / but / so, you need to use a comma,
but you usually don’t need a comma with because.
1. a) Read the following sentences and decide whether they are correct or
wrong:
1) I went home early, I did my homework.
2) I went home early, and I did my homework.
3) I didn’t finish my homework, the teacher was angry.
4) I didn’t finish my homework, so the teacher was angry.
5) The teacher was angry because I didn’t finish my homework.
6) You can draw pictures in class, you can’t talk to other students.
7) You can draw pictures in class, but you can’t talk to other students.
b) Add commas where necessary to these sentences:

1) In my opinion digital technology is making the world a safer more
pleasant place to live.
2) During his long working life my grandfather was a policeman a farmer a
gardener and a lorry driver.
3) Anost which is in the Moran district of France has a music festival every
year.
4) Apples bananas and oranges are quite sweet. Lemons by contrast are sour.
18
5) Although there’s a speed limit of 60kph on this road many drivers go over
100kph.
2. Indicate whether the sentences are correct or incorrect. Explain your

answer:
1) The best soccer match ever was the 2005 Champions League Final
between AC Milan and Liverpool.
2) We sat back and watched AC Milan take control of the game.
3) They ended the game and the score was 3–0.
4) Steven Gerrard pulled one back in the 54th minute and I was really
impressed by how he rallied his teammates.
5) The game neared the end of the 90 minutes, I remember screaming and
shouting in joy when Liverpool kept on scoring.
6) I was watching the overseas game on cable and it was late at night.
7) I was shouting loudly but my wife was trying to sleep upstairs.
8) She came downstairs and was angry with me for waking her up.
9) I continued watching the game and couldn't take my eyes off the action.
10) The game ended with Liverpool pulling ahead by one point and AC
Milan losing 6–5.
3. Rewrite the following paragraphs using correct punctuation:

a) the london school of business is offering three new courses this year
economics with psychology introduction to management and ecommerce
the first is taught by dr Jennifer Hillary and runs from october to january
the second introduction to management for msc finance students is offered
in the second semester and is assessed by coursework only professor
wangs course in ecommerce runs in both the autumn and the spring and is
for more experienced students
b) on tuesday may 24th i left home at about 6.15 on my way home
i was walking down cavendish street when i saw a young man running out
of the italian restaurant on the corner the man who looked about twenty
was wearing jeans a black leather jacket and trainers he was carrying a
plastic bag and he ran towards a motorbike which was parked on the
corner another man ran after him shouting stop thief but he couldnt catch
him i only saw him for a few seconds but if i saw him again i think id
recognize him
4. Identify the punctuation errors in the following sentences and paragraphs:
a)
1) Sitting on the beach we watched the windsurfers, falling into the water.
2) The aspect of punctuation, which is most tricky, is the use of commas.
19
3) Could you tell me, when to use a semicolon?

4) Feeling completely baffled we tried to solve the problem, with which we
were faced.
5) Although I was feeling under the weather I went to work this morning.
6) There were surprisingly no punctuation mistakes in his work.
b)
I have known, Jan Smith both professionally and personally, for several
years, since 1992 when she first joined my department she has been a
reliable, resourceful and conscientious member of my staff with a thoroughly
professional attitude to her work; she has cheerfully taken on extra
responsibilities and can be relied on, to take over when other staff are absent
or unavailable! She particularly enjoys dealing with members of the public:
and has a knack of putting people at their ease? She is adept at defusing
delicate situations – with an appropriate word and a smile? As her portfolio
shows she is also a very, creative and talented person and her work shows
great promise during her time with us her attendance has been excellent...
She is an intelligent thoughtful, and imaginative person, I have no hesitation
in recommending her for the post!!
c)
It was almost ten oclock when I woke up. My alarm clock was connected by
radio to some sort of N.A.T.O. supercomputer, and was guaranteed accurate
to one millionth of a second per century. Unfortunately I forgot to turn it on
before I went to sleep. Great I said to myself as I rushed down the stairs,
that’s just what I need. Fortunately for me, the buses arent very crowded at
that time in the morning, and I got to work in less than half an hour. ‘Ah, Mrs
Anderson,’ said my boss, ‘working flexi-time are we. ‘Sorry,’ I murmured, ‘I
was at the dentists.’ ‘Well, if youd let us know in advance,’ he said as he
wandered off.
d)
What would you like to eat asked Danielle, as she searched through the
cupboards. I don’t know said Karen what have you got?
Well there’s pasta, rice and various sauces said Danielle. Do you fancy
Italian or Chinese? Chinese I think. OK, then what can we have with it? I
think there’s some salad in the fridge. That’ll be fine.
5. Proofread the following sentences:

1) Levi Strauss arived in San Francisco in the month of march 1853
2) “gold miners are sure to need thread needles scissors, and canvas cloth,
Strauss told his brother jonas.
3) He loaded his goods and wares on a cart and wheeled them through San
Franciscos Streets.
20
4) “Do you have any pants to sell? an old elderly Prospector asked.
I cant find a pair of pants that will last!”
5) Strauss quickly found a Tailor and created first original pair of jeans.
6) levi’s sturdy pants were instantly a immediate hit
6. The commonest spelling errors occur with homophones. Choose the correct
word then make sentences with the other words:
1) I didn't ____ what she said. 13) It's a ____ of time.

a) hear b) here a) waist b) waste
2) They forgot to take ____ printouts. 14) They didn't ____ us of the danger.
a) there b) their c) they're a) warn b) worn
3) Venison is the meat from a ____. 15) They read the poems ____.
a) dear b) deer a) allowed b) aloud
4) The house is by the ____. 16) It's made from wheat ____.
a) see b) sea a) flower b) flour
5) She held the ____ in her hand. 17) On the ____ , I enjoyed it.
a) reigns b) rains c) reins a) whole b) hole
6) They tried to ____ the painting. 18) It's not much ____ to go.
a) steel b) steal a) father b) farther
7) I hope the ____ is fine. 19) He's the ____ to the throne.
a) weather b) whether a) air b) heir
8) He was a medieval ____. 20) The tea's a bit ____.
a) night b) knight a) weak b) week
9) The building ____ is huge. 21) The essay is ____ back today.
a) site b) sight a) dew b) due
10) She's as mad as a March ____. 22) You slow a car with the ___
a) hair b) hare a) brake b) break
11) She gave him a ____ of her mind. 23) – The eagle is a bird of ____.
a) peace b) piece a) prey b) pray
12) He ____ a snowball at the window. 24) She ___ because of the heat.
a) threw b) through a) feinted b) fainted
Alphabetic words
a) Answer each definition by a word that has the same sound as the name of a
letter of the alphabet:
1) exist 11) former (prefix)
2) body of water 12) for what reason
3) indefinite article 13) vegetable
4) beverage 14) peg for holding a golf ball
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5) observe, look at 15) river in England (two possible answers)

6) part of the face 16) billiard stick
7) have an obligation 17) kind of blue bird
8) flying insect 18) female sheep
9) exclamation of surprise 19) command to a horse
10) hint, or signal for action
b) Answer each definition by a word that sounds like two letter-names

together (e.g. A-B; F-E, etc.):
1) not difficult
2) some
3) not containing anything
4) all right
5) more than is needed or usual
6) be superior; surpass others
7) decompose, decline from soundness, fall into ruin
8) short analytical or interpretative literary composition
9) climbing plant
10) sailor’s reply.
LINKING WORDS AND PHRASES

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
Linking (or transitional) words and phrases show the relationships between the parts of a
sentence, between the sentences in a paragraph, or between the paragraphs in a longer piece of
writing. Although they mean little by themselves, they are very important in linking your ideas
together smoothly and logically so that your paragraphs have coherence. They can be divided into
categories according to the kind of relationship you, as a writer, are trying to show.
1. Range the groups of linking expressions a-h under the corresponding

headings in the box:
Showing time Showing place Adding an idea Illustrating or

Explaining
Showing a Empasizing an idea Summarizing Comparing or
result Contrasting
a) above all, especially, indeed, in fact, most important.

b) after, afterward, always, as soon as, at last, at once, briefly, eventually,
finally, immediately, in the meantime, in the past
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(or future), last, later, meanwhile, next, never, now, often, once, promptly,
sometimes, soon.
c) for example, for instance, in other words, in particular, namely,
specifically, such as, that is, thus, to illustrate.
d) above, among, around, at this point, behind, below, beside, beyond, down,
forward, from, here, in front of, inside, nearby, next to, on, on the other
side, opposite, over, through.
e) as has been noted, finally, in brief, in other words, in short, on the whole,
to sum up.
f) again, also, and, as well as, besides, for one thing, further, furthermore, in
addition to, last, likewise, more, moreover, next, similarly, too.
g) accordingly, as a result, consequently, for that reason, hence, then,
therefore, thus.
h) but, even so, conversely, differently, however, in contrast, in spite of, in
the same way, nevertheless, on the contrary, on the other hand, still, yet.
2. Decide which connector can be used in the sentence:

1) Jack and Peter like to go to the movies _____ watch double-features.
a) but b) and
2) Peter loves action movies,_____ .
a) and Jack too b) and do so Jack too c) and so does Jack
3) Jack was looking forward to seeing the new Clint Eastwood movie, ___.
a) and Peter too b) and so was Peter. c) and Peter also
4) _____went to the movie and liked it.
a) Both he and Peter b) He and Peter too c) He and also Peter
5) Not only (1) _____ (2)______ enjoyed the writing.
(1) a) did they like the acting b) they liked the acting
(2) a) but they also b) and they also
6) (1) _____ Jack thought the story was inspiring, Peter thought the story was
depressing. (2) _____ Peter highly recommends the movie.
(1) a) However b) Whereas c) In contrast to
(2) a) Even b) Even though c) Even so,
7) Peter says that he would have liked it _____ the story left him feeling
pessimistic.
a) but b) though
8) Jack says that he liked it _____ the main character showed courage.
a) because b) though
9) Peter says, "My country is like the country in the movie._____ I feel
differently about the movie."
a) For this reason, b) For the reason that
10) Peter adds, "In my country, there are (1) _______ difficult political
problems (2) _______"
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(1) a) so b) such
(2) a) than in this country b) that it will take years to solve them
11) Jack says, "This movie was made ______ people will understand how the
problems in one country affect all countries."
a) so that b) so
12) "______ this movie was made to make money!" protests Peter.
a) In contrast to b) On the contrary, c) On the other hand
3. Complete the compositions by using the given transitions:

a) Death penalty
Some countries still have the death penalty (1) ____ it no longer exists in
Britain. (2) ____ after a particularly violent murder, British people sometimes
call for it to be brought back. (3) ____ my opinion,
the death penalty cannot be defended for a number of reason.
(4) ____ and most important reason is that one can never be entirely certain
that the accused person is guilty. In the (5) ____ people have been sentenced
to death and later it is discovered that they were completely innocent.
It is often (6) ____ that the death penalty prevents crime and that the risk of
death acts as a deterrent. (7) ____ many serious crimes are caused by a
sudden and very powerful emotion. In these cases, the individual is not
thinking sensibly and does not stop to consider the risks.
One final (8) ____ against the death penalty is that it sets a bad example. The
laws of society should reflect its values. If it is wrong for one individual to
murder another (9) ____ it is also wrong for the state to execute an
individual.
(10) ____ believe the death penalty cannot defended. There are other ways of
punishing criminals and these ways should always be tried.
(1) A and B despite C although D moreover

(2) A In addition B Also C Nevertheless D In contrast
(3) A In B For C About D With
(4) A Firstly B The first C The one D Initially
(5) A future B present C beginning D past
(6) A told B heard C spoken D suggested
(7) A Therefore B However C Moreover D Despite
(8) A reason B view C argument D opinion
(9) A then B as C and D too
(10) A In contrast B To sum up C At last D Fourthly
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b) Two 12-year-old girls are standing outside a mini-mart. They are wearing
matching tube tops and short skirts like Britney Spears clones. One holds a
cigarette, like an adult, where everyone can see her.
She looks around to make sure other girls are noticing her. When asked why she
dresses the way she does, she says that she likes it.
(1) ____, it seems that the reason for her behavior is more complex. (2) ____,
it has more to do with her ambiguous role as a pre-teen in society. A young
girl's wanna-be look is (3) ____ personal insecurity and peer pressure.
(4) ____for mimicking teen-idols is personal insecurity. Pre-teens are in
between child and adult stages. They are no longer children
(5) ____ the ways they behaved in the past are no longer appropriate.
(6) ____ they do not know the ways of the adult world. This conflict can (7)
____ feelings of insecurity. (8) ____, when they were younger, they could
whine and cry to get attention from their parents and other children. (9) ____,
that kind of behavior would be "uncool" around their teenage peers. Often
(10) ____, the preteen does not know how to act his or her age. (11) ____
preteens do no know what to do, they often turn to copy-cat behavior as a
way to fit in and be more secure.
A second cause is that preteens feel they need to be popular

(12) ____ be more secure within their own age group. (13) ____, they turn
toward models of popularity – teen idols – and start dressing like them.
Unfortunately, many of their idols dress and behave in ways that are not age-
appropriate. Teens need better role models than Hollywood currently has to
offer. (14) ____, they interpret "dressing up" as wearing provocative, sexy
clothing, rather than clothing that makes them look good and feel
comfortable and secure.
(15) ____ for young girls mimicking teen idols is peer pressure.
They often see the adults closest to them, their parents and teachers,
as "uncool", (16) ____ as enemies. (17) ____, they turn to peers who pressure
each other to look, act, and dress exactly alike. This peer group can exert so
much pressure (18) ____ often preteens do things as a group that they would
not normally do. One of these things is spending ridiculous amounts of
money on idol clothing-lines.
That's right! Young Hollywood celebrities are making money off their
twelve-year old "peers" who give in to peer pressure. The peer pressure here
is 3 (19) ____ most normal girls will succumb.
(20) ____, we can see that personal insecurity, desire to be popular and peer
pressure can cause a young girl to look like a little "tart" standing outside of a
mini-mart.
(1) A Moreover B However C Though
25
(2) A More specifically B Furthermore C Therefore

(3) A because B caused by C due to
(4) A The main cause B Another cause C A final cause
(5) A because B in contrast C as a result
(6) A On the other hand B But still C Therefore
(7) A result from B result in
(8) A On the contrary B In contrast
(9) A However B Although
(10) A as a result B as a cause
(11) A Because B So
(12) A in order to B so that
(13) A Consequently B Nevertheless
(14) A Unless B Otherwise
(15) A Additional reason B Another reason
(16) A even B even so
(17) A Because B Therefore
(18) A that B so
(19) A such / B so that / what
(20) There are the reasons B For all these reasons
4. Complete the sentences and the paragraphs with the suitable connectors:
a) 1) _____ many students find it difficult to read newspapers in English, they
do not read one regularly.
2) Most students living abroad are interested in news of their own country;
___, they usually read the international news first in the newspapers.
3) It is useful for students to be able to answer questions briefly ___ when
they go abroad to study he/she may have to complete a lot of different
forms.
4) ___ the lecture was rather difficult to understand. Many students were able
to take notes.
5) Carlos was only able to read very slowly in English; ___, it didn’t take him
too long to finish reading this easy English book.
6) English is difficult for Maria: she is rather slow at reading; ____, she is
taking a long time to write.
7) Helen finds languages quite easy, ____ she has little difficulty in learning
English.
8) Anna speaks English like a native-speaker; ____, she has never been to
England.
9) Margaret is very good in maths; ____, she speaks English and French very
well.
26
10) ____ some of the examination questions were very difficult, James
managed to answer them satisfactorily.
11) They tried to put him into difficulty with the project ____ Juan succeeded
in completing it in time.
12) He studied hard for the test; ____, he would have failed it.
b) Mid-day we walk along the Embarcadero in San Francisco (1) ___

a cold wind whips our hair across our faces. Clouds move across the sky and
at times hide the bridge towers. We talk (2) ___ we walk.
We try to let go of our thoughts about work (3) ___ they creep into our
conversation. We have just an hour to walk (4) ___ returning to our offices.
This is why we live here, isn't it? (5) ___ we love the view of the bay and the
smell of the saltwater, we endure the traffic and the crowds.
(6) ___ we count our steps and watch the time, we pass by sculptures and
artwork along the walkway. In the distance, barking sea lions on the boat
docks are begging for fish, (7) ___ nobody is paying attention to them. We
turn back and quicken our pace (8) ___ to return to work on time. Sitting
back down in our offices, we are bothered by
(9) ___ co-workers (10) ___ bosses; our minds are still filled with views of
the bay and the smell of the sea air.
c) Sources for College Writing

Students can draw on a variety of sources to help them with writing
assignments. (1) ___, they can draw on personal experiences.
(2) ___, for an assignment about communication skills, a writer might think
about the way he or she communicates through conversations with others
while at work or at home. (3) ___ a writer might look at ways he or she
communicates with others electronically via email or texting or Facebook.
Students might (4) ___ find examples of written communication skills by
looking at skills they’ve learned for previous writing assignments. (5) ___,
student writers can look for ideas from other people’s experiences. (6) ___,
writers can interview other students or even family members. (7) ___, a
writer may have heard others talk about this topic, maybe in class. (8) ___,
source would be television shows on the topic of communication. (9) ___,
college writers may find that they need to do some research to complete an
assignment. (10) ___, lots of experts have written articles or books on the
topic of communication skills. (11) ___ a search of “communication skills”
on the internet might provide useful information; (12) ___, reference
librarians can help students find research materials in special collections or
databases. (13) ___, college writers need to be able to draw on a combination
of personal experience, observations of others, and research materials to
develop their written assignments.
27
5. Complete the sentences:

1. Keeping animals in zoos can be cruel. In spite of this, _____
2. If you have a car you can get around easily. On the other hand, _____
3. Although learning a foreign language is hard work, _____
4. While camping holidays can be great fun, _____
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6. Here are some notes for a paragraph on the birth of a star. Make up
complete sentences using linking words and appropriate punctuation:
massive cloud of hydrogen – gravity pulls it together – hydrogen at the centre gets
crushed – nuclear reaction takes place – two hydrogen atoms become one helium
atom – great deal of energy released – a star is born.
7. Choose the right translation a, b or c for the sentences below:

1) Din câte ştiu, autorul s-a născut la Londra.
a) On the second thought the author was born in London.
b) For all I know, the author was born in London.
c) As a matter of course the author was born in London.
2) Nu-i plăcea oraşul, de aceea a scris acest roman.
a) He didn't like this town, this is the reason owing to write this novel.
b) He didn't like this town, this is the reason why he wrote this novel.
c) He didn't like this town, this is the due why he wrote this novel.
3) Mai întâi, aș dori să vorbesc despre copilăria sa.
a) First I'd like to talk about his childhood.
b) I'd like to talk about his first childhood.
c) In brief I'd like to talk about his childhood.
4) Era atât de singuratic încât niciun copil din vecini nu îndrăznea să vină să se
joace cu el.
a) He was so lonely as any child in the neighbourhood dared to come and
play with him.
b) He was so lonely that no child in the neighbourhood dared to come and
play with him.
c) He was so lonely, in any event any child in the neighbourhood dared to
come and play with him.
5) Într-o zi, i-a spus adevărul mamei lui deși știa că acest lucru o va întrista.
a) Once, he told his mother the truth in order he knew she would be sad.
b) Once, he told his mother the truth even though he knew she would be sad.
c) Once, he told his mother the truth despite of he knew she would be sad.
6) Astfel, el plecă să locuiască în Highlands cu unchiul lui.
a) In this respect, he went to the Highlands and lived at his uncle's.
b) To put it in a nutshell, he went to the Highlands and lived at his uncle's.
c) Into the bargain he went to the Highlands and lived at his uncle's.
7) N-a fost niciodată pe deplin împăcat că și-a părăsit mama.
a) He had never been entirely happy because he had abandoned his mother.
b) He has never been entirely happy because of having abandoned his
mother.
c) He had never been entirely happy in spite of having abandoned his mother.
8) În concluzie, aș vrea să vă spun punctul meu de vedere.
29
a) To conclude I'd like to give you my point of view.

b) To resume I'd like to give you my point of view.
c) In final I'd like to give you my point of view.
30
9) Pe de o parte, cartea aceasta este o poveste bucolică,

a) In the one hand this book is a pastoral story,
b) On the one hand this book is a pastoral story,
c) On the other hand this book is a pastoral story,
10) dar, pe de altă parte, ea ne spune povestea unui sentiment de vinovăție.
a) but, in the other hand it relates a story of culpability.
b) but, on the other hand it relates a story of culpability.
c) but, on the one hand it relates a story of culpability.
31
32
Unit 2. Building Academic Vocabulary
2.1
BUILDING FROM ROOT WORDS:
PREFIXES AND SUFFIXES
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
Prefixes and suffixes are sets of letters that are added to the beginning or end of another word.
They are not words in their own right and cannot stand on their own in a sentence: if they are
printed on their own they have a hyphen before or after them.
1. Read the word families in the table and answer the questions below:
display invent graceful
displays invents gracefully
replay reinvent disgrace
replays reinvents disgraces
replaying invention disgraced
replayed inventor disgraceful
inventing disgracefully
invented
a) What do all of these words have in common?
b) Why are they called ‘word families’?
c) What is a prefix? What job does it do?
d) What is a suffix? What job does it do?
33
2. Match the prefixes with their meaning and provide at least two examples
for each prefix:
Prefix Meaning
1. a- a) between, connected
2. anti- b) opposite action
3. de-, dis- c) within
4. e- d) more, to a greater extent
5. il-, im-, in-, ir- e) not
6. inter- f) useful, successful
7. intra- g) against, opposing
8. mis- h) wrongly
9. out- i) electronic
10. un- j) not
11. well- k) without
3. Complete these groups of words with one of the negative prefixes below.
Give more examples of words formed with these prefixes:
un- il- ir- dis- in- im-
Example: undress, unwell, uneasily, untie, unfashionable, unhappy

a) ___obey, ___satisfied, ___respectfully, ___honesty
b) ___efficient, ___consistently, ___competence
c) ___mature, ___patiently, ___balance
d) ___logical, ___legally, ___literacy
e) ___regular, ___responsibly, ___relevance
f) ___-existent, ___-stop, ___-fiction
4. Underline the prefix in each word then write more words with that meaning
of the prefix. Can you define the meaning of the prefix?
Example: foreground – forehead, foretaste, forehand, foreword, foreshore.→

meaning = front
rebuild postwar semicircle bilingual microcomputer

transatlantic subheading undercooked overeat pro-democracy
anti-hunting defrost autobiography co-star pre-university
5. Write the adjective with prefix
a) for someone who: b) for someone that:

1) is in poor health 1) is made up of many cultures
34
2) used to be your boyfriend 2) is not in fashion

3) can speak two languages 3) has not been cooked enough
4) earns too much 4) can catch fire
5) is unable to read or write 5) is millions of years old
6) is very easily upset 6) is worth a lot
7) is unable to relax or stay still 7) is against the law
8) is not very grown up 8) makes no sense
9) is extremely famous 9) cannot be imagined
10) works at the same place as you 10) cannot be explained
do
6. Match the suffixes with their meaning and provide at least two examples for
each suffix:
Suffix Meaning
1. -able a) without
2. -based b) resembling
3. -ee c) quality or state
4. -ic d) connected with
5. -ness e) protect against, safe from
6. -like f) forming a major part
7. -ship g) person affected by something
8. -cy h) state or experience of having a specific position
9. -less i) state or quality
10. -proof j) can be
7. Add one of the suffixes below to form new words:

-ful -less -able -ive -ic -ly -ble
1) Your brother was very coward____. He ran away immediately.
2) That snake looks dangerous, but it's totally harm____. Don't worry!
3) To work as an acrobat in the circus, you have to be very flex____.
4) Oh, look at those ador____ puppies. Can I have one?
5) He's always running about, very athlet____. He'll be in the Olympics one
day.
6) What a beauti____ painting. Do you know who painted it?
7) We need a full and truth____ account of what happened, Jennifer. Tell us
everything.
8) These animals sleep during the day and are then act____ during the night.
9) It must be very lone____ living on this mountain without any neighbours.
35
10) Betty is a very creat____ little girl, always painting or drawing or

something like that.
8. Change the form of the word, using the prompt in brackets:

Example: development (change to verb) → to develop
1. To analyze (change to noun) 5. To expect (change to noun)
2. Evaluation (change to verb) 6. To agree (change to opposite
3. Theoretical (change to verb) verb)
4. Problem (change to adjective) 7. To prove (change to noun)
8. To prove (change to opposite
verb)
9. Add a suffix to the word in capitals and put the new word in the correct
place in the sentence:
Example: All political parties were after the fall of the dictatorship.
LEGAL→ All political parties were legalized after the fall of the dictatorship.
a) John’s wife left him because of his approach to life. PESSIMIST

b) That electrician tried to fix two of the lights, and now none of TRAIN
them work.
c) Many people living on the streets in the capital are in fact TALL
refugees.
d) The witness couldn’t see clearly, but she says the attacker was a HOME
man.
e) When we looked, we noticed that the ceiling was cracked. UP
f) He was rewarded for his behaviour with a special dinner in his HERO
honor.
10. Suffixes often cause a spelling change to the original word. Identify the
words formed with suffixes and correct their spelling:
a) The mansion is set in 90 acres of beautifull, unspoilt countryside.

b) We were delayed by the heavyness of the traffic.
c) The posibillity that there is life on other planets in the universe has always
inspired scientists.
d) We applied for permition to build a house here but our application was
refused.
e) The family showed a dutyful deference (= politeness) to their minister
when he came to dinner.
f) Measures to control child employment are a glaring (= very obvious)
omision from new legislation to protect children.
g) The government yesterday reaffirmed its commitement to the current
peace process.
36
11. Add a prefix or a suffix to the word in capitals and put the new word in the
correct place in the sentence:
a) Eating meat would be completely ___ for a vegetarian. TYPE
b) It's time for the files to be ___ and made generally CLASSIFY
available.
c) There were also rumors of ___ within the Burmese armed AGREE
forces, but none was confirmed.
d) A good criterion of the progress of education is obtained
from the diminishing number of ___ army recruits, as LITERATE
shown by the following Unable to Read
or Write.
e) I turned left instead of right. Obviously I ___ what she HEAR
said.
f) The ___ pronunciation of certain numbers was designed to USE
reduce confusion.
g) Civilian drones now vastly ___ military drones, with NUMBER
estimates of over a million sold by 2015.
h) This was a ___ reaction, given the bitter hostility between PREDICT
the two countries.
i) Nobody denies the ___ of computers as an educational tool. EFFECT
The food game

Hidden in the sentences below are names of food items. You cannot
find them by looking at the sentences, for they are not there by spelling;
they are there by pronunciation. The food may be within a single word or
may go across word boundaries.
Example: He begs to be excused from the rehearsal. (eggs)
1) “Sue, please go away,” he said.
2) She had a cough even today.
3) Don’t tell me mama laid the table so early.
4) He chased Robert off even after he paid his debt.
5) Happy's room is so messy. I can’t find a thing.
6) Keep that old sabre. Eddie will take it to the museum.
7) “Why do you spy still?”, she wanted to know.
8) “Be an angel, leave it finished, will you,” he said.
9) “That bangle is of 24 carat gold,” he said.
10) “But Ernest is not coming on this trip,” she said.
37
11) Don’t bake condensed milk sweets.

12) Tap Elmo on the shoulder and wake him up,” she said.
13) Please meet me tomorrow.
14) The donkey brays inside the shed.
15) Kay came to meet me on Wednesday.
16) He walked on the sand, which was so hot he burned his feet.
17) Richie’s so good, he helps me daily.
18) Don’t buy that saw. Say Jess will get a new one.
19) He’s been staying here for six months now.
20) I hope he’ll be true to you.
38
WORD COMBINATION AND COLLOCATIONS

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
Collocations are conventional word combinations that sound natural to native English
speakers. For example, we say a golden opportunity, but not a golden chance. Similarly,
we say 'thanks a lot', but not 'thank you a lot'.
1. Complete each sentence using a verb from the box in the appropriate form:
cover indicate presentprovide put

review tackle test undertake
1) It is a huge task to ______ a study involving hundreds of participants.

2) Fischler ______ her findings at an international biochemistry conference
last year.
3) Chapter 2 ______ the literature on urban regeneration and concludes that
more research is needed.
4) I have ______ a rationale for the study in the introduction to this essay.
5) The research ______ that owning a pet increases life expectancy by five
years.
6) The next step was to ______ the theory by carrying out a set of
experiments.
7) The essay ______ a lot of ground.
8) The book ______ a number of issues which were previously ignored.
9) The lecturer ______ the case for a dramatic change in economic policy.
2. Correct the collocation errors in these sentences:
1) Opinions are separated on the issue of single-sex schools and there are
sound arguments on both sides of the case.
2) I believe that the government will win another term in office but my
girlfriend takes a different opinion.
3) I strongly think that you’d be making a serious mistake if you took that
job.
4) I don’t believe it’s a foregone fact that the larger company will win the
contract.
5) People are gradually getting aware of the problem of climate change.
6) You should bear in thought that your visitors will be tired after their long
flight.
39
7) I’ve got a raw idea of what I want to say in my essay but I haven’t planned
it properly yet.
8) Increasing numbers of people today subscribe for the theory that small is
beautiful.
3. Rewrite each sentence using a form of the words in capitals:

1) The system of standards for conducting research are ETHIC
described in the university’s research manual.
2) You need to make an examination and judgment of the DEPTH
arguments which is very detailed. CRITIQUE
3) You need to read books and articles which give you BACKGROUND
information about the subject.
4) You do the analysis in order to find out whether the data HYPOTHESIS
indicate that your initial idea was correct.
5) All the interviewees were people who had knowledge of FIRST
the situation from direct experience.
6) It is impossible to give a complete explanation of the FULL
decline of agriculture in the 1960s.
4. Complete the paragraph using the words below:
error firm grasped laterally pass poor

Recent research shows that people who spend time meditating each day
improve their mental abilities. It seems that meditation particularly enhances
our ability to think in creative, unusual ways, in other words, to think ‘outside
the box’ or think (1) ______. It may, then, have been an unfortunate (2)
______ of judgment on the part of the management at BNM and Co. to put a
stop to the yoga classes that staff had organized for their lunch-breaks. ‘It
would seem that our managers have not yet (3) ______ the importance of
these classes,’ explained yoga instructor Zandra, ‘but it is not my place to (4)
______ judgment on them. Their judgment may be (5) ______ at the moment
but it is my (6) ______. Conviction that, as people come to understand yoga
better, they will see how it could benefit the company as well as individual
members of staff.
5. a) Use prefixes and suffixes to make new words using the words below:
consider support produce cover accurate
b) Write sentences to show that you understand their meaning.
6. a) Complete the sentences by changing the word in brackets into a noun:
40
a) The ____ of parents in primary school classrooms has several benefits for
the children's education. (involve)
b) If, however, there is no ____ in how these guidelines are applied, then
there are unlikely to have the desired effect. (consistent)
c) It is impossible to ignore the ____ of sport and physical well-being to a
child's development. (significant)
d) The first step should be the ____ of students who cause trouble in the
classroom so that appropriate action can be taken. (identify)
e) Most people now accept that an examination only system is inadequate
and some form of continuous ____ is also required. (assess)
f) It is a common ____ that art forms such as ballet are elitist and have no
general appeal to the masses. (assume)
g) The ____ of more state funded care homes would help ease the pressure
on poorer families who currently have to provide expensive care for
elderly relatives. (establish)
h) This is such a common ____ that the authorities need to take immediate
action. (occur)
i) Perhaps the most compelling reason to keep art on school curriculum is
that it allows students to express their ____ . (individual)
j) One difficulty in discussing this issue is that ____ of what constitutes
global warming vary significantly. (define)
k) There is of course a striking ____ between what happens in the workplace
and at home. (similar)
l) The ____ of any such proposal to limit the working week has to be called
into question as it infringes the basic right to work. (legal)
b) Complete the paragraph with the noun form of these words:
define identify available individual
There can be little doubt that the continued _____ (1) of museums and art
galleries is vital to the cultural heritage of a nation. Any _____ (2)
of culture must surely include the form of art commonly found in such
institutions. More than that, art is not only an expression of an artist's _____
(3), it also plays a vital role in national _____ (4). In this sense, there is a
striking similarity between art and language itself.
7. Compound adjectives. Make compound adjectives to describe the following

ideas:
Example: a tiger that eats men = a man-eating tiger
1) a girl with blue eyes
2) a man with long legs
3) a radio operated by batteries
4) a man with slow wits
5) a display which catches the eye
6) a country which produces cotton
41
7) a person with a warm heart

8) a wall which is six feet high
9) a scream so loud as to split your ears
10) a boat with a glass bottom
11) a march lasting six hours
12) a man whose voice sounds angry
13) an interval of twenty minutes
14) a house with four storeys
15) a sight so tragic as to break your heart
16) a break of five minutes
8. Complete spaces 1-10 with words formed from the words in capitals at the
end of those lines.
Top fashion (0) designers Hussein Chalayan and Paul DESIGN
Topen have certainly come up with something quite (1)
____: furniture that is ready to wear, and ready to take REMARK
away. Their latest (2) ____, consisting of a coffee table
and four chairs, was displayed in Avignon during its City COLLECT
Culture (3) ____, following its appearance in London
Fashion Week. The pieces, according to Chalayan, enable CELEBRATE
(4) ____ to take their environment with them, and this is
very much a feature of the (5) ____ approach for which he WEAR
is he is internationally famous. The chair covers are
removed and quickly transformed, with the (6) ____ of a FUNCTIONAL
little Velcro, into four quite different dresses. Equally
(7) ____ is the way the chair legs are used. These fold up, ASSIST
creating a set of suitcases with wooden handles. The table
also made of wood, just needs a quick pull to bring about INVENT
its instant (8) ____into a skirt made of 20 rings, with four
legs forming the hem. Part of the (9) ____ of this CONVERT
collection, undoubtedly, is the fact that the furniture does
actually work. ORIGIN
To prove it, the models sat on the chairs – without a single
(10) ____. BREAK
42
What word can be added to make three compound words? The word can be
placed in the front or the back:
1) pan, cup, fruit ______________
2) brush, paste, ache __________
3) club, mare, time _______ _______
4) cloth, coffee, spoon ______________
5) market, man, highway _______
6) burn, flower, glasses _______
7) man, place, fly _______
8) phone, ache, ring _______
9) stairs, town, sun _______
10) shell, shore, food _______
2.3
CONFUSING WORDS
●●●●●●●●●●●●●●●●●●●●●●●●
43
Remember!
In English, confusion can occur between words that are similar. Also known as confusibles, these
words have a similar sound and spelling and can be linked in meaning. If you find yourself
constantly suffering from mistakes with such words, make a list of particular ones that bug you.
Note their meanings and proper usage, then proceed to use them consciously in your next writing
project. The more you use them correctly, the better you’ll usually get at them.
1. Choose which of these words is completely different from the other three
(the odd man):
apart jointly individually separate
bitter irate mild furious
diligent idle lazy neglectful
dear expensive pricey worthless
tuition recess seminar instruction
lapse fault deliberate error
ignore detect gaze regard
belt cap beret wig
2. Look at these words: why might they be confusing? Use them in sentences
of your own to show their different meanings:
invaluable inhabited infamous inflammable
3. Underline the correct word in each sentence:

1) a) He seems to be an industrial / industrious kind of bloke. I’d hire him.
b) There was an industrial / industrious dispute over pay and conditions.
2) a) I’m voting for Ted Brinks. He will make a good councilor / counselor.
b) I know she’s a councilor / counselor but I don’t know what therapy she
uses.
3) a) The soil needs to be moist / damp but not too wet.
b) This towel is moist / damp. Have you got another one?
4) a) He misused / disused his power when he was a company director.
b) The child fell down a misused / disused mine shaft.
5) a) The wedding bouquet really compliments / complements the wedding
dress.
b) He compliments / complements everyone. I wouldn’t be too flattered.
6) a) I don’t approve the government’s new economical / economic policy.
b) The new boiler seems to be quite economical / economic.
7) a) Without a continual / continuous supply of oxygen the human body will
die.
b) I can’t bear his continual / continuous interruptions.
8) a) What would be the cost / price of a consultation with a lawyer?
44
b) What is the cost / price of that jacket?

9) a) He wiped / swept a tear from his eye.
b) He got a broom and wiped / swept the floor.
10) a) He’s known for his famous / infamous dealings with crooked politicians.
b) He’s a famous / infamous racing car driver.
4. Choose the correct word in each of the following sentences.

1) Do you think the new tax changes will (affect / effect) you very much?
2) His behaviour at the party was (contemptuous / contemptible)
3) This must be the (definite / definitive) reference work on Roman history.
4) This is my last will and (testimony / testament)
5) It is most (regrettable / regretful) that Mr Brown has decided to resign.
6) The police have (conclusive / decisive) proof that he robbed the bank.
7) How can I get my work finished when I'm (continuously / continually) being
interrupted?
8) She was a very (intense / intensive) person, who seemed to care deeply
about everyone.
9) My father is a great believer in (alternate / alternative) medicine –
especially homeopathy.
10) He spent three years in (goal / gaol) for embezzlement.
11) The Government are under no (illusions / delusions) about the
difficulties facing the country.
12) What can be (implied / inferred) from the Prime Minister's remarks?
13) My brother is (credible / credulous) enough to believe everything you tell
him.
14) She had dyed her hair a (distinctive / distinct) shade of blue.
15) I'm afraid that the project is far too expensive to be (practical /
practicable).
16) There was an (appreciative / appreciable) drop in temperature last night.
17) Tasmania lies in one of the (temperate / temporal) areas of the world.
18) Are these mushrooms (eatable / edible) or are they poisonous?
19) The majority of the food is (defective / deficient) in vitamins.
20) Only 25% of people voted in the local election; the rest were completely
(uninterested / disinterested)
21) The difference in performance between the two computers is (negligent /
negligible)
22) There are very (strict / severe) laws in Sweden with regard to drinking
and driving.
23) The company made (judicial / judicious) use of a government grant.
24) Her performance was (masterful / masterly).
25) The caffeine in tea and coffee acts as a mild (stimulant / stimulus)
45
5. Match the verbs on the left with a suitable object on the right:
1) rehearse a) the batteries in the clock

2) revise b) flowers in the garden
3) change c) for an exam
4) alter d) a friend at the airport
5) pick up e) someone's suspicions
6) pick f) a garment that's too big
7) rouse g) an end-of-term play
8) arouse h) someone who's sleeping
6. Match beginnings 1-7 with endings a-g:
1) The bank agreed a) to catch the thief soon.

2) I really dislike b) you to buy a cheaper model.
3) My parents taught c) to lend me what I needed.
4) The police hope d) people looking at me like that.
5) I think I’d advise e) to stay any longer.
6) She obviously enjoys f) being highly successful.
7) I’m sorry but I don’t want g) me to save a little every week.
7. a) Make 12 two-word expressions combining words from list A with words

from list B. The first one has been done for you as an example:
A B
endangered events
sequence of sophisticated
separate angrily
devote signals
highly species
transmit feasible
assert details
inhibit agreement
precise the right
reacted entities
verbal phenomena
natural growth
economically time and money
b) Now match each expression with the appropriate phrase:
46
a) In spite of advances in technology, we are still at risk from _____ such as

earthquakes and floods.
b) One threat facing companies today is _____ computer 'hackers' who break
into the most advanced computer systems.
c) The accident was the result of a tragic _____ which could have been
prevented with better safety procedures.
d) The company _____ to the suggestion that its products were unsafe.
e) There is considerable doubt over whether the proposal by the American
government for a manned trip to Mars is technically and _____ .
f) Tigers (and other large cats) are now an _____ and may disappear
altogether in the future.
g) After the Second World War, African nations started to _____
to become independent.
h) In law, a _____ even though it is not written down like a formal contract,
is still a contract.
i) While she refused to give any _____, the Minister admitted that several
people had been arrested.
j) In order to produce new medicines, drug companies have to _____ on a
huge scale to their research and development activities.
k) Most economists believe that high taxes _____ in the economy.
l) In spite of its age, the satellite is still continuing to _____ to Earth.
m) Are the mind and body the same thing or are they two _____?
47
8. Choose a noun from the box that can be associated with the following
sentences:
a lookout; an outbreak; a breakout; an upset; an outlook; a setup
1) There has been violence in the capital city.
2) My stomach was bad so I couldn't go to work.
3) He is very cheerful and positive about life.
4) They fooled him into thinking his car had been stolen, but it hadn't.
5) She made sure nobody was looking, while her husband did the shoplifting.
6) Four prisoners have escaped from a maximum security prison.
9. a) Underline useful verb + adverb combinations in this text:

The world is facing a looming water crisis. Disputes over allocation have
steadily increased in the last decade, and demand has grown rapidly. Water is
likely to generate the same degree of controversy in the
21st century as oil did in the 20th. If we take no action now, new conflicts are
likely to occur periodically around the world. At the moment, instead of
seeking solutions which directly address multiple needs, countries focus a little
too narrowly on local issues and typically opt for expensive and inferior
solutions. What is needed are decisions which can be quickly implemented
and a debate which will seriously consider more than the short term needs of
individual states.
48
b) Use one of the combinations you underlined in a) to complete each

sentence:
1) Various measures were introduced last year to _____ the issue of identity
theft.
2) The justice system needs to _____ the impact of a prison sentence on
offenders.
3) The number of university applications has been _____ over the last 50
years.
4) The article _____ on one angle of the problem rather than taking a broad
view.
5) The suggested measures should be _____ to avoid further problems.
Below there are descriptions of circumstances which produce

particular sounds. Read the description and choose the word which
best describes the sound you would expect to hear:
1) The sound made by an aircraft exceeding Mach 1 is a ____ .

a) boom b) bang c) crack
2) The sound made in a pipe which has air mixed with liquid giving an
uneven flow is a _____ .
a) rattle b) gurgle c) hiss
3) The sound made by a large metal object loose inside a metal container in
motion is a ____ sound.
a) clanging b) scratching c) snapping
4) The sound made as two rough surface metal objects rub together
repeatedly is _____ .
a) a rumble b) creak c) rasp
5) The sound made by a falling, fragile object hitting a solid surface
is a _____ .
a) crackle b) plop c) crash
6) The sound made as a heavy, dense, non-metallic object falls on a solid
surface is a _____ .
a) rustle b) thud c) knock
7) What would you hear if a pressurised container ruptures and the contents
emerge over a short period?
a) whoosh b) fizz c) twang
8) What would you hear if a pressurised container fails catastrophically?
a) ping b) screech c) bang
49
9) What sound does a localised small leak of gas or liquid from a high
pressure container make?
a) a slapping noise b) a hissing sound c) a dripping sound
10) What sound will a solid but light metal object make if it impacts another
hard surface intermittently?
a) a rapping sound b) a slamming sound c) a booming sound
WORD ORDER
●●●●●●●●●●●●●●●●●●
Remember!
Word order refers to the way words are arranged in a sentence. The sequence of words is critical
when communicating in English because it can impact the meaning of what you’re trying to say.
1. Match the sentence with the correct implied meaning.

1) ONLY I hit him in the eye yesterday. a) Did not slap him.
2) I ONLY hit him in the eye yesterday. b) Did not wait for today.
3) I hit ONLY him in the eye yesterday. c) I did not hit outside the eye.
4) I hit him ONLY in the eye yesterday. d) No one else did.
5) I hit him in ONLY the eye yesterday. e) He doesn't have another eye.
6) I hit him in the ONLY eye yesterday. f) Not other organs.
7) I hit him in the eye ONLY yesterday. g) I did not hit others.
8) I hit him in the eye yesterday ONLY. h) Not today.
2. a) Correct the mistakes in eight of the ten questions below:

1) Who did give you those lovely flowers?
2) Will you let me know if you do hear any news tomorrow?
3) Do you want to come out with us or you are going to stay at home?
4) How you found out about the job?
5) Would you dance with her if she would ask you to?
6) Weren’t you able to get tickets?
7) What you saw last night on TV?
50
8) If had they offered you a role in the film, would you have accepted it?
9) She asked me if I had heard about Nicholas.
10) I asked Carol what time had she arrived home.
b) Match 1-10 in a) with responses a-i. One answer can be matched with
two questions:
a) Unfortunately, they were sold out.
b) Well, we watched the news and then a documentary.
c) There was an ad in the paper for extras.
d) Just after midnight, she said.
e) I’m staying in in this evening.
f) I certainly would.
g) I said I hadn’t, so she told me.
h) John did; he brought them round this morning.
i) Yes, of course, I’ll tell you straightaway.
3. Choose the correct indirect questions from the options below:

a) (A) Can you tell us what did you study at university?
(B) Can you tell us what you studied at university?
b) (A) Could you tell me how long you have been working in this institution?
(B) Could you tell me how long have you been working in this institution?
c) (A) Could you tell me why you want this job?
(B) Could you tell me why do you want this job?
d) (A) Can you tell us how long were you with your last company/
institution?
(B) Can you tell us how long you were with your last company/
institution?
e) (A) Would you mind telling me why did you leave your previous job?
(B) Would you mind telling me why you left your previous job?
f) (A) And finally, can you tell us what salary you expect?
(B) And finally, can you tell us what salary do you expect?
4. Re-order the words in 1-12 to form accurate sentences, and add the
necessary punctuation marks:
1) walked the ever of out finished cinema have you film before the?
2) affairs keep you with how current do up?
3) famous who you choose if would interview could somebody you?
4) TV you has effect people on do a negative think some?
5) saw the film teacher us was what last our asked we.
6) prefer the or do to watching you videos going cinema?
7) you job have most which like to would?
8) asked Angela who was man he the
9) not letter why arrive the did?
10) whether the had asked he Richard film I seen
51
11) have it different would had enjoyed more ending if the you been?
12) on he Joe say asked would I if what TV were he
5. Re-order these words to form sentences. Add a hyphen (-) where necessary:
a) bill / I / yesterday / the / dollar / found / a / fifty / street / in
b) ten / to / it / a / drive / is / minute / only / office / my
c) delay / had / airport / hour / three / the / unfortunately / we / a / at
d) hotels / in / stay / star / movie / often / five / stars
e) a / child / can’t / year / understand / you / old / expect / three / to
6. a) Rearrange the words to form a well-known proverb. Explain the
proverbs:
1) speak/ than/ words/ actions/ louder
2) gained/ ventured/ nothing/ nothing
3) once/ twice/ shy/ bitten
4) time/ nine/ stitch/ a/ in/ saves
5) go/ easy/ easy/ come
6) burn/ bridges/ your/ don’t
7) throw/ stones/ in / houses/ people/ glass/ shouldn’t
8) make/ hands/ light/ many/ work
9) one/ deserves/ turn/ another/ good
10) is/ deep/ beauty/ only/ skin
11) speed/ haste/ less/ more
b) Put these military sentences into the correct order:

1) called / are / belligerents. / carrying on / Nations / warfare /
2) is / compulsory / soldiers / enrolment / A / conscription. / as
3) order / embargo / is / to / ports. / prohibiting / leave / the / An / an / ships
4) are / citizens / interned. / When / are / confinement, / they / in / kept
5) bullets. / is / volley / of / shower / A / a
6) a / The / is / many / firing / at / the / guns / same / salvo. / of / time
7) terms, / troops / surrender / to / an / capitulate. / ennemy / on / agreed
When / they
8) encampment / bivouac / air. / is / the / an / A / in / open
9) military / Those / a / military / during / individuals / in / were exercise. /
area / trespassing / training / a
10) Therefore, / was / political / last / exercise / serious / year / cancel / a / to /
military / reasons. / for / possible / it
11) that / well-resourced / absolutely / exercise. / powerful, / I / with /
efficient / be / him / as / the / as / response / agree / humanitarian / must /
military / and / the
12) work / exercise? / this / How / military / does / legislation / in / a
52
13) from / we / the / engaged / object / now / of / quite / the / military / in /

exercise / are / different / In fact, / that. / is
14) the / specifically / was / army./ a / designed / the / military / for / exercise
training / essentially / of / Hunting
15) unclear. / controversial / The / unknown / real / behind / military / is / and
/ this / motives / exercise
7. Arrange the adjective in the right order. Remember that the most usual
sequence of adjectives is:
Physical
Number
Material
Opinion
quality
Origin
Shape
Purpose
Color
Type
Age
Size
a) clock radio – white – Taiwanese – cheap – for my bedside table

b) sports car – well-maintained – second-hand – with a low mileage
c) polished – beautiful – antique – dining-table – mahogany – English
d) cottage – stone-built – small – old – country
e) cotton – dress – summer – pink and white – two – for my holiday
8. In each of these 15 sentences, there are some words printed between

brackets. Rearrange these words in what seems to you their most usual
order:
1) She wore (bright a hat green such) that everybody stared at it in

amazement.
2) There was (enough work nearly not) to keep the factory busy.
3) The boy said he would like to have (other the some of toys too).
4) I'm told that (accident a very tragic) has happened at the corner of the
road.
5) They all thought that (of other the green shade) would suit Jane better.
6) That was (the examination by easiest paper far) I have ever seen.
7) We had to attend (the much singing same lessons) every Monday.
8) John thought that 20 miles was (long a far way too) for us to walk.
9) I'm dreadfully sorry to say that I've broken (only the beautiful vase
really) in the house.
10) He has been ill with measles or (disease children's some).
11) No, this wine is (at sweet all too not).
12) We had (there a holiday so wonderful) that were going again next year.
53
13) Whenever he read that story it brought back memories of (his all
forgotten but own) childhood.
14) Both John and Jane could put the saddle on the horse but John's method
was (better much).
15) John was late for the meeting because of (things many the other
pressing) he had to do.
9. Fill in the blanks with the necessary number of the adjectives below in the
right order:
deep-cushioned; welcoming; leather; grey; warm; classic;
rich-uncluttered; virile -; light; gold; oak; brown –; gleaming;
cashmere; polished; linen; feminine –;
“Thank you”, Gina smiled and seated herself in one of the (1) _____ (2)
_____ armchairs. The room had a (3) _____ atmosphere with its
(4) _____ (5) _____ carpet and (6) _____ (7) _____ velour curtains drawn
across large windows. At the far end, there was a (8) _____
(9) _____ table set with (10) _____ cutlery and glass on (11) _____ place-
mats. But there were no (12) _____ touches, like flowers or ornaments; it was
distinctly male and (13) _____, apart from a pile of medical journals on top
of the bureau. Russel had followed her in. He has changed his (14) _____
(15) _____ suit for leisure cords and a
(16) _____ (17) _____ sweater which added emphasis to his (18) _____
masculinity. (Doctor’s Diagnosis by Grace Read (Mills and Boon).
54
SENTENCE STRUCTURE
●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
To write strong, clear sentences you must know who or what you are writing about (subject) and
what you want to say about them or it (predicate). There are the
four sentence types depending on the clauses they contain. (A clause is a part of a sentence
containing a subject and a predicate):
1) Simple: contains a single, independent clause.
2) Compound: contains two independent clauses that are joined by a coordinating conjunction.
3) Complex: contains an independent clause plus one or more dependent clauses.
4) Compound-complex: contains three or more clauses (of which at least two are independent
and one is dependent).
1. Read the following groups of sentences and write them under the
corresponding heading below:
a) simple sentence b) compound sentence
c) complex sentence d) compound-complex sentence
1) I don't like dogs.
2) Our school basketball team lost their last game of the season 75-68.
3) The old hotel opposite the bus station in the center of the town is probably
going to be knocked down at the end of next year.
1) I don't like dogs, and my sister doesn't like cats.
2) You can write on paper, or you can use a computer.
3) A tree fell onto the school roof in a storm, but none of the students was
injured.
1) I don't like dogs that bark at me when I go past.
2) She did my homework, while her father cooked dinner.
3) You can write on paper, although a computer is better if you want to
correct mistakes easily.
1) I don't like dogs, and my sister doesn't like cats because they make her
sneeze.
2) You can write on paper, but using a computer is better as you can easily
correct your mistakes.
3) A tree fell onto the school roof in a storm, but none of the students was
injured, although many of them were in classrooms at the top of the
building.
56
Unit 3. Summarizing Written Text
2. Cross out repeated or unnecessary words and word groups in each sentence.
Use the first item as a model:
1. Her shoes on her feet were too tight and fit poorly.
2. I am having a hard time with the exam’s difficult test questions.
3. The railway train raced swiftly down the railroad tracks.
4. The basketball player looked like a huge giant in the kindergarten students’
class.
3. Rewrite each sentence, leaving out words that repeat information:

1. The French word “bonjour” is a welcoming greeting that the French people
use to say hello.
2. I visited France as a tourist in the year 1992.
3. Two twin French girls showed me the attractions and sights.
4. They explained and told me how France had won freedom and liberty
during the revolution.
5. We sat out on the sidewalk at a sidewalk cafe and watched people walk
and stroll by.
6. I hope to go back and revisit Paris some future day.
4. Simplify the following phrases and clauses.

1. the girl with the blue eyes = _________
2. the car that is speeding = __________
3. the employees who work hard = _________
4. the sandwich that is stale = _________
5. the room in the attic = _________
5. Make the following paragraph shorter, clearer, and more direct. Remove
unnecessary words and reduce the number of phrases and clauses:
Beings who are human have long been fascinated by dreams since the
beginning of time. People’s dreams seem to have similar themes and topics which
are alike. Did you ever dream you were flying up above the ground? This dream,
which is common, may show a desire for freedom and independence from the
problems and troubles of life.
6. Add adjectives, adverbs and / or prepositional phrases to expand each

sentence in two ways. First, imagine a picture in your mind, and then help
your reader to visualize it. The first one has been done for you:
1. A stranger appeared.
a. A smiling stranger in a red clown suit appeared at my door.
b. A ghostly stranger dressed in white appeared in the clouds.
57
2. A car passed.
a. ____________________________________________________________
b. ____________________________________________________________
3. The light flickered.
a. ____________________________________________________________
b. ____________________________________________________________
7. The table below shows the results of a survey to find out what members of a
city sports club think about the club's activities, facilities and opening
hours. Summarise the information by selecting and reporting the main
features, and make any comparisons where relevant. Write at least 150
words:
Club satisfaction survey table
Range of activities Very satisfied Satisfied Not satisfied
Female members 35% 35% 30%
Male members 55% 40% 5%
Club facilities
Opening hours
58
PARAPHRASING
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Remember!
Paraphrasing involves putting a passage from source material into your own words.
A paraphrase must also be attributed to the original source. Paraphrased material is usually
shorter than the original passage, taking a somewhat broader segment of the source and
condensing it slightly.
1. Put the following rules for paraphrasing into the right column.
DO these things: DON’T make these common mistakes:
1) work hard to understand the original passage – it’s only when you
understand the original that you can put it into new words effectively;
2) use the exact words – unless you use a direct quotation, and put them
inside quotation marks;
3) use the correct form of in-text (parenthetical) citation and bibliography
entry;
4) copy and paste the passage and then make some minor changes – you need
to change a source’s words, structure, and order into your own work;
5) put the text in your own words;
6) change the meaning of the original text;
7) use a citation every time, even when you’ve put the source in your own
words;
8) use credible sources – a good paraphrase of a bad source is still bad
writing.
2. Match the expressions 1-10 with the underlined words in the sentences a-j
below:
1) ability to understand how someone feels 6) different
2) always linked to people via technology 7) develops
3) someone who is interested only in him/ 8) connections
herself
4) Children who are changing into young adults 9) help to develop
5) evidence based on observation 10) people you know
a) Most of the people at the party were acquaintances rather than friends.
b) There is no empirical evidence that supports this idea.
59
c) The people I speak to online come from diverse backgrounds.

d) Technology evolves very quickly.
e) He’s a narcissist who never asks about anyone else.
f) Ties between the two families have strengthened in recent years.
g) Adolescents are often unfairly criticized for bad behavior.
h) We need to nurture our young people so they become responsible adults.
i) We live in a hyper-connected society these days.
j) When I told him my bad news, he didn’t show much empathy.
3. Replace the words in bold with a synonym from the list below without
changing the meaning of the sentence. Remember that you may need to
change the form or, in some cases, the grammatical class of some words:
comply with; signify; generate; imply; method; obvious; presume; proceed;

require; specify; undergo; emphasize
a) If a company does not observe health and safety laws, it may be fined very
heavily if any of its workers are injured.
b) One difficult aspect of writing an essay is selecting material which is
relevant to the topic and excluding irrelevant information.
c) University regulations state that students must pass 18 modules to
graduate.
d) Anybody driving a car is obliged by law to have insurance.
e) On the basis of their examination results, it was clear that most students
had completely misunderstood the first part of the paper.
f) Many people think that oil will run out in the next 100 years, but they are
assuming that we will continue to use oil at the same rate as today.
g) The company has experienced a number of significant changes in the last
few years.
h) One problem facing overseas students is adapting to new teaching
techniques.
i) The fact that crime increases when unemployment goes up seems to
suggest a link between the two.
j) The new computer system created a lot of interest among potential

customers.
k) The lecturer gave the students a 10 minute break before continuing with
the rest of her lecture.
l) Lecturers often speak more loudly and more slowly when they want to
stress an important point.
4. Read the text and then answer the questions:
60
Autonomy and creativity are two key concepts in the humanities which are
often thought to be not part of scientific thinking. However, recent projects in
the sciences suggest this is not true. For example, the attempt to load the
components of human consciousness into a computer is a fundamentally
creative activity which has profound implications for our understanding of
what a human being is. Such science may make us change our way of
thinking about moral and philosophical questions and may make it possible
for those in the humanities to find a new grounding for their own work.
1) Which word means ‘independence / the right to think in one’s own way’?
2) Which noun means the opposite of ‘the sciences’?
3) Which adjective means ‘felt or experienced very strongly or in an extreme
way’?
4) What are the noun forms of think and understand used in this text?
5) Which adjective in the text means ‘relating to standards of good or bad
behavior, what is right and wrong, etc.’?
6) Which noun in the text means the same as ‘foundation / basis’?
5. Choose the word among the four alternatives that is the opposite (antonym)
of the underlined word:
1) I ate lunch with a most convivial group of my friends.
(A) lively (B) large (C) unsociable (D) old
2) I prefer muted colours in my living room.
(A) changeable (B) bright (C) dull (D) mauve
3) She came for Christmas laden with gifts for everyone.
(A) later (B) provided (C) unloaded (D) lifted
4) She had a cozy little apartment in Boston.
(A) uncomfortable (B) dirty (C) lazy (D) warm
5) She was a very superficial person with a large group of frivolous friends.
(A) superior (B) deep (C) attractive (D) horrible
6) The convicted robber hoped the judge would give him a lenient sentence.
(A) easy (B) unmerciful (C) acute (D) frightening
7) Hector takes his dates to intimate restaurants where there is candlelight.
(A) large and brightly lit (B) quiet (C) noisy (D) dark
8) As he lay dying, his speech was incoherent.
(A) inaudible (B) organized (C) interesting (D) indecent
9) If you want to make a good impression on my father, you will have to be less
unkempt than you are now.
(A) discreet (B) uncanny (C) literate (D) neat
10) His career in the illicit drug trade ended with the police raid this morning.
(A) irregular (B) legal (C) elicited (D) secret
11) Having planned our weekends to watch football, we found the news of the
players’ strike most disconcerting.
61
(A) pleasing (B) activating (C) refreshing (D) debilitating

12) A frightening number of illiterate students are graduating from college.
(A) able to read and write (B) able to enjoy intramural sports
(C) unable to pass an examination in reading and writing
(D) inflexible
13) John was so insubordinate that he lost his job within a week.
(A) fresh (B) understanding (C) indiscreet (D) obedient
14) I cannot stand professors who think they are infallible.
(A) imperfect (B) inexorable (C) inept (D) inflexible
15) My brother-in-law talks incessantly.
(A) indiscreetly (B) inevitably (C) seldom (D) sensibly
6. Re-write each sentence using synonyms:

Example: More than half of the women who attended the one-day meeting
were in business with their husbands.
➙ The majority of the women who went to the one-day conference were in
business with their spouses.
1) Approximately 30,000 students may be assisted by the “free lunch”
program.
2) With the development of flash memory cards, the market for portable
music players jumped sharply.
3) Although the coach’s strategy was a little dangerous, the team was
successful.
4) Therefore, the effect was an increase in student examination results.
5) In addition, a strong typhoon is expected to batter the coast over the next
few days.
6) The expenditure needed to combat climate change will require changes to
the federal government’s budget.
7) The engineer must judge how much dynamite to use according to the
volume of material to be removed from the tunnel.
8) Two of the students were expelled for violating the school’s “no fighting”
policy.
7. Finish these paraphrased sentences by changing the word/word type and

grammar:
Example: We studied the statistics, then applied for funding.
After … the statistics, we made an … for funding.
➙ After studying the statistics, we made an application for funding.
1) The council cut funding so we could not provide free parking.
• Because of council funding_______, there was no_______ for free
parking.
62
2) His proposal was a failure as it was too theoretical.

• His proposal_______ because it relied too much on _______.
3) As the emphasis was only on the UK, there were weaknesses in the
evidence.
• By _______ the UK only, the evidence was _______.
8. Singular and plural nouns. Complete the pairs of sentences below with the
following words. The same word is used in both sentences in each pair,
once in its singular and once in its plural form:
quarter; term, youth; good; pain; ground; condition; experience;
saving; damage; honor; length
1) Under the ____ of the contract, you are obliged to repay the loan within
two years.
The car was a reasonable price, but it wasn't in good ____.
2) It has been an ____ to work with you.
She has an ____ degree in geography.
3) I have a terrible ____ at the back of my neck.
He took great ____ to ensure his guests' stay was pleasant.
4) After the accident, it took her a long time to come to ____ with the fact
that she would never dance again.
During his first ____ of office, the PM made many sensible decisions.
5) We need a person with relevant ____ to fill the post.
He wrote a book about his ____ whilst crossing Africa on foot.
6) The vicar was a kind man, and did a lot of ____ during his life.
There is a wide range of electrical ____ on sale in our village shop.
7) The day return fare is only £12 - a ____ of £8 on the full fare.
Mrs. Higgins' house was broken into and all her ____were taken.
8) Officers don't live with ordinary soldiers. Their ____ are usually separate
and more luxurious.
Interest rates have risen to 8.5%, a rise of a ____of a per cent.
9) For some reason, he was ashamed of his working class background, and
went to great ____ to conceal the fact.
I can only swim one ____ of the swimming pool before I get tired.
10) Don't sit on the grass. The ____ is still very wet.
I trust John. I have good ____for believing his version of events.
11) The storm caused a lot of ____ .
She was awarded four thousand pounds' ____ in the libel case.
12) Two ____ were seen running away from the scene of the crime.
____ has always been the time for rebellion.
63
9. Read texts A and B below. Choose the best paraphrase of each text,
a) or b):
Text A
The right to health is enshrined in international law. The International
Covenant of Economic, Social and Cultural Rights (ICESCR) requires states to
recognize the right of everyone to the enjoyment of the highest attainable standard
of physical and mental health.
Text B
The International Committee of the Red Cross (ICRC) describes itself as an
impartial, neutral and independent organization whose humanitarian mission is to
protect victims of armed conflict and other violent situations and to provide them
with assistance. Protection work typically involves visiting people deprived of their
liberty, intervening during hostilities on behalf of civilian victims and restoring
family links between people separated by war. Assistance entails the provision of
humanitarian aid.
Text A:
a) According to ICESCR, everyone should attain the same standard of
physical and mental health.
b) Under international law, everyone has the right to the highest standard of
physical and mental health they can attain.
Text B:
a) The two main objectives of the ICRC are to protect people caught up in
war or violence and to assist those in need of humanitarian aid.
b) The ICRC is a neutral organization that will not intervene in armed
conflicts, but will only provide aid to civilian victims.
10. a) Read the original passages.

b) Choose the best paraphrase from the choices given and mark it
"Best."
c) Mark the others "Too sim." for too similar, "No cit." if there is no
in-text citation, or "Inc. /lnacc." for incomplete and/or inaccurate
information.
Original Passage 1
Living aboard a space station in orbit around Earth for months at a time poses
problems for astronauts' bodies as well as for their minds.
Source: Page 16 of a three-page article in the October 15, 2003, issue of
Space Science magazine. The title of the article is "Manned Mars Flight:
64
Impossible Dream?" The author is Patrick Clinton, a NASA (National

Aeronautics and Space Administration) physician.
______ A. An article in Space Science magazine reports that lengthy space

station duty may lead to physical and mental problems for astronauts (Clinton 16).
______ B. An article in Space Science magazine reports that astronauts who
live aboard space stations for long periods of time may experience physical as well
as mental problems.
______ C. An article in Space Science reports that living in a space station
orbiting Earth for a long time can cause difficulties for astronauts' bodies and
minds (Clinton 16).
______ D. An article in Space Science reports that astronauts will become
physically sick and have mental problems if they visit a space station (Clinton 16).
Original Passage 2
Source: Page 16 of the same article in passage 1.
One major problem is maintaining astronauts' physical health. Medical
treatment may be days or even weeks away, as there may not be a doctor on
board. Illnesses such as appendicitis or ulcers, routinely treated on Earth,
could be fatal in space because of the delay in getting to a doctor.
______ A. NASA physician Patrick Clinton states that one problem is

astronauts' physical health. With no doctor on board, common illnesses like
appendicitis and ulcers could be fatal to astronauts because it would take too long
to get them back to Earth.
______ B. NASA physician Patrick Clinton states that keeping the astronauts
physically healthy is one problem. If the crew does not include a doctor, the delay
in getting treatment for an ordinary illness, such as appendicitis or ulcers, could
mean death (16).
______ C. NASA physician Patrick Clinton states that the physical health of
astronauts is a huge problem. Spaceships do not usually have medical doctors
among the crew, so astronauts who get appendicitis on a long space journey will
die (16).
______ D. NASA physician Patrick Clinton states that one big problem is
keeping astronauts in good physical health. Medical treatment might take days or
weeks to get because there may not be a doctor on the spaceship. Ordinary illnesses
such as appendicitis and ulcers could be deadly because it would take too long to
get to a doctor (16).
11. Assessing a paraphrase for plagiarism.

a) Read the texts below and then answer the questions that follow:
Original text:
65
Traditionally, in oral and written discourses, the masculine pronoun 'he' was
used as a pronoun to refer to a person whose gender was unknown or
irrelevant to the context. Recently, this usage has come under criticism for
supporting gender-based stereotypes and is increasingly considered
inappropriate.
Paraphrase 1 Paraphrase 2
If the gender of a person was not In oral and written discourses, it has
known or was unimportant to the been traditional to use the masculine 'he'
meaning of oral or written discourses, as a pronoun to refer to an individual
it was customary to use the masculine whose gender was not known or
form of 'he' when a pronoun was irrelevant to the context. Increasingly, in
required. In modern usage, however, recent times, this usage has been
there has been growing concern about criticized for supporting gender-based
this practice because it appears to stereotypes that are considered
privilege stereotypes based on gender inappropriate (reference).
(reference).
b) Compare paraphrase 1 and 2 to the original text and answer the
following questions:
1) The meaning is the same. a) Paraphrase 1 is acceptable
2) Most of the words have been changed. b) Paraphrase 2 is acceptable
3) The sentences have been significantly c) Paraphrase 1 & 2 are both
restructured. acceptable
4) The information is referenced.
5) The rules for paraphrasing have been
followed.
12. Paraphrase the following:

Example: PaLess [grocery] is closed because of the bad weather conditions.
➙ Since the weather is terrible, the grocery store is not open
1) For many people across Europe, the introduction of the Euro has led to
price rises in many everyday goods.
2) Women have traditionally been seen as mothers and home-makers and it is
only in recent years that they have been making significant inroads into
the job market. There is still a long way to go before they achieve
complete equality with men but the situation has definitely improved.
3) The student requested that the professor excuses her absence,
but the professor refused.
4) There will be a music concert next to Vienna coffee shop. Would you like
to go?
5) International Center is hosting English Conversation classes. They help non-
native speakers of English practice their English speaking skills.
66
6) The car that was pulled over by the police officer yesterday just had an
accident. That driver is not careful.
13. Follow these steps to practise paraphrasing:
– Choose an important idea or detail from your notes.
– Without looking at the original source, restate the idea in your own words.
– Check your paraphrase against the original text in the source. Make sure
both your language and your sentence structure are original.
– Revise your paraphrase if necessary.
WORD LADDER
The aim is to change the word at the top of the ladder into the word at the
bottom by altering one letter each move. A clue for the word to be filled in is
given.
COLD
1) Courageous __________________________________________________
2) Without hair _________________________________________________
3) A group of musicians __________________________________________
4) Could you give me a … with this, please? __________________________
5) Old habits die ... ______________________________________________
6) A diamond, a heart, a club or a spade _____________________________
7) Nurses take ... of patients _______________________________________
8) You'd better remind me in … i forget _____________________________
9) All the actors in a play
10) I wouldn’t put … to cheat at cards _______________________________
11) Could you ... this letter for me? _________________________________
12) A place for sheltering ships ____________________________________
13) What .... of music do you like? __________________________________
14) I’ve got a .... throat from shouting _______________________________
15) The harder you work, the.... progress you'll make ___________________
16) A female horse ______________________________________________
17) A kind of rabbit _____________________________________________
18) There’s no … in trying ________________________________________
WARM
SUMMARY AND MAIN IDEA

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
67
Remember!
A summary or abstract of a reading passage always has two important features:
- it is shorter than the source (one-tenth to one-quarter the length of the original passage)
- it captures the same message as the original but without the same words
Whatever you're summarizing, the task is the same: to convey the essential message
(or information) accurately and succinctly, in your own words.
Conventions to follow in a good summary: avoid using questions; avoid first person;
avoid dialogue; do not begin a summary with “This passage was about...” or “What I read was... .
1. a) Read this passage. What is the topic sentence?

Culture Shock
'Culture shock' is the state of being confused when in contact with a different
and unfamiliar civilization. 'Shock' suggests something that is negative: this
may be true, especially at first. Typically, a person going to study in another
country for the first time may miss family and friends and, consequently, feel
homesick. The person may have sleeping difficulties and, in extreme cases,
may become depressed or ill.
b) Now read this summary of the passage above. Discuss whether it is a
reasonable summary. Is there anything you would change?
Culture shock is the confusion caused by contact with an alien society.
Initially, reactions may be negative.
2. a) Read the following passage on leisure activities. Make notes on it and

summarize it in one sentence:
In Britain, the most common leisure activities take place at home and include
entertaining friends and relatives. Watching television is by far the most
popular pastime as 99% of homes have a TV set, and the average viewing
time is about 26 hours a week. In addition, using and hiring video tapes is also
very popular, with 80 % of homes having a video recorder. Listening to the radio
is virtually universal as almost every home has a radio; it is listened to, on
average, about 16 hours a week.
b) Now very briefly describe the most popular leisure activities in your
country.
3. Read each passage and

1) create a title for the passage related to the main idea.
2) accurately summarize the text.
3) your summary must describe all key ideas from the text.
4) do not include opinions or personal info in your summary.
5) highlight or underline key ideas in each passage.
68
a) Picture this: a herd of elephants flies past you at sixty miles per hour,
followed by a streak of tigers, a pride of lions, and a bunch of clowns. What
do you see? It must be a circus train! One of the first uses of the circus train
is credited to W.C. Coup. He partnered with P.T. Barnum in 1871 to expand
the reach of their newly combined shows using locomotives. Before circus
trains, these operators had to lug around all of their animals, performers, and
equipment with a team of more than 600 horses. Since there were no
highways, these voyages were rough and took a long time. Circuses would
stop at many small towns between the large venues. Performing at many of
these small towns was not very profitable. Because of these limitations,
circuses could not grow as large as the imaginations of the operators. After
they began using circus trains, Barnum and Coup only brought their show to
large cities. These performances were much more profitable and the profits
went toward creating an even bigger and better circus. Multiple rings were
added and the show went on. Today, Ringling Bros. and Barnum and Bailey
Circus still rely on the circus train to transport their astounding show, but
now they use two.
– Title related to the main idea of the passage: __________________
– Summarize the passage in your own words.
b) The fastest thing in France may just be the fastest ground transportation in the
world. The TGV (Train à Grande Vitesse) is France’s national high speed rail
service. On April 3rd, 2007, a TGV test train set a record for the fastest
wheeled train, reaching 357.2 miles per hour.
In mid 2011, TGV trains operated at the highest speed in passenger train
service in the world, regularly reaching 200 miles per hour.
But what you may find most shocking is that TGV trains run on electric
power not petrol. Now if you’ll excuse me; I have a record to catch.
– Title related to the main idea of the passage:______________________
c) Giddy-up, cowboys and girls! In the Southwest during early half of the 1800s,
cows were only worth 2 or 3 dollars a piece. They roamed wild, grazed off of
the open range, and were abundant. Midway through the century though,
railroads were built and the nation was connected. People could suddenly
ship cows in freight trains to the Northeast, where the Yankees had a growing
taste for beef. Out of the blue,
the same cows that were once worth a couple of bucks were now worth
between twenty and forty dollars each, if you could get them to the train
station. It became pretty lucrative to wrangle up a drove of cattle and herd
them to the nearest train town, but it was at least as dangerous as it was
profitable. Cowboys were threatened at every turn. They faced cattle rustlers,
stampedes and extreme weather,
69
but kept pushing those steers to the train station. By the turn of the century,
barbed wire killed the open range and some may say the cowboy too, but it
was the train that birthed him.
– Title related to the main idea of the passage:_______________________
d) Electric trolley cars or trams were once the chief mode of public
transportation in the United States. Though they required tracks and electric
cables to run, these trolley cars were clean and comfortable. In 1922, auto
manufacturer General Motors created a special unit to replace electric trolleys
with cars, trucks, and buses. Over the next decade, this group successfully
lobbied for laws and regulations that made operating trams more difficult and
less profitable. In 1936 General Motors created several front companies for
the purpose of purchasing and dismantling the trolley car system. They
received substantial investments from Firestone Tire, Standard Oil of
California, Phillips Petroleum, and other parties invested in the automotive
industry. Some people suspect that these parties wanted to replace trolley cars
with buses to make public transportation less desirable, which would then
increase automobile sales. The decline of the tram system in North America
could be attributed to many things – labor strikes, the Great Depression,
regulations that were unfavorable to operators – but perhaps the primary
cause was having a group of powerful men from rival sectors of the auto
industry working together to ensure its destruction.
– Title related to the main idea of the passage:______________________
e) In 1610, Galileo Galilei published a small book describing astronomical
observations that he had made of the skies above Padua. His homemade
telescopes had less magnifying and resolving power than most beginners’
telescopes sold today, yet with them he made astonishing discoveries: that the
moon has mountains and other topographical features; that Jupiter is orbited
by satellites, which he called planets; and that the Milky Way is made up of
individual stars. (From David Owen, “The Dark Side: Making War on Light
Pollution,” The New Yorker (20 August 2007).
– Title related to the main idea of the passage: ___________________
f) In American society, introverts are outnumbered about three to one.
As a result, they must develop extra coping skills early in life because there
will be an inordinate amount of pressure on them to “shape up,” to act like
the rest of the world. The introvert is pressured daily, almost from the
moment of awakening, to respond and conform to the outer world. Classroom
teachers unwittingly pressure introverted students by announcing that “One-
third of your grade will be based on classroom participation.” (From Otto
70
Kroeger and Janet M. Thuesen, Type Talk: The 16 Personality Types that
Determine How We Live, Love and Work. New York: Dell Publishing,
1989.)
– Title related to the main idea of the passage:____________________
4. You will hear a short lecture. Write a summary for a fellow student who
was not present at the lecture. You should write 50–70 words. You have 10
minutes to finish this task. Your response will be judged on the quality of
your writing and on how well your response presents the key points
presented in the lecture.
https://learnenglish.britishcouncil.org/skills/listening/advanced-c1/the-history-
of-hand-gestures
5. Paraphrase and summarize the following paragraph in the number of

words in brackets:
a) One restriction would arguably be on food advertising. 95 % of these during
children’s television programs were for products high in fat, salt or sugar
(Grissom, 2010) and many, including the World Health Organization, believe
that there is a link between such foods and increasing levels of obesity and
high blood pressure. Yet for every
$1 spent by the WHO to combat these effects of a poor diet, the global food
industry spends $500, part of an annual industry worth $25 billion (WHO,
2009). It is obviously not a fair fight and as children’s health is at stake, there
is a strong case for a limitation on food advertising to the young. (30 words)
b) “... there is indeed considerable overlap between ethics and law.
In fact, the law is essentially an institutionalization or codification of ethics
into specific social rules, regulations, and proscriptions. Nevertheless, the
two are not equivalent. ... The law might be said to be a definition of the
minimum acceptable standards of behavior. However, many morally
contestable issues, whether in business or elsewhere, are not explicitly
covered by the law. ... In one sense then, business ethics can be said to begin
where the law ends. Business ethics is primarily concerned with those issues
not covered by the law, or where there is no definite consensus on whether
something is right or wrong.” (Crane, A. and Matten, D. (2007) Business
Ethics) (50 words)
6. Replace the words in bold with a synonym from the list below without
changing the meaning of the sentence. Remember that you may need to
change the form or, in some cases, the grammatical class of some words:
accomplish (v) adequate (adj) rely on (v) conduct (n)
71
dispose of (v) credible (adj) occupy (v) area (n)

manifest in (v) consume (v) exert (v) chemical (n)
1) Environmentalists are keen to persuade us to throw away rubbish and
waste in more environmentally-friendly ways.
2) Poisonous substances released into the sea may be absorbed by fish and
then find their way into the human food chain.
3) A growing number of scientists find it plausible that other life forms may
exist elsewhere in the universe.
4) Some countries have such great economic problems that they are forced to
depend on aid from richer countries in order to feed their inhabitants.
5) Before accepting an overseas student, a university will make sure that the
student's English is sufficient.
6) The North Americans use more energy and resources than any other
nation.
7) Although Mozart lived for only 40 years, he achieved a great deal in his
short life.
8) At examination time, go to the library early as all the places tend to be
filled very quickly.
9) Because of its economic and military strength, the USA exercises
considerable influence over world politics.
10) He suffers from a lack of self-confidence, as shown by his very poor
examination results.
11) Prisoners are sometimes released from prison early if their behavior has
been good.
12) If global warming continues, many regions of the world will become
drier while others may become wetter.
7. Correct the wrong usage of words to do with written work in these

sentences:
a) His PhD assignment was 90,000 words long and was on the history of US
place names.
b) Little Martha did her first dissertation in school today. It was called “My
family.”
c) We have to hand in an essay at the end of the course. It can consist of up to
five different pieces of work.
d) The teacher gave us the title of this week’s project today. We have to write
1,000 words on the topic of “If I ruled the world” and hand it in next
Monday.
e) At the end of this course you have to do a 5,000-word thesis which will be
assessed, and the grade will contribute to your final degree.
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f) I think I’ll do a study of people’s personal banking habits for my MSc

composition. It has to be about 12,000 words.
g) I’ve chosen to do a portfolio instead of the two exams, because
I like to do one single piece of work where I can research something that
interests me personally.
8. Read texts A and B below. Match the phrases to the examples from the
texts:
An incentive for wildlife conservation Counting the number of eggs a turtle
lays
A quantitative research method Observing animal behavior
A qualitative research method Income from tourism
Text A
Tourism can provide a strong incentive for wildlife conservation.
A report commissioned by the WWF found that Kenya's economy earns US$
250 million from tourism a year and that the Kenyan Wildlife Service
benefits directly from tourist income by about
US$18 million annually.
Text B
Research methods programs typically make a distinction between qualitative
and quantitative methods. In reality, however, the two often overlap. A
biologist researching the nesting behavior of sea turtles, for example, might
collect quantitative data about the time that turtles come up onto a beach, the
number of eggs they lay, etc., but they might also make observations about
the animals' behavior and about the attitudes of local people towards the
turtles: qualitative data. Both approaches will contribute to their final report.
9. Decide which paraphrase is better:

1. Adverts are a major part of everyday life.
a) Advertising is an important feature of daily life.
b) The influence of adverts can be felt in all aspects of our lives.
2. Adverts for the soft drink, Tango, have recently been banned for possibly
encouraging playground bullying.
a) Advertising for the fizzy drink, Tango, has been disallowed recently
for potentially leading to school bullying.
b) A ban on Tango adverts has been implemented recently,
as some felt the content could encourage school bullies.
10. Plagiarism Quiz. Answer the questions to see if you’re making great
decisions when you refer to others’ work in your own writing:
73
1) “Not TV or illegal drugs but the automobile has been the chief destroyer of
American communities” (37).
If you were going to use this information, would you
a) paraphrase it b) quote it
2) “The combination of the appearance of professional respect for scientific
rigor coupled with professional contempt for scientifically rigorous
behavior is toxic, a poison that infects more activities in North America
than the few I have pointed out here. It cripples foreign aid programs,
pedagogy, and illegal-drug policies, and it promotes dubious and harmful
medical treatment fads, nutrition and other lifestyle advice, and
agricultural recommendations” (99).
If you were going to use this information, would you
a) quote it directly b) paraphrase it
3) Here is a paraphrase of the above passage (with APA citation style);
tell whether it is
a) plagiarized b) not plagiarized and therefore acceptable
Jacobs (2004) warns of many future problems for North Americans
because of the unwillingness of workers in every industry to engage in
scientific thinking that requires hypotheses, testing, and evidence (p. 99).
4) Here is another paraphrase of the above passage (this time with MLA
citation); tell whether it is
a) plagiarized b) not plagiarized and therefore acceptable
When workers in any industry refuse to engage in scientific thinking,
according to Jane Jacobs in her latest book Dark Age Ahead, they risk
ruining foreign aid programs, pedagogy,
and illegal-drug policies along with medical treatment fads, nutrition and
other lifestyle advice, and agricultural recommendations (99).
5) “Ireland is almost miraculous in not having sunk into a Dark Age____.
Famine, Pestilence, War and Death devastated Ireland for centuries; its
population dropped from nine million to two million in the mid-nineteenth
century ____. But during all these ordeals,
the Four Horsemen of the Apocalypse were never joined by the fifth
demonic horseman, Forgetfulness. The Irish stubbornly remembered who
they were and what they valued, and refused to lose their treasured culture.
They accomplished this marvel largely through the fragile medium of song
____. Song is an extremely effective way of passing a culture down
through the generations ____. England now has the lowest productivity of
any country in the European community, while the Republic of Ireland has
surpassed it” (172-173). (Note: All entries are from Jane Jacobs’ Dark
Age Ahead (2004)
As much of this information is known, you wouldn’t give Jacobs
credit for telling Irish history; yet what she does want to point out in
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Dark Age Ahead is how certain cultures pulled out of a Dark Age.
Which of the following sentences is respectful to her own ideas while
still giving proper citation?
a) Song is the way that the Irish survived a Dark Age.
b) Song and other art forms can be important tools for societies to
preserve their own history and culture; the memory of both will
eventually lead to future success.
c) Jacobs points to the Irish as a culture that managed to overcome a Dark
Age because their songs inculcated in children and adults a love of their
rich history and culture; this knowledge eventually led to economic
success after centuries of oppression (172-173).
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Read the clues, then write the words. Start at the bottom and climb to the top.
In the service
11. Not the army,
air force, or marines, but 10. Hair that is not
the ___ . straight. Change one
Change one letter. letter.
9. To move your hand
back and forth to say
hello or good-bye.
Change one letter. 8. A hole in the side of a
hill or cliff.
Change one letter.
7. To tend to or have
affection for.
Add one letter. 6. Automobile.
Take away one letter.
5. A vehicle for carrying

things. 4. An illustration that
Take away one letter. gives information.
Change one letter.
3. A piece of jewellery
that may dangle from a
bracelet. Add one
letter. 2. Injury or hurt.
Add one letter.
1. Attached to your
shoulder. Take away
one letter.
Army
__________
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77
PLANNING AND ORGANIZING PARAGRAPHS

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
A paragraph is a group of related sentences that support one main idea. In general, paragraphs
consist of three parts: the topic sentence, body or supporting sentences, and the concluding or the
bridge sentence to the next paragraph or section. Paragraphs show where the subdivisions of a
research paper begin and end and, thus, help the reader see the organization of the essay and
grasp its main points
1. Range these steps to paragraph writing in the right order:

1) Organize your information 4) Proofread your paragraph
2) Write & revise your draft 5) Write supporting sentences and
paragraph examples
3) Brainstorm your information 6) Write the topic sentence
2. a) Match elements 1-3 with their corresponding characteristics a-h (there

are several answers):
a) are specific and factual.

1) A good topic
b) is neither too general nor too specific.
sentence … It clearly states the main idea of the paragraph but
does not include specific details.
c) signals the end of the paragraph.
2) Good supporting d) summarizes the important points briefly or
sentences …. restates the topic sentence in different words.
e) is a complete sentence with a subject, a verb, and a
controlling idea.
f) explain or prove the topic sentence.
3) A good concluding g) is usually the first sentence in the paragraph.
sentence … h) can be examples, statistics, or quotations
b) Choose the right answer:
1) Topic sentences do exactly the same thing the thesis sentence does.
a. True b. False
2) A topic sentence can include a transition in it.
a. True b. False
3) You can support your idea for a body paragraph with the following:
a. anecdotes or stories from your experience
b. facts or information you know about the topic.
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Unit 4. Essay Writing
c. a carefully worded thesis statement that goes after the topic sentence.
d. examples, whether they are real or hypothetical.
3. Write the sentences in the following paragraph in the correct order:

a) Indeed, says University of Alberta philosopher Leon Craig, the images of
manliness are now myriad – everything from "the muscle-bound caricature
and bluster of macho man to the fumbling wimp and the supersensitive
househusband who has overcome his patriarchal prejudices."
b) One major reason the warrior image is so appealing, among civilians as
well as military members, is that Western society today has ambiguous
and conflicting notions of masculinity.
c) Today's society offers no simple, absolute, and unimpeachable model of
manhood such as warrior societies offered.
4. a) Read the paragraph and tick the best topic sentence A, B, C or D:
___ It doesn’t rain very often in A: It is summer and it rained yesterday.
summer or winter. The sun usually B: Our country is very big.
shines all day. In winter, it can get C: I like the weather in our country.
cold in the desert, but in summer it is D: It can get to 50°C, for example.
hot in the desert and in the cities. I
love hot weather.
b) What is wrong with the other sentences?

a) It is an example. –
b) It is not general. –
c) It is about something different from the other sentences. –
5. The topic sentence is missing from this paragraph. Choose the suitable topic
sentence a, b, c or d:
A short paragraph can be about four sentences long as you only need a few
facts (evidence) to support your argument. If you are developing a complex
idea or argument, then your paragraph may be longer.
For example, a long paragraph could have up to ten sentences. Therefore, you
should aim to write paragraphs that are between four and ten sentences in
length.
a) The topic sentence must be used to start a paragraph.
b) The reader's attention is lost when paragraphs are too long.
c) In formal academic writing, the length of a paragraph may vary.
d) Paragraphs should be four to ten sentences long.
6. Read the two topic sentences a) and b). Write other 3 from sentences
1-6 below each topic sentence, in the right order, so that to obtain two
different paragraphs:
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a) I like doing different kinds of sport. b) Sport is good for you in different
ways.
1) So everyone should try to do sport 4) Sport also keeps you fit and
because it is good for you. healthy.
2) I also like running and cycling in a 5) For example, I play basketball a lot,
group. and I like it because I enjoy team
3) Firstly, you learn to work in a team, games.
and it helps you to be more 6) So, you can see I enjoy many
confident. sports.
7. Write four support sentences for each of the following topic sentences:
Topic 1: Shopping is fun.
Topic 2: Many tourists come to this country.
Topic 3: The high price of oil is bad for the economy.
8. a) Read the paragraph and tick the best concluding sentence A, B, C or D:
Sam is my best friend. I met him at school A: He is very good at football.

when we were seven. We were in the same B: I study Business at college.
class for ten years! After school, I went to C: For example, I will see him
college and Sam started working in a bank. next week.
Now he lives in a different city but we see D: He will always be my best
each other every month. friend
b) What is wrong with the other concluding sentences?
a. It gives new information about the topic. ______
b. It gives another example. _____
c. It is not about the main point _____
9. Read the topic sentences (TS). Match the supporting sentences (SS)
a-d, then add a concluding sentence (CS) for each paragraph:
TS: I enjoy studying at college TS: Everyone should go to college
SS1: _____________ SS1: _____________
SS2: _____________ SS2: _____________
CS: ______________ CS: ______________
a) You also meet new students and c) I study English, Maths and
teachers, and you learn to be more Engineering for twenty hours a week,
confident. and I like all of these subjects.
b) However, my favourite subject is d) Firstly, you can learn many new
Maths because the teacher is very nice. things at college which will help you in
the future.
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10. Read the following paragraphs and decide why they are correctly or
incorrectly written by choosing one of the answers below:
a) Incorrect because the supporting sentences do not match the topic sentence
b) Incorrect because a paragraph is a group of sentences, so each sentence does
not start on a new line.
c) Correct because the paragraph sticks to the topic sentence and starts the next
sentence on the same line as the previous sentence.
Paragraph 1
All students need to know how to write a good paragraph.
However, not all students know how to master this skill when they begin
university studies.
Poor paragraph writing can result in lowered marks in assignment tasks and
exams because markers are unable to interpret students' answers.
As academic success is so dependent on mastery of writing skills, students
need to learn this skill as quickly as possible.
Paragraph 2
All students need to know how to write a good paragraph. The main parts of a
paragraph are topic sentence, supporting sentences and concluding sentence.
Students may receive lower marks for poorly constructed paragraphs.
Paragraphs are different according to the subject areas.
Paragraph 3
All students need to know how to write a good paragraph. However, not all
students know how to master this skill when they begin university studies.
Poor paragraph writing can result in lowered marks in assignment tasks and
exams because markers are unable to interpret students' answers. As
academic success is so dependent on mastery of writing skills, students need
to learn this skill as quickly as possible.
11. Put the following sentences in the correct order to produce

well-organized paragraphs:
Paragraph 1
a) For a lightweight poster or sign, you can use either offset book stock or
cover stock.
b) You'll probably have to take your publication to a commercial printer,
however, since Bristol won't feed through most desktop printers or copy
machines.
c) The type of paper you choose for a poster or a sign depends on how it will
be reproduced and how it is going to be used.
81
d) If you need to create a more durable poster or sign, or create packaging,

Bristol stock is your best choice. (Microsoft publisher CD deluxe
companion, p. 185)
Paragraph 2
a) It's rare, but not unheard of, for mail to go astray.
b) And many corporate mail servers have had growing pains, too,
experiencing holdups and the odd deletion.
c) On the whole though, you can assume email will arrive.
d) However during 1997, AOL and Microsoft Network – to name just the big
players – had severe mail outages resulting in the delay, and in some cases
loss, of email.e) In general Internet email is considerably more reliable
than the postal service.
(The Internet and world wide web: The rough guide, (1997), p. 15)
Paragraph 3
a) Time may indicate the importance of the occasion as well as on what level
an interaction between persons is to take place.
b) The same applies for calls after 11:00 p.m.
c) Different parts of the day, for example, are highly significant in certain
contexts.
d) Our realization that time talks is even reflected in such common
expressions as, "What time does the clock say?"
e) In the United States, if you telephone someone very early in the morning,
while he is shaving or having breakfast, the time of the call usually signals a
matter of utmost importance and extreme urgency.
f) A call received during sleeping hours is apt to be taken as a matter of life
and death, hence the rude joke value of these calls among the young.
(Edward Hall, (1973), The silent language)
82
83
IDENTIFYING TEXT STRUCTURE

AND TYPES OF PARAGRAPHS
●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
Text structure refers to how the information within a written text is organized. A text might
present a main idea and details; a cause and then its effects; and/or different views of a topic.
Understanding text structures can help us make and interpret arguments.
1. Match the definitions 1-6 to the terms a-f:

1) An action and its results are a) chronological
discussed
2) Information is organized in order of b) problem and solution
time
3) A difficulty is described and an c) sequence / process
answer is offered
4) Differences and similarities of two d) cause and effect
or more things are discussed
5) Explains how something happens e) compare and contrast
or is done, step-by-step
6) Describes how something looks or f) spatial / descriptive
the arrangement of a space
A. Descriptive Paragraph
Remember!
In a descriptive paragraph you describe a scene or a thing or a person. The aim is to give a vivid
picture of the object. Only the significant details should be given in a descriptive paragraph.
Describing people
1. a) Match the parts of the paragraph with the information they should
contain.
1. Introduction a) comments & feelings about the person
b) general facts about the person: name, when, where
2. Main Body and how you first met him/her
c) hobbies, interests or any activities he/she takes part
3. Conclusion in
84
d) physical appearance
e) personality characteristics and justification
b) Read the following descriptive paragraph, observe the structure, and

extract the adjectives and the corresponding nounsplacing them under
the right heading.
I have first met Jane, our platoon commander, in my first year at the
academy. She is a great platoon commander and an example for all of us.
Jane is a head-turner not only by her natural beauty but also by her style.
She’s got long curly black hair that comes down to her waits, which she
wears in her free time tied with a scarf, hanging loosely down her back. Her
beauty is like the edge of a very sharp knife: long thin face with seashell pink
lips, high cheekbones, small round chocolate brown eyes, and long eyelashes.
Jane has a wonderful personality too. She is intelligent and an optimistic
person because she sees the glass as half-full rather than half-empty and
expects the best in all things. Another quality that I really admire at Jane is
tactfulness. She always knows how to get her point across without offending
people. She makes a difference in our lives by being a great example of
dedication, loyalty, courage, enthusiasm, initiative, and endurance. I respect
her a lot for her genuine leadership abilities.
Physical appearance Moral characteristics
2. a) Fill in the table with words from the list below. Using words from the
completed table describe your partner's physical appearance, and then
write a short paragraph describing the appearance of a relative of yours.
round, oval, slanted, ginger, of medium height, middle-aged, mole, teenaged, curly,
blond, tall, wrinkled, thick, balding, just over six foot, tanned, slim, thin, scar,
elderly, muscular, in his teens, well-built, in his mid-forties, overweight, curved,
wavy, pale, crooked, freckled, dimples, straight, skinny, beard, shoulder-length,
almond- shaped, short, moustache, long-legged, round-shouldered, in his late
forties, full
HEIGHT
BUILD
AGE
COMPLEXIO
N
FACE
HAIR
EYES
85
NOSE
LIPS
SPECIAL
FEATUPES
b) Decide which adjectives describe positive or negative qualities. Choose

any five of them and write sentences justifying each quality, then write a
short paragraph describing the character of one of your relatives.
patient, boring, pessimistic, mean, ambitious, generous, mature, interesting,
hostile, immature, friendly, impatient, tactful, good-natured, short-tempered, thick-
skinned, easy-going, hard-working, deceitful, fair, shy, helpful, aggressive,
reserved, outgoing, polite, cheerful
Positive Qualities Negative Qualities
e.g. My grandmother is very patient; she takes time and care with everything she
does.
c) Sentences can be linked together in a variety of ways. Read the examples

and say which words are used to link descriptions of similar qualities
and which to join descriptions of opposing qualities.
Similar qualities (both positive or both negative)
e.g.She is kind-hearted. She is cooperative.
She is kind-hearted and also cooperative.
She is kind-hearted and cooperative as well.
She is kind-hearted, as well as (being) cooperative.
In addition to being kind-hearted, she is also cooperative.
She is both kind-hearted and cooperative.
Opposing qualities (one positive and one negative)

e.g. He is usually well-behaved.
He can be naughty at times.

He is usually well-behaved but can be naughty at times.
He is usually well-behaved; in spite of this/nevertheless/however, he can be
naughty at times.
Although/In spite of the fact that he is usually well-behaved, he can be
naughty at times.
3. Fill in the missing words in the definitions below. Choose from the following:
86
big shot – busybody – dark horse – diehard – fence – gate-crasher – grass – guinea
pig – lame duck – mole – old maid – rough diamond – scab – skinflint – slave
driver – sponger – swot – tout – underdog – whizz kid
1) A(n) ____ is someone who studies very hard especially when trying to get
good examination results.
2) A(n) ____ is someone who continues to work when his / her fellow-
workers are on strike.
3) A(n) ____ is someone who dislikes spending or giving money.
4) A(n) ____ is someone who offers tickets that are in short supply
for sale for a price higher than usual.
5) A(n) ____ is someone who is very important or influential.
6) A(n) ____ is someone who is used as a subject in medical or other
experiments.
7) A(n)____ is someone who turns up at parties without being invited to
them.
8) A(n) ____ is someone who works inside an organization for a long time in
order to provide secret information to the enemy.
9) A(n) ____ is someone who is always taking money and things off other
people, usually by taking advantage of their generosity or weakness.
10) A(n) ____ is someone with modem ideas who works with energy and
enthusiasm and achieves great success in his / her job while still young.
11) A(n) ____ is someone who buys and sells stolen goods.
12) A(n) ____ is someone who refuses to change his/ her ideas and opinions
(usually political ones).
13) A(n) ____ is someone with a kind and generous nature, but whose
outward appearance or manner is rather rough.
14) A(n) ____ is someone who is expected to lose in a competition with
someone else, or a weaker person who is always treated badly by others.
15) A(n) ____ is someone who is very inquisitive about other people's affairs.
16) A(n) ____ is someone who has greater capabilities than he/she shows or
than people are aware of.
17) A(n) ____ is someone who informs the police about the people concerned
in a crime. This person is often a criminal himself/herself.
18) A(n) ____ is someone who is weak or a failure in some way and has to be
helped by others.
19) A(n) ____ is a woman who is unlikely ever to get married.
20) A(n) ____ is someone who makes people work very hard.
Describing places
4. a) Match the parts of the paragraph with the information they should
contain.
1. Introduction a) feelings & final thoughts about the place / building
87
and / or a recommendation
2. Main Body b) overall took and particular details (Place: sights,
facilities, free-time activities Building: first look and
3. Conclusion specific details)
c) set the scene (name & location of the place /
building, reason(s) for choosing the place / building)
b) Read the following descriptive paragraph, observe the structure,

and extract the words and phrasesthat describe the place and then
arrange them under the right heading.
Set in the southwest part of Minneapolis, Lake Harriet is a great place to to
swim and relax. In the summer, the water is warm and clean,
and the beaches attract people seeking relief from a midsummer scorcher. In
addition to swimming, visitors to the lake can go canoeing, sailing,
windsurfing, or fishing. The blue water is a refreshing, tempting sight. The
sweet scent of sun block wafts through the air from sunbathers lying on the
beach. Children laugh and splash in the water and nearby volleyball games
stir passionate shouts in the heat of competition. Meanwhile lifeguards sit
atop their towers and make sure everyone is safe. In the distance, sail boats
catch the soft breezes that ripple Lake Harriet’s surface, and canoeists glide
quietly past. This is what summer is all about!
5. Look at the following list of phrases and match them with the pictures, then
identify each sense used. Finally read the example and write short
descriptions for any two of the pictures.
crowded streets, glossy green peppers, burning sand, icy cold air, colourful shop
signs, snow-covered mountains, whistle of cold wind, crystal-clear water, tall
buildings, car horns beeping, fresh scent of pines, swaying palm trees, acrid smell
of old tomatoes, hurrying passers-by, colourful stalls, exotic plants, towering
peaks, shrill cries of tropical birds, soft snow, cheerfully shouting stallholders,
salty sea smell
A.
Figure 1 Source: https://www.google.com/search
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B.
Figure 2 Source https://www.google.com/search

C.
D.
e.g. The icy cold air blew around the towering peaks of the snow-covered mountains.
The fresh scent of pines filled the air. I heard the whistle of the cold wind as the soft
snow fell around us. No view on earth could be more wonderful.
89
6. Listen to three people describing their home place. Write the expressions
that each speaker uses to describe the place where they live:
https://www.youtube.com/watch?v=xv7zmrRPHZs
Speaker Place Expression
Speaker 1:
Speaker 2:
Speaker 3:
7. Your school is doing a project about towns and cities. You have been asked
to write about your favourite place in your neighbourhood.
You should:
• explain where this place is
• describe what you can see and do there
• explain why you like it
8. Choose one of the topics below and write a short paragraph (60-80):
1) Describe a place where you spent a memorable holiday … and explain
why you particularly liked or disliked this place.
2) Describe an experience in which you tried something new … and explain
how this experience has influenced you.
3) Describe something special that you bought … and explain why this item
is special to you.
4) Describe a place which is important to you …and explain what influence it
has on your life.
5) Describe someone you admire.
You can use such phrases as:
● Its main effect on me has been …
● I feel attached to this … because …
● The main reason for my reaction was
● What I’ve learnt from this is …
● The influence this has had on me is …
● This taught me an important lesson: …
● I particularly liked/disliked this … because
B. Comparing & Contrasting Paragraph
Remember!
90
a) When you compare two things you have to bring out the similarities between them in a
convincing manner. Sometimes you will need to use a simile or a metaphor.
b) When you contrast two things, the differences have to be expressed in an explicit manner. Use
linking words like but, whereas, on the other hand, on the contrary etc.
9. a) Read the following paragraph and circle the comparison conjunctions:

My house and my car are similar in many ways. First of all, both places are
untidy. In my house, you can see clothes strewn on chairs, papers littering all
surfaces, and dishes in the sink. Similarly, in my car, the back seat and floor
are covered with sports clothes and shoes, books, empty soft-drink cans, and
gum wrappers. Second of all, I like to spend a lot of time in my house and in
my car. After work,
I usually go home, eat dinner, and flop down onto the sofa to watch videos or
read a book. Likewise, on weekends, I usually take long
out-of-town trips in my car; sometimes I even sleep in it to save money on
hotels. Finally, I do some identical activities in my house and in my car. In
my house, I get dressed, listen to loud music, and eat. In the same way, I
change into my sports clothes in the car, listen to loud music on my car
stereo, and eat snacks on my way home after work or the gym. Although I
treat my home and my car alike, I should probably clean both of them up, so
that people won't be afraid to visit or drive with me!
b) The following paragraph contrasts the writer’s two cousins. Three major
differences are identified, and each of these is illustrated with several
specific examples. Read the paragraph and circle any transitions. Then
write the transitions in the appropriate blanks below.
My cousins Joanne and Mary couldn’t be more different. First, Joanne is a
total nonconformist. For one thing, Joanne’s appearance is bizarre. For
example, her hair is partially shaved and dyed pink, and she’s covered in
tattoos. In addition, her favorite clothes are ripped and have pictures on them
of things like skulls. Furthermore, Joanne has a wild personality. For
instance, she’ll do outrageous things, like the time she got her nose pierced.
Another time, she hitchhiked to San Francisco at 2:00 a.m. Finally, when it
comes to interests, Joanne is really into music. She plays the guitar in a punk
rock band, and she loves to go to clubs and concerts to check out other bands.
In contrast, Mary is the total opposite of Joanne. For one thing, Mary’s
appearance is very conservative. For instance, her naturally blond hair is
usually in a ponytail, and her favorite clothes are sweats or a soccer uniform.
Unlike Joanne, Mary is the type of person who likes to follow the rules. For
example, she’s never missed a day of school, and she can be relied on to be
the designated driver any time she goes out to a party. Finally, Mary is a jock.
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She plays almost every sport,

but soccer is her favorite. When she’s not playing sports, she’s watching
them on television or in person. Truly, if I didn’t already know that Joanne
and Mary are cousins, I would never guess that they’re related to each other
because they’re complete opposites.
1) What three transitions introduce Joanne’s character traits:

nonconformist, wild personality, interests?
a) ________; b) ___________; c) ___________
2) List two transitions used in describing Mary that show contrast:
a) _________; b) __________
3) List two transitions used to introduce examples:
a) _____ ____; b) ___________
4) List two transitions used to add another example:
a) __________; b) ___________
5) What transition is used to signal the conclusion? ________ ____
10. Write a paragraph / prepare a speech to compare and contrast the two
mess dress unifoms below (aspect; destination; component items; colour;
accessories, etc.); You can choose one of the two basic methods for
organizing comparing/contrasting paragraphs: the point by point method
or the block method:
Your paragraph / speech will contain:

– a topic sentence (TS)
– four to ten supporting sentences (SS)
– a concluding sentence (CS)
● Use linking words to make your text / speech coherent.
A. US Army B. British Army
11. Choose one of the topics below and write a short process paragraph
(60-80 words)
● Two close friends
● Two places you have visited
● Fast-food restaurants and high-class restaurants
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● An online class compared to a traditional face-to-face class
C. Process or How-to Paragraph
Remember!
A process paragraph describes how to do something step-by-step. First, you write a topic
sentence that states what the process is. Then you explain each step clearly.
12. Complete the text with suitable words in the box:
first; the first step; after that; while; from then on; then; before; when;
the last step; next; after; meanwhile; finally; the next step;
I make lemonade for my own enjoyment, even though it is easy to buy it at

the store. (1) ____, I get six lemons to make lemonade. (2) ____
I cut the lemons in half and squeeze out the juice. I pour the juice through a
strainer to take out the seeds. (3) ____, I add about a half cup of sugar to a
cup of hot water to dissolve the sugar. (4) ____,
I mix the lemon juice, sugar, water and several more cups of water in a
pitcher. I add lots of ice to make it cold. It is delicious, and it is my favourite
summer drink.
13. Read the following paragraph and answer the questions:

(TS) Getting a puncture is one of the most common problems.
(SS) First, the nuts on the wheel should be loosened. The second step is to
raise the car with a jack. Next, the nuts are removed and the wheel is taken
off. After that, the spare wheel is put on, and the nuts are replaced. Then, the
car is lowered to the ground. Finally, make sure the nuts are completely
tightened before you drive away.
(C) It can be seen that changing a tire is not difficult.
1) Does it have a topic sentence?
2) How many supporting sentences are there?
3) Does it have a conclusion?
4) Underline the sentence connectors and explain their use.
14. Choose one of the topics below and write a short process paragraph (70-90
words):
Example:
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Topic: ● How to get good results in an exam.
(Topic statement) If you want to get good results in an exam, you should carry
out three steps. (Supporting sentences) Firstly, you should revise theories of
all subjects. Secondly, you should discuss them with your colleagues and
teachers about the difficult matters. Thirdly, take some time to relax after you
finish studying; you need to be in good mental and physical condition for the
exam. And the last thing is to keep a positive attitude. (Conclusion) If you
follow the three steps above,
you will be successful in the exam.
● How to impress your teacher

● How to build a tree house
● How to make a pizza
● The best way to lose weight
● How to make a beautiful flower arrangement
● How to pass a math test
● How to change a flat tyre
D. Cause and Effect Paragraph
Remember!
Paragraphs structured as cause and effect explain reasons why something happened or the
effects of something.
15. Read the following paragraphs A & B. Underline the topic sentence and
also underline words that specify cause and effect.
a) The ocean’s delicate coral reefs are affected by changes caused by humans.
To illustrate, dumping waste products and garbage in the sea result in
changes in the natural environment. Due to these changes the ocean becomes
polluted, and as a consequence, coral reefs are damaged. When the ocean
becomes extensively polluted, coral reefs die.
b) Good health is affected by a balanced diet. On the other hand,

if we do not eat well, this could cause problems and we could become very
sick. For instance, if our diet lacks Vitamin A, blindness may result. Many
problems affecting the skin and the teeth are due to a lack of Vitamin C.
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When our diet contains recommended amounts of Vitamin A and C,

however, our ability to fight diseases like cancer is greatly affected. So it
makes sense to eat well because this results in a longer and healthier life.
16. It is useful to distinguish between the cause and the effect. In each of the
following (1-5), one sentence is the cause and the other is the effect. Write a
“C” next to the cause, and write an “E” next to the effect.
Then rewrite the sentences into one sentence. Be sure to use vocabulary
that specifies cause and effect.
(1) ___ (a) There is no life on Venus. ___ (b) There is no atmosphere on
Venus.
(2) ___ (a) Solar batteries need to be recharged frequently. ___
(b) Solar batteries are impractical for powering cars on long trips.
(3) ___ (a) The element silicon melts. ___ (b) The temperature is above
1410°C.
(4) ___ (a) Daily exercise strengthens the heart. ___ (b) Many people who
exercise daily have healthy hearts.
(5) ___ (a) Cakes and candy are high in sugar. ___ (b) Cakes and candy are
bad for the teeth.
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17. In (a), (b) and (c), below, there is one sentence that contains a cause or an
effect. Write one or two sentences that describe corresponding effects or
causes.
Example:
Cause: Nitrogen oxide from car exhaust causes problems.
Effects: One effect is that air pollution is produced by car exhaust. Car
exhaust results in acid rain, as well.
1) Cause: Not eating a balanced diet results in bad effects.

Effects: _____
2) Cause: Because of today's computers we can do many things.
Effects: _____
3) Cause: Trees, flowers and other plant life have positive effects.
Effects: _____
4) Effect: My best grades are in science courses.
Causes: ______
5) Effect: More and more forest plant life is being destroyed.
Causes: _____
6) Effect: I feel healthy.
Causes: _____
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E. Argumentative Paragraphs
Remember!
An argument is an opinion, or a claim supported by facts, or evidence. The purpose
of an argument is to convince or persuade. The main parts of an argument are: opinion,
counterargument, reasons, and evidence.
18. a) Read the statements and:

• Identify each item in the table below as a fact or an opinion.
(F = fact, O = opinion)
• For each fact, add an opinion about the topic. For each opinion,
add a relevant fact about the topic.
Add your
Fact or Opinion? F/O
fact / opinion
1) Math is the most challenging academic
subject
2) Michigan’s state flower is the Apple
Blossom.
3) All people should own dogs for company
and protection.
4) Basketball is more exciting to watch than
football.
5) Students are not allowed to have phones in
class.
b) In the following paragraph, identify:

• the writer’s opinion
• the writer’s counterarguments:
Smoking
Smokers claim that their personal rights are being denied as more and more
public places are declared “smoke-free.” In addition, bar owners are losing
businesses because their smoking customers are staying home. While both
smokers and bar owners have valid arguments, what they must realize is that
sometimes we have to sacrifice as individuals in order to help society as a
whole. Even though it is an individual’s choice to do damage to his or her
lungs by smoking cigarettes, innocent non-smokers do not have a choice if a
smoker is around. They should not have to expose their lungs to second-hand
smoke when they go out for a drink or a meal. In addition,
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bar employees have the right to work in a smoke-free environment. Smokers

and bar owners can help keep the air clean and safe for the elderly, asthma
sufferers, other customers and employees by following the law.
c) Form a group with 2-3 classmates. Together, choose one of the topics
below and list the main arguments on one side, and the opposite
arguments on the other side:
Pro (in favour) Con (against)
 Students learn more / learn less by using computers in the classrooms.

 Couples should / should not live together before they get married.
 Immigrants should / should not give up their traditional ways to fit in their
new country.
 Parents are responsible / not responsible for their children’s bad behavior.
 Parents should / should not use spanking to discipline their children.
19. Write a short paragraph based on the brainstorming you did with your
group; begin by presenting the most typical opposing argument,
and then refute it. Use some of the transition words and phrases listed
below to switch from your own argument to the counterargument,
or vice-versa:
a) to introduce the counterargument:
• “There are people who believe____ and they may think that _____,”
• “The writer states that ____”
• Some people may feel that ____”
• Supporters of [this issue] claim that ____”
• Opponents of [this issue] insist that ____”
b) to come back to your own argument:
• “… however, I think that it is more important to consider ___ because __”
• “In spite of/Despite these arguments, I still think ____ because ____”
• The writer’s point has some validity, but ____”
• It is true that____; however, ____”
• Some people may feel that ____, but I disagree because _____”
Example: Many people nowadays believe that technology has improved our
quality of life. They feel that with technology we live happier lives because it
makes our work easier: cars take us places, computers store our information,
machines wash clothes and dishes, and so on. However, the knowledge required
to use modern technology, especially computers, does not make life easier. ….
F. Problem / Solution Paragraph
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Remember!
A Problem/Solution paragraph presents a problem and describes two or more possible solutions to
that problem.
20. While writing a problem-solution paragraph, there are several steps to

follow. Match the headings with the corresponding sentences in the
paragraphs below:
1) Topic / lead sentence
2) Details of the problem(s)
3) Solutions
a) Astronauts face many problems in space caused by weightlessness. One of

these problems is floating around the cabin. To solve this problem, astronauts
wear shoes that are coated with a special adhesive. This adhesive sticks to the
floor of the cabin. Serving food is another problem. It won't stay put on the
table! Experts solved this problem by putting food and drinks in pouches and
tubes. It only needs to be mixed with water. Weightlessness also causes
problems when an astronaut tries to work. The simple task of turning a
wrench or a doorknob can be difficult. Since there is no gravity to keep him
down, when he exerts a force in one direction, the opposite force may flip
him over completely. To solve this problem, he must be very careful about
how much force he uses to do these simple tasks.
Here on earth, life is much simpler, thanks to gravity.
b) In the early 1800s, the United States needed room to grow.
The problem was most people lived in the East. The cities were crowded.
New land was expensive. Young families couldn’t afford to buy farms. Then,
as a solution, the United States government purchased land from France and
Mexico. Soon, the country stretched all the way to the Pacific Ocean. Settlers
rode in wagons or on horses, followed long, dusty trails across hot plains for
thousands of miles. There was no shelter. People slept in tents on the ground.
They had to watch out for wild animals like wolves and snakes. The trip west
could take months. Then a railroad was built that stretched from the East
Coast almost to the West Coast. The railroad made travel faster. More people
poured into the new lands. The settlers quickly built small towns where the
farming, fishing, and mining were good.
21. Choose one of the topics below and write a short problem-solution
paragraph:
● How can college students manage their money effectively?
● How to make long distance relationship work?
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● How can college students handle problems with roommates?

● Do people give military women the credit they deserve for such a physically
and emotionally demanding job?
PLANNING, ORGANIZING AND WRITING ESSAYS

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
Essays are shorter pieces of writing which require previous planning and practice (and a bit of
creativity). It often requires the student to hone a number of skills such as close reading, analysis,
comparison and contrast, persuasion, conciseness, clarity,
and exposition. Therefore, essays are (by nature) concise and require clarity in purpose and
direction.
1. a) Answer these questions:

1) When and why do people write essays?
2) What was the last essay you wrote? Who read it?
3) If your last essay received a mark, what were the reasons for the mark you
were given?
4) What do you find most difficult about writing essays, in your language
and in English?
b) You have been asked to write an essay. Put these eight writing stages into
the best order:
1) Add the finishing touches.
2) Write your thesis statement.
3) Check your language, spelling, punctuation and style, then correct if
necessary.
4) Work out what the essay question means and think about your own views
on the question.
5) Write your final essay.
6) Organize relevant information and your ideas on the subject.
7) Write a first draft.
8) Find information on the subject, for example from the library or the
Internet
9) Write the body.
10) Write the conclusion.
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11) Write the introduction.

12) Write a paragraph-by-paragraph plan for your essay.
c) Add the missing letters in the sentences below:

1) Discuss the topic, purpose and st_____ of the text you are going to write.
2) Think of as many id _____ as you can, and note them down.
3) Choose the best id _____, decide which of them go to _____ and make a
plan for each pa _____.
4) Decide on a logical or _____ for the pa_____.
5) Write a first draft of your te _____.
6) Give your draft to your partner and ask them to write co _____ on your
work so far. They might write about things they like about your te _____,
anything they di _____ or think isn’t needed, anything that isn’t clear, and
what they want to read more about.
7) Write your te _____, using a wide range of vo _____ and structures, and li
_____ your ideas together.
8) Check your text is the correct le _____, adding or reducing where
necessary.
9) Edit out any repetitions or points that are not re _____ to the topic.
10) Correct any er _____ in language, pu _____ or style.
d) Write the phrases 1-11 into the most appropriate section below:
Introduction: _______
The main body: _____
Counterargument: _______
Developing your ideas – persuasion & recommending ____________
Conclusion: ____________
1) Having said that …
2) I will set out to demonstrate that …
3) In this essay I will firstly cover the …
4) Most experts agree that the current …
5) Nevertheless, other factors need to be …
6) Of the three principal issues …
7) The generally accepted view is …
8) The ideal course of action would seem to be
9) There is strong evidence to suggest that …
10) Therefore, the most appropriate response …
11) This could lead us to suppose that …
12) Unless they respond to these findings, …
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2. Different paragraphs usually deal with a different point of the text.

Look at the plan and answer these questions. What paragraph(s):
1) refer(s) back to the beginning of the text?
2) tell(s) you what to expect in the rest of the text?
3) attempt(s) to catch the readers’ attention and make them want to read on?
4) probably contain(s) a mixture of reasons, examples and suggestions?
Rapid Riches
Paragraph 1
Give some statistics on the number of ‘newly rich’ people. Say how much
some of them are worth. Suggest it’s easy to make a fortune and here are
some ways how…
Paragraph 2
Marring for money – say why it’s quite easy and give two ways of meeting
rich people.
Paragraph 3
Making money from music – give an example of someone’s who’s got rich
through singing/ writing songs.
Paragraph 4
another way of getting rich – as 2 and 3
Paragraph 5
Reinforce that there are lots of ways of making money, it’s easy and fun.
a) Read the second paragraph from Rapid Riches below. Identify the idea
expressed in the topic sentence, the justification given for it and the two
practical suggestions.
b) Underline expressions which link separate sentences and circle those
which link clauses within the sentences.
c) Which expression links the paragraph to the rest of the text?
First of all, marry someone extremely rich. This is not as difficult as it
sounds, as among all those thousands of new millionaires we’ve been hearing
about there are bound to be some who, whether they realize it or not, are just
waiting to meet somebody like you. One way of improving your chances of
meeting them is to invest some of your hard-earned savings in an evening or
two at the top nightspots in town. Alternatively, to get to know the more
reclusive type of Mr or
Ms Super-Rich, register yourself with the most up-market computer dating
agency you can afford.
3. The sentences below form the basis of paragraph 3, but many of them are in
the wrong order, are too short or are not properly linked. Put them in a
more logical order to create a well-structured paragraph, and link them
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together using a similar style and tone to that in paragraph 2.

The first sentence is correct.
If the idea of a wedded wealth doesn’t appeal, how about recording or writing
a best-selling pop song? The songwriter can make a fortune too. A few years
ago singer Ricky Martin was a little-known Puerto Rican actor. He also
became very, very rich. When the hit single Livin’ La Vida Loca was
released he suddenly became internationally famous. He was playing minor
roles in soaps like ER.
4. Write paragraph 4 of this text yourself in about 100 words. Use the
planning stages above to help you.
Read the clues, then write the words. Start at the bottom and climb to the
top.
Official officers
8. Highest rank in the

military.
Take away two letters.
7. Usually. I like sweets
but don’t want any today.
Take away the last four
letters, then add three. 6. A group of people
born and living at the
same time. Take away
the last letter, then add
three.
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5. To produce or make 8
electricity is to it.
Add three letters after 4. What you do to
the “g”. cheese to make it into
7
small pieces. Add one
letter.
3. To judge or grade
others or things. 6
5 2. Very angry.
1. Someone who steals
from others on the high
seas. Take away one 4
letter, then rearrange
the second and third
letters. 3
___________
Private
A. Opinion Essays
Remember!
The opinion essay focuses on one opinion. There are no counterpoints. There are no contrasting
points of view. There is no comparison of advantages and disadvantages. You pick a point of
view that you are either in support of or against,
and you focus on it. Your supporting information will all contribute to that one point of view .
Linking words and phrases should be used to join one paragraph with the other.
Outline
I. Introduction: State your opinion clearly without using too many personal opinion words.
II. Main body: Give the first point supporting your opinion.
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Give the second point supporting your opinion.

Give the last point supporting your opinion.
III. Conclusion: Re – state your opinion, using different words.
1. Read the following model and:

a) Identify the linking words,
b) Underline the examples given to support each point raised.
Topic: Experiments on animals should be banned. Do you agree?
Animal Testing should not be Banned

Each year about five million dogs, cats, rabbits, rats, monkeys, and other
animals die in deadly dose tests which are performed in the U.S.
The subject of animal testing is very open to question. In my opinion, animal
testing should not be banned for a number of reasons.
The first reason for supporting animal testing is that many products must be
tested on animals to ensure that they are safe for use by humans. For example,
diabetics would not be able to inject insulin to control their diabetes if it had not
been developed by testing it on animals.
Moreover, the effects of certain chemicals such as insecticides can be
observed on animals and their offspring and results are achieved faster since
animals have shorter life duration than humans and the ability to multiply easily.
The final and most important point in favor of animal testing is that it is
aimed at finding cures for diseases such as cancer. Most of these tests cannot be
done in any other way. Forty years ago polio was a common tragedy amongst
children. Animal testing led to the discovery of a vaccine and now this disease is
very rare in developed countries. While some animals undoubtedly suffer, the end
justifies the means.
Contrary to popular belief, laboratory animals are not ill-treated and their
suffering is kept to a minimum. As already stated, I am in favor of animal testing,
provided that is conducted under strict conditions and that there is no alternative.
2. a) Read the following article and answer the questions following the text:
Genetic Science
TV star Pat Kennedy gives her opinion.
Scientists have made amazing discoveries over the last twenty years,
especially in the field of genetics. Already they can create strange new species of
plants and animals. They may soon be able to design new kinds of human beings
Do scientists really know what they are doing, and should we let them go on?
I think genetic engineering should be very carefully controlled.
To begin with, life on our planet has evolved slowly, over thousands of years. If we
change that process too quickly by tampering with genes, which are the building
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blocks of nature, we may cause terrible damage.

I worry, furthermore, where scientist will stop if we allow them to ‘play God’ with
our world, and whether they will be able to control the changes they are
unleashing. Lastly, we should consider how some governments could use genetics.
They might try to create ‘the perfect baby’ or design a ‘master-race’. This is a
nightmare scenario, of course, but it could happen.
It is true that genetic engineering can be used for the good, to detect or even
cure disease. Biotechnology can be commercially profitable, too,
in farming and in agriculture. To my mind, however, these factors still do not
outweigh the dangers.
In the wrong hands, genetic engineering can be used as a way of playing with
nature. Nobody knows what the effects will be if we allow this to go on without
strict controls. I think all of us should stop and think before we allow scientists to
develop these techniques any further – our survival could depend on it!
• Underline the topic sentence in each paragraph.

• Which paragraph in the model essay:
1) gives the writer’s opinion and reasons for it?
2) restates the problem and the writer’s opinion?
3) sets out the problem in general and states why it is controversial
(=debatable, discussible)?
4) gives the other side of the argument and the reasons why the writer isn’t
convinced by them?
b) Read the article below, which gives a different opinion on the same topic,
Genetic Science:
(a) As it is only in draft form, there are grammatical errors. Correct
them.
(b) Does the writer put forward a logical argument for his opinion?
What is it?
(c) Which one of the two opinions on this topic do you agree with most?
Some of the most exciting progress in the science has happen in field of
genetics. It is now possible to grow plants who do not get diseases,
and to breed cows which produce more milk. The scientists can even create new
types of animals.
In my opinion, these development are very good news. In the first place,
doctors will soon be able to use the genetic engineering to help fighting disease.
They can tell you if there is a medical problem in your family which it could be
passed on to your children. Hopefully, he may then be able to alter the genes and
cure disease. This is particularly important on poor countries where people starve if
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the harvest will be bad. Finally, farmers can breed animals that produce more food,
and are therefore more profitably.
People sometimes argue that genetic engineering should be stop. They think
scientific advance is ‘unnatural’. However, I believe that scientists and doctors can
trust to use this knowledge responsibly. After all, peoples protested about things
like transplant surgery at the past but most people are in favour now. I feel sure
that, in the future, genetic engineering is of enormous benefit to us of all.
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3. Read the following short opinion essay:
a) Fill in the blanks with a word or expression from the list:

furthermore; recently; as a result; in conclusion; on the other hand
Genetic engineering brings with it more dangers than benefits and should be
banned worldwide. ____ (1), advances in science have demonstrated to us that
things that once seemed possible only in science fiction could become a reality.
The cloning of a sheep brought the possibility of using genetic engineering to
create new organs, or even whole human beings, one step closer.
Some people consider this to be a dangerous development, and believe that
all that research should be banned. Interfering with nature in this way could bring
with it dangers that none of us can imagine. We have no idea how an artificially-
created person might behave, or indeed how he or she might suffer. ____ (2), we
may find ourselves in a position which we do not like, but which we are unable to
reverse.
____ (3), many people would say that it is not for human beings to decide
what other human beings should be like. It is not only people with deep religious
beliefs who feel that it is wrong, for example, for parents to choose whether their
baby will be a boy or a girl, or have blue eyes or musical talent.
____ (4), the latest research in genetics has also opened the possibility of new
treatment for many diseases which up to now have been incurable. If it were
possible to prevent a baby from developing a hereditary disease by modifying its
genes, should we stop the scientists? If doctors could replace a diseased organ with
a new one grown from cells, should it not be allowed?
____ (5), I would say that genetic engineering has the potential to be both a
huge benefit and a terrible curse for humankind. To make sure that we benefit from
it, it will be necessary to control it very strictly. The real challenge will be to find
ways of monitoring the research that is conducted in laboratories all over the world
and to make sure that it is only used for the good of everyone.
b) In the list below you will find some more linking words and expressions
you can use to substitute for the ones used in the composition above. Can
you match the words with the blanks?
moreover; consequently; therefore; nevertheless; however; finally;

in addition; to sum up; nowadays; currently
4. Here you will find another example of opinion composition.

Read it carefully and complete with the words in the list.
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although; to sum up; such as; secondly; like;

personally; besides; think so; firstly; just.
Top sports people earn too much money nowadays

In most countries today top sports people, ____ (1) footballers, tennis players
and basketball players, get enormous salaries. In a week they often earn more than
ordinary people in a year. Is this really too much? ____ (2)
I don´t ____ (3). ____ (4), the active life of a professional sports person is relatively
short – they often retire when they are in their mid-thirties. ____ (5), many of them
don´t even play that long, as they often get injured, which means they have to retire
early.
____ (6), ____ (7) their salaries are very high they are not much higher than
those of other successful people in the entertainment industry ____ (8) pop singers,
actors or TV personalities, whose professional careers can last for fifty years. Sport
today is watched by millions of people, so it should be considered entertainment
____ (9) like the cinema or TV. ____ (10), I think that top sports people’s high
salaries are not unfair if you compare them with people doing similar jobs.
5. Read the essay and, for each blank, decide which two of the three given
answers are right and which are wrong:
Who learns faster – children or adults?
Small children seem to learn very quickly, ____ (1) adults sometimes appear
to lose the ability to pick up new subjects such as languages, music, games, or
computer programs. In this essay, I will discuss ____ (2) children or adults make
the best learners.
It is ____ (3) that children seem to learn very quickly. In just a few years,
they can learn how to play a musical instrument, speak one or even two new
languages, and deal with many subjects at school. They ____ (4) have time for
sports and hobbies, and become experts in their favorite pastimes. ____ (5), how
much of this is social pressure and how much is genetic? I am convinced that while
children's brains have a natural ability to absorb new information as part of their
developmental growth, much of their achievement is because of social pressure.
Schools force them to take many subjects.
Parents force them to practice new sports or to learn music. Even their
playmates force them to become better at computer games or to read Harry Potter
novels faster. ____ (6), children may enjoy learning, but their environment also is a
big motivating factor.
Adults ____ (7) are supposed to be poor learners. ____ (8), I disagree with
people who say that adults cannot learn quickly. Adults have many skills that
compensate for the decline in the ability of the brain to grasp and remember new
material.
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They can organize their learning by setting times for reading or practice.
They can build on skills and experiences they know already. Adults usually cannot
learn to do ballet or to play the violin, but ____ (9) these physical challenges, their
motivation can often be higher than a child's. ____ (10), society does not encourage
many adults to learn. People are busy with families and work, and some adults may
feel that further learning is pointless ____ (11) they have already achieved many
goals at work or in their personal life.
____ (12), I feel that we cannot generalize about children or adults being
better learners. It depends on the situation and the motivation of the person, and the
level of enthusiasm he or she has for learning.
1) a) while b) whereas c) since
2) a) if b) whereas c) whether
3) a) obvious b) undoubtedly true c) completely truth
4) a) even b) even though c) also
5) a) despite b) nevertheless c) however
6) a) as regards b) In summary c) to sum up
7) a) on the contrary b) opposite c) on the other hand
8) a) however b) although c) nevertheless
9) a) even in spite of b) even though c) even despite
10) a) unfortunately b) unluckily c) unlikely
11) a) furthermore b) since c) due to the fact that
12) a) in summary b) in conclusion c) to cut a long story short
6. a) Read the following essay and answer the questions below. It is written by
a student who went to the United States from Ecuador to study at
a university in New York. She wrote this composition in 50 minutes to pass
the final examination of an ESL writing course. At the time she wrote it,
she could not decide if she wanted to stay in the United States or return to
Ecuador:
The United States of America is one of the biggest countries in the world. It’s
famous because of its freedom and rights of liberty. It is well-known because its
population comes from all over the world. The immigrants can learn the United
States’ language, English, to keep this country united,
but it is unfair to change their culture for an American way of life.
I believe that recent immigrants should learn English in order to live in this
country. They should learn the “public language” to make a better this country. If
they don’t learn English, they won’t be able to communicate and do what they
want. For example, my mother’s friend came here from Ecuador three years ago.
She does not speak English. One day her daughter, Anita, couldn’t breath. She
didn’t know what was going on,
but she told her mother to call an ambulance. When her mother called the hospital,
she couldn’t talk. The operator couldn’t understand what Anita’s mother was
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saying Thank God; her sister arrived and called the ambulance. The doctor told her
sister that if she hadn’t arrived at the hospital on time, Anita could have died. A pill
had gotten stuck in her throat.
Immigrants should learn English to speak with the public, but they should
also keep their language at home. The children of immigrants should learn how to
speak their parents’ language. It is very important to communicate with our
relatives and family, in general. If we learn English only and forget our “private
language,” we won’t be able to communicate with our parents. For example,
Florence, my co-worker, speaks English only. Her mother didn’t teach her Spanish
(her mother language). Nowadays, Florence can’t communicate with her
grandparents or other relatives in Puerto Rico. She has lost her mother’s language,
tradition and culture.
Immigrants may replace their language with English, but it’s unfair to give
up their culture. They grow up with a way of living and it is difficult to their
language. They grow up with a way of living and it is difficult to change it because
they are in another country. They have the right to keep their culture and values.
We immigrants have the right to know where we come from and what our family’s
culture is. In this way, we can transmit it to our future generation. After all, one
amendment of the constitution of this country gives us the right. It is freedom of
religion, culture and speech.
In conclusion, immigrants should learn English in order to communicate with
the public and to keep the country united, but they shouldn’t exchange their culture
for an American way of life. They have the right to keep it
b) Answer these questions:

1) What is the writer’s main idea?
2) Make a list of the reasons or examples she uses to support main idea.
3) Is the author arguing in favor of immigrants’ keeping two languages, or is
she arguing in favor of immigrant’s keeping two cultures?
4) Give a title to the article.
c) Write a composition about the same topic. Persuade your readers,

starting with a generalization and using reasons and examples. Notice
how the author of the above article gives reasons and specific examples
to support her argument.Choose one opinion (a or b) from each of the
following pairs of thesis statements:
1) a) It is a good idea for students to work part time while they are going to
school.
b) Students should not work while they are going to school.
2) a) Young people should continue to live with their parents after they finish
their education.
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b) Young people should not move away from home after they finish their
education.
3) a) Wars are always wrong.
b) Wars are not always wrong.
4) a) Exams are not useful.
b) Exams do not check students’ knowledge.
B. Argumentative Essay
Remember!
An argumentative essay is a piece of writing related to science, technology, politics, health care,
etc where you need more than just an opinion to make your voice heard. This type of essay makes
a claim and then gives examples based on research, statistics, studies, and text citations.
Plan
Introduction (Paragraph 1): outlines the evidence you will present and states your thesis.
Body
Paragraphs 2 and 3: bring arguments in favour of the topic
Paragraph 4: brings argumentsagainstthe topic
Conclusion (Paragraph 5): restates your thesis and summarizes all of the arguments made in your
body paragraphs.
Tip. In an argumentative essay, try and avoid the use of the personal pronouns. Do not say, for
example, “I don’t think there are any easy solutions to this problem.” Instead, make your
sentences impersonal and present these ideas as facts, eg “There are no easy solutions to this
problem.”
1. Answer the question and explain your answer.

If you could be a cat, a star, or a book, which would you be?
2. Write an argumentative essay on these statements taking into account the

following:
a) Lots of people nowadays use social media to communicate with the world.
What are the advantages and disadvantages of such an activity? (200-250
words.)
b) Cigarette advertising should be banned completely. What do you think of this
statement? (150-200 words)
3. Listen to this one minute Steve Jobs speech.

a) Deconstruct the argument by writing out the four part framework: question,
claim, premise(s) and warrant.
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b) Evaluate this argument by describing his / her response (e.g. agree or

disagree and why with a specific argument and warrant).
c) Put the whole thing together in a well-written one page analysis.
4. The paragraphs in the sample essay are in the wrong order. Match them to
the following headings which are in the correct order:
a) Introduction and illustration of the argument
b) Analysis of the causes of the problem
c) Suggestions for solutions based on the analysis
d) Conclusion, including comments on the feasibility of the suggested solutions
Question: In many industrialized countries, juvenile crime is at record levels.
Why is this so and what can be done about it?
Juvenile Crime
A. To sum up, juvenile crime is a sign that there is something wrong with
society. Young criminals are not inherently bad; they are reaction to the
conditions in which they find themselves. It is only when these conditions
have been improved that crime rates will fall. To do this is expensive, and
requires more spending on employment, welfare and education, but to do
nothing would lead to a further deterioration in social order and would be a
false economy.
B. Juvenile crime is not new, but the crimes committed by young people today
are far more common and serious than they were in the past.
In a city such as New York, for example, it would not be considered
extraordinary if someone were held up at gunpoint by a twelve-year-old or
assaulted by a gang of teenagers.
C. The problem of juvenile crime can therefore only be solved by removing
those factors that cause it. Governments need to spend more on welfare*
benefits, but, more importantly, they need to create employment so both
parents and children feel that they are part of society and can contribute
towards it and benefit from it. Improvements in education are vital as well, so
that children from it. Improvements in education are vital as well, so that
children from
even the most disadvantaged homes have a base and can be
given encouragement and the opportunity to succeed in life.
Governments can do little to stop the decline in the traditional family, but
improved social conditions might allow more families to stay together.
D. Before one can suggest a solution, it is necessary to analyze the problem and
to see what has caused the explosion in juvenile crime. There are three main
causes. Firstly, the social environment in which many young people find
themselves in the inner cities plays a major role. Poverty and unemployment
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can create a sense of alienation, and a child who thinks that he has no hope of
achieving the wealth and happiness that other people have will often become
frustrated and violent. Secondly, in adequate education system may also be
partly to blame. If a child feels he is not valued and is a failure, he will be
prone to boredom and open to bad influences. Finally, the decline of the
nuclear family and of traditional moral values may also play a role, and a
child who grows up without the support of caring, loving parents may not
develop a sense of responsibility or consideration for others.
5. Write an essay of 250-350 words in which you express your opinion on each
one of the topics below. Use the plan provided in “Remember” section.
a) Military recruiters have been setting up offices in local high schools for years
now. A parent group has recently decided to challenge their presence in
schools. Do you think military recruiters should be removed from high school
campuses? Why or why not?
b) A NATO Agency is conducting research on the perception of military service
in the allied countries. You have been tasked with writing an essay on the
perception of the armed service in your society. Include the points below:
• advantages and disadvantages of military service
• social fears related to military service
• possible ways of promoting recruitment
c) Cigarette advertising should be banned completely.
C. Narrative Essays
Remember!
In a narrative essay, the writer tells a story about a real-life experience where he places a personal
experience within the context of a larger theme, such as a lesson learned. When writing a
narrative essay, the writer wants not only to tell a good story, but also convey why the story has
meaning.
1. a) Correct the underlined verbs in 1-6:

1) I read a book when my best friend Lisa rang me for a chat.
2) Ross is going to sell his motorbike, but then he changed his mind and kept
it.
3) Years ago I had been drinking very sweet lemonade, but I don’t any more.
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4) When we woke up in the morning, we noticed that someone broke a

window during the night.
5) As soon a she saw his photo, Valerie was recognizing Lomax as the
attacker.
6) I used to be standing in the queue for hours when at last the ticket office
opened.
b) Match them with uses a-f below.
1) A past action at a specific past time, or a past situation.
2) An activity in progress when something else happened.
3) Something that happened before a past event, or a specific past time.
4) An action over a period of time before a past event, or a specific past time.
5) Past plans that have not (yet) be carried out.
6) Something that happened repeatedly in the past, but does not happen now.
2. Read the following story and choose the correct past tense:
An unforgettable journey
I stood on the deck, staring at the huge waves. From the moment we (1) had
left / were leaving port and sailed into the English Channel,
the weather had got worse and worse. Now, lightning flashed across the sky, which
was covered in dark clouds.
Suddenly, the noise of the engines (2) had stopped / stopped.
The ship (3) slowed / was slowing, rolling heavily in the rough sea. A voice over
the loudspeakers (4) told / was telling us to remain calm – then added that a fire
had started in the engine room, and said that all passengers must go immediately to
the nearest lifeboat station.
We all (5) ran / had run onto the deck, following the signs to the lifeboats.
The ship’s officers arrived, made sure we had lifejackets and
(6) showed / were showing us how to put them on.
I (7) looked / was looking again in horror at the wild, stormy sea.
The thought of being out there in a tiny boat was terrifying. Minutes (8) had
passed / passed like hours, until at last a voice (9) was announcing / announced
that everything was under control and the danger was over.
We all (10) cheered / had cheered as the engines started again and the ship (11)
moved / was moving forward into the waves. I still couldn’t believe it was over –
not until we had reached port and I (12) was standing / had stood on solid ground
again!
3. Read the story below and underline the best alternative of the verbs in
italics.
Stephan Whitty (1) chatted/ had chatted / had been chatting to a few old
friends in a pub and (2) already had / had already had / had already been having a
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couple of beers with them before he (3) realized/ had realized/ had been realizing
he was late for dinner.
So, at nine o’clock, he (4) was leaving / left. As he (5) drove / was driving
home he (6) was seeing / saw in his mirror a police car following.
He (7) panicked / was panicking, (8) sped off / was speeding off at
100 miles per hour and (9) hid / was hiding in a bush.
After he had been sniffed out by police dogs he (10) was tested / had been tested
and (11) was found / was being found to be under the drink-drive limit.
However, Whitty, 24, (12) was fined / had been fined £ 1,000 for dangerous
driving and (13) was being / was banned for a year. He also learned he (14) would
have to/ was to / was going to have to retake his driving test.
4. Read the newspaper story below and change the verbs in brackets to the
narrative form which you think is the most appropriate. Sometimes there
may be more than one possibility.
Glen and Linda Thomas (1) ____ (feel) very excited as their jet
(2) ____ (take off)– in contrast with were feeling – which a longer state) from
Manchester airport en route to the Caribbean. They (3) ____ (wait) a long
time for this day – their daughter, Karen (4) ____ (get) married two days later
on the beach in Antigua. Unfortunately as soon as they (5) ____ (land) they
(6) ____ (tell) that they (7) ____ (not/ be able to stay) because of an
imminent hurricane. Because of this, the Thomas’s (8) ____ (fly) on the
Dominican Republic, where they
(9) ____ (stay) for four days. Meanwhile their daughter, Karen
(10) ____ (try) to switch her wedding to St. Lucia. When that (11) ____ (do)
her parents (12) ____ (agree) to fly back to St. Lucia. But at Gatwick they
(13) ____ (find out) that the wedding (14) ____ (delay) for another 24 hours
because of a storm. They finally (15) ____ (get) to the church on time after
they (16) ____ (spend) 28 hours in the air.
5. Which of these paragraphs is more interesting, A. or B? Why?

A. Last semester I met a good-looking guy in the cafeteria. We have become
good friends since then. I am so happy to come to BYU-Hawaii because I can
meet so many nice people from different countries.
B. "Is this seat taken?" a gentle voice behind me asked. I slowly turned around
to see who it could be. There, smiling and holding the typical brown cafeteria
tray, was the most handsome guy I had ever seen.
My heart skipped a beat as I muttered a quick "Yes, ah, I mean
No, it's not taken."
A. There was a fire in the dorm last Saturday morning. I couldn't believe it.
Someone left a rice cooker plugged in and it started a fire.
The security guard was really upset about the incident.
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B. Last Saturday morning, I was awakened by the sound of sirens outside my

window. I quickly looked around my small dorm room.
My roommate's bed was emptyand I could smell something strange in the air.
Suddenly, I started coughing. Then I realized what the strange smell was.
Smoke was coming from the room next door.
6. Read the following short stories and rearrange the sentences related to them
into an acceptable order.
a) Bird
I was with my friend Patrick in northern Norway up a) A bird attacked me.
in the Arctic Circle hitchhiking south from b) We were walking along
Hammerfest. We’d been trying to get a lift all the road.
morning but with no success. There was very little c) It screamed until we
traffic – perhaps one or two cars every fifteen were some distance
minutes. It was midday and we’d been walking for away.
hours following the empty road as it wound along d) I ducked. The bird just
the coast in and out of the fjords. But we didn’t missed me.
mind. It was a beautiful day –crisp and clear. The e) I was hitchhiking with a
only sound was our voices which echoed back at us friend in northern
from the folds of the mountains as we talked. Norway.
The air was still and the sea was calm. f) The bird flew to a peak
Suddenly from the corner of my eye I noticed a above us.
large black shape swooping towards me out of the g) We hurried away with
silent sky. Then a long ghostly scream … hearts pounding.
AIEEEEEE … I ducked instinctively just in time as
a huge bird rushed past my ears talons reaching out
wildly. I turned quickly and watched it soar up into
the empty sky and come to rest high above us on a
nearby peak.
The bird stood silhouetted against the skyline,
screaming bitterly, the harsh sound reverberating
eerily in the stillness. We hurried on, hearts
pounding, until the screaming stopped and silence
descended again.
b) “Are you sure it’s safe?” Josh asked his friend a) One of the ropes
Marty, who was just about to step onto the little snapped.
rope bridge. Josh looked down at the river far b) Marty grabbed Josh.
beneath them and swallowed hard. Unfortunately, it c) Josh started to cross the
was the only way to reach the other side, so he rope bridge.
knew they had to get across before it began to get d) Marty crossed the
dark. bridge safely.
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“Look, it’s as safe as houses,” said Marty e) Josh clung to the other
confidently as he put his foot onto the bridge. Once rope.
Marty was safely on the other side, Josh began to f) Marty and Josh walked
cross. The little bridge creaked under his weight, away from the bridge.
making him even more nervous than he already g) Josh moved carefully
was. He was almost half way across the bridge along the rope.
when suddenly one of the ropes snapped. Josh
screamed as the bridge fell to one side, leaving him
hanging over the fast-flowing river far below his
feet. Terrified, he clung to the other rope. “Keep Choose the best title:
calm! 1) An Underwater
Hold on!” Marty called to him. Josh looked across Adventure
to where his friend stood. Slowly, hand over hand, 2) An Accident in the Air
Josh moved carefully along the rope until he was 3) A Nasty Experience
close enough for Marty to grab him.
Safely on the other side, Josh lay panting on the
ground. He felt exhausted, but he was glad to be
alive. Marty asked him if he felt he could go on.
“Yes, I’m okay,” he replied bravely. “We’d better
go. It will be dark soon”. They both set off, leaving
the bridge and the terrifying incident behind them.
7. Circle the correct linking words in the text:

About a week ago / in the end (1) I went to Peter’s birthday party,
I bought him a present. I got to the party early but later / as soon as (2) I
arrived I gave him the present and he liked it. Then some more people came
and the party started. First / Suddenly (3) we had a drink. Next / During (4)
we had tea. After that / During (5) tea I talked to Sue but before/ as soon as
(6) we started talking her mother phoned. There was an emergency at home
and she went home.
But she came back later / as soon as (7). It was a summer evening and we
went outside. First / Soon (8) the moon came out and we all looked at the
moonlight in the garden. After that / During (9) we went back in again. We
played some music, talked and danced.
Suddenly / In the end (10) we all went home. It was a good party.
8. Match the beginnings to their endings:
a. Beginnings b. Endings
1) It was a cool August night. a) Relieved to be back home,
All was quiet and peaceful in my I lit the fire while Joanne unpacked
house as my parents and two sisters our things. We both realized how
were sleeping in their rooms. I was lucky we had been. Without having to
lying in bed, trying to fall asleep. say anything, we understood what the
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2) It was a freezing cold morning. other was thinking. There’s no place

Joanne and I were packing for our trip like home, don’t you agree?
to Bermuda. Our flight was leaving b) After being pulled out from
later that afternoon. “I can’t wait to under the pile of bricks, we both knew
enjoy the hot and sunny weather,” said how lucky we had been.
Joanne. We were truly ashamed of ourselves
3) Aggie and I had been bored all as we glanced at the crowd waiting
day at school. As we wandered home, behind the fence, especially since our
we decided to sneak into the old parents were there. Isn’t it true that
abandoned house at the edge of the curiosity killed the cat?
forest. Although our parents had told c) Back in my room, I felt confused
us never to go in there, we couldn’t and exhausted. I wasn’t sure if it was a
resist the temptation. I am sure that moment ago or hours ago when I had
you would have done the same if you been trying to fall asleep. “I must have
had seen this house. been dreaming,” I thought to myself.
4) Tina and her brother watched in d) As I waited for the taxi driver, I
horror as the water rose higher and looked around me one last time,
higher around them. “Don’t worry! I’ll hoping to see a familiar face. “Where
think of something,” said Tina’s is everyone?” I wondered.
brother nervously. e) As the rescue worker helped
5) I’m sure you all know what it them off the roof and into the boat, he
feels like to finally reach the end of a said, “That was smart thinking on your
journey, hungry and tired, only to find part, son.”
that nobody is waiting for you.
9. Fill the gaps with the missing words to complete the story:
Story line: John and Mary can’t agree on where they should take their
vacation. They share their personal preferences and try to persuade each
other. They worry that they can’t afford a vacation, but John has a surprise.
He has saved some extra money.
Travel Plans
John and Mary wanted to take a vacation. They had worked hard all year
and ____. But where should they go? To ____ or to a ____? “I want to go to
Mexico,” Mary said. “I heard ____and ____.” “I think I’d like to go to India,”
John replied. “I want to see ____ and ____.” “India is so far away,” Mary said
to him. “I think ____. Or we could travel to ____.”
“Or how about ____?” John said.
But no matter how much they talked, they couldn’t ____. John believed
____, but Mary wanted ____. How could they decide what would be best for
both of them? John opened the newspaper and saw ____.
He showed Mary the article, and ____. “That sounds like fun,” Mary said. “I’d
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love ____.” “We could swim during the day, and at night ____ or ____,” John
said. “And we could go shopping ____.”
Mary was happy with the idea, because ____ and ____. John wouldn’t
mind spending time at the beach, because ____. But there still was a problem.
“____?” Mary suddenly asked. “Do we have enough in the bank?”
John thought a moment, and then he ____. He opened the desk drawer and
____. He showed Mary ____, but she ____. John smiled at her and said, “____.
And if it’s not enough, ____.” “Oh, John,” Mary said happily.
“Now ____. This vacation ____.” Then he kissed her cheek, because ____.
10. Write two or three sentences to continue each of the stories below:
1) Something is Very, Very Different
When Jake woke up on Wednesday morning, he thought it was just another
day, as usual. He got dressed, ate breakfast, and prepared to go to school.
When he went outside, however, he realized that something was very, very
different . . .
2) The Money Envelope
It all started when I was walking home. I was waiting to cross a street when I
looked down, and there it was: an envelope, with thousands of dollars inside .
..
3) Million-Dollar Assignment
Anna was sitting in class on a Friday afternoon, when her teacher said
something that made her sit up. “Your assignment,” he said, “is to earn one
million dollars, and bring it to class on Monday.”
11. Read the story below. Add two or three sentences to finish it:
The Beach Trip
I had a fun day today. I went to the beach with my family. It was my first
time I had gone to the beach in North Carolina. We woke up early and drove for
two hours until we reached the beach. There was a lot of traffic.
We finally found a parking spot and walked to the sand. It was pretty outside
and the beach was very crowded. There were a lot of kids playing.
My dad set up a big umbrella. I laid my towel out on the sand.
My mom helped me put on sunscreen. I didn’t want to get sunburned.
I walked down to the water and stuck my toes in. The water was warm. It felt
good. I walked back to my family and told my brother to come swimming with me.
“I don’t want to,” he said. “Why not?” I asked.
“I’m afraid of sharks,” he said. ___________.
12. The paragraph below has 7 errors. Rewrite it, and correct the errors:
Usually when you ask people what his favorite place is, they will talk about a
distant place – maybe a beach or a beautiful mountains.
But my favorite place is my grandmother’s house. I started visit my
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grandmother on the weekends when I was younger. Last weekend, we played

games and go hiking! Although my grandmother is
82 years old, but she is very fun and active. My grandmother at alldoes not
act like an old woman. I always have fun when I visit her house, and that is
why my grandmother’s house is my favorite place.
13. Work in pairs. Read the notes based on news stories and narrate one of
them including a variety of narrative verb forms and linking words.
A: Two determined ambulance men / go to house in a small village / put
perfectly healthy person on stretcher / rush him to hospital. He / protest / but
they / ignore him. ‘Real’ patient (same name / live in the same village / suffer
from anemia) drive/ to hospital. Not allowed/ register / already registered!
B: Married businessman / book in hotel with mistress / give false name Scott
Anderson. Unfortunate choice / man of this name wanted in connection with
murder. Hotel staff contact / police. Armed officers / creep into bedroom /
question / man. Realize wrong man / apologize.
Man check out. Later hotel staff try / trace him / he and woman not pay bill
for £ 100!
14. Read these questions about a story then use your own answers to create
your version of the story:
1. How long had it been raining?
2. What was Paul doing when he first saw the old man?
3. Was he surprised to see a man with wings?
4. What did Paul's wife say when he told her about the old man with wings?
5. What did the people of their village do when they saw the old man with
wings?
6. Why didn't the priest believe that he was an angel?
7. Where did Paul and his wife keep the old man?
8. How much money did they charge people to look at him?
9. How long did he stay with them?
10. What was Paul doing when he saw the old man fly away?
15. Writing a short story:

You are going to enter a short story competition. The competition rules say that
the story must begin with these words: I promised to keep the secret, whatever
happened.
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INFORMAL E-MAILS AND LETTERS

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
An informal letter or email is usually between people who know each other fairly well.
In addition to giving news, they are often used to request information, congratulate people, give
advice and ask questions. There are a lot of similarities between informal letters and conversation.
Informal letters ask a lot of questions, show interest and enthusiasm, and imagine a lot of shared
information.
1. Put an F for formal and an I for informal language. Give reasons.

1) Thank you very much for your cooperation in this matter.
2) It’ll be great to see you again after so long!
3) My husband and I request your presence...
4) It is with deep regret that I must inform you ...
5) Hope this advice will be of some help to you.
6) Would it be possible to get together over lunch sometime soon?
7) I sympathise completely with your predicament but unfortunately no
further action can be taken at this time.
8) I am writing to complain about the service we received ...
9) I’m looking forward to seeing you both on Saturday.
10) On behalf of our company, I would like to apologise for ...
11) I'm really sorry about the misunderstanding and I'm sure it won't happen
again.
12) I would like to inform you about the proposed changes due to take place
over the coming months.
13) Sorry I haven’t written for ages, but I've been up to my ears in work.
14) We thought we’d have a get-together in the near future and wondered if
you’d like to come.
15) It appears that our records are out of date so it would therefore be most
helpful if you could forward the infor mation requested overleaf.
16) I look forward to receiving the information requested.
17) I am writing in response to the advertisement concerning …
18) I am writing in my capacity as chairman of ...
19) I would be most grateful if you could offer some advice ..
20) I'll be more than happy to put you up for a few days.
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Unit 5. Civil and Military Correspondence
2. Read the following sentences and say which are formal and which
are informal. Which sentences are beginnings of a letter, and which
are endings? What kind of letter (e.g. complaint) does each sentence belong to?
1) It would be lovely to see you again, so please do your best to make it.
2) Please do not hesitate to telephone if there should be any further problems.
3) I was most concerned to hear that you are not completely satisfied with
one of our products.
4) I trust that this situation will be rectified without further delay.
5) I am writing to express my dissatisfaction with the meal I had at your
restaurant last week.
6) I am writing with reference to the vacancy in your accounts department.
7) I assure you that we will give this matter serious consideration and would
like to thank you for bringing the situation to our attention.
8) I'm just writing to let you know how sorry I am about missing your
graduation ceremony.
3. What are the main differences between informal e-mails and letters? Write
L (letter) or E (e-mail) next to each sentence:
1) You write your address (street/city or village/postcode) in the top right-
hand corner.
2) You write your name and/or address in the first box before your
composition.
3) In this type of composition, you don’t include your name in your address.
4) You write the name of the person you are writing to in the second box.
5) You can send this text to other people. You just write their address in the
box “carbon copy”.
6) You write the date under the address.
7) You don’t need to write the date.
8) You can tell the reader what your text is about in the “subject” box.
9) The greeting always begins with Dear... and we use a comma after it:
Dear Dan, Dear Mr Squires,
10) The greeting can begin with Dear... or Hi...:
Dear Joanne, Hi Gloria,
11) We use a comma after the greeting.
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12) We say Best wishes/ Regards, with people we don’t know much. But we
say Lots of love/ Love, with close friends and relatives.
13) We sign the text at the end.
14) We write our name at the end.
4. Write the following words and phrases in the corresponding place:
Regards, It was great to hear from you.

Hi Sarah,* Lots of love,
Love, Thanks for your e-mail.
Dear Herman, Write soon!
That’s all for now. Best wishes,
Dear Mr white, How are you? I’m fine.
Well, that’s all my news. Give my regards to your parents.
Give my love to your sister. How’s your family?
I hope you’re well. I hope to hear from you soon.
I have some good news.
Thank you very much for your letter of December 1st.

I’m writing to tell you about my last holidays.
We look forward to hearing from you.
I look forward to hearing from you.
* This expression is used only in e-mails.
Greetings: Introduction:
Conclusion: Closing an e-mail:
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5. Read Sally’s letter below and write a letter back, letting her know if you can
make it to the party or not.
Dear Joe,
Greetings from Cork! Now that we have settled in our new house I am having a
house-warming party to celebrate.
I am inviting some of the gang from Dublin and some of my new school friends
from Cork.
The fun begins at 9 p.m. on Saturday, 3 rd March. Why not come down on Friday
night and stay for the weekend? I have asked Sandra and Brian to stay over also.
The train leaves Dublin at 4.15 p.m. and arrives in Cork at 7.30 p.m.
My dad will meet you at the station.
Let me know as soon as possible if you can come.
Love, Sally
6. You have received these two emails from a friend. Write a reply for one of
the emails in 140-190 words in an appropriate style.
a)
Hello,
I would like to get to know someone from your country and a friend has told
me that you would like to practise your
English. Perhaps we could email each other. Could you tell me a bit about
yourself and your family? Could you suggest how we might meet sometime
in the future?
Thanks,
Simon
b)
Dear John,
I hear you organised a surprise birthday party for your mother.
I'd love to hear about it. What kind of party did you organise?
Who did you invite? How did it go? Do tell me.
Love,
Jean
7. a) You have just spent the weekend with your friend in the country. Write a
letter/email to thank him/her.
b) You have just received a very expensive birthday present from your
godmother. Write a letter/email to thank her.
c) Your class mate is sick in hospital. Write a letter/email to her/him on
behalf of the class. Don’t forget to give the news and gossip.
127
1. Abbreviations. Can you say what these initials and abbreviations stand for?
BBC YMCA SOS ed.
UK WHO UNO cv
B.C. A.D. I.O.U. inc.
C.-in-C. CID Q.C. rd
M.P. P.S. A.D.C. cont’d
F.B.I. Rev Ltd VAT
Co Bros Hon. no
cf. misc. i.e. ave
a.m. p.m. DO P.A.
e.g. WPC HIV plc
pp. ch. RSVP P.M.
bvd
2. Clipped words
Clipped words are those that have reduced their full form by dropping one or
moresyllables. Sometimes there is a change in the spelling too. Find the
parent form of the following clipped words.
ad bike hanky
champ deli demo
disco dorm gas
gym hash lab
mac marge maths
memo polio pop
psycho vet flu
fridge mike nark
nuke vibes bookie
budgie cabby comfy
5.2
128
129
FORMAL E-MAILS AND LETTERS

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
In English there are a number of conventions that should be used when writing a formal or
business letter. When writing a formal or business letter, presentation style and format is key to
making a good first impression. Furthermore, you try to write as simply and as clearly as
possible, and not to make the letter longer than necessary. Remember to use the formal register
of the language.
1. Match the beginnings with the endings of a formal letter:

Dear Ms/Mr/Dr + the last name:
Dear Dr Smith, Dear Ms Brown, Yours sincerely/
Dear Professor Stubbs*, Sincerely yours
Dear Sir or Madam, Yours faithfully/
Dear Sir/Madam, Faithfully yours
To Whom It May Concern
* NOT: Dear Mr Professor White
2. Look at the jumbled words below and put them in a logical order so as to
make a full sentence then indicate the function of each phrase.
1) as as could goods please possible replace soon the you damaged?

2) am delighted examination have I inform passed that to you you your
3) about am at college courses enquire I to writing your
4) forward I look receiving reply to your
5) allow apologise for had have me please problems the to you
6) , be complain done forced is director the this to to unless we will
7) a cannot I offer refund regret inform that to we you you
8) a addressed enclosed envelop find please stamped self
9) 16th about enquiring for June letter of thank vacancies you your
10) 16th April letter of reference to with your
11) advertisement in reference the Times to with your
12) about be college could grateful I if information me send would you your
13) complain am to writing I
3. a) Read the following letter and decide who it is written by, why it was
written, the register (remember that lexis is very important in register).
130
Dear Ms Roberts,
I am writing in reference to your advertisement for summer language
courses abroad. I would like to receive more detailed information about the
courses you offer. I would be able to attend a course for two or three weeks in
June. Could you please send me more information and details of prices?
I would particularly like to know how many students attend the school, and
the maximum number of students per class. I would also like to know the
resources the school has. Your article mentioned a language library and fully
equipped computer rooms. Would it be possible to use these facilities also in the
evenings? Could you inform me of the staff? Are they all qualified teachers?
I would be grateful if you could send me more details regarding the social
and sports programmes offered. Are the activities included in the price of the
course? Furthermore, I would appreciate your informing me on the amenities
near the school.
I look forward to receiving your reply.
Yours sincerely, Robert Black
b) Match each word in column A to its equivalent in column B, then write

one phrase or sentence for each. There might be more than one
equivalent. An example has been given.
A (informal) B (formal)
can’t wait in reference to (st)
about would be able to
tell furthermore
can please / would you
say inform (sb)
answer mention
also would like
want look forward to reply
1) Informal I can’t wait to receive your answer.

Formal I look forward to receiving your reply
c) Now transform the letter in a) into an informal piece of writing that says
exactly the same but looks quite different. Pay close attention to the
areas highlighted in grey.
4. a) Read the following letter from one friend to another.
Hi Darren,
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Sorry I wasn't able to get to your housewarming party last Friday.

I was really looking forward to it and I was all ready to leave the house when my
aunt from Ireland arrived at the house for a surprise visit!!
She was only in town for the one evening before she went to my brother's house
so I had to stay with her. I'm really sorry Dazza.
I tried to telephone you but your line was busy the two times when
I telephoned. Then I was out with my aunt in town and didn't have the chance to
ring again.
I hope you understand. I know you wanted to get me to meet that girl,
Yvonne, who you work with. Oh well, next time maybe! My evening was really
boring...if that makes you feel any better.
See you soon
Regards
Nicholas.
b) Now read a similar but more formal letter. Fill each space with one of
the formal expressions you see in the table below:
Later, I was otherwise I hope this will be I hope you can

engaged possible at the next understand my
available opportunity difficulties
I hope the dinner went a relative arrived I regret not being able
well for all concerned. unexpectedly
Please accept my was twice engaged introduce me to Ms.

sincerest apologies. Phoenix
Dear Mr. Jones Yours sincerely I look forward to
hearing from you soon.
_____,
_____ to get to your business dinner last Friday. I was really looking forward to
it and I was all ready to leave the house when _____ . She was only in town for
the one evening before she went to my brother's house so I had to stay with her.
_____ .
I tried to telephone you but your line _____ when I telephoned.
_____ and didn't have the chance to ring again.
_____. I know you wanted to _____ _____ who you work with. _____ .
_____
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5. Read this email between friends setting up a meeting.

a) Underline the language that sets the informal tone of the message:
Hi Joelle,
How are you? How was your weekend? Mine was hectic as usual!
Are you free later this week to get together and chat about the psychology
project?
I’ve been struggling with it and need a bit of help cos the deadline’s fast
approaching. I’m worried that if I don’t get a move on, I’ll end up rushing it. I
really want to get a good grade for this one so (I) need to put some work in.
How about tomorrow night? I’ve got an appointment in the afternoon but
I’ll be done by 6 p.m. Does 7 p.m. sound okay? I can come to you if it’s easier. I
could even bring pizza if you like. Let me know asap. Hopefully see you soon.
b) Change the email above to make it appropriate for a college professor.
A. Letters of Application / Cover Letters
Remember!
A letter of application, also known as a cover letter, is a job application document sent with your
resume or CV to provide additional information about your skills and experience.
The letter of application is intended to provide detailed information on why are you are a
qualified candidate for the job you are applying for. Effective application letters explain the
reasons for your interest in the specific organization and identify your most relevant skills or
experiences.
Your application letter should let the employer know what position you are applying for, what
makes you a strong candidate, why they should select you for an interview,
and how you will follow up.
1. Write the phrases from the box into the most appropriate section below:
As you can see from my CV, …
Currently, I am working as a …
I am in charge of …
I am particularly interested in this position …
I am very keen to use my English …
I am writing in reply to your advertisement …
I have five years experience in this sector.
I look forward to hearing from you.
I will be available for interview from …
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I would be more than happy to discuss ...

Please do not hesitate to contact me for ...
With reference to your advertisement in …
1) Opening: _________________________
2) Experience and qualifications: ______
3) Reasons for applying: ______________
4) Closing the letter: __________________
2. When writing you must be careful about the preposition that follows certain
nouns. Fill in the table below with the proper prepositions and continue the
sentence. The first one has been done as an example.
 information + I would like further information

 interested + ( ) I am interested ……
 ( ) + response + ( ) I am writing ………. response……
 ( ) + reference + ( ) I am writing ……… reference………
 apply + ( ) the position + ( ) I am applying … the position……
 years + ( ) age I am 22 years …… age
I have worked …… a teacher for 2 years
 work + ( )
Please send me further details …………
 details + ( )
I graduated …… Economics
 graduate + ( ) I graduated ….. The University of Sibiu
 graduate + ( ) According …. your advertisement ……..
 According + ( )
3. Collocate the following words and then explain their meaning.
Try to include them in your letters.
fulfil handle attend work have show operate
graduate broaden gain
a) to ____ a course
b) to ____ initiative
c) to ____ a word processor
d) to ____ one’s potential
e) to ____ from university
f) to ____ shifts
g) to ____ one’s horizons
h) to ____ an inquiring mind
i) to ____ experience
j) to ____ clients
4. Complete the following letter using these key phrases:
I enclose a degree in economics from yours sincerely dear
the post of I should like to apply for with reference to
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look forward to hearing

(1) ______ Mr. Graham,
(2) ______ your advertisement in today’s Guardian, (3) ______
(4) ______ graduate sales trainee in accounts department.
I shall graduate this summer with (5) ______ Salford University and have
worked during summer holidays in the accounts department of a building
contractor.
(6) ______a curriculum vitae and (7) ______ from you.
(8) ______,
Peter Watson
5. Re-write the following letter of application in the correct order.
a) I am presently employed by a small computer company, but I feel that I am
not using my knowledge of software engineering to the full. I am looking for
a more challenging position where my field of specialisation could be
exploited in a more stimulating environment. As you will notice on my
enclosed CV, the job you are offering suits both my personal and
professional interests.
b) I would be pleased to discuss my curriculum vitae with you in more detail.
Please do not hesitate to contact me if you require further information. I look
forward to hearing from you.
c) Dear Ms Johansson
d) 12 January 2004
e) I am writing to apply for the position of Director of Software Development
which was advertised on your company website.
f) 31 Bloomington Street, London SK45 BX123
g) Carry Johansson12 Hamilton Street Brighton FH2 6KX
h) Peter Sellers
i) Yours sincerely,
6. Below there are some notes in disorder (a-g) for a letter of application for a
job as a guide to overseas tourists in your country. Decide the best order
(there may be more than one possibility) and write your letter according to
the structure below. Use greetings to begin and finish your letter.
• Introduction: _____
• Main body: _______
• Conclusion: _______
• Ending _______
a) you will see from the enclosed CV / have experience of this kind of work
b) speak French, English, Italian / am studying Spanish
c) have seen your advertisement / wish to apply for job
d) hope to hear from you soon / look forward to meeting you at an interview
135
e) worked for the past three years as a tour guide in Switzerland / enjoyed very
much
f) am available for work from April 1st / when current contract finishes
g) have a cheerful personality / am used to long hours and hard work.
7. You see this announcement in an English-language college prospectus. To

apply, write a letter explaining why you think you deserver a scholarship.
Scholarships
Every year, two scholarships are offered to candidates from overseas who can
show how our one-year course in English and American studies would help their
career.
Scholarships cover fees, accommodation and food, but not transport or personal
spending money.
8. You wish to apply for a course of study in Britain/ USA. Write a letter of
application to the college or university concerned, giving your personal
details and your academic qualifications, including your level of English.
Include information about the course and subjects you wish to study, and
why you have chosen this particular college or university.
B. Letters of Complaint
Remember!
A complaint letter is recorded in the company documents, helps preserve any legal rights you
may have in the situation, and lets the company know you’re serious about pursuing the
complaint.
Use these tips to write an effective complaint:
 Be clear and concise.
 State exactly what you want done and how long you’re willing to wait for a response. Be
reasonable.
 Don’t write an angry, sarcastic, or threatening letter.
 Include copies of relevant documents, like receipts, work orders, and warranties.
 Include your name and contact information.
1. a) Read these three letters. There are two sentences missing from each
letter:
Dear Sir,
On February, I had my car serviced at our city centre garage. 1 ____
Driving to work yesterday morning, I heard a loud ratting noise coming
from the engine. I stopped and phoned the breakdown service. The engineer
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who came out towed me home and advised me no to drive the car again until it
had been looked at by a qualified mechanic.
In order to resolve this unsatisfactory situation, I suggest you collect the
car from the above address and carry out another full service. 2 ____
I look forward to hearing from you and to a speedy resolution of this
problem. I will wait for a week before seeking advice from my solicitor. Please
contact me at the above address or by phone.
Yours faithfully,
Dear Mr Knightly,
On 27 April, I purchased a brand new Zoomasonic DVD recorder at the
store in the new shopping mall.
I am now writing to complain that this recorder is faulty and therefore not
fit for purpose. Although it is possible to play pre-recorded DVDs, it does not
record from television. Everything seems to be working, but when I try to replay
the recording, the DVD is empty.
3 ____ As I have only had the product for two weeks, I am not prepared to
have this equipment repaired.
I look forward to hearing from you and to a swift resolution of this

problem.
4 ____ I should be very grateful if you would contact me at the above

address or by the phone.
Yours sincerely
Dear Mr Garrett,
5 ___ As you may remember, I contacted you two months ago, in early
March, to let you know that one of my windows was broken.
As the broken window has not been repaired, the flat is draughty and,
consequently, my heating bill has risen. The wall below the window is also
becoming damp, with the result that it will soon need redecorating.
6 ____ You are required by the law to carry out any repairs within a period
of four weeks of being contacted by a tenant.
I am keen to resolve this situation amicably, but I will have no choice but
137
to contact the Housing Department of the local council if I do not hear from you
within a week of the date at the head of this letter.
Yours sincerely,
b) Find the missing sentences from the list and write the correct letter in
each gap:
a) According to the terms of my tenancy agreement, the maintenance of the
property is your responsibility.
b) I am enclosing a copy of the documents relating to the original service.
c) I am most disappointed because the service was not as thorough as it should
have been.
d) I am writing to remind you about the deteriorating condition of my flat.
e) To resolve the problem I require you either replace the faulty product or
refund my money in full.
f) Unless I hear from you within seven days, I shall be forced to take legal
advice.
2. Each of the three letters of complaint in exercise 1 comprises four

paragraphs. What is the purpose or topic of each paragraph?
3. All the three letters in 1 are written in formal English. Find formal
expressions in the extracts which have a similar meaning to these informal
expressions. The number of the extract is in brackets.
a) solve this problem (1)
b) seeking for advice (1)
c) get in touch with me (1)
d) I bought (2)
e) doesn’t do what it’s supposed to (2)
f) fast (1 and 2) ) g) the law says you have to (3)
h) in a friendly way (3)
i) looking after my flat (3)
j) the worsening state (3)
4. Rewrite these impolite or inappropriate informal extracts from letters of
complaint.
a) This is to let you know that if you don’t sort this problem out, I’m going to
get my solicitor on to you.
b) It’s not good enough – you said you’d phone me back the same day and you
didn’t.
c) I’m not satisfied and I want to know what you’re going to do about it.
138
d) You probably don’t remember, but a couple of months ago I phoned you
about the TV I’d just bought from you.
e) Just give me a full refund, or else!
f) This is the second letter I’ve written in the last two weeks.
g) If I don’t hear from you pretty soon, I’ll be getting in touch with the police.
h) If you care about your reputation, you’d better replace the fridge by the
weekend.
5. a) Below there is a jumbled letter about a dangerous road. Insert each of the
phrases on road safety, from the previous exercise, into the appropriate
sentence.
1) Alternatively, a … and railings to enclose nearby pavements would
protect pedestrians and decrease the speed of car equally well.
2) The … along South Street peaks between 8.00 a.m. and 9.00 a.m., which,
of course, coincides with the arrival of school children at
St. Mary’s Junior School on The Marsh.
3) In reality cars often drive along this road far too fast, at … in both
directions.
4) I’m writing to draw your attention to a dangerous … on South Street near
the junction with The Marsh (see diagram above) in Chip Town.
5) The … along South Street is a maximum of 30 miles per hour.
6) This whole area is most definitely a … to pedestrians.
7) To sum up, some sort of … scheme here is much needed and long
overdue.
8) I must express my own, and other parents’, anxiety at the daily sight of
crowds of school children navigating the … with no protection.
9) Need I say that any …, at this speed, involving pedestrians, adults or
children, would be horrific and fatal.
10) These increase the … in the area, who also find the lack of traffic
crossing facilities alarming.
11) … safety of Chip Town’s children is at stake and depends upon your
12) The situation is made more hazardous by …, which can’t cope with more
than two abreast.
13) Other … include retirement flats and a gift shop.
14) To make matters even worse, a bend in the road causes … of oncoming
traffic when crossing from east to west.
b) Regroup the jumbled sentences into the following topic categories in

order to make a coherent letter of complaint to the Road and Safety
Department of Chip Town Council about the ‘trouble spot’ on South
Street:
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a. Introduction; b. Volume of traffic; c. Speed of traffic;

d. Other factors; e. Solution:
c) Underline all the phrases which describe place or direction in the letter.
d) The author of the letter thinks South Street is an obviously dangerous
road. Circle all the phrases in the letter which express this emotion and
attitude of the author.
6. Put the phrases below into categories, depending on what emotion or

attitude they convey.
dissatisfaction satisfaction apology annoyance

desires gratitude
1) I am particularly unhappy about … I’m sorry to have to say …

2) I’m sorry that … I’m very keen to … Unfortunately, …
3) I was delighted to see/hear that … Thank you so much for …
4) Happily, … Please accept my apologies for … Despite my request for …
5) … is not what I expected What would suit me best is …
6) … was most impressive Even though I previously mentioned …
7. Complete the possible sentences below from different letters by adding a

phrase from above. More than one combination may work:
a) The way she remembered all our names ________.

b) _______ try your new software.
c) _______ your colleague behaved abominably.
d) _______ we arrived in time for dinner.
e) ________ the flowers.
f) The design _________.
g) ________ the mess we made.
h) ________ her disability, no ramp was available.
i) _________ a lecture room with an OHP.
j) _________ privacy, the papers got to hear about it.
k) ________ we were too late.
l) _________ you passed your driving test.
m) _______ we didn’t made the funeral.
n) ________ the suggested colour scheme for the kitchen.
8. Complete the letter below with the more formal expression from each pair
of phrases in the list:
140
1) Another thing / Secondly;

2) The first problem was / Firstly;
3) Best wishes/ Yours faithfully;
4) I expect to receive / You must send me;
5) I know / I can accept;
6) Please write soon /I look forward to hearing from you
7) I am writing to complain about / I am really angry about
Dear Sir/Madam,
(1) _____ my recent flight with your airline. The flight was UK789 from
Leeds to Bucharest via Frankfurt, on May 13th 2015.
(2) ____ the flight, which should have taken off at 10.00 a.m., was delayed
until 1.00 p.m.. Although (3) ____ the delay was not your fault, we were not
given any information until 12.00 p.m.
(4) ___, during all this time we were not offered any refreshments. Thirdly,
because of the delay, I missed my connection to Bucharest.
This meant that I missed a vital meeting, which was the whole reason for my
trip. Finally, your staff, both at Leeds airport and on the plane itself, were
extremely rude and unhelpful.
I filled in a complaint form when we finally arrived in Bucharest, which you
may already have received, and (5) ___ a full refund for the price of my ticket.
(6) ____ in the very near future.
(7) __
Marion Wheeler (Ms)
9. Read the following letter of complaint and rewrite Rocky’s letter in a way
that is more likely to get results. Be specific about the problem, and politely
suggest a reasonable way to remedy the situation. (Invent any information
you like.)
Hey Dudes!,
I recently bought a pair of Boomburg stereo speakers at your store. What junk!
Not only did they not blast my neighbors’ ears off as you promised, but they’re
falling apart! How can you sell such garbage!
Your Angry Ex-customer,
Rocky Ridges
10. You are going to write a formal letter of complaint.

a) Think about how you would feel in the following situation:
You were a passenger on a train going from your home town to the nearest
airport, where you were due to get on a flight to the US.
Even though you have allowed plenty of time for your journey, your train
141
was delayed by several hours with the result that you missed your flight. The
airline was unsympathetic and you had to buy another air ticket. When you
arrived at your destination you have missed the first half of an important
business meeting.
b) In your notebook plan a letter as if you were this rail traveller.
11. You are an office worker. There are a number of points, a-h listed
below,that you are not happy about. Write a letter to your employer
explaining what is unsatisfactory about the layout of your office and what
you think should be done about it. You should:
• write an introduction
• group your point into topic categories
• describe the layout with accurate phrases of place and direction
• use phrases which express your dissatisfaction about the office layout
• suggest at least one possible solution
a) Windows don’t open – no ventilation
b) Book shelves – cut out natural light
c) Open plan desks – workers easily distracted
d) Office used as a corridor
e) Doors constantly opened and banged shut by through-traffic
f) Photocopier, franking machine and colour printer – noisy and give off
fumes
g) Desks (your desk) too near coffee area – too noisy and smoky
h) Coffee area – always mess
12. You have just returned from a holiday to Australia, organised by a tour
company. Unfortunately the location of the holiday was changed at the last
minute, and on the new tour you encountered several problems.
a) Read the extract from the tour company’s policy document,
the advertisement for the original tour, and the note from a friend who
is trying to help you in your dealings with the tour company.
b) Using the information provided, write the letter and note:
JESSON TRAVEL
The award-winning 12-day tour of the Solomon Islands in the southwest
Pacific:
 diving to see shipwrecks
 helicopter trip to waterfall
 visit an active volcano
 canoeing
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 £2,000 including flight

 £50 single-room supplement
The visit of a lifetime. Don't miss it!
JESSON TRAVEL
www.jesson@adventure
Note from friend:
Sorry to hear about all the problems with Jesson Travel. And your luggage
arriving back home a week late - that's the last straw! If their minibus delivering
the luggage to the airport in Australia got stuck in a jam, they must accept
responsibility, surely? I think you should ask them for your money back or a free
holiday!
Gavin
c) Now write:
1) a letter of complaint to Jesson Travel (about 200 words), requesting a
partial refund, stating clearly what things you intend to claim for.
2) a note in reply to Gavin, thanking him for his support, explaining that you
cannot do everything he suggests.
13. You recently joined an international friendship club. You are not satisfied
with the service you have received. Read the advertisement, together with
the notes you have made, and write a letter of between 120 and 180 words
to the director of the club asking for an explanation. Do not write any
addresses.
Advert:
International Friendship Club
Would you like to make friends with people from all over the world?
Just send us your name, age and address, brief details about yourself, your
family and your hobbies, together with a recent photograph.
The photograph will be returned directly.
Choose 6 countries where you would like to have a friend. We will then send
you the names and addresses of the people who will correspond with you.
Within 2 weeks you will receive letters from your 6 new friends.
This service is free for all students!
Your notes:
 sent a photo a month ago and it has not been returned
 have only received the names and addresses of two people so far
 have not received any letters yet.
 Why did I receive a bill when the service should be free?
C. Letters of Request
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Remember!
Request letter can be written on any occasion whether it is related to job promotion or increment,
asking for a donation, requesting for a recommendation, business dealings, asking for documents,
permission, information, or for asking an assistance, etc. It is essential to write your request letter
with politeness and sincerity.
Request Letter Writing Tips:
 First and foremost it is vital to keep you request letter simple and precise.
 You should clearly state the reason behind your request with politeness in your words.
 You should also enclose documents supporting your request with the letter.
 Be professional in your approach.
 The wordings of the letter should be such that the reader truly empathizes with your
request.
 Once you have completed writing the letter, please recheck the letter for spelling
mistakes or punctuation errors.
1. Use the phrases in the box to complete the following sentences:
we requested which we hope you could answer

clarify we would appreciate it if you could forward this
we require to us
in particular could you also please confirm
first of all we would be grateful if
we are considering in addition
a) A formal way to say that you 'asked the person for' something before, is ____.
b) A formal way to say in an email 'we are thinking about' doing something, is
____.
c) When you have more than one question to ask, you use this to introduce the
first question: ____.
d) A more formal way to say in an email ‘also’, is ____.
e) A politer way to say 'we want', is ____.
f) A polite way to ask the person to send you something (e.g. a file,
a document etc...) by email, is ____.
g) A phrase like 'specifically', which is used to say exactly what information you
want them to give you, is ____.
h) A verb used to ask the person to 'explain' something to you, is ____.
i) A formal way to say that 'you would be pleased' if they do something for you,
is ____.
j) How you begin a question when you want the person to tell you if something
will happen (or is included) or not, is ____.
144
k) A polite phrase that introduces the section of the email where you ask the
person your questions, is ____.
2. Read the following letter of request and correct the ten mistakes.
Dear Sir / Madam,
I am write to requesting a copy for my graduation certificate awarded in the
spring comencement services. Unfortunately, I lost the original when my
briefcase was steal from my car. I am enclosed a copy of the police raport to
suport my claim, along with a certified check for $27.50 to cover the
replacement fee. My name and another identifying informations are included
in the report. Please send the certificate at the address below. Thank you for
your assistance.
Yours faithfully,
3. Complete the Commanding Officer Request for Employee Leave for a
Course with the phrases below and then fill in the missing information in
the brackets.
a) Thus, I hope you will view this request as an opportunity to invest in [his/her]
personal and professional development, which of course,
is of interest to both of us.
b) One of your employees, [first and last names], is also a member of my unit.
c) Your support of the Reserve Force is much appreciated.
d) This course will allow [him/her] to learn [short, description of the aim of the
course].
Dear []:
I am the commanding officer of [unit name], a Reserve Force unit in
[community].___________________________________________________
I am writing you to request that [he/she] be granted leave to undertake a
[course name] course at [location] from [date] to [date] [in accordance with
your established company policy].
______________________________________________________________
In addition [he / she] will he constantly evaluated on [his / her]
self-discipline, leadership, team work and time management skills
to ensure [he / she] meets the high standard required of all Reservists.
The skills that [rank] [last name] will learn by participating in this course
will, without a doubt, be skills [he / she] will apply in [his / her] work with
[company or organization name]. ______________________
If you have any concerns about the nature of [rank] [last name]'s Reserve
Force service or the course [he/she] is undertaking, please don't hesitate to
145
contact [me personally at xxx-xxxx] [other designated officer (rank, name,

position) at xxx-xxxx].
It is only with the excellent cooperation of the employers such as yourself
that Reservists are able to serve their country through periodic military
activity. _______________________________________
Yours Sincerely,
4. Re-arrange the paragraphs of this Commanding Officer Request for

Employee Leave for an Exercise in the correct order and then fill in the
missing information in the brackets.
Dear []:
[Rank] [last name] will be employed as [position or job] during the exercise.
[Brief description of nature of duties, if appropriate.] This will allow [him /
her] to practice [his / her] skills and knowledge that have been acquired over
during [his / her] Reserve Force training. The skills and knowledge will also
be of direct benefit to your organization.
I hope you will view this request as an opportunity to invest in [his / her]
personal and professional development which is, of course, of interest to both
of us.
This summer the Canadian Forces will be conducting a major military

exercise at [location]. I am writing to request that [rank and last name] be
granted a leave of absence from [company or organization name] to
participate in this exercise from [date] to [date].
I would be grateful if you could advise me of your decision as soon as
possible so that we can finalize our planning work. The Reserve Force relies
on the excellent cooperation of employers such as yourself to permit
Reservists to serve their country through periodic military activity. [Rank]
[last name]'s participation will benefit your organization and our country.
If you have any concerns about the nature of [rank] [last name]'s Reserve
Force service or the exercise in which [he/she] will be participating, please
don't hesitate to contact [me personally at xxx-xxxx] [other designated officer
(rank, name, position) at xxx-xxxx].
I am the commanding officer of [unit name], a Reserve Force unit in
[community]. One of your employees, [first and last names], is also a
member of my unit.
Sincerely,
146
5. You are keen to study English in Canada. Read the advertisement

on the Rockland School of English and the notes that you’ve written. Then
write a letter to Ms Peabody at the Rockland School asking for details
about the school.
Summer language courses in Ottawa

at the Rockland School of English
Our well-equipped school offers English language courses in this beautiful city.
The school offers a full day study programme and organises a full range of
sporting and social activities as well as excursions.
The Rockland School is conveniently situated for the amenities in Ottawa.
Accommodation can be arranged with families carefully selected by the school
or directly on campus.
Contact Ms Peabody for further details
– how many students /class

– are teachers qualified
– what resources the school has
– what’s included in the price
– what amenities the city has
Use this writing plan:

 Mention that you saw the advertisement and that you want to attend a
course.
 Ask for more information and prices
– Questions:
– students: how many?
– staff: qualified teachers (native tongue / bilingual / etc)
– resources at school: (self access computer rooms / libraries / language
laboratory / etc.)
– sports and social programmes (what is offered) + accommodation
included in price?
– amenities in the city (discothèques / cinemas / internet cafés /
theatres / etc)
 End the letter in an appropriate manner
Layout of the letter:

 Start the letter by using an appropriate greeting. Do you know the name
of the person you are writing to?
147
 Opening paragraph: should give a clear statement of your reason for

writing. (you want more details and information regarding the language
course)
 Body of the letter: can contain 1-3 paragraphs. Here you state everything
you have to say and ask all questions
 Signalling the end: use an appropriate phrase. Do you want that person to
contact you, to write to you, etc.
 The closing: use an appropriate ending
 The signature: write your signature
6. Write a letter of request on one of the following topics:
a) Request a loan from your bank manager for home improvements.

b) You want the town council to place special bins in your area to encourage
recycling.
c) You want a travel agency to send you brochures concerning the beach
package holidays.
d) Request a promotion from your superior.
e) Request assistance or cooperation from someone in another unit.
148
D. Letter to the Editor
Remember!
A letter to the editor is a written way of talking to a newspaper, magazine, or other regularly
printed publication. Letters to the editor are generally found in the first section of the newspaper,
or towards the beginning of a magazine, or in the editorial page. They can take a position for or
against an issue, or simply inform, or both. They can convince readers by using emotions, or
facts, or emotions and facts combined. Letters to the editor are usually short and tight, rarely
longer than 300 words.
1. Which words from this box could replace the underlined words in phrases
a-e?
Some words can be used more than once:
absolutely firm certain passionate

firmly general genuine official
honest honestly personal sincerely
popular passionately sincere seriously
really profound traditional pretty
professional fashionable
a) My strong belief …;
b) I genuinely believe that … ;
c) I am quite sure that …
d) It is my considered opinion that … ;
e) The accepted / view of this is …
2. Write the phrases from the box under the appropriate heading below.
Reason for Evaluate the Consider the Endorse the Refute the
writing general other side of view view
situation the coin
1 2 3 4 5
a) Although I disagree, I can g) The article seems to be implying

appreciate … that …
b) I’m writing in reference to h) The article totally overlooks the
your … fact that …
c) I entirely share the views i) The current situation described in
expressed … the article …
d) I have read with great interest j) There are several points I wish to
149
your … address …
e) I wholeheartedly agree … k) This surely cannot be the case for
f) I would beg to differ on this something
… l) What most strikes me about the
article …
3. Read this email to the editor of a newspaper.

a) Fill the gaps with appropriate words:
Dear Sir,
I am writing in response (1) … the editorial in last week’s issue of your
newspaper, in (2) … the following statement appeared: “We firmly believe that,
if they (3) … the choice, the residents of this town would prefer to do without
street lights after midnight (4) … to pay an extra ten percent on top of their
already very high local taxes.”
I am sure I am (5) … the only reader who wants to dissociate themselves
from this statement. I feel absolutely certain that (6) … a vote was taken
tomorrow, the majority of residents would vote for the lights to remain on (7) …
the hours of darkness. The reason is simple. Over the past 20 years, our town (8)
… turned into a dangerous place at night.
If we want to make sure the situation does not get even worse, we must not make (9)
… any easier for would-be thieves and thugs. Switching off the street lights after
midnight would (10) … any doubt, make this situation worse.
Paulo Gonzalez (by email)
b) Write a brief response to Paulo Gonzalez’s email, expressing your

opinion on the subject.
4. You are going to write a letter or email expressing your opinion in reply to
this letter written to a newspaper:
a) As you read the letter, decide whether you basically agree or disagree
with the opinion presented.
In these days of equality between the sexes, it seems to me perfectly
reasonable that, in wartime, women soldiers should be expected to fight
alongside their male counterparts on the front line. Unlike your reporter
(Ref. “Why we should protect our women”, The Evening Times, Friday 13
April), I firmly believe that, given the right training and experience, women
are as physically and mentally tough as men.
In my view, those who claim that women are not capable of fighting effectively
because of their emotional make-up are guilty of simple,
old-fashioned sexism.
Jenny Lavender (Manchester)
150
b) Make a list of points to include in your email or letter:
– if you agree with the writer, think of two additional points to support her
argument;
– if you disagree, think of two arguments expressing the opposite point of
view.
c) Plan your writing paragraph by paragraph:
● Paragraph 1: State your basic position on the subject, referring to the
original letter.
Include reference to any relevant experience you have had.
● Paragraph 2: Present your first argument.
● Paragraph 3: Present your second argument.
● Paragraph 4: End with a summary of your views or an additional thought in
support of your point of view.
d) Write your first draft letter in 250 – 300 words. Remember the following
points: the style should be formal; use a variety of phrases to express
your ideas and opinions; link ideas within and between paragraphs.
e) Read your letter carefully, checking these points:

● Content: Have you referred to the original letter? Have you expressed your
opinions clearly?
● Structure: Is the letter organized in clear paragraphs? Does each
paragraph include one main point?
● Style: Is your writing sufficiently formal?
f) Write the final version of your letter, making any necessary corrections
and improvements.
g) Exchange letters with another student, and write a brief reply to your
partner’s letter, making it clear whether you agree or disagree with their
point of view.
MEMORANDA (MEMOS)
●●●●●●●●●●●●●●●●●●●●●●●●●
151
Remember!
An inter-office memorandum – or memo for short – is
an efficient way to communicate information to people
within an organization. It is less formal than a letter, and
it takes less time to create.
A memo does not have a salutation (Dear__) or a formal
closing (Sincerely yours).
Memoranda (the plural for memorandum) may be sent
through inter-office mail or through email.
Structure of a memo
Part 1: HEADER
TO: provide the names and titles of everyone who will receive your memo
FROM: provide your complete name and title
DATE: provide the complete and accurate date – don’t forget to include the year
SUBJECT: provide a brief, yet specific description of what the memo is about
Part 2: MESSAGE
Introduction – explain the purpose
Body – addresses the information required
Conclusion – (Summary and possible recommendations)
1. Read the following example of a memo, then do the exercises below:

To: Col XYZ
From: Lt. ABC
MEMO
Date: 5 February, 2021
SUBJECT: INCIDENT DURING FIELD EXERCISE
1. The aim of this memorandum is to inform about the incident which took place
at the shooting range during the field exercise.
In accordance with the information which was sent by the local MP and
confirmed by the exercise command, one Polish soldier injured himself
during the dynamic shooting training as a result of not respecting safety
regulations.
2. The ambulance was called and first aid was immediately administered to the
injured. As a result of fast action of the paramedics’ team his life is not in
danger. Following the incident, the exercise was immediately stopped and
suspended until further notice. At the same time,
the Military Police was informed of the event and arrived to the place to
secure the area and conduct their investigation.
152
3. Having analysed the situation, the exercise organisers have come to the
conclusion that it is necessary to conduct mandatory additional training in
safety regulations before each exercise in order to avoid threats to human life
in the future. The official proposal for such a solution will be immediately
filed with the relevant decision makers.
(Source: https://www.stanagexpert.com/memos/)
153
a) Rearrange the following memo into the right format.

Date: Col XYZ
From: (Romanian) troops project involvement
Subject: 5 February, 2020
To: Lt. ABC
A. Regarding their accommodation, a liaison officer has been assigned who
will support them during their stay. For security clearance reasons the
copies of ID cards have to be provided.
This will be clarified during the next teleconference.
B. It has been agreed that (Romanian) representation will consist of
3 high rank officers and 10 junior enlisted ranks.
C. Recently some actions have been taken to outline (Romanian) troops
involvement in the next Project Board meeting.
b) Read the memo above and complete the definitions with one of the
following words:
involvement; representation; assigned; liaison officer;
high rank; security clearance
a) A person who is employed to form a working relationship between two
organizations to their mutual benefit :
b) Official permission for someone to have access to classified information:
c) The act of sharing in the activities of a group:
d) A person or group that speaks or acts for or in support of another person or
group:
e) Having a senior position in a military or political organization:
f) Designate or set (something) aside for a specific purpose:
2. a) Using the model, write a brief Memorandum (a minimum of

120 words) on the following topics:
1) During an international field exercise, a soldier was injured at a shooting
range. You have been asked to write a memo to your CO in which you 1)
describe the incident and its reasons, 2) present action taken and say how
the incident affected the exercise,
3) suggest what measures should be taken in order to avoid similar
incidents in the future.
2) A meeting, a conference, or a problem that needs to be documented.
b) When you are finished with your memo, use the following questions to
review it for clarity and terseness.
1) Does the first paragraph contain the topic and the main idea of your
memorandum?
2) Are the words, sentences, and paragraphs short?
3) Have you eliminated unnecessary words?
154
4) Have you used transitional and connective words?

5) Have you checked for correct capitalization and punctuation?
c) Exchange your memo with a partner and use the checklist below to
evaluate each other’s work.
• The memo is written in the proper format (e.g., To, From, Date, Subject,
etc.)
• The subject line clearly states the purpose of the memo
• The first sentence of the memo states the purpose
• The message of the memo is clear
• Attachments included with the memo are referred to in the body of the
memo
• There are no grammar, spelling or punctuation errors
REPORTS
●●●●●●●●●●●
Remember!
A report is a piece of writing usually consisting of a description of something as well as suggestions
and recommendations for future actions.
Style: Formal. Tense: Present, Future and maybe past tenses.
Each topic / piece of information is presented in a separate paragraph and each paragraph is given the
according heading.
First paragraph (Introduction) = the purpose of the report and what it contains. It could be named
‘Purpose’ or ‘Introduction’.
Second – fourth paragraphs (or more) (Main Body) = are divided into further subsections, each with
a unique heading. Each paragraph deals with a specific suggestion / detail and the relevant examples or
justifications.
Final paragraph = summarizes the aforementioned points and includes a general recommendation.
You may provide your personal opinion as well. It could be named ‘Conclusion’.
To get the register right, it is better to use passive voice as much as possible and avoid slang
expressions and abbreviations.
* Your points must be clearly and logically developed in a smooth transition. Therefore, you should
use the appropriate transitional phrases.
1. Read the report below.

a) Fill in with the following words and phrases:
strongly; in order to; finally; as a result; despite the fact that
b) Put the subheadings from the list at the right place:
• Additional services and bigger buses
• Underground system
• More bus routes
• Conclusion
• Introduction
From: Mildred Cudahy
155
To: Mr. Dan Forthright, Director of Public Transport

Subject: Overcrowded Buses
Date: 12th May
A. The aim of this report is to suggest ways of reducing overcrowding on

Newport buses during peak hour traffic (1) ___ in order to improve passenger
safety, comfort, and travel times.
B. There is ail insufficient number of buses on Newport roads during peak
hour traffic. (2) ____ As a result, there is extreme overcrowding on buses during
rush hours which is both frustrating and unsafe for travelers. Putting either more-
buses, or articulated or double-decker ones on the road would help to alleviate
the problem.
C. (3) Despite the fact that _____ Newport is a large city, bus routes are
limited. A larger proportion of die city urgently needs bus access. Providing
more bus routes will enable more people to travel by bus and will therefore,
greatly relieve the congestion on Newport city roads.
D. Each year, Newport city council receives millions of pounds from
taxpayers. I (4) ____ strongly suggest that some of this money be channeled
towards the construction of an Underground train system for Newport.
E. To ease the problem of overcrowding on buses, I recommend that die
Newport Public Transport Department should provide additional bus routes.
They should also invest in articulated and/or double-decker buses, and increase
the frequency of bus services during peak hours.
(5) ____ Finally, it would be advantageous to all if the Transport Department
supported the construction of an Underground system.
Military Reports
Remember!
The Reporting of CIMIC Information is one of the most essential tasks of CIMIC personnel. The
aim is to deliver essential information that has an impact on the mission and commanders intent.
SENDER-CHANNEL-RECEIVER
(You)-(Your report)-(Reader)
Make sure everybody understands your message!
Examples of Template Situation Reports – NATO: Appendice page
https://www.nato.int/eadrcc/2009/10-flu-ukr/flu-ukr-SitRep2.pdf
https://www.nato.int/eadrcc/tdragon/sitrep-03.pdf
2. Complete the table with mistakes found in the two military reports below,
then correct the mistakes. Add headings and information where necessary:
156
Spelling Grammar Connectors
Report 1
TO: International millitary agency
FROM: Lt. XYZ
DATE: 20th october 2014
SUBJECT: Opinion about international millitary misions
157
Introduction
The purpose of this report is to inform your agency how the armed forces’
participation in international millitary misions is perceived in … (country).
This report is based on statistics, the survey conducted among soldiers so that
information gathered from the press and Internet sources.
Our army for the last 15 years will be participating in 7 misions abroad. The
misions in Syria, Lebanon, Chad have already been finished;
two more are ongoing in Afghanistan and Iraq. The biggest mision is the
Afghan one, with 1,600 soldiers deployed there and 6 killed so far. The
fewest soldiers serve in Iraq -15 officers.
Nevertheless, the public opinion in the country has negative attitude to
millitary missions. About 80% of people do not want to send our soldiers
abroad, only 12% accept it. The cost of misions and threat level there are the
major reasons for the lack of support.
Most soldiers have positive attitude to the missions witch help them improve
their skills.
Most soldiers think that to make our missions more effective and safer, the
government should modernize our army. Soldiers should be equiped with
better equipment, for example special uniforms and weapons.
However, I believe that our soldiers served well in missions abroad but some
things need to be changed, mainly in our equipment.
158
Report 2:
SUBJECT:(Romanian) industry engagement in European projects
Background:
Recent statistics show that … (Romanian) arms industry has significantly
increased their support in European projects. (Romanian) industry is mainly
focused at providing millitary technology, which Allies work together on,
witch may consequently lead to their own brands to be more recognizable.
Challenges:
By developing the millitary technology, (Romanian) government will
probably need to cut the funds for other branches. Consequently, they need to
enhance production efficiency, since it takes them two months to build only
one new fifth generation fighter aircraft.
Possible solution:
One of the best solutions to bring their own market to be more effective is to
launch the cooperation between them and other European millitary industrial
companies. By sending experienced specialists to they’re factories, we can
strengthen the (Romanian) millitary industry and in consequence enhance the
European safety. This effect could be also achieved by creating multinational
Engineers Project Board to work together on a new strike fighter.
159
3. Write a report of 200 words on one of the following topics.

(source: https://www.stanagexpert.com/writing-exam-general-information/)
Useful vocabulary:
The aim of this report is to In the words of

This report is intended to It may/might/could be that
This report looks at/describes It may/might/could have been that
It is based on In general
It draws on On the whole
It seems/appears that It is recommended that
It was found that It is/would be advisable (for X)
It was felt that X might/should consider +ing
According to To sum up/To summarise
As X said On balance
In short
1) You are to receive new equipment. The training event with the new
equipment was planned for November but has to be postponed. Write a
letter to the training centre experts organising the exercise (1) informing
them about the changes in the schedule, (2) apologising for the trouble, and
(3) asking for the confirmation of their arrival. Write at least 120 words.
2) Social media have become an important part of everyday life.
Psychologists are afraid that they might be detrimental to social life. You
have been tasked to write a report for the National Psychological
Association about this issue. Include the points below:
• advantages and disadvantages of social media
• negative consequences of their irresponsible use
• suggested ways of preventing the dangers related to social media.
3) A NATO Agency is conducting a research on the perception of military
service in the allied countries. You have been tasked with writing a report
on the perception of the armed service in your society. Include the points
below:
• advantages and disadvantages of military service
• social fears related to military service
• possible ways of promoting recruitment.
http://www.stanag6001.com/category/language_skills/writing/page/5/
WORD GRID
160
Follow the letters in straight lines – horizontally, vertically or diagonally, forwards

or backwards – to find ten kinds of criminals.
P X N I S S A S S A
R I H R G F E I H T
E K C V E W U J O S
L L Y K S G A X P I
Z G A W P J R D L N
Z F I D H O W O I O
E O W Z N T C B F S
B U R G L A R K T R
M T U C F L V Y E A
E Z N R E B B O R T
The “ANT” family
What kind of an ant works with figures? An accountANT. Get it?

Now what kind of an ant:
1. Is far away?
2. Is extraordinarily large?
3. Works for a master?
4. Is good-natured?
5. Is unchanging?
6. Is luxurious?
7. Is one who takes part?
8. Is a very small child?
9. Is sleeping?
10. Is very bright?
11. Is empty?
12. Is immediate?
13. Is plentiful?
14. Has moved to a different country?
15. Is meaningful?
16. Has influence over others?
17. Is unsure and indecisive?
18. Lives in a certain place?
161
SAMPLES OF WRITING TOPICS

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Remember!
Writing on a daily basis will help you boost your English writing skills and improve fluency.
With practice, you can learn from your mistakes and avoid them in the future.
1. Army writing style. Match the questions in colon A with answers in colon B:
A B
1. Who is emphasized when writing the action a) Emphasizes the doer of the
in a correspondence? action
2. What is the standard English sentence order b) Passive
that the Army recommends using?
3. Active writing has these three attributes: c) Keep sentences long
4. Department of the Army writing will be d) active
clear, concise and _______.
5. One of the two essential requirements for e) Use an active voice.
good Army writing is to put the main point f) ten
at the beginning. g) Creates shorter sentences.
What is the second requirement? Eliminating the passive
voice reduces the number of
words in a sentence
h) The doer
6. In ______ writing you will always make i) Subject-Verb-Object
the subject of the sentence the doer of the
action.
7. To clarify your writing, you should write j) effective
paragraphs that are generally no more than
_____ lines.
8. Normally, using ______ and simpler words k) Shows who or what
will make your writing clearer.
9. Which one of these is not a specific rule for l) does the action in the
writing military correspondence? sentence or puts the doer
– Avoid Jargon before the verb
– Use correct spelling, grammar and
punctuation
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A B
– Keep sentences long
– Use short words
10. Is this sentence passive, or active writing? m) shorter
SPC Green was relieved by the Sergeant of
the Guard.
2. Write a note to your colleagues inviting them to a surprise birthday party

for your language teacher. Tell them about the event, including the time and
place. Let them know what you want them to bring.
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3. Write a note to your friend and invite him/her to a concert. Write about the
event’s place and time. Offer a place to meet before the concert.
4. Assume that you have just returned from a trip and are writing a letter to a
close friend. Describe a particularly memorable experience that occurred
while you were travelling.
This will be one paragraph in a longer letter to your friend.
This paragraph should be about 100 words in length.
You will be judged on the style and organization of this paragraph as well as
vocabulary and grammar. Remember, the intended reader is a close friend.
5. As a military officer, you were recently reassigned to another command at a

different location. To welcome you, one of your new colleagues, an Army
captain, invited you to have dinner at his home with his wife, daughter and
son. You accepted the invitation and met the captain’s family on Saturday.
During dinner, you discovered his wife was an old friend of your cousin
who now lives in the United States.
Write a letter to your cousin telling about this event and the family.
This letter should not be longer than 150 words.
6. A professional organization to which you belong has requested that you

write a paper for their quarterly newsletter.
Select one of the topics listed below, and write a paper of approximately 250
words.
You will be judged on the style, organization, logical development, and
complexity of your paper as well as the richness and precision of vocabulary,
accuracy of grammar and spelling, and the suitability for the intended
audience.
Topics:
 Teachers’ resistance to change.
 The influence of television on language skills.
 Quality versus equality in higher education.
 The move toward neutralizing gender in American English.
7. On a peacekeeping mission you are responsible for contacts with the local
authorities. They have made a request for securing the food and medicine
convoy and the distribution place. You have received a letter from them
with some information and questions. Write a reply to them:
1) offering support,
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2) specifying some details of your task and

3) asking for a quick reply. Use the notes below and write between 100 and
120 words. Remember not to copy the exact phrasing of the task
instructions and input!
INFORMATION
FROM THE LOCAL AUTHORITIES’ LETTER:
– March 2, 2011 – cargo plane landing
– Convoy – main road from the airport
– Distribution place – main square in the town
– Distribution time – 2 days possible?
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Your notes:
– what time exactly?
– trucks – how many?
– not good – difficult to secure – further from centre
– sorry – one day – other tasks!!!
8. Your soldiers secured the convoy successfully. However, during the food
distribution in the town, there was an unexpected incident with the locals.
Write a memoto your CO:
1) informing him what the incident involved and
2) suggesting the way to avoid similar situations in the future.
Write between 60 and 80 words.
9. An international military agency is doing research on how the armed forces’

participation in international military missions is perceived in individual
NATO countries. You have been tasked with writing a report about the
situation in Romania.
1) Describe the Romanian Armed Forces’ participation in missions.
2) Present the civilian and military attitude to the missions.
3) Write what changes in the armed forces soldiers perceive as necessary to
make the mission participation more effective.
10. You took part in a mission in Iraq. You are back home now and prepare
for your next mission. Write a letter to your American friend who is still in
the mission in Iraq.
Include the following points:
• general information about your country
• some details about daily training activities
• details about an incident during training mission
11. With the latest military engagements focusing on counterterrorism and
peacekeeping, there are some measures that need to be implemented in order to
ensure that all efforts made will come to a successful end. In this respect,
NATO is running a survey in which the representatives of member nations are
invited to debate over the issue of compulsory military service. You decided to
join the debate by writing an essay covering the following points:
• modern warfare is a highly professional business
• the impact of conscription on one’s career and study
• conscription helps people accrue and ascertain their abilities
12. Imagine you travelled to USA a few weeks ago. Because of a delay in
Frankfurt, you missed a connecting flight to Washington. Write an e-mail
of complaint to the airline company.
In your e-mail:
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– Explain what happened (caused the delay).

– Express how you felt.
– Describe what problems this delay caused you.
13. Choose one of the following topics. You should write between 120 and 150
words.
a) You have seen an advertisement for a military job abroad. You are interested
in it but you need more information. Write a letter introducing yourself and
asking about the job details: contract length, salary, working hours,
accommodation, possibility to bring your family, etc.
b) You are on a military mission abroad. Your unit was attacked while carrying
out their duties. Write a letter to your friend about the incident. Describe in
detail what happened, how you felt and what were the consequences of the
incident.
14. Your unit is going to take part in a multinational exercise abroad.

You have to write a report for your commander about the preparations for
this event. Write what has already been done and what else is left to be
prepared. Write between 120 and 150 words.
Include the following information:
– Soldiers – chosen – who, why
– Language level – exam taken; results good
– Soldiers’ personal kits – inspected – not good (write why)
– Equipment – checked; transport next week
– Shooting training – OK
– Communications training – soldiers prepared / radios – problems
– Map reading practice – not yet / later
15. Write an essay between 250 and 300 words on the following topic:
With recent developments of language teaching / testing methodologies, and
recent advancement in the studies of cognitive processes and language
acquisition one might have expected that teachers would readily embrace the
new information, and implement it in their pedagogical approaches.
Nonetheless, many teachers are still using old-fashioned teaching methods
and opposing the change. Some teachers resist change. In your response,
include the analysis of older and newer teaching or testing methodologies.
16. Do you agree or disagree with the following statements? Use specific
reasons and examples to support your opinion:
1) Boys and girls should attend separate schools.
167
2) Technology has made the world a better place to live.

3) Advertising can tell you a lot about a country.
4) Modern technology is creating a single world culture.
5) Teachers should be paid according to how much their students learn.
6) Classmates are a more important influence than parents on a child’s
success in school.
7) Grades (marks) encourage students to learn.
8) The best way to travel is in a group led by a tour guide.
9) Children should begin learning a foreign language as soon as they start
school.
10) Telephones and email have made communication between people less
personal.
11) Dancing plays an important role in a culture.
12) People behave differently when they wear different clothes.
Do you agree that different clothes influence the way people behave?
13) There is nothing that young people can teach older people.
14) Reading fiction (such as novels and short stories) is more enjoyable that
watching movies.
15) Only people who earn a lot of money are successful.
16) A person’s childhood years (the time from birth to twelve years of age)
are the most important years of a person’s life.
17) Playing a game is fun only when you win.
18) High schools should allow students to study the courses that students
want to study.
19) It is better to be a member of a group than to be the leader of a group.
20) Watching television is bad for children.
21) Playing games teaches us about life.
22) A zoo has no useful purpose.
23) Parents are the best teachers.
24) Television has destroyed communication among friends and family.
25) Universities should give the same amount of money to their students’
sports activities as they give to their universities libraries.
26) Progress is always good.
27) With the help of technology, students nowadays can learn more
information and learn it more quickly.
28) Face-to-face communication is better than other types of communication,
such as letters, email, or telephone calls.
29) The most important aspect of a job is the money a person earns.
30) A person should never make an important decision alone.
31) Games are as important for adults as they are for children.
32) Police are unnecessary because they aren’t reducing crime.
33) Wars are always wrong.
34) All required university courses are boring.
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35) Exams are not useful.

36) Inflation is the only problem of our country.
37) Motor racing should be banned.
38) The country should only be run by women.
39) Moslems make better human beings than Christians.
40) Divorce is sometimes a solution to marital problems.
41) Women, not the government, have the right to make their own decisions
about abortion.
42) Marijuana should (not) be legalized.
43) Capital punishment
44) Make a list of disagreement in your family or neighborhood. Explain the
reasons that people give for and against this particular point.
45) Make a list of some of the major social or political arguments currently in
the newspapers on T.V.
46) Animals should not be used as laboratory tools.
47) Governments should not organize lotteries.
DAFFY DEFINITIONS
Match the words in the right-hand column with the definitions.
1) A lot of worried people live on this street. a) M I LLION
2) What the bald man hopes to do when he sits down and b) S AY
looks in the minor.
3) What you do to change your hair color (and lose c) DO ZEN
weight?)
4) I tell you, this is the kind of test I always fail d) A DUL TERY
5) A newspaper that went bankrupt e) SH ELF
6) What you call people when you aren’t friends f) EX PRESS
7) The question (one of many) to ask yourself whentaking g) N AM ES
a lie-detector test.
8) What you say to a talkative elf who is sitting in a h) PESSIMI ST
bookcase
9) A tree that cannot hold a good conversation (or a good i) DI ET
relationship)
j) C HAIR
10) What we hope a least twelve of our students are not
doing in their English class.
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170
FORMAL VS INFORMAL
1) Which of these words is closest in meaning to 'formal'?

a) old b) official c) relaxed d) quiet
2) Which of these words is closest in meaning to 'informal'?
a) kind b) small c) relaxed d) quiet
3) Which of these would most people use with their children?
a) formal language b) informal language
4) Which of these would most people use in a court of law?
a) formal language b) informal language
5) Which word is more likely to be used in formal situations?
a) get b) receive
6) Which phrase is more likely to be used in an informal situation?
a) Thanks! b) Thank you very much indeed.
7) Which of these is more formal?
a) Would you mind opening the window?
b) Do us a favour, open the window.
8) Which of these is more informal?
a) What's the time?
b) Excuse me, do you happen to have the time?
9) Which of these sounds as if a person is asking for a more difficult favour?
a) Can you lend me that book?
b) Is there any chance that I would be able to borrow that book?
10) Which phrase is more likely to be used in formal situations?
a) dispose of b) throw away
a) See you later! b) I look forward to seeing you again soon.
a) Hiya! b) Good morning
13) Which of these words is more informal?
a) require b) need
a) Please report to reception. b) Just go to reception.
a) Can't wait to see you.
b) I'm looking forward to seeing you again soon.
16) Which of these words is more formal?
a) buy b) purchase
17) What most affects the way we talk to someone?
a) how well we know them b) what mood we are in
c) the weather
18) Why is it important to know when to use formal or informal language?
a) It's easier. b) It's cheaper.
c) We want to be more polite with people we don't know so well.
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PUNCTUATION
1. Which of the following is correct?

a) My pin number has two 5's. It's easy to remember.
b) My pin number has two 5s. It's easy to remember.
2. The ____ was a period of great achievements. It followed the ____ and lasted
from the 14th ____ until 1600.
a) Renaissance, Middle Ages, Century
b) Renaissance, Middle Ages, century
c) Renaissance, middle ages, century
d) renaissance, middle ages, century
a) The weather this winter has been: windy, wet, and unpredictable.
b) The weather this winter has been windy, wet, and unpredictable.
a) Waiting for the storm to stop I was anxiously looking out the window.
b) Waiting for the storm to stop, I was anxiously looking out the window.
a) The table was set – knives, forks, candlesticks – all were set up correctly.
b) The table was set-knives, forks, candlesticks all were set up correctly.
a) A friend of mine works as a translator for U.N..
b) A friend of mine works as a translator for U.N.
c) A friend of mine works as a translator for UN.
a) Harvey is a good driver, moreover, he is a very friendly one.
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b) Harvey is a good driver. Moreover he is a very friendly one.
c) Harvey is a good driver; moreover, he is a very friendly one.
8. Is this sentence correct?
Quantum mechanics is a branch of physics, it was initially developed to
explain atoms.
a) This sentence has a comma splice.
b) This is a sentence fragment.
c) This is a run-on sentence.
Mary came home from work early she had been feeling ill all morning.
b) This is a run-on sentence.
c) This is a sentence fragment.
Since you drew the short straw. You must walk to the gas station while we
stay here.
b) This is a sentence fragment.
c) This is a run-on.
11. Select the correctly punctuated sentence in the following groups:
a) My first job in a factory involved the manufacture of escalator handles
and ketchup bottle lids.
b) My first job in a factory involved the manufacture of escalator handles,
and ketchup bottle lids.
12. Select the correctly punctuated sentence in this group.
a) Ms. Espinoza has offered to coach the team this year, however, the
competition for the job is intense.
b) Ms. Espinoza has offered to coach the team this year, however the
c) Ms. Espinoza has offered to coach the team this year; however, the
a) The team's major concerns this year, however, are: staying healthy, finding
a good shooting guard, and maintaining good relations with the public.
b) The team's major concerns this year, however, are staying healthy, finding a
good shooting guard, and maintaining good relations with the public.
c) The team's major concerns this year; however, are staying healthy, finding a
good shooting guard, and maintaining good relations with the public.
a) Three major cities Hartford Bridgeport and Stamford make up the crucial
voting blocks of Connecticut.
b) Three major cities, Hartford, Bridgeport, and Stamford, make up the
crucial voting blocks of Connecticut.
c) Three major cities – Hartford, Bridgeport, and Stamford – make up the
crucial voting blocks of Connecticut.
a) My favorite teacher, who just happens to be my uncle, retired from the
university last summer.
b) My favorite teacher who just happens to be my uncle, retired from the
c) My favorite teacher, who just happens to be my uncle retired from the
a) It seems a shame that a diligent, sincere politician like Fuentes should be
ignored by shallow and thoughtlessly fickle voters.
b) It seems a shame that a diligent sincere politician like Fuentes should be
ignored by shallow and thoughtlessly fickle voters.
c) It seems a shame that a diligent sincere politician like Fuentes should be
ignored by shallow, and thoughtlessly fickle voters.
a) Given the hard choices our coach has had to make this year it's no
wonder she's decided to retire.
b) Given the hard choices our coach has had to make this year,
it's no wonder she's decided to retire.
18. Select the correctly punctuated sentence in this group:
a) Raoul has been too busy to keep up with his courses because he took on
too many extracurricular activities.
b) Raoul has been too busy to keep up with his courses, because he took on
too many extracurricular activities.
a) Believing in her own skills and possessing a supreme confidence, proved
to make the difference in her campaign.
b) Believing in her own skills and possessing a supreme confidence proved
to make the difference in her campaign.
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a) My favorite pizza combinations are sausage peppers and onions
mushrooms extra cheese and anchovies and hamburger
sun-dried tomatoes pepperoni and sliced red potatoes.
b) My favorite pizza combinations are: sausage, peppers, and onions,
mushrooms, extra cheese, and anchovies, and hamburger,
sun-dried tomatoes, pepperoni, and sliced red potatoes.
c) My favorite pizza combinations are sausage, peppers, and onions;
mushrooms, extra cheese, and anchovies; and hamburger,
sun-dried tomatoes, pepperoni, and sliced red potatoes.
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CONNECTIVES
1) Which is the best word for linking these sentences?

I went shopping. I bought some bread.
a) and b) but c) or
Are you coming with me? Are you staying at home?
a) and b) but c) or
Are you coming with me? Are you staying at home?
a) and b) but c) or
I wanted to play tennis in the park. It was raining.
a) and b) but c) or
He drove fast. He got there on time.
a) and b) but c) or
She tried on the red dress. It was too small for her.
a) and b) but c) or
7) Which of these words can be used to link sentences?
a) able b) as c) aunt
a) but b) by c) bread
a) or b) out c) over
10) When you are writing, which of these words can help you order events in
time?
a) not b) never c) then
11) Which of these words shows you are starting to write about a set of events?
a) free b) first c) next
12) Which of these words shows you are moving on to write about the next
thing?
a) then b) there c) three
Go straight on for about a mile. Turn left.
a) then b) yesterday c) must
Walk along the High Street. You get to the library.
a) first b) until c) not
You need to go round the roundabout. Take the third exit.
a) when b) but c) and
Add the dry ingredients. Mix well.
a) then b) when c) where
Fry the onions for 5 minutes. You add the chicken pieces.
a) before b) also c) until
Bake in a hot oven. The muffins are golden brown.
a) first b) when c) until
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PREFIXES AND SUFFIXES
1) Where do you find a prefix?

a) at the beginning of a word b) at the end of a word
c) in the middle of a word
2) Where do you find a suffix?
176
a) at the beginning of a word b) at the end of a word
c) in the middle of a word
3) What is the prefix in all these words?
dislike distaste disorder
a) taste b) dis c) dist
4) What is the prefix in all these words?
preview prepay prewash
a) pre b) wash c) prep
5) What is the suffix in all these words?
calling telling feeling
a) ell b) eel c) ing
6) What is the suffix in all these words?
careful awful hopeful
a) ful b) car c) ref
7) Which of these words has a prefix?
a) disqualify b) careful c) calling
8) Which of these words has a suffix?

a) mistake b) careful c) disprove
9) Which of these is the prefix 'mis' more likely to mean?
a) brilliantly b) badly
10) What does the prefix 'super' mean?
a) above b) below
11) What suffix could you add to 'mind' to make a new word?
a) ful b) ness c) able
12) What prefix could you add to 'take' to make a new word?
a) dis b) super c) mis
13) What prefix can be added to all these words?
take fire behave
a) pre b) mis c) super
14) What suffix can be added to all these words?
care leg cord
a) able b) ful c) less
15) What does the Latin word pre mean?
a) after b) under c) before
16) What does the Latin word sub mean?
a) after b) under c) before
17) Where could you find out the history of a word?
a) phonebook b) cookbook c) dictionary

18) Which of these words has a prefix and a suffix?
a) unsporting b) superman c) madness
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VOCABULARY (1)
1) Incredulous most nearly means ____
a) faithful. b) trustworthy.c) skeptical. d) incredible.
2) Disabuse most nearly means ____
a) heal. b) correct. c) harm. d) praise.
3) Laconic most nearly means ____
a) lazy. b) concise. c) fleeting. d) wordy.
4) Spurious most nearly means ____
a) genuine. b) antique. c) inauthentic. d) sharp.
5) Nadir most nearly means
a) honor. b) median. c) peak. d) bottom.
6) Allay most nearly means
a) soothe. b) vary. c) arrange. d) postpone.
7) Disingenuous most nearly means
a) reliable. b) insincere. c) smart. d) honest.
8) Adversely most nearly means
a) instantly. b) mildly. c) regularly. d) negatively.
9) Courtesy most nearly means
a) civility. b) congruity. c) conviviality. d) rudeness.
10) Frail most nearly means
a) vivid. b) delicate. c) robust. d) adaptable.
11) Recuperate most nearly means
a) mend. b) endorse. c) persist. d) worsen.
12) Meager most nearly means
a) majestic. b) scarce. c) tranquil. d) adequate.
13) Apathetic most nearly means
a) pitiable. b) indifferent. c) suspicious. d) evasive.
14) Surreptitious most nearly means
a) expressive. b) secretive. c) emotional. d) gullible.
15) Droll most nearly means
a) boring. b) slobbering. c) amusing. d) gullible.
16) Commendable most nearly means
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a) admirable. b) accountable. c) irresponsible. d) noticeable.
17) Disperse most nearly means
a) gather. b) agree. c) scatter. d) vary.
18) Domain most nearly means
a) entrance. b) rebellion. c) formation. d) territory.
19) Ludicrous most nearly means
a) ridiculous. b) lecherous. c) loud. d) reasonable.
20) Augment most nearly means
a) repeal. b) evaluate. c) increase. d) criticize.
21) Archaic most nearly means
a) tangible. b) modern. c) ancient. d) haunted.
22) Vindictive most nearly means
a) outrageous. b) insulting. c) spiteful. d) offensive.
23) Orient most nearly means
a) confuse. b) arouse. c) deter. d) adjust.
24) Expendable most nearly means
a) flexible. b) replaceable. c) expensive. d) extraneous.
25) Revolutionize most nearly means
a) cancel. b) preserve. c) maintain. d) transform.
26) The dry modeling clay was no longer malleable after the young boys left it
uncovered overnight.
a) useful b) wet c) hardened d) shapeable
27) The tutoring Sheila received had a salutary effect on her grade point
average.
a) negligible b) welcoming c) beneficial d) negative
28) The florid ceiling of the palace contained a very colorful and detailed
painting that was surrounded by gold leaf moldings.
a) high b) ornate c) flat d) bare
29) Carl realized he had hit the jackpot when he opened his grandfather's safe
deposit box and found a 1921 baseball card in pristine
a) worn b) untouched c) valuable d) fair
30) Running out of gas in the middle of the desert in August was an abysmalturn
of events.
a) terrible b) fortunate c) unexpected d) preventable
31) The CIA agent put herself in a very precarious situation by sneaking into the
embassy.
a) haphazard b) embarrassing c) dangerous d) comfortable
32) The minor earthquake left everything in my house askew.
a) destroyed b) crooked c) untouched d) dirty

33) Matthew's sneakers were sodden after jumping in every puddle on the block.
a) soaked b) dirty c) ruined d) cleaned
34) As a novice mountain climber, Maria wasn't prepared for the precipitous
face of El Capitan.
a) dangerous b) slippery c) steep d) level
35) The museum has a broad array of archeological displays from contemporary
society to primeval artifacts from the age of the caveman.
a) cursed b) ancient c) wrecked d) mysterious
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VOCABULARY (2)
1) He always did well at school ____ having his early education disrupted by
illness.
a) on account of b) in spite of c) in addition to d) even though
2) He's determined to finish the job____ long it takes.
a) whatever b) whenever c) however d) no matter
3) The museum wishes to ____ an assistant curator for its fossil collection.
a) appoint b) commission c) authorise d) assign
4) They can't ____ on a name for the baby.
a) conclude b) decide c) consent d) assent
5) They could find no ____ of the missing car despite an extensive search.
a) clue b) remnant c) indication d) trace
6) I am never free on Tuesday evenings as I have a ____ arrangement to go to
the cinema with a friend.
a) long-standing b) long-lived c) long-range d) long-lasting
7) Having made his first film earlier this year, he is ____ starring in a new
musical.
a) actually b) recently c) currently d) lately
8) He was very taken ____ by her aggressive attitude.
a) about b) aside c) apart d) aback
9) He was very quick to assert his authority ____ the younger children.
a) to b) over c) on d) at
10) There is no evidence that any member of the Government is ____ in the
current scandals.
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a) connected b) corrupted c) participated d) implicated
11) Your decision will ____ a great strain on our friendship.
a) impose b) propose c) expose d) suppose
12) We could have provided him with a detached house but he ____ asked for a
small flat.
a) decidedly b) specifically c) strongly d) solely
13) This missile is designed so that once ____ nothing can be done to retrieve it.
a) fired b) having fired c) they fired d) firing
14) I could stand the ____ no longer and flung the door open.
a) expectation b) suspense c) foresight d) imagination
15) I'd rather you ____ anything about the garden until the weather improves.
a) don't make b) didn't do c) don't do d) didn’t make
16) The ruling party is worried in case they lose the ____ control of the City
Council in the forthcoming elections.
a) overall b) whole c) unanimous d) mass
17) She pointed out that her wages ____ no relation to the amount of work he
did.
a) held b) yielded c) offered d) bore
18) I ____ that you won't be inviting that awful woman to the meeting.
a) assume b) instruct c) entrust d) rely
19) He has put his car entirely at our ____ for the holiday.
a) usage b) disposal c) pleasure d) disposition
20) His bank had never been ____ of his change of address.expression from the
list below.
a) contacted b) notified c) acquainted d) communicated
21) The police were very ____ in their examination of the building.
a) exhausting b) intense c) thorough d) concentrated
22) The roadworks made ____ to the hotel from the main road difficult.
a) entrance b) approach c) access d) ways in
23) After he set fire to the library, the boy was ____ from school.
a) expelled b) excluded c) exiled d) extracted
24) The newspaper did not mention the ____ of the damage caused by the fire.
a) range b) extent c) amount d) quantity
25) After a quick ____ at the patient the doctor rang for an ambulance.
a) glance b) stare c) gaze d) glimpse
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VOCABULARY (3)
1) The strong smell of garlic seemed to ____ the whole flat.

a) pierce b) penetrate c) inhabit d) pervade
2) The chairman of the local council had a ____ interest in the building. of a
new supermarket near the town square. He owned land there.
a) guaranteed b) permanent c) vested d) self
3) He apologised profusely, swearing never to do it again. But his wife refused
to be ____. As far as she was concerned, he had done it once too often.
a) persuaded b) forgiven c) consoled d) mollified
4) After five weeks, both parties in the strike agreed that it should be settled
by____
a) arbitration b) ballot c) adjudication d) tribunal
5) The sea between Dover and Calais was so ____ that most of the passengers
were seasick.
a) heavy b) bumpy c) choppy d) gusty
6) I can either move to another department or look for another lab? ____
choice really.
a) nobody's b) Hobson's c) sod's d) Murphy's
7) My cousin earns her living by ____ old paintings.
a) renewing b) restoring c) reimbursing d) renovating
8) I’m not quite sure I understand completely. Could you be a bit more____
a) explicit b) punctilious c) distinct d) explanatory
9) I can never look down from a high building; I suffer from ____
a) amnesia b) hypertension c) vertigo d) egomania
10) Two days before her wedding, my sister held a ____ party for her female
friends.
a) bitch b) stag c) bridal d) hen
11) Her only income being a small allowance, she lived a very ____ life.
a) frugal b) mean c) sparing d) extravagant
12) There was ____ at the cinema when someone shouted "Fire!"
a) commotion b) pandemonium c) histrionics d) turbulence
13) Most people agreed that the recent trial was a complete ____ of justice.
a) travesty b) satire c) corruption d) abortion
14) The new boss is so arrogant that he is completely ____ to all criticism.
a) impermeable b) impervious c) void d) resistant
15) There was a suspicious character _____ in the shadows.
a) lurking b) peeping c) peering d) awaiting
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SENTENCE STRUCTURE
1) Which one of these is a complete sentence?

a) Now and then. b) The child in bed.
c) He closed his eyes.
2) Choose a suitable ending for this sentence. He ran all the way but ...
a) he caught the train. b) he missed the train.
c) he laughed.
a) The bus number 27.b) It was late.
c) Under the bridge.
4) Choose the best word to fill the gap in this sentence. He likes carrots ....... he
likes peas.
a) and b) but c) or
5) Choose the best word to fill the gap in this sentence. He likes carrots ....... he
hates peas.
a) when b) but c) or
6) A sentence must always have a verb. True or false?
a) True b) False
a) The very tall lad with red hair.
b) The white house on the corner next to the dentist.
c) They came round the corner very fast.
a) Stop! b) My bag not there. c) About fifty pounds!
9) Which sentence makes most sense?
a) I went to the shop but I bought some eggs and I dropped them on the way
home.
b) I went to the shop and I bought some eggs but I dropped them on the way
home.
c) I went to the shop and I bought some eggs or I dropped them on the way
home.
10) A sentence always starts with the subject. True or false?
a) True b) False
11) Which word is the verb in this sentence? The dog always barks at the
postman.
a) always b) barks c) postman

12) Which word is the verb in this sentence? The postman usually cycles home
after work.
a) postman b) usually c) cycles
a) A very loud bang like a firework.
b) Trouble round the corner. c) Watch out!
14) Which sentence makes most sense?
a) He loved playing his guitar but he practiced every day.
b) He loved playing his guitar because he practiced every day.
c) He loved playing his guitar and he practiced every day.
15) What is missing from this sentence? Ate all the chocolates.
a) A subject b) A verb c) An object
16) What is missing from this sentence? The young couple bought at last.
17) What is missing from this sentence? The greedy man all the cakes.
18) Choose a suitable ending for this sentence. He thought he had lost his keys
a) or the car was stolen.
b) and he locked the door after himself.
c) but he had left them at home.
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READING: SKIMMING AND SCANNING
1) What sort of reading is skimming?

a) quick reading b) slow reading
2) What sort of reading is scanning?
a) quick reading b) slow reading
3) If you scan a dictionary what are you doing?
a) finding a word b) reading a story
4) If you skim a newspaper what are you doing?
a) reading the front page b) seeing what's in the paper
5) It is good to scan a story if you want to read it quickly.
a) True b) False
6) Key words and numbers can help with...
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a) skimming b) scanning
7) What sort of reading do you use to find a word in a dictionary?
a) skimming b) scanning c) careful reading
8) What sort of reading do you use to find out what's on TV today?
9) If you want to find the football results in a paper, do you...
a) skim b) scan c) read carefully
10) If you want to see quickly what ingredients you need in a recipe, do you...
a) skim b) scan c) read carefully
11) If you look at all the headlines in a paper, what are you doing?
a) skimming b) scanning
12) If you are reading to find your team's score, are you...
13) Scan the TV programme to find out what time you can see the news on BBC
One.
20.27 BBC News and Regional News
The latest national and international news stories from the BBC, followed
by the weather.
a) 20:00 b) 20:27 c) 20:30
14) Scan the TV programme to find out who presents 'Great Movie Mistakes'.
20.00 Great Movie Mistakes
Robert Webb uncovers the clangers and gaffes in Hollywood’s
biggest blockbusters.
a) Robert Webb b) John Stansfield c) Kate Humble
15) Scan the TV programmes to find out what is on at 19.30.
18.15 Local News
18.30 Countryfile
19.30 World News
20.00 The Science of Space
a) World News b) Countryfile c) Born to be Wild
16) Scan the TV programmes to find a science programme.
18.15 Local News
18.30 Countryfile
19.30 World News
a) Born to be Wild b) Countryfile c)The Science of Space
17) Skim the TV programmes to find out how many times you can watch the
news.
18.15 Local News
18.30 Countryfile
19.30 World News
a) once b) twice c) three times
18) Skim the TV programmes to find out what time you can watch a programme
about the countryside.
18.15 Local News
18.30 Countryfile
19.30 World News
a) 18.15 b) 18.30 c) 19.30
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PLANNING YOUR WRITING
1) Which of these is a reason why we plan writing?

a) to get it on one piece of paper b) to put our ideas into order
2) Which of these is a reason why we plan writing?
a) to make our writing clear to read b) to make it look nice
3) Which of these is a way to plan writing?
a) writing very fast b) using a spidergram
a) using sticky notes b) writing down the first thing you think of
a) going shopping b) making a list
6) If you were writing about your holiday what order would you plan these two
ideas: Sightseeing; The journey to your hotel
a) sightseeing first, then the journey to your hotel
b) the journey to your hotel first, then sightseeing
7) Would you plan your writing if you were sending a postcard?
a) Yes b) No
8) Would you plan your writing if you were sending an email?
a) Yes b) No
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a) checking your spelling b) using headings
c) using capital letters
10) Which of these is a way to plan writing if you are using a computer?
a) using the internet b) using the space bar
c) using bullet points
11) If you were writing an advert to sell your car, in what order would you plan
these points: the price; a description of the car
a) the price first, then a description of the car
b) a description of the car first, then the price
12) What does a spidergram look like?
a) a snake b) a snail c) a spider
13) How would you use sticky notes to plan your writing?
a) Write a separate idea on each one. Then sort them into a good order.
b) Write a separate idea on each one. Then mix them up into any order.
c) Write a separate idea on each one in different colors.
14) When you have done a plan for your writing what could you do next?
a) Copy it out again. b) Read it out loud.
c) Show your plan to a friend to get their feedback.
15) Would you check your spelling in a writing plan?
a) Yes b) No
16) How could you plan your shopping list?
a) Write everything in alphabetical order.
b) Write it in capital letters.
c) Plan all your meals for a week. Then write a list of all the food you need.
17) To show the order of your ideas when you plan your writing, in what order
would you use these adverbs?
a) first, next, last b) first, last, next c) next, last, first
18) Where would you write a conclusion?
a) at the end of your writing b) at the start of your writing
c) in the middle of your writing
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BUILDING UP PARAGRAPHS
1) What does putting your writing in paragraphs help you to do?

a) write less b) write longer sentences
c) organize what you want to say
2) When might you want to write a formal letter?
a) to apply for a job b) to keep in touch with a friend

c) to write to family overseas
3) A formal letter is usually just one paragraph. True or false?
a) True b) False
4) What does a paragraph not help you to do?
a) separate out your ideas b) make your writing clearer
c) make your writing more funny
5) What would you say to start a formal letter?
a) why you are writing b) the story of your life
c) what the weather is like
6) If you are writing a letter of complaint, what should the last paragraph say?
a) your feelings about the situation
b) what you want the person to do
7) When you write a report you can use different headings for each paragraph.
a) True b) False
8) What is the first paragraph in a story called?
a) ending b) plot c) introduction
9) What is a story you write about your own life called?
a) autocare b) autobiography c) autograph
10) What is a true story that someone writes about somebody else's life called?
a) plot b) novel c) biography
11) You write a story in paragraphs. True or false?
a) True b) False
12) You write a poem in paragraphs. True or false?
a) True b) False
13) What is a paragraph made up of?
a) names b) numbers c) sentences
14) A paragraph has one or more sentences. True or false?
a) True b) False
15) What is the best number of sentences in a paragraph?
a) more than 12 b) more than one c) less than one
16) Which writing does not usually have paragraphs?

a) a report b) a story c) a short text message
17) Which of these words is the odd one out?
a) beginning b) ending c) conclusion
18) Which word lets you know that you are near the end of a story or report?
a) begin b) finally c) but
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TYPES OF TEXT
1) What sort of a text is this?

Bob, Your dinner is in the oven, love Pat x
a) letter b) bill c) note
Dear Sir/Madam
I am writing in response to your letter of 11 October.
a) letter b) postcard c) note
10.00 ITV News and Weather
10.30 Local News/Weather
a) bill b) TV listings c) recipe
Add the egg and stir well.
a) recipe b) ticket c) letter
Please use BLOCK capitals. Tick the boxes that apply to you.
a) letter b) bill c) form
Try some today. It is delicious. Half price for this week only.
a) postcard b) letter c) advert
BBC Homepage
www.bbc.co.uk – Breaking news, sport, TV, radio and a whole lot more
a) shopping list b) website search listing c) list of recipes
Leo: Friday could be an important day for your love life.
a) horoscope b) TV listings c) recipe
Use two AA batteries. Put them in the battery compartment.
a) bill b) form c) manual
Admit one. Odeon cinema. Blackpool.
a) bill b) ticket c) manual
Minimum payment is due by 10th July.

a) bill b) ticket c) manual
Log on here. User name. Password.
a) letter b) website c) form
13) What is the purpose of this text?
8.00 EastEnders
8.30 Miranda
9.00 Strictly Come Dancing
a) to inform b) to entertain c) to instruct
Turn left at the lights and then go straight on until you get to the Post
Office. Turn right and you will see the building in front of you.
a) to inform b) to persuade c) to instruct
One of the funniest films ever made. A film you must see. In cinemas from
Wednesday.
a) to entertain b) to persuade c) to instruct
Paris is a hub of European air, road and rail travel. You can fly direct from
many British airports.
a) to entertain b) to persuade c) to inform
Chapter 4. He was still on the run. Paul put up his hood and stayed in the
shadows. He didn't want to be spotted.
a) to instruct b) to entertain c) to persuade
If you vote for me, I promise I will work to make your neighbourhood safer
and your streets cleaner.
a) to entertain b) to persuade c) to inform
FORMAT AND STYLE
1) A text message is informal writing. True or false?

a) True b) False
2) When you write a text to a friend, you always need to write your name. True
or false?
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a) True b) False
3) What is a blog?
a) a type of pudding b) a lot of trees
c) a personal diary or log
4) What does a newspaper heading tell you?
a) what you need to do b) what the story is about
c) the cost of the paper
5) A website address may start with which of these?
a) Mary Brown b) 56 Old Street c) www
6) You usually find a heading on which of these?
a) poster b) text message c) letter to a friend
7) You always start a text message 'Dear Sir or Madam'. True or false?
a) True b) False
8) What is a cartoon?
a) a car manual b) songs to play in a car c) a drawing
9) An email may be formal or informal. True or false?
a) True b) False
10) You are writing a birthday card for your friend. Which is the correct
spelling?
a) Bst wishes b) Best wiches c) Best wishes
11) When you write a poem, you need to write in full sentences. True or false?
a) True b) False
12) What is an online dictionary?
a) a long line of wordsb) a list of computer word
c) a dictionary on a computer
13) If you are writing a letter, which of these is an informal ending?
a) With love b) Yours sincerely c) Regards
14) When you write an email you can send it to more than one person.
a) True b) False
15) What's the best way to make a formal complaint?
a) a poem b) a poster c) a letter or email d) a blog
16) When you are writing a recipe, what do you need to start with?
a) a list of ingredients b) instructions c) how to eat it
17) What is a film review?
a) when you go to see a film a second time
b) what someone writes about a film c) a poster
18) What is a computer menu?
a) best things to eat when using a computer
b) a list of your files on the computer

c) a list of options or commands on the computer
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WRITING LETTERS
1) If you are writing about a job, what do you need to start a letter with?
a) Hello b) Hi c) Regards d) Dear
2) A formal letter is when you are writing to your best friend.
a) True b) False
3) What do you write to end a letter to a friend?
a) Yours faithfully b) Best wishes c) Yours sincerely
4) When you write a letter by hand, the date is usually…
a) at the bottom of the page
b) before the address of the person you are writing to
c) under the address of the person you are writing to
5) A note is like a short letter.
a) True b) False
6) What is a good way to end a letter?
a) I am very tired now.
b) I am looking backwards to hearing from you.
c) I am looking forward to hearing from you.
7) What is an email?
a) electric mailb) electronic mail c) end mail
8) What do you press to send an email?
a) Send b) Go c) Now
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Self Assessment Tests
9) When you write a letter or email, you need to think about…

a) who you are writing to
b) what you need to do next
c) who you are writing to and why you are writing
d) why you are writing
10) When do you usually write 'Yours sincerely' at the end of a formal letter?
a) When you don't know the name of the person you are writing to.
b) When you know the name of the person you are writing to.
11) You are writing to book to see somebody. Which of these is the correct
spelling you should use?
a) apintment b) appointment c) appointment
12) When you are writing a letter, what is the best way to say sorry for
something you have done?
a) I would like to apologise. b) I could not help it.
c) It wasn't my fault.
13) What does the subject of an email tell you?
a) who the email is going to b) who you are
c) what the email is about
14) When you write an email, you use the 'To' box to write the email address of
the person you are writing to.
a) True b) False
15) When you write an email, you cannot send copies to other people.
a) True b) False
16) If you have already sent an email to someone, you probably don't need to
write their email address again.
a) True b) False
17) When you write an email, what do you need to type?
a) your email address b) today's date
c) what the email is about
18) You can send a formal letter as an email attachment.
a) True b) False
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EDITING AND PROOFREADING LETTERS
1) Which of these sentences is correct?
193
a) I saw your adert in the paper.

b) I saw your advert in the paper.
2) Which of these sentences is correct?
a) I can attend the interview on Monday.
b) I can attend the interview on Munday.
3) In a formal letter where do you put your address?
a) top right hand corner b) bottom right hand corner
4) How should you write the date in a letter?
a) 20 march 2015 b) 20 March 2015
194
5) What should you put at the end of your address?

a) your security code b) your postcode
6) What should you check when you have written a draft?
a) your spelling b) the time
7) You are writing to Ms Jones in Housing. How would you start the letter?
a) Hi there b) Dear Ms Jones
8) How would you end a formal letter?
a) Cheers b) Regards
9) Which of these contains the correct spelling?
a) 19 June b) 19 Joon
10) Which of these sentences contains a mistake?
a) can I make an appointment please?
b) Can I make an appointment please?
11) Which of these sentences contains a mistake?
a) My address is 39 boris close.
b) My address is 39 Boris Close.
12) Which of these things is NOT something you do after you've written a draft?
a) Check for full stops. b) Tear it up and start again.
c) Check for capital letters for names and places.
13) What is the missing word in this sentence?
Please could send me an application form.
a) I b) man c) you
195

I enjoy going the gym.
a) to b) from c) of
My son missed school yesterday because was ill.
a) she b) he c) they
16) If you write a birthday card which is the best greeting?
a) Happy Birthday Tom! With love from Mari
b) Happy Birthday Tom! Yours sincerely, Mari
17) When you type, sometimes you hit the wrong letters. What do you think this
was meant to say?
a) Best washes b) Beat it c) Best wishes
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MEMO WRITING
1) Memos are a much more formal means of communication than business

letters.
a) True False
2) What purpose does the first sentence of the body of a memo serve?
a) Introduces the writer of the memo
b) Serves as a formal greeting
c) Tells the audience who to contact if they have questions
d) States the purpose of the memo and/or what action the reader needs to
take
3) Which of the following statements is true in regards to the spacing of a
memo?
a) The entire document is double spaced
b) The entire document is single spaced
c) Everything is double spaced except for the body paragraphs
d) Only the body paragraphs are double spaced
4) Memos are usually _____ page(s) long.
a) 1 b) 2 c) 3 d) 4
5) Memos sometimes contain subheadings to signal a shift in topics.
a) True b) False
6) If a memo is more than one page, the top of the second page should contain:
a) The page number
b) The date
196
c) The name of the recipient of the memo

d) All of the above
7) Which two adjectives best describe a memo?
a) Lengthy and in-depth b) Short and concise
c) Detailed and formal d) Verbose and succinct
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NATO STANAG 6001

WRITING PROFICIENCY LEVELS
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1. A comparative analysis of the descriptors and levels of outcomes used in

NATO STANAG 6001 and in the Council of Europe Framework (CEF) as
interpreted by the UK Ministry of Defence and University of Westminster
Languages Examinations Board (MODLEB):
STANAG 6001 CEF

Listening Speaking Reading Writing
Level 0 Below A1 Below A1 Below A1 Below A1
– No proficiency
Level 1 A2 A2 A2 A2
– Survival
Level 2 B1 B1 B1 B1
– Functional
Level 3 B2.2/C1 B2/C1 B2/C1 B2/C1
– Professional
Level 4 C1/C2 C1/C2 C2 C1/C2
– Expert
Level 5 – Highly- C2 or above Above C2 Above C2 Above C2
articulate native
(Source: http://www.linguapeace-europe.net/)
2. Language proficiency profile

Language proficiency profiles are recorded using a sequence of
4 digits, with plus indicators if/when applicable, to represent the four
language skill areas, and those skills will be listed in the following sequence:
– Skill L (CP in French) Listening
– Skill S (EO in French) Speaking
– Skill R (CE in French) Reading
– Skill W (EE in French) Writing
This four-digit number will be preceded by the code letters SLP (PLS in
French) to indicate that the profile shown is the Standardised (S) Language
(L) Profile (P). (For example: SLP 3321 means level 3 in listening, level 3 in
speaking, level 2 in reading and level 1 in writing.)
3. Writing skills focus
200
Appendices
 Giving and asking for information;

 Expressing thanks and apologies;
 Making and responding to requests;
 Writing and replying to invitations;
 Asking for and giving reasons for a course of action;
 Descriptions and comparisons;
 Narrating and explaining a sequence of events in paragraphs;
 Asking for clarification;
 Expressing own opinion on wide range of topics, both personal and
professional.
201
4. Topics
 Personal information, job, family, home, free time activities, general
routines, holidays, travelling, food, festive occasions;
 Art, science and technology, culture, economics, politics and military
domain.
5. Types of Tasks
 Short personal correspondence related to job, family, home and other
everyday activities, e.g. lists, short notes, postcards, e-mails,
 Short questionnaires asking for description, letters, phone messages,
filling-in forms;
 Personal and routine workplace correspondence and related documents,
such as memoranda, brief reports, and private letters on everyday topics,
 CVs (resumes), summaries;
 Official correspondence, reports in a special field and extended pieces of
writing of analytical, hypothetical and argumentative nature, such as
briefings, extended reports, speeches and discussion papers.
6. Writing Proficiency Levels
Level 0 – No proficiency
 No functional writing ability.
Level 1 – Survival
 Can write to meet immediate personal needs.
 Examples include lists, short notes, post cards, short personal letters,
phone messages, and invitations as well as filling out forms and
applications.
 Writing tends to be a loose collection of sentences (or fragments) on a
given topic, with little evidence of conscious organization.
 Can convey basic intention by writing short, simple sentences, often
joined by common linking words. However, errors in spelling,
vocabulary, grammar, and punctuation are frequent.
 Can be understood by native readers used to non-natives’ attempts to
write.
Level 2 – Functional
 Can write simple personal and routine workplace correspondence and
related documents, such as memoranda, brief reports, and private
letters, on everyday topics.
 Can state facts; give instructions; describe people, places,
and things; can narrate current, past, and future activities in complete,
but simple paragraphs.
202
Appendices
 Can combine and link sentences into connected prose; paragraphs

contrast with and connect to other paragraphs in reports and
correspondence.
 Ideas may be roughly organised according to major points or
straightforward sequencing of events. However, relationship of ideas
may not always be clear, and transitions may be awkward.
 Prose can be understood by a native not used to reading material
written by non-natives.
 Simple, high frequency grammatical structures are typically controlled,
while more complex structures are used inaccurately or avoided.
Vocabulary use is appropriate for high frequency topics, with some
circumlocutions.
 Errors in grammar, vocabulary, spelling, and punctuation may
sometimes distort meaning.
 However, the individual writes in a way that is generally appropriate
for the occasion, although command of the written language is not
always firm.
Level 3 – Professional
 Can write effective formal and informal correspondence and documents
on practical, social, and professional topics.
 Can write about special fields of competence with considerable ease.
 Can use the written language for essay-length argumentation, analysis,
hypothesis, and extensive explanation, narration, and description.
 Can convey abstract concepts when writing about complex topics
(which may include economics, culture, science,
and technology) as well as his/her professional field.
 Although techniques used to organise extended texts may seem
somewhat foreign to native readers, the correct meaning is conveyed.
 The relationship and development of ideas are clear, and major points
are coherently ordered to fit the purpose of the text.
 Transitions are usually successful.
 Control of structure, vocabulary, spelling, and punctuation is adequate
to convey the message accurately.
 Errors are occasional, do not interfere with comprehension,
and rarely disturb the native reader.
 While writing style may be non-native, it is appropriate for the
occasion.
 When it is necessary for a document to meet full native expectations,
some editing will be required.
Level 4 – Expert
203
 Can write the language precisely and accurately for all professional
purposes including the representation of an official policy or point of
view.
 Can prepare highly effective written communication in a variety of
prose styles, even in unfamiliar general or professional-specialist areas.
 Demonstrates strong competence in formulating private letters, job-
related texts, reports, position papers, and the final draft of a variety of
other papers.
 Shows the ability to use the written language to persuade others and to
elaborate on abstract concepts.
 Topics may come from such areas as economics, culture, science, and
technology as well as from the writer’s own professional field.
 Organises extended texts well, conveys meaning effectively,
and uses stylistically appropriate prose.
 Shows a firm grasp of various levels of style and can express nuances
and shades of meaning.
Level 5 – Highly-articulate native
 Writing proficiency is functionally equivalent to that of a
well-educated native writer.
 Uses the organisational principles and stylistic devices that reflect the
cultural norms of natives when writing formal and informal
correspondence, official documents, articles for publication, and
material related to a professional specialty.
 Writing is clear and informative.
7. Scoring Criteria:
In assessing candidate’s performance, the following criteria are taken into
consideration:
– Task completion
– Organization
– Vocabulary
– Syntax and Grammar.
8. Description of the Writing Test

The Writing Test consists of two parts.
Part One – Candidates are expected to produce up to 130-150 words of
connected, factual, coherent writing. They are instructed to
spend 20 minutes on this task.
Part Two – Candidates are expected to produce up to 220-250 words of
effective and extended pieces of writing demonstrating
appropriate command of language).
They are instructed to spend 40 minutes on this task.
204
Appendices
Duration of the Writing test: 60 minutes.
Writing Test Samples

L1
My name is XX. have worked here for 6 years. I will take charge of audit of
your company. Nice to meet you.
This e-mail is the first contact of us, I want to set up a meeting to know each other.
So Please let me know when you can attend the meeting.
How about 12 Feb or 14 Feb? And Where do you hope to take place? Please
asertain the agenda of meeting, I plan to information of your company, schedule
of audit. Regard
L1+
Eugenio Maria de Hostos was a puerto Rican Professor for about
20 years, providing his knowledges to all his students and collegues.
He was leaving in Puerto Rico his first 25 years and he moved to Dominican
Republic where He work for about 10 year in a very important University there.
After this times he came to United States and worked in different schools and
universities. Ending his years working in a library Located in New York city.
After he died He donate his money and knowledges to New York and New
Jersey school system.
Actually, a new school is open on Union City, Kennedy Boulevard and named it
with his name, “Board of Education, Eugenio Maria de Hostos, Early childhood
School.” They decide to gave this honor to this man for the Puerto Rican
community contribution.
L2
I’m going to write about adopting the U.S. Constitution. Delegates from thirteen
states met in the summer of 1787 to discuss the creation of a Constitution. There
was the anti-federalist which were against it and the federalist which were for it.
The anti federalist wanted the constitution to adopt the Bill of Rights. The federalists
did not want to because they thought the Constitution already protect its citizens.
After a long hot summer in Philadelphia, both groups reach an agreement to
include the Bill of Rights.
This event ushered in a new nation with a plan in hand call the Constitution and
the Bill of Rights which specified the rights of its citizens. This rights are
freedom of speech, religion, press, petition etc. famous men like Washington,
Jefferson, Madison etc took part in this glorious event. If they did not agree to
have a Constitution, we would not have a united nation right now. Thanks to
their efforts, we do.
L2+
Yesterday, Tuesday, November 15th, 2005, the fans of the Spanish singer
Alejandro Sanz, were able to see and hear his idol in person at the Radio City
205
Music Hall in New York City. The tickets were sold out a month ago, and the
performance of Alejandro Sanz was superior.
As usual, Alejandro sang his most popular songs such as "El Alma al Aire"
("The Soul in the Air"), "Mi Soledad y Yo" ("My Lonelyness and I"), "Heroe"
("Heroe"), and more.
The concert started on time at 8 p.m. and finished at 11 p.m. Three excellent hours of
an outstanding performance, Sanz, gave to his fans from all over the world. The
adrenaline of the fans was high with the romantic voice of the singer. Also, there
were some lucky ones who were able to hold hands with their idol, and show their
affection by giving to their favorite singer some gifts, such as flowers, teddy
bears, chocolate boxes, etc.
Furthermore, the price of the tickets were from $85.00 to $300.00, and all the
tickets were sold out a month ago. There is not doubt the Alejandro Sanz has
won his fans' heart. Personally, I believe that Alejandro Sanz is an excellent
singer and his sense of humor, his personality, his passion for believing in the
true love, makes him a unique singer.
Finally, if Alejandro Sanz's fans would not be able to show up to the concert, I
am pretty sure that they would be watching the concert at home in their T.V.
However, all of his fans took the time and paid to go and see in person our dear
and beloved Alejandro Sanz.
L3
Many teachers have been complaining about our current student population. The
implication is that they do not possess the same values as students of past
generations. Some complain that the students do not appear to have the level of
respect for those in authority that was once so evident in the schools and the
community. Teachers are frustrated as students seem to place a higher value on
play than their education.
Years ago this community was homogeneous. In most cases at least one parent
or a grandparent stayed at home so that there was supervision of the students at
all times. In today's environment, the parents, largely new immigrants, find it
necessary to work two jobs each and do not have the support network of close
family members in the vicinity. The alienation that the newly arrived parents
feel as they work in environments that are not pleasant combined with long
hours causes them to arrive home feeling besieged on most days. Under these
circumstances the young parents are frustrated and confused as they listen to
their children speaking the English that is taught to them in schools. Despite
having brought their children to this country for a better life they wonder if so
much sacrifice is worth what is happening to their families before their eyes.
They silently wonder why the American dream seems so far away while they are
working fifteen hour days, six days a week.
206
Appendices
In today's diverse community everyone needs to understand the immigrants’

point of view as well as be sensitive to the cultural perceptions of other groups
to reduce stereotyping and frustration. With this end in mind a regular meeting
to discuss points of view and preconceived notions among community members
with translators for each of the seven languages that are prevalent would no
doubt add much to the understanding of our neighbors' and teachers' viewpoints.
Today's teachers need to be culturally sensitive as well as supportive as students
struggle to take their place in American society. While this newest wave of
immigrants may seem so unusual, it needs to be remembered that just a
generation or two ago our grandparents entered into this new world during a far
simpler time. They entered a world where neighbors had the inclination and
made the time to look after one another. A regularly scheduled discussion
overtime would serve to address people's fears and preconceptions and allow for
the building of understanding and compassion. We all need to remember that a
long time ago our founding fathers were foreigners.
(Source: https://www.natobilc.org/documents/LanguageTesting/WRITING%20TEST%
20SAMPLES.pdf
207
UNDERSTANDING INSTRUCTION WORDS

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
Instruction Meaning
Account for Give reasons for; explain.
Examine in detail; identify key features. If
Analyse
appropriate, examine critically.
Decide how important, useful, valuable or
Assess effective something is. Identify merits and
limitations. Justify your decision.
Clarify Literally make something clearer and, where
appropriate, simplify it. This could involve,
for example, explaining in simpler terms a
complex process or theory, or the relationship
between two variables.
Comment upon Pick out the main points on a subject and give
your opinion, reinforcing your point of view
using logic and reference to relevant
evidence, including any wider reading you
have done.
Identify similarities between two items,
concepts, methods or theories. It may also
be appropriate to identify both similarities
Compare
and differences, even if the question does
not specifically ask you to ‘compare and
contrast’. If appropriate, justify your choice.
Consider Say what you think and have observed about
something. Back up your comments using
appropriate evidence from external sources, or
your own experience. Include any views
which are contrary to your own and how they
relate to what you originally thought.
Identify differences. If appropriate, give
Contrast
reasons for your preference.
Make a judgement based on careful
Critically assess/evaluate consideration of the evidence for and
against something.
Define Give the exact meaning of a word or
phrase. You may have to consider different
208
Appendices
Instruction Meaning
definitions and examine the issues involved
in attempting to define a term.
Demonstrate Show how, with examples to illustrate
Identify and explain the features of
Describe
something.
Explain; present both sides of an issue; take
Discuss
a position; explore implications.
Identify differences (especially where
Distinguish/differentiate between
confusion is possible).
Give a full answer, exploring the issues and
Elaborate
justifying conclusions.
Evaluate See ‘Assess’.
Consider in detail; investigate.
Examine
If appropriate, critically assess.
Give reasons; describe how something
Explain
happens.
Use examples or evidence to explain
Illustrate
something/to make something clear.
Use evidence to support an argument;
explain how conclusions or decisions were
Justify
reached; anticipate and deal with objections
to your point of view.
Give main points only; do not include
Outline
detail.
Present key points or features clearly,
State
avoiding elaboration.
Select the main points and present them
Summarise
concisely.
Present events or stages of a process in
Trace
order.
(Source: http://www.ncl.ac.uk/students/wdc/learning/academic/)
209
210
Appendices
CONNECTORS AND USEFUL EXPRESSIONS

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
CONTRAST
but
although/though
in spite of/despite + noun or –ing /despite the fact that
however
nevertheless/nonetheless
on the other hand
by contrast
on the one hand … on the other hand …
in contrast to/ with
As opposed to
On the contrary
Alternatively
Instead of
The former… the latter
Conversely
ADDITION
Furthermore / moreover / in addition to
As well as
Apart from this/that
Also
Besides
Additionally
What is more
On top of that
EXAMPLE
one such example is
such as
in other words
for example / for instance
let me exemplify this concept by/with
that is / that is to say
one instance could be
SEQUENCE / TIME
first of all
first / firstly
second / secondly
later / after that / afterwards
then / next
211
finally / in the end

TIME
once
alter
meanwhile / in the meantime
before reaching that stage
prior to
after that stage
subsequently
eventually
whenever
while
as soon as
before
until / till
now that
since
for
all of a sudden / suddenly
PURPOSE
so that / in order that +sentence
in order to / so as to / to + infinitive
RESULT
as a result (of) / consequently
therefore
for this / that reason
so / that is why / because of this/that
hence
with this in mind
an account of the fact that …
bearing this in mind
taking this into account
thus
CAUSE
because of / on account of
owing to / due to
as result of
by virtue of
thanks to
following
in view of / in the light of
in the face of
212
Appendices
for fear of
for the simple reason that
given that
caused by / brought about to
SOME USEFUL EXPRESSIONS FOR ESSAY AND REPORT WRITING
TO PRESENT A TOPIC
– It is often said / asserted / claimed that …
– It is universally acknowledged that …
– It is a well-known fact that …
– For the great majority of people …
– A problem that is often debated nowadays is that of …
– One of the most striking features / aspects of this problem / issue / topic /
question …
– A number of key issues arise from …
– First of all, let us try to understand / consider …
– By way of introduction …
– What we are mainly concerned with here is …
SEQUENCE OF IDEAS IN A PARAGRAPH

– This brings up to the question of whether …
– On the one hand … on the other …
– As for …
– Incidentally, we must not forget …
– As far as … is concerned …
– Added to that, …
TO EXPRESS PERSONAL OPINION

– I think / don’t think that …
– I think it is probable that …
– I believe that …
– I agree / don’t agree that …
– My own view of this is that …
– Speaking personally …
– It seems to me that …
– My personal opinion of …
– I feel strongly that …
– In my opinion …
– In my view …
– For my part …
– I maintain that …
213
– My point of view is that …

– From my point of view …
– For me …
– It seems to me that …
– As I see it …
– A lot of people claim that …
– For me, the gist of the matter is that …
TO EXPRESS POSSIBILITY AND PROBABILITY

– It is highly probable that …
– There is a strong chance that …
– It is reasonable to think that …
– It stands to reason that …
– It would appear …/ It would seem that …
– It is within the bounds of possibility that …
– There is reason to believe that …
– There are grounds for believing / for the belief that …
TO EXPRESS COMPARISONS
– In comparison with / compared with / when compared with
– By comparison …
– If you compare …
– Whereas / whilst
– In contrast to …
– As opposed to … / Unlike …
– The former … the latter
– There is some resemblance / similarity between …
– It is greatly superior to …
– It is much inferior to …
214
Appendices
NATO PRINT STYLE GUIDE
For continuity across the numerous language writing styles, use the following
when writing in English for official ACO/ACT publications.
These are adapted from the Reuters Handbook of Journalism at
http://handbook.reuters.com/index.php/Main_Page.
1. Acronyms
Avoid if at all possible. Very few are understandable at first reference.
Most are only of use to a specialised audience that has seen them several
times before. Where possible replace with a noun such as the committee, the
organisation, the inquiry.
2. Book and Film Titles

Books, films, plays, poems, operas, songs and works of art: capitalise every
word in the title apart from conjunctions, articles, particles and short
prepositions, e.g. “The Rise and Fall of the Third Reich”,
“The Merchant of Venice”, “Gone with the Wind”. The same is true of radio
and television programmes other than news and current affairs, e.g.
“American Idol”.
3. Dates
a. Use the sequence month/day/year, e.g. Iraq’s invasion of Kuwait on Aug.
2., 1990,led to... or the August 2 invasion or the August 1990 invasion. If a
specific date isused, put the year inside commas. Spell out months in text
but abbreviate them followed by a full stop when they are used with a
specific date – Jan.1, Feb. 14, Aug. 5, Sept. 11, Oct. 24, Nov. 5, Dec. 25.
b. In datelines, use Jan Feb March April May June July Aug Sept Oct Nov
Dec with no full stop. If you need to abbreviate for a table use the first
three letters of each month: Jan Feb Mar Apr May Jun Jul Aug Sep Oct
Nov Dec. There is no full stop.
When spelling out duration, write the tournament runs from
May 22 to 24 not runs from May 22-24. Write arrived on Monday not arrived
Monday and on Tuesday, on Wednesday, on Thursday rather than yesterday,
today, tomorrow. An exception is made for copy in the Americas, where
because of subscriber preferences our styleis to drop the ‘on’ before days of
the week. Write the 1939-45 war but from 1939 to 1945 not from 1939-45.
Similarly between 1939 and 1945 and not between1939-45. Write 9/11, not
9-11.
215
4. Non-English Language Phrases

Use such phrases or quotes only in exceptional cases, for instance where no
generally recognised English equivalent exists. They must always be
explained, e.g. Dismissing the libel action, the judge said, “De minimis non
curat lex” (a Latin phrase meaning “The law does not concern itself with very
small matters”).
5. Jargon
Jargon is specialised language unfamiliar to the average reader,
e.g. remuneration, de-escalation, methodology, going forward, thought
leadership, downside risks. If you have to convert into better English a word
such as confrontation, use the most conservative of its various meanings.
Unless you are directly quoting someone, turn jargon into clear English.
Journalism jargon – news flow, obits, stringers, paras, rejigs – should not
appear in our stories. Words like obituary should be written in full.
6. Kilometre
Use km (no full stop, same singular and plural) at all references, except in a
phrase such as hundreds of kilometres.
7. km per hour
First reference, kph on second and subsequent references.
8. Military
Avoid military jargon. However, an attempt should be made to explain the
military situation.
9. Aircraft
a. Use aircraft rather than plane. Most airliners and military aircraft are jets so
there is normally no need to specify that an aircraft is a jet. Warplane – is one
word.
i. Capitalise but do not put in quotation marks the names of aircraft,
e.g. Hercules, Flogger, Raptor. When the number designating an aircraft is
preceded by a letter or letters, hyphenate, e.g. Boeing 777 but MD-90,
F117.
ii. Use makers’ names in the form given in Jane’s All the World’s Aircraft,
e.g. MiG-35. Give numerals for aircraft speeds, e.g. Mach 1 not Mach one.
iii. Know what the most common military letters mean when asked.
F stands for Fighter (F-35), C stands for Cargo (C-17), KC stands for
Kerosine Carrier(KC-135), B stands for bomber (B-2), CH stands for Cargo
Helicopter (CH47), AH stands for Attack Helicopter
(AH-64), T stands for Trainer (T-35 jettrainer).
216
Appendices
b. Air Base. Two words. So also air raid but airspace and airstrike.
c. Airborne Warning And Control System (AWACS). Aircraft equipped with
search radar, height-finding radar and communications equipment for
controlling weapons, generally other aircraft, surveillance and early warning.
d. Alliance Ground Surveillance (AGS). A system that will give commanders a
comprehensive picture of the situation on the ground.
e. Stealth. They depend for their safety on carbon-based composite building
materials and an unusual shape that absorbs radar signals or reflects them at
angles that make the aircraft difficult to detect for useful periods of time. Do
not capitalize “stealth.”
f. STOL. Short take-off and landing.
g. Strafe. To attack with machine guns or rockets from the air. Do not use in
referring to aerial bombing or ground-to-ground attacks.
h. Unmanned Aerial Vehicle (UAV). The Predator is a U.S.-built UAV that is
primarily used to collect intelligence but can act as an offensive weapon,
sometimes equipped with two Hellfire missiles. The Global Hawk with a
wingspan wider thana Boeing 737’s can loiter high above the area it is
monitoring for more than 24hours while the Dragon eye is a tiny unmanned
scout aircraft for reconnaissance by ground troops.
i. VTOL. Vertical take-off and landing.
j. Warplane. One word. It is a useful one for the lead paragraph, but it is better
inmost cases to be specific (fighter, bomber), although some aircraft can
carry out a variety of missions, such as the F16.
The Fairchild A-10 Thunderbolt is a ground attack aircraft designed to
support ground forces. The Panavia Tornado is a multirole combat aircraft.
The B-52 is a long-range bomber. In financial stories and when dealing with
contracts, sales and development, put the manufacturer’s name (and
company) before the aircraft type.
10. Armored Vehicles

If in doubt about the name of any of these just call it an armoured vehicle. An
artillery piece such as a gun or howitzer may be mounted on tracks or wheels
and be self-propelled.
a. Armored Fighting Vehicle (AFV). Neither a tank nor an armored personnel
carrier, but a hybrid evolved in an era of fast-paced warfare in which infantry
must keep up with tanks.
i. An AFV like the Bradley Fighting Vehicle used by the U.S. military carries
as quad of infantry.
ii. The Soviet-designed BMP-1 carries infantry and is armed with an antitank
missile launcher and a 73mm gun.
iii. The British GKN Warrior is a 25-tonne tracked armored vehicle with a 30
mm cannon.
217
b. Armored Personnel Carrier (APC). A tracked or wheeled vehicle that carries

small groups of infantry into battle. It provides protection against small-arms
fire and shells plinters, and may be armed with machine guns.
i. Make sure a tank is a tank and not an APC. If in doubt about the name of
any of these just call it an armoured vehicle.
ii. An artillery piece such as a gun or howitzer may be mounted on tracks
orwheels and be self-propelled.
11. Battle
a. Battlefield. One word. Also battlefront and battleground.
b. Bomb Damage Assessment. (BDA). Avoid unless in quotes. Spell out BDA
in parentheses if used in a quotec. Biological Warfare. The use in warfare of
microorganisms to cause death or disease.
d. Ceasefire. One word
e. Chemical Warfare. The use of chemicals other than explosives, e.g., gas.
f. Fighting. This is relative. It ranges from hand-to-hand combat to the risk of an
exchange of intercontinental ballistic missiles. Avoid “fierce” fighting and
“heavy” fighting unless casualties are known to be heavy or the fire intense.
Spell out what is meant. “Infantry fighting” is not simply combatants on foot. It
implies a set-piece engagement, not, for instance, a few militiamen jumping
garden walls and blasting away with rifles.
g. Gunbattle. One word. So also gunfire, gunman and gunpoint.
h. Offensive. An offensive is more specific than an attack. It is an extensive
attack over days, weeks or months often on a wide front or an entire theatre
of a campaign or war by air, sea or ground forces and sometimes all three.
i. Raid. Use only when a force attacks and then leaves an objective,
as opposed to occupying it.
12. Military Titles

a. Ranks should never be abbreviated and should be capitalised when
referring to a specific individual.
b. In general, ranks in the armed forces of the main English-speaking
countries such as the United States, Britain and Australia are not hyphenated,
e.g. Lieutenant Colonel, Rear Admiral, Air Chief Marshal. However, there are
exceptions, such as Canada and India, which hyphenate their titles and we
should follow the local practice.
c. At second and subsequent reference, use the surname OR his or her rank,
e.g.Major General John Brown becomes either Brown or the general (not the
major general).
d. Ranks in the non-English-speaking world should be translated without
hyphens.
13. Service Components
218
Appendices
a. Service components are never capitalised when referring to the service as a

whole, e.g. the U.S. army, the French navy. Exceptions are armies that have a
unique name, e.g. the Palestine Liberation Army, the Red Army. Capitalise
army when referring to a specific formation, e.g. the U.S. 1st Army, the
British 8th Army. Use figures for military units: 1st Army not First Army.
b. Air force. Two words unless referring to U.S. Air Force One.
c. Marine. Capitalise when referring to the U.S. Marine Corps or when referring
to its members, e.g. Six U.S. Marines, the U.S. Marines, Marine operations.
Do not referto them as "soldiers".
14. Ships
a. Warship. A naval vessel, though not necessarily an armed one.
The term does imply the ship is a combatant but a fleet auxiliary – a navy ship
carrying stores, fuel and ammunition – is a warship. Warships vary in
armament and in size, from a few hundred tonnes to tens of thousands.
Identify the type – e.g. fast patrol-boat, corvette, frigate, destroyer, cruiser.
Never use battleship as a synonym for warship.
b. Aircraft carrier. A floating airfield, it carries fixed-wing aircraft on its flight
deck and / or helicopters. It should not be confused with other classes of
warship, such as frigate, destroyer or cruiser. These may also carry
helicopters but they are not aircraft carriers.
c. Assault ship. A warship designed to support amphibious and air operations
against a land- based enemy. They carry helicopters, landing craft,
commandos or marines, and may carry amphibious armoured vehicles.
d. Battleship. A specific class of warship, the battleship is obsolete. It is not to
be confused with other classes like corvette, mines weeper, patrol boat,
frigate, destroyer. Do not use as a synonym for warship.
e. Submarine. In naval parlance a boat rather than a ship. A submarine may
fight submerged or on the surface, using torpedoes or missiles – the missiles
being tactical or strategic. There are two main submarine types depending on
the method of propulsion: nuclear and diesel electric.
15. Units, Formations

a. Units, formations, army – Use capitals when you write the title of a specific
unite.g. the 1st Infantry Division but otherwise say division. Also note that
there are many national exceptions to these broad definitions.
b. Squad. The basic building block of an army, equivalent to the British section
of eight soldiers. Three squads/sections form a platoon.
c. Platoon.The essential tactical unit in any army, capable of patrolling,
attacking and defending independently. Usually about 30-strong,
an infantry platoon typically has three sections or squads. The platoon may be
led by a sergeant or a junior commissioned officer. It may have its own light
machine gun and mortar units of two or three men each as well as anti-tank
219
weapons and possibly shoulder-fired anti-aircraft missiles. In a cavalry

(armoured) unit the platoon is often called a troop of three or four vehicles.
Some armies use troop instead of platoon in their artillery units.
d. Company. Usually three platoons commanded by a major or captain. In a
cavalry unit the term squadron may be used. Artillery may be organised in
batteries of six to a dozen guns, rocket-launchers or mortars.
e. Battalion. A battalion comprises about 500 to 1,000 soldiers, broken down
into companies, platoons, squads or sections. It is usually commanded by a
lieutenant colonel. Some armies use the term regiment for a tank or artillery
battalion.
f. Brigade. Several battalions or regiments grouped together.
g. Division. A group of brigades. Usually commanded by a major-general,
it can contain all elements needed to operate independently and is then
effectively as mall self-contained army.
h. Corps. Usually at least two divisions. Often commanded by a lieutenant-
general.
i. Army. At least two corps. Tends to be the command of a full five-star general
or, a marshal or field marshal.
j. Infantry. Soldiers who fight on foot. Mechanised infantry refers to foot
soldiers carried to the battlefield in trucks.
k. Regiment. Be careful with this term. Use varies. Find out precisely what is
meant in any particular case. It can be used as a synonym for either a
battalion or a brigade. Also, a regiment in the British army may have one or
more battalions but these rarely serve together as or in a brigade. The 1st
battalion of the Royal Halberdiers may be part of an armoured brigade
formed for service in the Middle East while the
2 battalion of the same regiment is in Scotland.
nd
l. Special forces. Lower case unless referring to a specific unit title.
m. Squadron. As with regiment, be careful. Many but not all cavalry

(armoured) regiments are broken down into squadrons and troops. Some air
forces are organised on the basis of squadrons – each with several flights –
and grouped as wings. The term squadron may also refer to a group of ships,
a small fleet usually put together for some particular task.
n. Task force. A force organised for an operation.
o. Troops. Use in the plural for large, round numbers – scores, hundreds,
thousands – of soldiers, not for small specific numbers. France sent 5,000
troops to the Gulf is right.
16. Weapons.
a. Air-to-ground. Hyphenate. Also anti-aircraft.
220
Appendices
b. Artillery. Avoid saying “big guns” or “heavy artillery” to dramatise events.

c. SAM. Surface-to-air missile – spell out on all references.
d. WMD. Weapons of mass destruction. Spell out on first reference. Usually
taken to mean biological, chemical and nuclear weapons.
17. National Names

a. You need not specify a minister’s nationality in the first paragraph of a story
that names the country and comes from a dateline in that country. Under a
Washington dateline, for example, write: Secretary of State Joan Smith said on
Friday the United States would... not U.S. Secretary of State Joan Smith said
on Friday the United States would ...
b. There is likewise no need to specify the nationality of groups that obviously
are ofthe nationality of the country datelined. Under an Athens dateline it is
Police arrested not Greek police arrested.
18. Nationalities
Nationalities are written out in full, and not abbreviated in stories and in sports
results. The only exception is U.S. for United States. Use Britain and British
(not United Kingdom or Great Britain). Use The Netherlands (not Holland) and
Taiwan (not Chinese Taipei). Distinguish between North and South Korea.
19. NATO
North Atlantic Treaty Organization the Western Military Alliance founded in
1949. The initials may be used by themselves at first reference with the full
name given later in the story.
20. North Atlantic Council (NAC)

The North Atlantic Council is the principal political decision-making body
within NATO. It oversees the political and military process relating to security
issues affecting the whole Alliance. It brings together representatives of each
member country to discuss policy or operational questions requiring collective
decisions, providing a forum for wide-ranging consultation between members
on all issues affecting their peace and security.
21. Security Council.

a. The 15-member United Nations Security Council in New York is the body
that takes many of the decisions on U.N. action around the world, often
through numbered resolutions, e.g. Resolution 649.
It consists of five permanent members with the power of veto over any
resolution – Britain, China, France, Russia and the United States. There are
also 10 non-permanent members of the Security Council, made up of other
U.N. countries, which serve in rotation, representing different areas ofthe
221
world. The Security Council presidency rotates monthly, by English

alphabetical listing of its member states.
b. The U.N. Security Council becomes the council (lower case) at second
reference.
22. Spelling.
The general guide for spelling within Allied Command Operations is the Oxford
English Dictionary. Copy originating elsewhere should follow British spelling
norms. At all times stick to official spellings for American names and titles, such
asU.S. Defense Secretary XXXX. Watch out for regional words that non-
English language services and clients will find difficult to understand and
translate.
23. Titles.
a. Capitalise an official’s title, or a former official’s title e.g. German Chancellor
Angela Merkel, former U.S. President George Bush, deposed King
Constantine, Attorney General-designate Griffin B. Bell, Acting Mayor Peter
Barry.
b. Honourific or courtesy titles such as Professor, Dean, Mayor, Ambassador
and the like are capped when used before a name
(e.g., Professor Harold Bloom). In the US, the wife of the president is known
as the first lady (no caps). Abbreviate Mr, Mrs, Ms, Dr, and only use Mr, Mrs,
Ms in quoted material. When necessary to distinguish between two people
who use the same last name, as in married couples or brothers or sisters, use
the first and last name.
24. United Kingdom.

The United Kingdom comprises Great Britain and Northern Ireland.
Great Britain comprises England, Wales and Scotland. Use the full or
abbreviated form (UK) only to emphasise the inclusion of Northern Ireland with
England, Scotland and Wales or if hard-pressed for headline space.
25. United Nations.

Spell it out at first reference when used as a noun. It may be abbreviated to U.N.
in a headline. As an adjective it can be also be abbreviated at first reference, e.g.
the U.N. General Assembly, U.N. High Commissioner for Refugees.
Security Council: the 15-member United Nations Security Council in New
York is the body that takes many of the decisions on U.N. action around the
world, often through numbered resolutions, e.g. Resolution 649.
It consists of five permanent members with the power of veto over any
resolution – Britain, China, France, Russia and the United States. There are also
10 non-permanent members of the Security Council, made up of other U.N.
222
Appendices
countries which serve in rotation, representing different areas of the world. The
Security Council presidency rotates monthly, by English alphabetical listing of
its member states.
26. United States.

Spell it out at all references in text when used as a noun. It may be abbreviated
to U.S. in a headline. As an adjective it can also be abbreviated at first reference,
e.g. the U.S. State Department. Do not use USA except in quoted passages. Do
not use the noun America as a synonym for the United States, although you may
use American instead of U.S. as an adjective.
(Source: ACO/ACT - Public Affairs Handbook – 2020, pp 243-250)
LIST OF ACRONYMS AND ABBREVIATIONS

USED IN NATO DOCUMENTS AND PUBLICATIONS
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
 This is not intended as an exhaustive list of all the acronyms in use at NATO.
 The Concise Oxford English Dictionary (COED) is the standard reference for
abbreviations. Refer also to the Guidance for the Development and Publication
of NATO Terminology, C-M (2007)0023, or subsequent editions, for descriptions
of various forms of abbreviation and how to write them.
 Abbreviations formed of the initial letters of words can be helpful shorthand and
are often normal usage in-house, but should be used judiciously.
 Use only existing abbreviations, and do not translate a French abbreviation if there
is not already an English equivalent. Thus the Committee of Staff
Representatives is the CRP (Comité des représentants du personnel).
 The first time an abbreviation appears in a text, its full form should be given –
CNAD (Conference of National Armaments Directors).
In principle full forms that are not proper nouns do not require initial capitals–
ALTBMD (active layered theatre ballistic missile defence).
 English abbreviations can be made plural, as required by sense and usage, by
writing an “-s” in lower case after the last letter (never preceded by an
apostrophe!). But note those that are already pluralized: CPR (Civilian Personnel
Regulations), TOR (terms of reference) and ROE (rules of engagement). French
abbreviations are not pluralized.
(Source: https://www.nato.int/clearwriting/clearwriting_files/docs/clearwriting_styleguide.pdf)
AAR After Action Review
ACO Allied Command Operations
ACT Allied Command Transformation
ACTORD Activation Order
ACTPRED Activation Pre-deployment
223
ACTREQ Activation Request

ACTWARN Activation Warning
ADC Annual Discipline Conference
AIK Akademie der Bundeswehr für Information und Kommunikation
AOR Area of Responsibility
AOSS ACO Open Source System
ASMP ACO Strategic Management Plan
AVE Advertising Value Equivalence
BIM Brand Identity Manual
BPAOC Canada’s Basic Public Affairs Officers Course
CAT Crisis Action Team
CBRN Chemical, Biological, Radiological and Nuclear
CC Component Command
CCIRs Commanders Critical Information Requirements
CE Crisis Establishment
CG Command Group
CHOD Chief of Defence
CIMIC Civil Military Cooperation
CIVCAS civilian casualties
CJSOR Combined Joint Statement ofRequirements
CMRB Crisis Management RequirementsBoard
CMX Crisis Management Exercise
COA Course of Action
COG Centre of Gravity
COMCAM Combat Camera Engagements Community Relations
CONOPS Concept of Operations
COPD Comprehensive Operational Planning Directive
CPAO Chief Public Affairs Officer
CPX Command Post Exercise
CRCB Crisis Requirements Coordination Board
CRO Crisis Response Operation
CT&ED Bi-SC Collective Training and ExerciseDirective
CTM Crisis Team Manager
CU Close Up (photo shot)
CUR Crisis Urgent Requirement
C2 Command & Control
D&G Direction and Guidance
DH Department Head
DINFOS United States' Defense Information School
DJSE Deployable Joint Staff Element
DMOC United Kingdom’s Defence Media Operations Centre
DPALC Canada’s Defence Public Affairs Learning Centre
224
Appendices
DSACEUR Deputy SACEUR

DSACT Deputy SACT
EBU European Broadcasting Union
ECL English Comprehension Level
ECU Extreme Close Up (photo shot)
ECP Entry Control Point
ES Establishing Shot (photo shot)
ETF Education and Training Facilities
EXCON Exercise Control
EXPEC Exercise Specification
EXPLAN Exercise Plan
FAD Force Activation Directive
FFT Fast File Transfer
FOC Full Operational Capability
FRAGO Fragmentary Order
FTP a. Flags-to-Post / b. File TransferProtocol
GO Governmental Organisation
JFC Joint Force Command
JHQ Joint Headquarters
JOA Joint Operations Area
HHQ Higher Headquarters
HICON Higher Control
HN Host nation
ICC International Civilian Consultant
ICI Istanbul Cooperation Initiative
IEA Information Environment Assessment
IENR Initial Exercise News Release
IER International Evaluation Report
IMS International Military Staff
IMS PASCAD International Military Staff Public Affairsand Strat Com
AdvisorInfo Ops Information Operations
IOC Initial Operational Capability
IPTC International Press Telecommunications Council
IS International Staff
ISDN Integrated Services for Digital Network
JALLC Joint Analysis and Lessons Learned Centre
JD Job Description
JFTC Joint Forces Training Centre
JIPAC US DINFOS’ Joint Intermediate Public Affairs Course
JLSG Joint Logistic Support Group
JPEG (also JPG) Joint Photographic Experts Group
JWC Joint Warfare Centre
225
KLE Key Leader Engagement

LCH Local Civilian Hire
LIVEX Live Exercise
LO Liaison Officer
LTTs Lines to Take
LS Long Shot (photo shot)
MC Military Committee
MCC Manpower Coordination Conference
MD Mediterranean Dialogue
MEL Main Events List
MIL Main Incidents List
MOC NATO HQ Media Operations Centre
MOE Measure of Effectiveness
MOP Measure of Performance
MOPIC Motion Picture
MOR Manpower Organizational Review
MPC Main Planning Conference
MPEG Moving Pictures Expert Group
MPSOTC Hellenic Multinational Peace Support Operations Training Centre
MRLs Media Response Lines
MRO Military Response Option
MS Medium Shot (photo shot)
MSOs Military Strategic Objectives
NAA Newspaper Association of America
NAC North Atlantic Council
NCI Agency NATO Communications and Information Agency
NCIRC NATO Computer Incident Response Capability
NCMP NATO Crisis Management Process
NCOIC Non-Commissioned Officer in Charge
NCS NATO Command Structure
NEC NAC Execution Directive
NFS NATO Force Structure
NGO Non-Governmental Organisation
NIC NATO International Civilian
NID NAC Initiation Directive
NMIC NATO Media Information Centre
NOK Next-of-Kin
OCE Officer Conducting the Exercise
OIC Officer in Charge
OPED Opposite the Editorial Page
OPLAN Operation Plan
OPORD Operation Order
226
Appendices
OPP Operations Planning Process

OPR Officer with Primary Responsibility
ORB Operational Requirements Board
ORRB Operational Requirements Review Board
OSCE Organisation for Security and Cooperation in Europe
OSE Officer Scheduling the Exercise
PA Public Affairs
PACIS US DINFOS’ Public Affairs Course for International Students
PAQC US DINFOS’ Public Affairs Qualification Course
PAG Public Affairs Guidance
PAO Public Affairs Officer
PDD Public Diplomatic Division
PE Peacetime Establishment
PERM REP Permanent Representative
PfP Partnership for Peace
PME Political-Military Estimate
PMR Periodic Mission Review
POC Point of Contact
PSA Public Service Announcement
PSYOPS Psychological Operations
RA Release Authority
ROE Rules of Engagement
RSS a. Requirement Summary Sheet / b. Really Simple Syndication
RTQ Reply to Query
SACEUR Supreme Allied Commander Europe
SACT Supreme Allied Commander Transformation
SC Strategic Commander
SCETP Security Cooperation and Training Program (US)
SECGEN NATO Secretary General
SFTP Secure File Transfer Protocol
SHAPE Supreme Headquarters Allied Powers Europe
SME Subject Matter Expert
SNR Senior National Representatives
SOFA Status of Forces Agreement
SOP Standard Operation Procedure
SPD Strategic Planning Directive
SPMP Strategic Political-Military Plan
SSA SACEUR’s Strategic Assessment Strat Com Strategic Communications
TA Training Audience
TCN Troop Contributing Nation
TechNet Technical Network
TIFF Tagged Image File Format
227
TMD Theatre Missile Defence

TPs Talking Points
UPAR Unit Public Affairs Representative
URL Universal Resource Locator
VI Visual Information
VCN Voluntary National Contribution
VIRIN Visual Information Record Identification Number
Vlog Web-based Video Diary
VOB Visitors and Observers Bureau
WGs Working Groups
WMD Weapons of Mass Destruction
WSV Weapon Systems Video
(Source: ACO/ACT - Public Affairs Handbook – 2020, pp 261-266)
228
Appendices
GLOSSARY OF GENERAL WRITING

TERMS AND DEFINITIONS
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
A
Abstract: A brief summary of an article, a standard part of most academic writing
Acrostic: A sentence where the first letter of each word of the sentence helps to
remember the spelling of a word, or order of things.
For example – Never Eat Sour Wieners = North, East, South, West
All rights: The publisher holds all rights to publish in any form, but does not own
the copyright
Allegory: A method of telling a story using characters or objects to deliver a
message metaphorically.Usually used for satirical or political purposes
Alliteration: A series of words in a sentence all beginning with the same sound.
For example: Sing a song of six-pence
Ambiguity: Allows for two or more simultaneous interpretations of a word,
phrase, action, or situation, all of which can be supported by the context of a
work
Analogy: A comparison of two unlike things, used to explain or illustrate a concept
Anaphora: Several consecutive sentences all starting with the same words For
example: I will not give up. I will do it. I will succeed.
Antagonist: The main character or force in a fiction that tries to stop the
protagonist (the hero or heroine of the story) from achieving his/her goal
Anthology: A collection of short stories written by various authors, compiled in
one book or journal
Antonyms: Words which are opposites in meaning. For example – come and go,
clean and dirty, good and bad, etc.
Argument: Process of promoting an idea or issue around which there is tension or
disagreement
Arrangement: The order in which details are placed or organized in a piece of
writing
Assessment: A process of evaluation of writing that takes place according to a
certain set of desired outcomes
Assignment: A piece of writing that a writer has been assigned to write by an
editor or publisher for a pre-determined fee
229
Assonance: Repetition of internal vowel sounds in nearby words that do not end
the same, used to emphasize important words in a line.
For example: Asleep under a tree.
Attribution: Giving credit for a quote, illustration or other element to its source
Audience: The real or imagined readers of the writing; those to whom a writer
directs his or her work
Author: The person whose byline is on the work, not necessarily the same as the
writer (such as when a ghost writer has done the writing)
Author’s note: A document created by a writer to guide a reader’s response to his /
her work; author’s notes typically explain where the piece is in the writing
process, what the writer thinks is working well, where the writer feels stuck or
needs feedback, and what kind of response the writer hopes to receive
Autobiography: The writer’s life story told in the first person
B
Backlist: Books published before the present year, but still in print
Ballad: A narrative folksong, usually created by common people and passed on
orally
Bibliography: The list of books, magazines, journals, people, websites,
or any other resources that you consulted in the process of writing a book,
article, or paper
Biography: A life story of someone other than the writer’s
Bionote (Bio): A short 2 or 3 sentence description of the author written in the 3 rd
person, usually to accompany an article
Blank Verse: Poetry that doesn’t rhyme
Blurb: A short summary of a book published on its back cover
Book Review: A summary of a book, including its critique
Byline: The author’s name appearing with his / her published work
C
Canon: Works generally considered by scholars, critics, and teachers to be the
most important to read and study
Caption: A brief description of a picture, graph, table, or diagram
Characterization: The author’s expression of a character’s personality through the
use of action, dialogue, thought, or commentary
Citation: Reference to the source of information
Clarity: The extent to which a reader is able to understand an idea expressed by the
writer in accordance with the writer’s purpose
Cliché: An overused expression
Climax: The culminating point of highest tension in a story
Clips: Published samples of writings that a writer submits with queries to
prospective markets. Sometimes called “tear sheets”
230
Appendices
Closet Drama: A play written to be read rather than performed on stage

Cognition: The process of thinking
Coherence: The organization or arrangement of ideas so that the reader can easily
follow from one point to the next
Connotation: Implications that go beyond the literal meaning of the word
Content: Words and ideas included in a work which express the major message of
the sentence, paragraph, or entire product
Context: Conditions around which a writer is writing; context may include time,
place, and other circumstances such as the political, social, economic climates,
etc.
Conventions: Qualities of writing/communication agreed upon by a majority of the
members of a particular community; conventions may be genre specific – for
example, a lab report has different conventions (form, tone, sentence length,
word choice, etc.) than does a poem
Copyediting: Checking for errors in spelling, grammar, punctuation and word
usage
Copy writing: Writing fairly straightforward text, usually for business or
administrative purposes
Copyright: The ownership by an author of his or her work. Copyright laws
recognize the author’s right of ownership of anything that the author writes
immediately upon its creation
Couplet: Two consecutive lines of poetry that usually rhyme and have the same
meter
Cover Letter: A short letter accompanying a manuscript, proposal,
or resume that introduces you, your work, and your credits. No more than one
page
CV: Curriculum Vitae – a short one page resume
D
Denotation: The exact meaning of a word, without the feelings or suggestions that
the word may imply
Denouement: The final results of a story, once all conflicts and mysteries have
been resolved
Description: Detailing or precisely reporting sensory impressions and perceptions
or an item, incident, moment, etc.; writing that paints a colorful picture in the
reader’s mind
Details: Words used to describe, convince, explain or in some way support a
central idea; to be effective details should be vivid, colorful and appeal to the
senses
Dialogue: Words spoken by the characters in a story
Diction: A writer’s choice of words, phrases, sentence structures,
and figurative language, which combine to help create meaning
231
Didactic: Instructional or informative literature

Double Entendre: A phrase that can be interpreted in two different ways
Double-Entry Journal: A journal with two columns. In the left hand column brief
quotes, first impressions and ideas are written. In the right hand column, the
responses to the writings of the left hand column are
written – like what they remind you of, their implications, and your final
thoughts on them
Draft: An initial product wherein the writer has made steps toward putting words
on paper; an initial or “rough” draft may undergo substantial revision, but its
purpose is to generate ideas, define a focus and think about an organizational
structure
Dummy: Hand drawn mock-up of what a page will look like in print
Dustjacket: Paper covering, usually in full color, covering a hardcover book
E
eBook: Electronic version of a published book
Edit: To rework a draft for grammar, flow, length or any other factor required to
polish it for publication
Editing: Revising a close to final draft for sentence-level errors, spelling, grammar,
and typos; not to be confused with revision, which often happens early on and
throughout the writing process
Editor: The person who edits a manuscript or manages the writing of a publication
Editorial: A short article expressing an opinion or point of view. Often,
but not always, written by a member of the publication staff
Electronic Submission: Submission made through electronic means – that is, e-
mail or computer disks
Elegy: A mournful, contemplative lyric poem written to commemorate someone
who is dead, often ending in a consolation.
Embargo: Prohibition against publishing information until a specific date. This is
done in journalism to ensure that all news outlets release the news on the same
day
Endnote: An explanation of a point, placed at the end of a book
Energy: Degree to which a writer shows her or his enthusiasm for the subject
whether by sentence structure, vivid language or other means of expression
Epic: A long narrative poem, told in a formal, elevated style that focuses on a
serious subject and chronicles heroic deeds and events important to a culture or
nation
Epigram: A short witty poem, usually makes a satiric or humorous point
eReader: Device for reading and storing eBooks
Euphemism: A phrase used in place of something disagreeable or upsetting. For
example – “passed out” for “fainted”
Euphony: Smooth and musically pleasant language
232
Appendices
Evidence: Materials offered to support and further a writer’s purpose; types of

evidence might include personal experience, factual information, research, etc.
Exigence / Exigency: That which gives rise to a piece of writing; its reason for
being
Explication: Writing that explores a subject’s value, impact or significance, its
strengths and weaknesses, and its place in the scheme of the subject or area
being addressed
Exposition: Writingthatexplains
E-zine: Electronic magazine. A magazine published online
F
Fair use: The use of a small portion of a work (generally less than
10 percent) for educational or illustrative purposes, with attribution,
and not infringing on copyright
Fees: Money paid to the writer for his/her services
Figurative language: Language used to create a special effect or feeling; goes
beyond the immediate meaning of the words used; writing in which a word or
phrase is used to heighten the meaning by using comparative or exaggerated
language or means something other than what it first appears to mean
Figures of Speech: Ways of using language that deviate from the literal meanings
of words in order to suggest additional meanings or effects
First Electronic Rights: The rights to publish a piece of writing electronically

(online) for the first time. Once the rights have been assigned, the work cannot
be published in another electronic medium, however reprint rights can be sold
First Print Rights: The rights anywhere in the world to a piece of writing in the
medium it’s published in
First rights: The right to publish first, but does not preclude others from
publishing at a later date. There can be qualifying first rights, such as “first
electronic rights” or “first print rights” or “first North American rights”
Flash Fiction: A piece of fiction written in less than 500 words
Flat Fee: Money paid to the author for his or her work in one lump sum.
The author does not receive any royalty after this payment
Flow: Word students often use to describe the organization and progression of a
piece of writing; flow should be smooth with logical transitions or worthwhile
leaps
Fluency: Written material which flows in a smooth, effortless, and correct manner
to a given or desired outcome in order for the reader to easily follow the
writer’s thoughts or arguments
Font: The typeface
Footnote: An explanation of a point, placed at the bottom of a page
233
Format: The layout aspects of a manuscript, including spacing, margins,

indentations and font; different disciplines use different formats such as
Modern Language Association (MLA), the Council of Biology Editors (CBD)
or the American Psychological Association (APA)
Formative assessment: Involves feedback designed to help the writer improve
writing during the writing process
Formatting: The manner in which a manuscript is prepared and presented
Free Verse: Verse that has neither regular rhyme nor regular meter. Alsocalled
open formpoetry
Freewriting: Writing continuously without worrying about how well you are
writing. This kind of informal writing is meant to explore one’s thoughts,
unload one’s feelings, or reflect on something
Freshness: The unique quality of a piece of writing displaying creativity and
originality of ideas or presentation
Front matter: Pages at the beginning of the book that support the manuscript, such
as title page, table of contents, etc.
Frontlist: Books being published in the current year
Funds of knowledge: Life experiences, extensive reading, developed hobbies or
any other source of information which allows a writer to pull from a wellspring
of information about a given topic
G
Galleys: The initial typeset of a manuscript sent to the author for review before it is
printed. Type size and column format are set, but page divisions are not made
Gendered language: Using nouns or pronouns which limit a subject to a specific
gender
Generalities: Ideas or statements that emphasize vague or imprecise characteristics
rather than the specific details of a subject
Genre: The form that writing takes; genre governs and is defined by style,
conventions, tone, voice, etc., of a piece of writing; types of genres may include
newspaper article, lab report, essay, poem, song lyrics, recipe, poster, etc. or
category of writing – like mystery, science fiction, romance, fantasy, etc.
Ghostwriter: A writer who is paid to write for someone else. A ghostwriter does
not get a byline or any credit. Usually celebrities hire ghostwriters and then sell
the book under their own names
Global revision: A holistic set of changes that significantly alters the scope, form,
structure or purpose of a piece of writing
Glossing: Process by which a reader moves through a piece of writing, paragraph
by paragraph, recording what the writer is saying (what information is
expressed) and what the writer is doing (what strategies the writer is using to
communicate with a reader); glossing can be used as a reading or revision
strategy
234
Appendices
Go-ahead: A positive response to a query that assigns an article to you

Grammar: A set of generally agreed upon rules for language use in a certain
community around specific tasks including punctuation, word use, sentence
structure, etc.; grammar conventions may differ slightly or significantly
according to audience, purpose, and context
Guidelines: Instructions for submitting work to a publication
H
Haiku: A three line, seventeen syllable poem, usually about nature
Half title: The page at the beginning of the book that contains nothing but the title
Hard copy: The printed version of a manuscript
Hardcover: A book bound with a thick cardboard stock cover, usually with a
paper dust jacket
High Concept: A storyline that can easily be described in one sentence and seems
to be especially unique and commercially viable
235
High-stakes writing: Assignments for which professors expect polished academic

writing that demonstrates knowledge of the course's subject matter; writing for
tasks with momentous consequences whether for publication, passing a class,
or other significant reasons
Historical fiction: Fiction set in the past, attempting to fit in with the events and
activities of the time
Homographs: Words which are spelled alike but are different in origin, meaning,
or pronunciation. For example – fair (the adjective meaning beautiful or not
dark) and fair (the noun meaning a periodical gathering with sales, shows and
entertainment)
Homonyms: Words that are spelled and pronounced alike but have different
meanings. For example – pool (of water) and pool (the game)
Hook: A line that draws the reader into the book from the very beginning
House style: A specific publisher’s preferred style
Hyperbole: Deliberate exaggeration. Short form is “hype”
I
Idiom: Phrase or expression which means something different from what the words
actually say; generally an idiom is usually understandable to particular group of
people; e.g. using “over one’s head” for not comprehending
Illustration: Writing that uses an experience to make a point or clarify an idea
Imagery: Words or phrases that a writer selects to create a certain picture in the
reader’s mind; based on sensory detail and dependent upon freshness of the
phrase or word choice
236
Appendices
Imprint: Division within a publishing house that deals with a specific category of

books
Informal writing: Assignments meant to develop students' understanding and their
ability to communicate it; rarely assessed for the conventions of writing these
assignments are meant to generate ideas and clarify thoughts
Inquiry: Process by which students investigate a particular idea, question, or problem;
inquiry involves posing questions, suspending judgments, reflecting on initial
assumptions, searching for multiple answers, generating more questions
Invention: Process by which a writer discovers a subject, question or problem that
he or she would like to pursue
Investment: The amount of time and degree of energy either physically or
intellectually a writer contributes to a project
Invoice: A record of payment due, given to an accounting department or person of
a publication
Irony: When a person, situation, statement, or circumstance is not what it seems to
be, but the exact opposite
ISBN: Stands for International Standard Book Number, a unique identifier
assigned to each published book for inventory and ordering
J
Jargon: Mode of speech familiar only to a group or profession
For example, medical jargon or technical jargon
Journal: A diary or record of events, feelings, and thoughts usually recorded by
date
Journaling: Writing to create a record of thoughts and feelings that a writer can
return to and perhaps use as the starting place for a finished piece of writing;
journal entries are generally freely written, with no concern for punctuation or
polished prose, evaluation or ideas or editing
Juxtaposition: Placing two ideas, words or images side by side so that their
closeness creates an original, ironic or insightful meaning
K
Key words: Terms that precisely pertain to the concepts, properties, topics or ideas
of a writing piece
Kicker: In journalism – a sudden, surprising turn of events or ending; a twist.
Kill fee: Payment made to a writer for an article that was written, but not published
Knowledge: Informed opinions, facts, evidence and reason about a given topic
L
Lead paragraph: The first paragraph of a book, article or chapter
Lead Time: The time between getting the query or article and the publication of
the article. Vital for seasonal articles and stories
Lead: The first paragraph of a manuscript. This is where the “hook” (to grab the
reader’s attention) should be
237
Learning letter: An informal narrative written by a writer describing his or her

process of working on a particular writing project or series of projects; a
learning letter gives students the opportunity to reflect on and document their
process of writing and thinking, as well as name any questions or concerns
Limerick: A light, humorous style of fixed form poetry, usually of five lines and a
subject matter which is silly
Literal: Actual or dictionary meaning of a word; language which means exactly
what it appears to mean
Literary agent: Someone who represents authors to publishers
Local revision: Small-scale revision, often called sentence-level revision, and
might include rearranging sentences or words within a sentence; local revision
most often takes place at a later stage in the revision process
Logic: The science of correct reasoning; correctly using facts, examples and
reasons to support claims in writing
Logline: One sentence description of a screenplay or TV script
Loop Writing: A type of writing that helps you develop your thinking. Stories,
dialogues, prejudices, etc are written that take off from a word, phrase, or
paragraph in some informal writing. Later you think about how you can use this
loop writing to discover another point of view by bringing in relevant personal
experiences
Low-stakes writing: Writing that is characteristically ungraded and exploratory;
generally this material has greater meaning to the writer since she is also the
intended reader
Lyric: A brief poem that expresses the personal emotions and thoughts of a single
speaker, not necessarily of the poet
M
Manuscript: Final copy of a work prior to publishing
Marginalia: A type of writing often literally written in the margin of a text which
defines terms, asks questions or generally dialogues with the text for the
reader’s edification
Mark up: To add editing notes on a manuscript
Massmarket: A paperback book smaller in trim size than trade paperback, usually
with a different cover illustration than the hardcover edition, and considerably
cheaper
Meaningful writing: Writing that is significant to the author
Memoir: An autobiography or a lengthy narrative of a specific period of one’s life
Mentor: A person such as a peer or instructor a writer seeks out for support, advice
and modeling during any phase of the writing process
Metacognition: Refers to thinking about thinking, or writing; it allows a reflection
on thinking or writing that an author produces
238
Appendices
Metaphor: A figure of speech that makes a comparison between two unlike things,
without using the word like or as. For example – Life is a briefcandle.
(Macbeth)
Meter: A recurring rhythmic pattern of stresses and unstressed syllables in a poem
Mood: The feeling that the author is trying to convey in the story
Motif: A recurring object, concept, or structure in a work of literature. A motif
may also be two contrasting elements in a work, such as good and evil.
Myth: A story that attempts to explain events in nature by referring to supernatural
causes, like gods and deities. Usually passed on from generation to generation
N
Narration: Writing that relates an event or a series of events; relaying an account
of something; a story
Narrative: A collection of events that tells a story, which may be true or not,
placed in a particular order
Narrator: The person recounting a story, usually in the third person
Networking: Creating and maintaining informational relationships with others
whose expertise benefits the writer
Newbie: A new writer
Novel: A work of fiction consisting of 45,000 words or more
Novella / Novelette: Short works of fiction consisting of between 7,500 and
40,000 words
Nut Graf: In journalism, the paragraph that contains the main point of the story
O
Objective description: Involves as little judgment as possible
Objective: The goal, purpose or target for a piece of writing; may be established by
the author or created by an outside force such as an instructor, editor or
publisher
Ode: A lengthy lyric poem that often expresses lofty emotions in a dignified style.
On acceptance: An arrangement whereby a writer is paid if and when the editor
accepts the article for publication
On publication: An arrangement whereby a writer is paid if and when the article is
published
On spec: When there is no arrangement between the writer and an editor, and the
writer prepares an article with the hope that an editor will accept it.
Onomatopoeia: The use of words that resemble the sound they denote.
For example – hiss or buzz.
Originality: The quality of newness that exists in a piece of writing; that which has
neither been produced before nor derived from any other source
Outline: A point form or list of short sentences that describe the action or major
ideas in a written work
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Over-the-transom: Unsolicited materials submitted to editors

Overview: A brief description of a novel or non-fiction book intended to introduce
the work to a publisher
Oxymoron: A phrase composed of two words with contradictory meanings. For
example – original copy
P
Pace: The speed or rhythm with which a story is told
Palindrome: A word or phrase that means the same when read in either direction.
For example – ‘mom’, or ‘Ma handed Edna ham’
Paperback: A softcover book, usually with a cardstock cover slightly thicker than
the paper within
Parable: A brief and often simple narrative that illustrates a moral or religious
lesson
Paradox: A statement that initially appears to be contradictory but then,
on closer inspection, turns out to make sense
Paraphrase: A prose restatement of the central ideas of a poem, in your own
language
Paraphrasing: To restate a phrase by using other words in order to shorten the
passage or to make it more comprehensible to the author or reader
Parody: An imitation of a serious work or narrative, usually in a sarcastic or
humorous fashion
Passive voice: A grammatical term indicating that a subject has something done to
it rather than performing the action itself; often, passive voice is considered
weak writing and may, therefore, be undesirable to many readers
Payment: What an editor pays a writer for his work
PB: Abbreviation for Picture Book
Peer review: Process by which a group of writers reads and responds
constructively to each others’ work; processes for peer review vary but often
allow time for the writer and reviewers to raise questions and generate
discussion about a particular piece of writing; peer review sessions typically
aim to support writers in the revision process
Permission: A fee paid by anyone who wants to reprint part of a book for uses like
– excerpts of the book appearing in an anthology; teachers reproducing all or
part of the story for class use; or another writer using more than 50 words from
the book in a published article. The publisher handles permissions for the
author, and splits the proceeds
Persona: In literature, the persona is the narrator, or the storyteller, of a literary
work created by the author
Personal narrative: A storied piece which relates the parts and core of the piece to
a personal experience, observation or idea
Personification: Human traits assigned to an animal or inanimate object
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Appendices
Personification: A form of writing where human characteristics are attributed to

non-human things
Pica: A measure in typesetting equal to 1/6 of an inch
Pitch: The approach of an author to an agent or editor. For a book, this is typically
a query letter with a synopsis
Plagiarism: The unauthorized use of another person’s words
Plot: The main events of a story
POD: Abbreviation for Print on Demand – publishing a book or books as they are
demanded
Point of view: The perspective from which a story is told, expressed as through
whose eyes the reader perceives the events
Point: A measure in typesetting equal to 1/72 of an inch (also a form of ballet, but
that’s not the point here)
Portfolio: A collection of a writer’s work including several drafts of projects as
well as artifacts from different stages of the writing process; portfolios are often
used as assessments tools that allow teachers to see a writer’s growth and to
value different moments in a writer’s process
POV: See “point of view”
Prefix: An auxiliary syllable that attaches to the beginning of a root word to
change the meaning of the word. For example: marital, premarital
Premise: The idea on which the story is based
Pre-write: Process by which an author or class generates ideas about a topic,
questions those ideas and develops lists or other organizational means of
understanding the need for the questions
Print On Demand: A process of remotely printing books as they are ordered
Print run: The number of books or magazines printed at one time
Process approach: encouraging writers to move through a series of actions
directed toward a specific aim or purpose thus allowing for correction of errors
and allowing time for review and revision
Process: the recognition that writing is an on-going series of actions directed
toward a specific aim or purpose; the “writing process” consists of pre-writing,
drafting, reviewing, revising, editing, and proofreading
Proofreading: Checking for technical errors in the text. When we proofread, we
look for spelling, punctuation, capitalization, grammar and related items, not
for style or structure
Proposal: Summary of a book and the business case for publishing it, usually
written before a manuscript is drafted
Prosody: The overall metrical structure of a poem
Protagonist: The main character or hero of a story whose actions and goal drive
the plot forwards
Pseudonym: An alias used by a writer desiring not to use his or her real name.
Alsoknown as “penname”
241
Public Domain: Any material that can be freely used by the public, and does not
come under the protection of a copyright, trademark, or patent
242
Appendices
Publishing: The distribution of a piece of writing with the intent that it will be read
by people other than the writer; publishing may be as informal as sharing in a
small group or as public as submitting a piece to a professional journal or
publishing house
Pun: A play on words that relies on a word’s having more than one meaning or
sounding like another word
Purpose: The reason or aim, explicit or implicit, for writing a particular piece; the
intended purpose of a piece of writing is often dependent upon the audience and
context for writing, and may determine the form or genre chosen
Q
Quality: An essential identifying nature or character of a piece or writing that
demonstrates the writer’s ability to synthesize the valued elements of the
writing process, express knowledge of a subject, and help the reader develop an
understanding of the subject
Quatrain: A four-line stanza. Quatrains are the most common stanzaic form in the
English language, having various meters and rhyme schemes.
Query Letter: A letter sent by the author to literary agents or publishers to seek
representation or publishing
Query: A one page letter pitching an article or a book idea to an editor.
It usually consists of a catchy introduction, a bit of background on the topic,
and a synopsis of the writer’s credits
Quotations: A piece of speech or writing from another source which is used in a
piece of writing to clarify a point, juxtapose ideas, illustrate a concept or
intrigue the reader’ adequate citation should always be included with a
quotation in order to avoid plagiarism
R
Rambling: Writing which is not clearly organized, continues for too long and fails
to follow a direct course or reach a goal, target or understanding
Record of Submission: A formalized record of where and when an author has sent
article or manuscript submissions.
Rejection Slip: A letter from an editor indicating that the publisher is not
interested in the author’s submitted work.
Reminiscence: Recollection of a past experience or event that may serve as an
illustration or the basis for a personal narrative or creative non-fiction piece
Report: An objective account of an event, situation or episode
Reprints: Previously published articles made available for publication in other
magazines or journals
Research: A process of inquiring into a topic through various means including
exploring what one believes and knows about the topic, seeking out other
243
voices in the conversation, investigating and documenting others’ ideas,

considering them in relation to one’s own
Response: Written commentary from a reader to the author conveying his or her
reaction to the author’s writing, questions or needs
Review: An examination of a piece of writing to ensure it adequately and
accurately meets the targets set by the reviewer or the high-stakes reader
Revising: Making changes to improve the writing
Revision: Process by which a writer looks again or re-sees ideas presented in an
early draft
Rhetoric: A way of communicating that encompasses audience, purpose, and
context
Rhyme: The similarity between syllable sounds at the end of two or more lines
Rights: Ownership of all the various ways in which a creative work may be
reproduced, used, or applied
Rough Draft: The first organized version of a document or other work
Royalties: A percentage of the cover price of a book paid to the author. Royalties
are only paid after the book has earned out and are usually paid on a monthly or
quarterly basis
Run-on Sentence: Two or more sentences in a paragraph without appropriate
punctuation or connecting words
S
SASE: Abbreviation for Self-Addressed Stamped Envelope, usually sent with a
query or manuscript so the editor or publisher can mail it back to the writer
Satire: The literary art of ridiculing a folly or vice in order to expose or correct it
Scansion: The process of measuring the stresses in a line of verse in order to
determine the metrical pattern of the line
Self-publishing: A branch of publishing in which the author publishes his own
works, cutting out the middlemen and raking in all the profits himself. With the
advent of computers and desktop publishing programs, this approach has
become increasingly viable
Sentence Fragment: A sentence that is missing the subject, the verb,
or both
Serial: A publication that appears periodically, such as magazines, newspapers, or
newsletters
Sestet: A stanza consisting of exactly six lines
Setting: The total environment for the action of a fictional work
Short Short: Fiction under 1,000 words
Short story: Fiction typically under 5000 words and published in a publication
along with other material, rather than as a stand-alone
Side Bar: Extra information or hints and tips put together aside from the main
article
244
Appendices
Simile: Comparing two different things using the words ‘like’ or ‘as’.
For example – The water was cold as ice
Simultaneous submissions: Sending a manuscript to multiple publishers or agents
at the same time, sometimes considered acceptable and sometimes not
Slang: Informal words and expressions formed by a particular group of people as
replacements for standard usage
Slant: The angle or perspective a writer uses to approach a story
Slush Pile: Common term for unsolicited manuscripts received by a publisher or
editor
Small press: A publishing company other than one of the major ones, often
specializing in one or a few genres
Softcover: See “paperback”
Solicited Manuscript: A manuscript that an agent or editor has asked to see.
Soliloquy: A monologue, usually to reveal inner thoughts of a character, or in film
used by the antagonist to give audiences the chance to prepare for the hero’s
attack
Soliloquy: A dramatic convention by means of which a character, alone onstage,
utters his or her thoughts aloud – used to inform the audience about a
character’s motivations or thoughts
Sonnet: A fixed form of lyric poetry that consists of fourteen lines, usually written
in iambic pentameter, with a varied rhyme scheme
Spine: The end of a book that is visible when it is placed between two other books
on a shelf
Stanza: A group of lines in a poem that form a metrical or thematic unit, set off by
a space
Stress: The emphasis, or accent, given a syllable in pronunciation
Structure: The system within a paper that organizes it by relating details to form a
coherent whole
Style sheet: A list of grammar or word use specifications for a publication.
Style: The manner of expression of a particular writer, produced by choice of
words, grammatical structures, use of literary devices, and all the possible parts
of language use
Subject: The main topic in a sentence, paragraph, essay, or book
Subjective description: Involves whatever personal judgment or experience is
appropriate to a writer’s purpose
Subjective: Points included in a piece of writing that express the author’s attitude,
opinions or feelings
Submission Guidelines: The guidelines given by the editor or the publisher for
submitting queries or completed manuscripts to the publication
Subplot: The secondary action of a story, complete and interesting in its own right,
that reinforces or contrasts with the main plot
Subtext: An underlying meaning or message within a text
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Suffix: An auxiliary syllable that attaches to the end of a root word to change the
meaning of a word. For example – suggest, suggestive
Summary: A shortened version of text relaying the key elements of the piece
Summative assessment: Involves a final judgment about a piece of work, usually
a score or grade
Supporting details: Secondary points which may help to clarify a point, illustrate a
concept or prove a point as they serve to scaffold the points which are of
primary concern
Symbol: A word that on the surface is its literal self but which also has another
meaning or even several meanings
Synonyms: Words which have the same or almost the same meaning.
For example – happy and glad
Synopsis: Brief summary of a story, manuscript, or book, told in present tense
prose which is usually two to three paragraphs in length
Syntax: The order and relationship between words and other structural elements,
such as punctuation, in phrases and sentences; the arrangement these elements, and
their re-arrangement, may significantly impact the meaning an author wishes to
convey
T
Tardis: I threw that one in just to see if you were still listening
Tearsheet: Sample of an author's published work; once the actual “torn” page
containing the article or story, but today a photocopy of it
Tense: Form of a verb that indicates time; verb tense may fall into categories of
present past and future
Terms: The deal made between the writer and the editor/publisher for the
publication of a particular work – including types of rights purchased, payment
schedule, expected date of publication, and other similar items
Theme: The central meaning or dominant idea in a literary work. It is the unifying
point around which the plot, characters, setting, point of view, symbols, and
other elements of a work are organized
Thesis statement: An explicit statement of the purpose, intent or main idea of a
piece of writing
Thesis: The key argument the author puts forward, generally in non-fiction
Tone: The author’s implicit attitude toward the reader or the people, places, and
events in a work as revealed by the elements of the author’s style
Topic Sentence: The sentence at the beginning of a paragraph that includes the
main idea of the paragraph
Topic: The specific subject covered in a piece of writing
Trade paperback: A softcover book larger in trim size than a massmarket
paperback
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Appendices
Transitions: Words or phrases that link ideas together, show relationships and
move one idea smoothly on to the next
Travesty: A work that treats a serious subject frivolously, ridiculing the dignified.
Often the toneismockserious and heavyhanded
Trim size: The width and height of a book’s pages
Triplet: A tercet in which all three lines rhyme
Typeface: The font specifications
U
Understatement: The opposite of hyperbole, understatement (or litotes) refers to a
figure of speech that says less than is intended
Unity: Combining sentences, paragraphs, ideas and details to form a coherent piece
of writing
Unsolicited Manuscripts: An article, story, or book that a publication did not
request
Usage: The way in which people use language; standard, non-standard, formal and
informal are variations on the usage of language; standard usage is generally
the acceptable format used in written expression
V
Validity: Writing which demonstrates premises from which the conclusions
logically follow
Vanity publishing: A service to help authors publish books mostly for their own
use, rather than for massmarket distribution
Venn diagram: Connected, overlapping circles which are used to express their
relationship by expressing what characteristics are shared and those which are
set apart; Venn diagrams are one of a multitude of graphic organizers which
can be used for pre-writing exercises
Verbs: Words which show action, or indicate existence of state of being; sentences
crafted from vivid verbs add enthusiasm and interest to a writing piece
Verse: Poetic lines composed in a measured rhythmical pattern, that are often, but
not necessarily, rhymed
Villanelle: A type of fixed form poetry consisting of nineteen lines of any length
divided into six stanzas
Visual texts: Images rather than printed words or texts which convey messages,
meaning and ideas
Vivid language: Words selected to appeal to the senses and to help the reader see,
feel, smell, taste and hear the subject; energized words incorporated into a piece
to move it beyond the ordinary and expected prose of most writers
Voice: The persona that the author adopts to convey his message, which will be
reflected in the style of the writing
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248
Appendices
W
WAC: Writing Across the Curriculum is a philosophy that maintains that writing is
a valuable learning tool that can help students to synthesize, analyze, and apply
course content; clear writing helps to develop clear thinkers in any curriculum
Weight: The boldness of the text
White space: Any are of a page without text or images
WID: Writing In the Disciplines is the idea of supporting teachers to see
themselves as teachers of writing as they incorporate writing into their classes
in a meaningful and manageable ways
Widows and Orphans: In publishing, a “widow” is the last line of a paragraph,
printed alone at the top of a page. An “orphan” is the first line of a paragraph,
printed alone at the bottom of a page
Withdrawal Letter: A politely worded letter to a publication or publishing house
withdrawing a manuscript from consideration
Word Count: The estimated number of words in a manuscript
Wordiness: Using an excessive number of words in writing to express what could
have been expressed in just a few
Work for hire: An arrangement whereby a writer is hired for a specific project,
and is not considered an employee and does not retain any rights
Writer: The person who wrote the work, either the author or the ghostwriter.
Writer’s Block: The inability to write for some period of time. It can be the
inability to come up with good ideas to start a story, or extreme dissatisfaction
with all efforts to write
Writer’s Guidelines: A set of guidelines to which a publication wants its writers
to adhere
Writing centers: On-campus sites where writers of all levels are supported in a
one-to-one program which provides writers with feedback on their work and
helps them develop strategies for approaching future writing tasks; teachers
who are interested in better supporting their students’ writing may also use the
writing center as a valuable resource for instruction
Writing process: Recursive progression of thinking and writing undertaken by a
writer in the development of a particular text
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250
Answer key
ANSWER KEY
UNIT 1.
Register and degrees of formality
2. 1-d; 2-e; 3-b; 4-a; 5-c
3. Formal
Verbs: to appear; to abbreviate; to terminate; to assist / aid; commence / initiate; to
desire / require ; to obtain; to liberate / release; to consume
Adverbials: consequently / therefore; initially; ultimately / finally
Adjectives: vivacious / animated; superior / improved; infantile / juvenile / immature;
sufficient; entire / complete; senior
Informal
Verbs: to keep; to stop; to work; to chew; to show; to live
Adverbials: mostly / mainly
Nouns: rot; lack; sight; home; breathing; sleep-walker; understanding; sweat
Adjectives: friendly; empty; mad; cheap
4. 1. a) N; b) I; c) F; 2. a) I; b) –; c) F; 3. a) F; b) N; c) I; 4. a) N; b) F; c) I; 5. a) I; b) F;
c) N
5. 1) (I) → (N) I feel extremely / very tired all the time / 2) (I) → (N) We were all very /
extremely / utterly bored by the poetry reading. / 3) (F) → (N) There are exchange offices
in the arrivals lounge. / 4) (F) → (N) She did a study of single-parent families. / 5) (N) She
did her degree in London and found work there in 2001. / 6) (I) → (N) I have just bought
the latest software and so my computer is fully up-to-date. / 7) (F) → (N) Stick a passport
photo on the application form. / 8) (N) Jake asked his tutor for an extension to complete his
dissertation.
6. 1)-d) (J); 2)-h) (E); 3)-i) (C); 4)-k) (N); 5)-l) (L); 6)-b) (T); 7)-a) (IC); 8)-g) (J); 9)-c) (E);
10)-e) (T); 11)-f) (N); 12)-j) (L)
7. Americans’ views on capital penalty are divided. Some people do not consider that the
death penalty is humane, while many conservatives believe that it is an equitable
punishment for killing someone, even if the murderer is less than 18 years old. I believe
the death penalty is an appropriate solution to prevent children from killing each other.
Nobody would commit a crime, when you ascertain that people you know have been
executedfor a crime.
8. One possible answer: This assignment will present the point of view that expenditure on
education in recent years has been insufficient in the area of new technologies.
Arguably, the lack of investment is primarily a governmental failure and there may well
be a negative impact on computer literacy. Therefore/ in conclusion, alternative funding
policies will be proposed that hopefully will be considered more forward looking.
9. 1) assist; 2) established; 3) increased; 4) discovered; 5) eliminate; 6) investigating 7) raised
251
10. 1) demonstrate; 2) clarify; 3) recognized; 4) discriminate; 5) predict; 6) focus;

7) interpreted; 8) overcome
11. a) 1) The people to whom I am writing are all ex-colleagues. 2) The employee for
whom I am writing the reference for has worked for the company for over ten years.
3) The projects in which he has been involvedhave all been successful.
4) The colleagues with whom he has worked here all speak very highly of him.
b) 1) The computer I am working on is absolutely state of the art. 2) Brad Ellis is the
manager we are responsible to. 3) Gerry is someone I have the greatest respect for.
4) The meeting you are referring to took place on 17 June.
Word ladders
1 – meat; 2 – tame; 3 – take; 4 – tale; 5 – tall; 6 – toll; 7 – ton; 8 – torn; 9 – worn; 10 – work
Punctuation
1. Speakers use tone of voice to shape meaning. Writers use punctuation marks. One
comma; two completely different meanings! A simple addition of punctuation can make
the difference. “What is this thing called love?” (without the comma) is a rhetorical
question and a paraphrase of the lyric of a popular song by Queen (Crazy Little Thing
Called Love), but add a comma before the “love”, and you turn it into a question that
one might ask one’s other half (addressing them as “love”, a term of endearment) when
asking what an object (a “little thing”) is called.
2. 1) full stop (UK) / period (US); 2) comma; 3) Quotation marks / quatation marks;
4) Brackets (UK) / parentheses (US); 5) Square brackets (UK) / brackets;
6) apostrophe; 7) hyphens; 8) dash; 9) exclamation mark (UK) / exclamation point (US);
10) A question mark; (11) colons; 12) Capital letters; 13) semi-colons; 14) Ellipses (dots).
Comma usage
1. a) 1) Wrong 2) Right 3) Wrong4) Right5) Right6) Wrong7) Right

b) 1) In my opinion, digital technology is making the world a safer, more pleasant place
to live. 2) During his long working life, my grandfather was a policeman, a farmer, a
gardener, and a lorry driver. 3) Anost, which is in the Moran district of France, has a music
festival every year. 4) Apples, bananas, and oranges are quite sweet. Lemons, by contrast,
are sour. 5) Although there’s a speed limit of 60 kph on this road, many drivers go over 100
kph.
2. 1) Correct 2) Correct. It is a simple sentence with a double [coordinated] verb → "sat

back and watched…" 3) Incorrect. It is a run-on because the subject of each clause is
different. Place a comma after ‘game’ → "the game, and the score…" or a period after
‘game’ → "the game. The score…" 4) Incorrect. This run-on includes two independent
clauses with different ideas. Place a period after "minute" ⇒ "minute. I was really…"
5) Incorrect. This is a run-on. Either add a conjunction "90 minutes, and I remember…"
or change the comma to a period ⇒ "90 minutes. I remember…" 6) Incorrect. Either
separate the independent clauses with a period → "on cable. It was late…" or reword
the second clause as an adverbial phrase → "on cable late at night." 7) Incorrect.
This run-on needs a conjunction and/or punctuation → "shouting loudly, and my wife
was…" → "shouting loudly. And my wife was…" → "shouting loudly while my wife was…"
8) Correct. This is a simple sentence [a clause] with a double predicate → "came
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Answer key
downstairs and was angry…" 9) Correct. This is a simple sentence (a clause) with a
double (coordinated) predicate → "I continued… and couldn’t take…" 10) Correct
3. a) The London School of Business is offering three new courses this year: Economics
with Psychology; Introduction to Management; and e-commerce. The first is taught by
Dr Jennifer Hillary and runs from October to January. The second, Introduction to
Management, for MSc. Finance students is offered in the second semester, and is
assessed by coursework only. Professor Wang’s course in e-commerce runs in both
the autumn and the spring, and is for more experienced students.
b) On Tuesday May 24th, I left home at about 6.15. On my way home, I was walking
down Cavendish Street when I saw a young man running out of the Italian restaurant
on the corner. The man, who looked about twenty, was wearing jeans, a black
leather jacket and trainers. He was carrying a plastic bag, and he ran towards a
motorbike which was parked on the corner. Another man ran after him shouting,
‘Stop thief!’ but he couldn’t catch him. I only saw him for a few seconds but if I saw
him again, I think I’d recognize him.
4. a) 1) Participle phrases usually require a comma unless they are the complement of
verbs like watch, see, hear, find, notice, etc. 2) Commas are NOT used to separate
defining relative clases from the noun phrase. But commas ARE required before (and
after) non-defining relative clauses 3) Commas are not used in indirect speech after
the reporting verb. 4) Participle phrases usually require a comma. Commas are not
used in defining relative clauses. 5) A subordinate clause that precedes the main
clause is always followed by a comma, no matter how essential it is. It is possible (but
very uncommon) to write such a subordinate clause after the main clause, in which
case it makes sense to omit the comma. 6) Adverbs which ‘comment’ on the whole
sentence require commas. In this example ‘Suprinsingly, there were no …’ might be
more usual. And ‘There were surprisingly no punctuation mistakes in his work.’
‘Would’ is also possible.
c) It was almost ten oclock when I woke up. My alarm clock was connected by radio to
some sort of N.A.T.O. supercomputer, and was guaranteed accurate to one millionth
of a second per century. Unfortunately I forgot to turn it on before I went to sleep.
GreatI said to myself as I rushed down the stairs, that’s just what I need. Fortunately
for me, the buses arent very crowded at that time in the morning, and I got to work in
less than half an hour. ‘Ah, Mrs Anderson,’ said my boss, ‘working flexi-time are we.
‘Sorry,’ I murmured, ‘I was at the dentists.’ ‘Well, if you’d (would) let us know in
advance,’ he said as he wandered off.
d) What would you like to eat?”, asked Danielle, as she searched through the
cupboards. “I don’t know”, said Karen. “What have you got?” “Well, there’s pasta, rice
and various sauces”, said Danielle. “Do you fancy Italian or Chinese?” “Chinese,
I think.” “OK. Then what can we have with it? I think there’s some salad in the fridge.”
“That’ll be fine.”
5. 1. Levis Strauss arrived in San Francisco in the month of March 1853. 2. “Gold miners
are sure to need thread, needles scissors, and canvas cloth,” Strauss told his brother
Jonas. 3. He loaded his goods and wares on a cart and wheeled them through San
Francisco’sstreets. 4. “Do you have any pants to sell?” an old elderly prospector asked.
“I can’t find a pair of pants that will last!” 5. Strauss quickly found a tailor and created
the first original pair of jeans. 6. Levi’s sturdy pants were instantly an immediate hit.
6. 1) a) hear 2) b) their 3) b) deer 4) b) sea 5) c) reins 6) b) steal 7) a) weather 8) b) knight

9) a) site 10. b) hare (= crazy, completely mad) 11. b) piece (= tell sb exactly what you
253
think, esp. when you disapprove his behavior) 12. a) threw 13. b) waste 14. a) warn
15. b) aloud 16. b) flour 17. a) whole 18. b) farther 19. b) heir 20. a) weak 21. b) due
22. a) brake 23. a) prey 24. She a) feinted
Light Stuff
Alphabetic words
a) 1) B (be); 2) C (sea); 3) A; 4) T (tea); 5) C (see); 6) I (eye); 7) O (owe); 8) B (bee);
9) O (oh); 10) Q (cue); 11) X (ex); 12) Y (why); 13) P (pea); 14) T (tee); 15) X (Exe);
Y (Wye); 16) Q (billiard cue); 17) j (jay); 18) U (ewe); 19) G (gee)
b) 1) EZ (easy); 2) NE (any); 3) MT (empty); 4) OK (okay); 5) XS (excess); 6) XL (excel);

7) DK (decay); 8) SA (essay); 9) IV (ivy)10) I (Aye = I agree)
Linking words and phrases
1. a) Emphasizing an idea: above all, especially, indeed, in fact, most important.

b) Showing time: after, afterward, always, as soon as, at last, at once, briefly, eventually,
finally, immediately, in the meantime, in the past (or future), last, later, meanwhile,
next, never, now, often, once, promptly, sometimes, soon.
c) Illustrating and explaining: for example, for instance, in other words, in particular,
namely, specifically, such as, that is, thus, to illustrate.
d) Showing place: above, among, around, at this point, behind, below, beside, beyond,
down, forward, from, here, in front of, inside, nearby, next to, on, on the other side,
opposite, over, through.
e) Summarizing: as has been noted, finally, in brief, in other words, in short, on the
whole, to sum up
f) Adding an idea: again, also, and, as well as, besides, for one thing, further,
furthermore, in addition to, last, likewise, more, moreover, next, similarly, too.
g) Showing a result: accordingly, as a result, consequently, for that reason, hence, then,
therefore, thus.
h) Comparison or contrasting: but, even so, conversely, differently, however, in contrast,
in spite of, in the same way, nevertheless, on the contrary, on the other hand, still,yet.
2. 1) b) and (no comma); 2) c) and so does Jack; 3) b) and so was Peter; 4) a) Both he and
Peter; 5) (1) a) did they like the acting; (2) a) but they also; 6) (1) b) Whereas (2c) Even
so; 7) b) though; 8) a) because; 9) a) For this reason; 10) (1) b) such (2) a) b) that it will
take years to solve them; 11) a) so that; 12) b) On the contrary
3. a) (1) C although; (2) C Nevertheless; (3) A In my opinion; (4) A Firstly; (5) D past;
(6) D suggested; (7) B However; (8) C argument; (9) A then; (10) B To sum up.
b) (1) However; (2) More specifically; (3) caused; (4) The main; (5) as a result;
(6) On the other hand; (7) result in; (8) In contrast; (9) However; (10) as a result;
(11) Because; (12) in order to; (13) Consequently; (14) Otherwise; (15) Another
reason; (16) even; (17) Therefore; (18) that; (19) so thatmost normal girls will
succumb; (20) For all these reasons.
4. a) 1) as a result; 2) consequently; 3) because / due to the fact that; 4) Even though;

5) nevertheless; 6) in addition, moreover; 7) therefore; 8) however; 9) furthermore;
10) Although; 11) nonetheless; 12) otherwise
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Answer key
b) (1) though; (2) while; (3) yet; (4)before; (5) Because; (6) As; (7) but; (8) in order;
(9) neither; (10) nor.
c) (1) First; (2) For example; (3) Next; (4) also; (5) In addition; (6) For example;
(7) In addition; (8) Another; (9) Next; (10) Furthermore; (11) In addition;
(12) Moreover; (13) In brief.
7. 1) b) For all I know, the author was born in London. 2) b) He didn't like this town, this is
the reason why he wrote this novel. 3) a) First I'd like to talk about his childhood.
4) b) He was so lonely that no child in the neighbourhood dared to come and play with
him. 5) b) Once, he told his mother the truth even though he knew she would be sad.
6) a) In this respect, he went to the Highlands and lived at his uncle's. 7) b) He has
never been entirely happy because of having abandoned his mother. 8) a) To conclude,
I'd like to give you my point of view. 9) b) On the one hand this book is a pastoral
story.10) b) but, on the other hand it relates a story of culpability.
UNIT 2.
Building from root words: prefixes & suffixes
1. a) All these words are from the same word family and they have the same root words.
A root word is a basic word with no prefix or suffix added to it. b) They are called ‘word
families’ because there is a base form of a word to which we add its inflected forms and
derived forms made from affixes. c) A prefix is an element placed at the beginning of a
word to adjust or qualify its meaning. d) A suffix is a morpheme added at the end of a
word to form a derivative.
2. 1 - (k)a-; 2 - (g)anti-; 3 - (b)de-, dis-; 4 - (i) e-; 5 - (e/j)il-, im-, in-, ir-; 6 - (a)inter-;
7 - (c)intra-; 8 - (h)mis-; 9 - (d)out-; 10 - (e/j)un-; 11 - (f)well-
3. a) disobey, dissatisfied, disrespectfully, dishonesty; b) inefficient, inconsistently,

incompetence; c) immature, impatiently, imbalance; d) illogical, illegally, illiteracy;
e) irregular, irresponsibly, irrelevance; f) non-existent, non -stop, non-fiction
4. rebuild – refill, return, review, reappear, reuse, recycle, refresh, etc. / re = again, back or
indicates repetition. / postwar – postgraduate, postoperative, postmodernism, postscript,
post = after, later, subsequent to, posterior to / semicircle – semiautomatic,
semidetached, semiarid, semiconscious, semifinal, semi = half, partially, incompletely,
somewhat / bilingual – biped, binary, biplane (2 sets of wings), bicycle; bi = twice, two, /
microcomputer – microchip, microwave, microprocessor, microorganism, microeconomy;
micro = small / transatlantic – transformation, transgression (beyond limit), transcultural,
transcontinental; trans = across or beyond / subheading – subdivision, submarine,
subterranean, subeditor, subaltern; sub = one small part of a larger thing (nouns), under,
inferior / undercooked – underexposed, undernourished, underarm, underwear,
undergraduate, underestimate, underground, underline; under = not enough, below /
overeat – overconfident, overheat, overweight, overdo, overindulge, overload, overrun,
overlap; over = too much / pro-democracy – pro-European, pro-independence;
pro= supporting or approving of something, for, in favour of / anti-hunting – antibiotic,
antithesis, antiseptic, antisocial, anti-inflammatory, antidote, anticlockwise, antibacterial;
anti = against, in opposition to / defrost – deforest, decode, degrade, deduce,
decompound, derange, detract, decrease; de = privation, removal, separation, negation,
descent, reversal, intensity / autobiography – autograph, autopilot, autodidact,
255
autonomous, autonomy; auto = relating to yourself, self, same / co-star – co-production,

co-founder, co-worker, cooperation, co-partner, co-author; co = together; joint or jointly;
mutual or mutually / pre-university – pre-school, pre-war, prepay, preoral, prefrontal,
prearranged, precooked, prehistoric; pre = before, prior to, in advance of, early,
beforehand, in front of
5. a) 1) unhealthy; 2) ex-boyfriend; 3) bilingual; 4) overpaid; 5) illiterate; 6) hypersensitive;

7) uneasy; 8) immature; 9) well-known; 10) co-worker.
b) 1) multicultural; 2) old-fashioned; 3) uncooked; 4) inflammable; 5) immemorial;
6) inestimable; 7) unlawful; 8) illogical; 9) unimaginable; 10) inexplicable.
6. 1) (j)-able; 2) (f)-based; 3) (g)-ee; 4) (d)-ic; 5) (c)-ness; 6) (b)-like; 7) (h)-ship; 8) (i)-cy;

9) (a)-less; 10) (e)-proof.
7. 1) Your brother was very cowardly. He ran away immediately. 2) That snake looks
dangerous, but it's totally harmless. Don't worry! 3) To work as an acrobat in the circus,
you have to be very flexible. 4) Oh, look at those adorable puppies. Can I have one?
5) He's always running about, very athletic. He'll be in the Olympics one day. 6) What a
beautiful painting. Do you know who painted it? 7) We need a full and truthful account of
what happened, Jennifer. Tell us everything. 8) These animals sleep during the day and
are then active during the night. 9) It must be very lonely living on this mountain without
any neighbors. 10) Betty is a very creative little girl, always painting or drawing or
something like that.
8. 1. analysis; 2. evaluate; 3. theorize; 4. problematic; 5. expectation; 6. disagree; 7. proof;

8. conceal (hide, keep from sight); disprove (prove that is false).
9. a) pessimistic b) trained c) homeless d) tallish e) upwards f) heroic
10. a) beautiful ; b) heaviness ;c) possibility; d) permission e) dutifull; f) omission;

g) commitment
11. a) atypical b) declassified c) disagreement d) illiterate e) misheard f) unusual

g) outnumber h) predictable i) effectiveness
Light Stuff
The food game
1) “Sue, please go away,” he said.(soup) 2) She had a cough even today.(coffee) 3) Don’t
tell me mama laid the table so early.(marmalade) 4) He chased Robertoff even after he
paid his debt.(toffee) 5) Happy's room is so messy. I can’t find a thing.(peas) 6) Keep
that old sabre. Eddie will take it to the museum.(bread) 7) “Why do you spy still?”, she
wanted to know.(spice) 8) “Be an angel, leave it finished, will you,” he said.(jelly)
9) “That bangle is of 24 carat gold,” he said.(carrot) 10) “But Ernest is not coming on this
trip,” she said. (butter) 11) Don’t bake condensed milk sweets.(bacon) 12) TapElmo on
the shoulder and wake him up,” she said.(apple) 13) Please meet me tomorrow.(meat)
14) The donkey braysinside the shed.(rasin) 15) Kaycame to meet me on Wednesday.
(cake) 16) He walked on the sand, whichwas so hot he burned his feet.(sandwich) 17)
Richie’s so good, he helps me daily.(cheese) 18) Don’t buy that saw. Say Jess will get a
new one.(sausage) 19) He’s been staying here for six months now. (beans) 20) I hope
he’ll be true to you.(beet)
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Answer key
Word combination & collocations
1. 1) undertake 2) presented 3)reviews 4) provided 5) indicates 6)test 7) covers 8) tackles

9) puts
2. 1) Opinions are divided on the issue of single-sex schools and there are sound
arguments on both sides of the case. 2) I believe that the government will win another
term in office but my girlfriend takes a different view. (or has a different opinion.)
3) I honestly/ really think that you'd be making a serious mistake if you took that job.
4) I don't believe ifs a foregone conclusion that the larger company will win the contract.
5) People are gradually becoming aware of the problem of climate change. 6) You
should bear in mind that your visitors will be tired after their long flight. 7) I've got a
rough idea of what I want to say in my essay but I haven't planned it properly yet.
8) Increasing numbers of people today subscribe to the theory that small is beautiful.
3. 1) The research ethics are described in the university's research manual. 2) You need to
make an in-depth critique of the arguments. 3) You need to do background reading.
4) You do the analysis in order to find out whether the data support your hypothesis.
(remember: try to avoid saying prove a hypothesis) 5) All the interviewees were people
who had first-hand knowledge of the situation. 6) It is impossible to give a full
explanation of the decline of agriculture in the 1960s.
4. (1) laterally (2) error (3) grasped (4) pass (5) poor (6) firm.
5. a) consider – considerable (great in amount or degree.), considerably (greatly, very much,

significantly), inconsiderable (very small and therefore not important or not worth
considering) / support – supportive (kind and helpful), supportiveness (the quality of
showing that you want to help and encourage someone), unsupported (do not have any
proof or evidence to show that they are true) / produce – productive (resulting in or
providing a large amount or supply of something), production (the process of making or
growing goods to be sold), unproductive (not having positive results) / cover – uncover
(to discover something secret or hidden or remove something covering something else),
coverage (dealing with) / accurate – accuracy (the fact of being exact or correct),
inaccurate (not completely correct or exact, or not able to do something correctly or
exactly)
6. a) a) involvement b) consistency c) significance d) identification e) assessment

f) assumption g) establishment h) occurrence i) individuality j) definitions k) similarity
l) legality;
b) (1) availability (2)definition (3) individuality, (4) identity
7. 1) a blue-eyed girl 2) a long-legged man 3) battery-operated radio 4) a slow-witted man

5) an eye-catching display6) a cotton-producing country 7) a warm-heartd person
8) a six-foot-high wall 9) an ear-splitting scream 10) a glass-bottom boat 11) a six-hour
march 12) a man with an angry-sound voice 13) a ten-minute interval 14) a four-storied
house 15) aheart-breaking sight 16) a five-minute break
8. (1) remarkable: (2) collection, (3) celebration, (4) wearers (5) functionalist (6) assistance
(7) inventive (8) conversion (9) originality (10) breakage
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Light Stuff
1) pancake, cupcake, fruitcake 2) toothbrush, toothpaste, toothache 3) nightclub,
nightmare, nighttime 4) tablecloth, coffeetable, tablespoon 5) supermarket, superman,
superhighway 6) sunburn, sunflower, sunglasses 7) fireman, fireplace, firefly
8) earphone, earache, earring 9) downstairs, downtown, sundown 10) seashell,
seashore, seafood
Confusing words
1. jointly; mild; diligent; worthless; recess; deliberate; ignore; belt
3. 1) a) industrious (hard working) b) industrial 2) a) councillor (member of a council)

b) counsellor (someone whose job is to help people with problems) 3) a) moist (not too
wet and not too dry) b) damp (slightly wet, often in an unpleasant way). 4) a) misused
(used in the wrong way) b) disused (which is no longer used) 5) a) complements (which
emphasizes the good qualities of something else when they are put together)
b) compliments 6) a) economic (connected with the management of money (can only
be used before a noun) b) economical (using money and goods carefully so you waste
as little as possible) 7) a) continuous (constant without breaks)b) continual(constant but
with breaks) 8) a) cost (when asking about services or jobs we need doing) b) price
(when asking about a specific thing to buy) 9) a) wiped (to clean with a cloth or
handkerchief) b) swept 10) a) infamous (well-known for being bad in some way)
b) famous (well-known for something)
4. 1) affect 2) contemptible = deserving blame 3) definitive = (of a book or other text) the
most authoritative of its kind. 4) testament 5) regrettable = making you feel sad and
sorry about something 6) conclusive = proving that something is true, or ending any
doubt, 7) continually = happening repeatedly, usually in an annoying or not convenient
way 8) intense = intense people are very serious, and usually have strong emotions or
opinions 9) alternative 10) gaol = old-fashioned for jail 11) illusions 12) inferred = to
form an opinion or guess that something is true because of the information that you
have 13) credulous 14) distinctive = easy to recognize because it is different from other
things 15) practicable = able to be done or put into action 16) appreciable = large or
noticeable enough to have an important effect 17) temperate 18) edible = suitable or
safe for eating 19) deficient = not having enough of, not good enough 20) uninterested
= not interested 21) negligible = too slight or small in amount to be of importance
22) strict = strongly limiting someone's freedom to behave as they wish, or likely to
severely punish someone if they do not obey 23) judicious = having or showing reason
and good judgment in making decisions 24) masterly = done extremely well
25) stimulant = something that makes or causes something else to grow or develop
5. 1) (g) rehearse 2) (c) revise 3) (a) change 4) (f) alter 5) (d) pick up 6) (b) pick
7) (h) rouse 8) (e) arouse
6. 1) (c) 2) (d) 3) (g) 4) (a) 5) (b) 6) (f) 7) (e)
7. a) a. natural phenomena; b. highly sophisticated; c. sequence of events; d. reacted

angrily; e. economically feasible; f. endangered species; g. assert the right; h. verbal
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Answer key
agreement; i. precise details; j. devote time and money; k. inhibit growth; l. transmit
signals; m. separate entities.
b) a) natural phenomena b) highly sophisticated c) sequence of events d) reacted
angrily e) economically feasible f) endangered species g) assert the right h) verbal
agreement i) precise details j) devote time and money k) inhibit growth l) transmit
signals m) separate entities
8. 1) There has been an outbreak of violence. [sudden occurrence of] 2) I had a stomach
upset and couldn't go to work. [sick stomach] 3) He has a very cheerful and positive
outlook (on life). [attitude to life and the world] 4) His car hadn't been stolen at all. It was
all just a setup. [someone had made it look like the car had been stolen] 5) Thieves or
robbers often have one person as a lookout, watching for police, etc. 6) There were
three breakouts from this prison last year.
9. a) steadily increased / grown rapidly / occur periodically / directly address / focus /

quickly implemented / seriously consider
b) 1) directly address 2) consider seriously / seriously consider 3) steadily increasing
(Although growing rapidly might also be possible here, it is less likely given the time
period in the sentence.) 4) focuses / focused narrowly / narrowly focused / focused
5) quickly implemented / implemented quickly
Light Stuff
1) a) boom 2) b) gurgle 3) a) clanging 4) a) a rumble 5) a) crackle 6) b) thud
7) a) whoosh 8) c) bang 9) b) a hissing sound 10) c) a booming sound
Word order
1. 1) (d) 2) (a) 3) (g) 4) (c) 5) (f) 6) (e) 7) (h) 8) (b)
2. a) 1)Who did give / gave you those lovely flowers? 2) Will you let me know if you do
hear any news tomorrow? 3) Do you want to come out with us or you are are you
going to stay at home? 4) How you found out did you find out about the job? 5) Would
you dance with her if she would asked you to? 6) correct 7) What you saw did you see
last night on TV? 8)If had they they had offered you a role in the film, would you have
accepted it? 9) correct 10) I asked Carol what time had she she had arrived home.
b) a) 6; b) 7; c) 4; d) 10; e) 3; f) 5, 8; g) 9; h) 1; i) 2
3. a) (B) Can you tell us what you studied at university? b) (A) Could you tell me how long
you have been working in this institution? c) (A) Could you tell me why you want this
job? d) (B) Can you tell us how long you were with your last company/ institution?
e) (B) Would you mind telling me why you left your previous job? f) (A) And finally, can
you tell us what salary you expect?
4. 1) Have you ever walked out of the cinema before the film finished? 2) How do you keep
up with current affairs? 3) Who would you choose if you could interview somebody
famous? 4) Do you think TV has a negative effect on some people? 5) Our teacher
asked us what the last film we saw was. 6) Do you prefer going to the cinema or
watching videos? 7) Which job would you most like to have? 8) He asked Angela who
the man was. 9) Why did the letter not arrive? 10) I asked Richard wether he had seen
the film. 11) Would you have enjoyed it more if the ending had been different?
12) I asked Joe what he would say if he were on TV.
259
5. a) Yesterday I found a fifty-dollar bill in the street (yesterday). b) It is only a ten-minute

drive to my office. c) Unfortunately, we had a three-hour delay at the airport
(unfortunately). d) Movie stars often stay in five-star hotels. e) You can’t expect a three-
year-old child to understand.
6. a) 1) Actions speak louder than words. 2) Nothing ventured, nothing gained. 3) Once
bitten, tice shy. 4) A stitch in time saves nine. 5) Easy come, easy go. 6) Don’t burn
your bridges. 7) People in glasshouses shouldn’t throw stones. 8) Many hands make
light work. 9) One good turn deserves another. 10) Beauty is only skin deep.
11) More haste, less speed.
b) 1. Nations carrying on warfare are called belligerents. 2. A compulsory enrolment as
soldiers is conscription. 3. An embargo is an order prohibiting ships to leave the
ports. 4. When citizens are kept in confinement, they are interned. 5. A volley is a
shower of bullets. 6. The firing of many guns at the same time is a salvo. 7. When
troops surrender to an ennemy on agreed terms, they capitulate. 8. A bivouac is an
encampment in the open air. 9. Those individuals were trespassing in a military
training area during a military exercise. 10. Therefore, it was possible last year to
cancel a military exercise for serious political reasons. 11. I absolutely agree with
him that the humanitarian response must be as powerful, well-resourced and
efficient as the military exercise. 12. How does this legislation work in a military
exercise? 13. In fact, the object of the military exercise we are now engaged in is
quite different from that. 14. Hunting was essentially a military exercise designed
specifically for the training of the army. 15. The real motives behind this controversial
military exercise is unknown and unclear.
7. a) a cheap white Taiwanese clock radio for my bedside table; b) a second-hand well-
maintained sports car with a low mileage / ora well-maintained second-hand sports car;
c) a beautiful antique English polished mahogany dining-table; d) a small old stone-built
country cottage; e) a pink and white cotton summer dress for my holiday.
8. 1) such a bright red hat 2) not nearly enough work 3) some other of the toys too.
4) a very tragic accident 5) the other shade of green 6) by far the easiest examination
paper 7) much the same singing lessons 8) a far too long way 9) the only really beautiful
vase 10) some children’s disease. 11) not too sweet at all. 12) a wonderful holiday there
so 13) his own but all forgotten 14) much better. 15) the many other pressing things
9. (1) deep-cushined (2) leather (3) welcoming (4) warm (5) gold (6) rich (7) brown
(8) polished (9) oak (10) gleaming (11) linen (12) feminine (13) uncluttered (14) classic
(15) grey (16) light (17) cashmere (18) virile
UNIT 3.
Sentence structure
1. a) simple sentences (A simple sentence is one independent clause.) b) compound

sentences (A compound sentence is two independent clauses joined by: a coordinator,
a conjunctive adverb, or a semicolon.) c) complex sentences (A complex sentence is
one independent and one (or more) dependent clauses.) d) compound-complex
sentences (A compound-complex sentence has two independent clauses and one
(or more) dependent clauses.)
2. 1. Her shoes on her feet were too tight and fit poorly.
260
Answer key
2. I am having a hard time with the exam’s difficult test questions.

3. The railway train raced swiftly down the railroad tracks.
4. The basketball player looked like a huge giant in the kindergarten students’ class.
3. 1. The French use “bonjour” to say hello. 2. I visited France in 1992. 3. Twin French girls
showed me the sights. 4. They explained that France won freedom during the
revolution. 5. We sat at a sidewalk cafe and watched people stroll by. 6. I hope to go
back to Paris.
4. 1. the blue-eyed girl; 2. the speeding car; 3. the hardworking employees; 4. the stale
sandwich; 5. the attic room
5. Example: Human beings have long been fascinated by dreams. Dreams seem to have
similar topics. Did you ever dream you were flying? This common dream may show a
desire for freedom.
7. The table compares the opinions of male and female club members about the services
provided by a city sports club.
We can see from the responses that the male members are generally happy or satisfied
with the range of activities at the club, with only 5 % dissatisfied. In contrast, however,
only about two-thirds of female members were positive about activity range and almost
a third were dissatisfied.
The genders were more in agreement about club facilities. Only 14 % of women and
10 % of men were unhappy with these, and majority (64 and 63 % respectively) were
very positive.
Finally, the female respondents were much happier with the club opening hours than
their male counterparts. Almost three-quarters of them were very satisfied with these
and only 3 % were unhappy, whereas nearly 40 % of the men expressed their
dissatisfied.
Overall, the table indicates that female members are most unhappy with the range of
activities, while male members feel that opening hours are least satisfactory aspect of
the club.
Paraphrasing
1. DO these things: 1); 3); 5); 7); 8)

DON’T make these common mistakes: 4); 2); 6)
2. 1) (j) 2) (i) 3) (e) 4) (g) 5) (b) 6) (c) 7) (d) 8) (f) 9) (h) 10) (a)
3. a) comply with; b). significant; c) specify; d) is required; e) obvious; f) presuming;

g) undergone; h) methods; i) imply; j) generated; k) proceeding; l) emphasize
4. 1) autonomy 2) the humanities 3) profound 4) thinking, understanding 5) moral

6) grounding
5. 1) (C) unsociable; 2) (B) bright; 3) (C) unloaded; 4) (A) uncomfortable; 5) (B) deep;
6) (B) unmerciful; 7) (A) large and brightly lit; 8) (B) organized; 9) (D) neat; 10) (B) legal;
11) (A) pleasing; 12) (A) able to read and write; 13) (D) obedient; 14) (A) imperfect;
15) (C) seldom
261
6. 1) About 30,000 students may be helped by the palnned “free lunch” program. 2) With
the invention / creation of flash memory cards, the demand for portable music players
increased significantly. 3) Even though the coach’s plan was risky, the team was
successful. 4) Consequently, the result was an increase in student test scores.
5) Furthermore, a strong hurricaneis expected to hit the coast over the next few days.
6) The money needed to fight climate change will require changes to the federal
government’s financial plans. 7) The engineer must decide how much dynamite to use
depending on the amount of material to be removed from the tunnel. 8) Two of the
students were kiked out of school for breaking the school’s “no fighting” rule.
7. 1) Because of council funding cuts, there was no provision for free parking.
2) His proposal failed because it relied too much on theory. 3) By emphasising the UK
only, the evidence was weak.
8. 1) conditions / condition. 2) honor / honors 3) pain / pains / guests' 4) terms / term

5) experience / experiences 6) good / goods 7) saving / savings 8) quarters / quarter
9) lengths / length 10) ground / grounds 11) damage / damages 12) youths / youth
9. Text A: b) Under international law, everyone has the right to the highest standard of
physical and mental health they can attain.
Text B: a) The two main objectives of the ICRC are to protect people caught up in war
or violence and to assist those in need of humanitarian aid.
10. Original Passage 1

Best A. An article in Space Science magazine reports that lengthy space station duty
may lead to physical and mental problems for astronauts (Clinton 16).
No cit. B. An article in Space Science magazine reports that astronauts who live
aboard space stations for long periods of time may experience physical as well as
mental problems.
Too sim. C. An article in Space Science reports that living in a space station orbiting
Earth for a long time can cause difficulties for astronauts' bodies and minds
(Clinton 16).
Inc./lnacc. D. An article in Space Science reports that astronauts will become
physically sick and have mental problems if they visit a space station (Clinton 16).
Original Passage 2
No cit. A. NASA physician Patrick Clinton states that one problem is astronauts'
physical health. With no doctor on board, common illnesses like appendicitis and
ulcers could be fatal to astronauts because it would take too long to get them
back to Earth.
Best B. NASA physician Patrick Clinton states that keeping the astronauts physically
healthy is one problem. If the crew does not include a doctor, the delay in getting
treatment for an ordinary illness, such as appendicitis or ulcers, could mean death
(16).
Inc./lnacc. C. NASA physician Patrick Clinton states that the physical health of
astronauts is a huge problem. Spaceships do not usually have medical doctors
among the crew, so astronauts who get appendicitis on a long space journey will
die (16).
Too sim. D. NASA physician Patrick Clinton states that one big problem is keeping
astronauts in good physical health. Medical treatment might take days or weeks to
get because there may not be a doctor on the spaceship. Ordinary illnesses such
262
Answer key
as appendicitis and ulcers could be deadly because it would take too long to get
to a doctor (16).
11. a) Paraphrase 1 is acceptable

12. Sample answers
1) For the majority of the European population, the Euro resulted in higher prices for
many daily items. With the Euro came an increase in prices on a range of common
goods for most people. 2) As women have moved into the job market, they have left
behind their traditional roles as housewives and mothers, and seen their situation
generally improve, though equality with men is still some way off. Though not yet equal
to men in the job market, women are generally in a stronger position now than in the
past when they were more restricted to traditional roles in the home. 3) The professor
denied the student’s request for an excused absence. 4) Are you coming to a music
concert in Vienna? 5) English non native speakers can improve their English by taking
classes at International Center. 6) The driver who was pulled over yesterday is not
careful because he just had an accident.
Light Stuff
Word ladder
cold => 2) bold 2) courageous 3) bald 4) band 5) hand 6) hard 7) card 8) care 9) case
10) cast 11) past it 12) post 13) port 14) sort 15) sore 16) more 17) mare 18) hare
19) harm =>warm
Summary and main idea
1. a) The first sentence

b) Some possible comments are as follows: - it contains instances of paraphrase /
changing; some of the vocabulary; - it focuses on the main points; - it omits
examples and expansion
2. a) Suggested summary (others are possible): The most favoured pastimes in Britain are
home-based, with television being the most popular, including video, followed by
listening to the radio.
3. a) - Title related to the main idea of the passage: Circus Trains: Changing the Way They
Operated;
Example Summary: Circuses used to have a difficult time travelling and had to stop at
many small towns along the way. Trains allowed circuses to travel easily from large
city to large city.
b) - Title related to the main idea of the passage: TGV: A Record Setting Train
Example Summary: The TGV is a French train that set a record for the fastest
wheeled train and the fastest passenger train service.
c) - Title related to the main idea of the passage: The Train: Mother of the Cowboy
Example Summary: Cows were not worth a lot of money until they could be easily
transported to the East after the invention of the train. Many people then became
cowboys despite the dangers they faced.
d) - Title related to the main idea of the passage: Death of the Electric Tram
Example Summary: This passage is about how many large companies that served the
automotive market conspired to dismantle the electric trolley car system and replace
them with less desirable buses.
e) - Title related to the main idea of the passage: Great discoveries despite poor equipment
263
Example Summary: Galileo was able to make some amazing discoveries with his
telescope. He made discoveries about the moon, about Jupiter, and about the Milky
Way. He was able to do this with a telescope that was less powerful than even today's
most basic telescopes.
f) - Title related to the main idea of the passage: Challenges of introversion in class
Example Summary: There are many more extroverts than introverts in America.
This puts a lot of pressure on introverts to fit in and be like everybody else. Even in school,
teachers add to this pressure by making class participation part of the student's grade.
Consequently, introverts have to acquire additional skills to deal with these pressures.
5. a) Example:Given growing health problems in children, there is an argument for banning

adverts for unhealthy food, especially as the food industry far outspends those trying
to promote a more balanced diet. (31 words)
b) Paraphrasing: Business ethics is not synonymous with the law or with morals in
general. Despite overlapping with ethics, the law regulates the lowest level of
acceptable behaviour. Business ethics is concerned with issues not specifically
covered by the law and, therefore, vulnerable to exploitation and to what is viewed
as immoral, though legal, behaviour.
6. 1) dispose of; 2) chemicals; 3) credible; 4) rely on; 5) adequate; 6) consume;

7) accomplished; 8) occupied; 9) exerts; 10) manifested; 11) conduct; 12) areas
7. a) thesis; b) composition; c) portfolio; d) essay; e) assignment; f) dissertation; g) project
8. An incentive for wildlife conservation – Income from tourism / A quantitative research

method – Counting the number of eggs a turtle lays / A qualitative research method -
Observing animal behavior
9. 1. Paraphrase b (paraphrase a just word substitution, not changed enough)

2. Paraphrase b (paraphrase a just word substitution, not changed enough)
10. Plagiarism Quiz. 1) b) You would quote this sentence because it is so well worded:
any attempt you made to rewrite it into your own words would be longer and less
rhetorically effective. 2) b Jane Jacobs is writing a book, and books have much space
for an author to really disclose his or her research and opinions. When you write an
academic paper, you don’t have that much space, so it’s better to paraphrase this
sentence. 3) b It’s acceptable. 4) a This sentence takes the language of Jacobs and is
therefore plagiarized even though Jacobs is cited. You cannot take information without
citing it, and you also cannot take the language of the author without acknowledging by
direct quotation that you are using it. 5) c The other sentences do not acknowledge the
original interpretation of Jacobs – they simply steal it without giving her credit.
Light Stuff: 1 – arm; 2 – harm; 3 – charm; 4 – chart; 5 – cart; 6 – car; 7 – care; 8 – cave;
9 – wave; 10 – wavy; 11 – navy
UNIT 4. ESSAY WRITING

Planning and organizing paragraphs
1. 3, 1, 6, 5, 2, 4
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Answer key
2. a) 1 – b), g), e); 2 – a), f), h); 3 – c), d);

b) 1) False 2) a. True 3) a. anecdotes or stories from your experience / b. facts or
information you know about the topic. 4) d. examples, whether they are real or
hypothetical.
3. b) - c) - a)
4. a) C ; b) D = a) / A = b) / B = c)
5. c) In formal academic writing, the length of a paragraph may vary.
6. a) I like doing different kinds of sport. 5) – 2) – 6)

b) Sport is good for you in different ways.3) – 4) – 1)
8. a) D: He will always be my best friend

b) a. A; b. C; c. B
9. TS: I enjoy studying at college. SS1: c; SS2: b; CS: In conclusion / Briefly, studying my
favourite subjects with nice teachers makes college a very enjoyable place for me.
TS: Everyone should go to college.SS1: d; SS2: a; CS: So if you have a chance, you
should really consider entering university or college
10. a) Paragraph 2 – Incorrect because the supporting sentences do not match the topic
sentence
b) Paragraph 1 – Incorrect because a paragraph is a group of sentences, so each
sentence does not start on a new line.
c) Paragraph 3 – Correct because the paragraph sticks to the topic sentence and
starts the next sentence on the same line as the previous sentence.
11. Paragraph 1: c – a – d – b; Paragraph 2: e– a - d – b – c; Paragraph 3: c – a – e – b – f – d
Identifying text structure and types of paragraphs

1. 1) d) 2) a) 3) b) 4) e) 5) c) 6) f)
A. Descriptive Paragraph
Describing people
1. a) 1)b), e); 2) d), f) c); 3) a)
b) physical appearance:head-turner, natural beauty, long curly black hair, long thin
face, seashell pink lips, high cheekbones, small round chocolate brown eyes, long
eyelashes; moral characteristics: great platoon commander, wonderful personality,
intelligent, an optimistic person, tactfulness, great example of dedication, loyalty,
courage, enthusiasm, initiative, and endurance, genuine leadership abilities
2. a) height: of medium height, just over six foot, short; build: slim, thin, muscular, well-
built, overweight, skinny, long-legged, round-shouldered; age: middle-aged,
teenaged, elderly, in his teens, in his mid-forties, in his late forties; complexion:
wrinkled, tanned, pale, freckled; face: round, oval, wrinkled, tanned, thin, pale,
freckled; hair: ginger, curly, blond, thick, balding, thin, wavy, straight, shouldered-
length, short; eyes: slanted, almond-shaped; nose: thin, curved, crooked, freckled,
straight; lips: thin, full; special featupes: mole, scar, dimples, beard, moustache,
long-legged, round-shouldered
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b) Positive Qualities: patient, ambitious, generous, mature, interesting, friendly, tactful,

good-natured, thick-skinned, easy-going, hard-working, fair, shy, helpful, reserved,
out-going, polite, cheerful / Negative Qualities: boring, pessimistic, mean, ambitious,
hostile, immature, impatient, short-tempered, thick-skinned, deceitful, shy,
aggressive, reserved /
Similar qualities (both positive or both negative): She is kind-hearted and also
cooperative.She is kind-hearted and cooperative as well.She is kind-hearted, as well as
(being) cooperative.In addition to being kind-hearted, she is also cooperative. She is
both kind-hearted and cooperative.
Opposing qualities (one positive and one negative): He can be naughty at times. He is
usually well-behaved but can be naughty at times. He is usually well-behaved; in spite of
this / nevertheless / however, he can be naughty at times. Although/In spite of the fact
that he is usually well-behaved, he can be naughty at times.
3. 1) swot 2) scab 3) skinflint 4) tout 5) big shot 6) guinea pig 7) gate-crasher 8) mole
9) sponger 10) whizz kid 11) fence 12) diehard 13) rough diamond 14) underdog
15) busybody 16) dark horse 17) grass 18) lame duck 19) old maid 20) slave driver
Describing places
4. a) 1) c); 2. b); 3.a)
b) a great place; the water is warm and clean; midsummer scorcher; the blue water is a
refreshing, tempting sight; sweet scent of sun block wafts; stir passionate shouts;
the heat of competition; sail boats catch the soft breezes, canoeists glide quietly past
5. a) icy cold air (touch), snow-covered mountains (sight), whistle of cold wind (touch,
hearing), fresh scent of pines (smell), towering peaks (sight), soft snow (touch)
b) crowded streets (sight), colourful shop signs (sight), tall buildings (sight), car horns
beeping (hearing), hurrying passers-by (sight)
c) burning sand (touch), crystal-clear water (sights), swaying palm trees (sight), exotic
plants (sight), shrill cries of tropical birds (hearing), salty sea smell (smell)
d) glossy green peppers (sight), acrid smell of old tomatoes (smell), colourful stalls
(sight), cheerfully shouting stallholders (hearing)
6. Sample description of a place (1)

A place that I enjoy visiting is Prague. It is the capital and largest city of the Czech
Republic, with a population of nearly 2 million. It lies in the north-west of the country, in
the centre of the Bohemian region, which is a green and lush part of Czech Republic.
There are lots to do in Prague. It has several universities, so first and foremost, it is a
fantastic place to be a student. It is buzzing, with a good nightlife, good restaurants and
a lively cultural life. In fact, it is a UNESCO World Heritage Site and a cultural and
economic centre of central Europe a few years back.If you climb up to the hill
overlooking the old town, you have an amazing view of the city. What strikes me most
when I go up there is all the traditional, pale buildings with their red roofs, and then right
in the middle of it all, a remarkable piece of art and engineering, the Charles Bridge.
It is one of the most loved attractions in Prague that crosses the Vltava River. It was built
between the 14th and 15th centuries and connects Prague Castle with the Old Town.
Today you can walk across it and find many souvenir stalls or have your caricature
drawn. There are many statues on the bridge and some people think that if you touch
the statue of St John of Nepomuk you will receive good luck and return to Prague soon.
Sample description of a place (2)
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Answer key
I like to visit my hometown more than visiting any other place. After I finished my
school, I came to the capital of your country and did my graduation here. Later on,
I have started my job and since then have been staying here. Whenever I get
vacations, I plan to visit my hometown. To go there, I need to purchase advance bus
ticket 2-3 days prior to the departure. I mostly go there by bus. Alternatively, I can go to
my hometown on a train. The bus journey takes around 4-5 hours and the train journey
takes 1-2 hours more than the bus journey. After reaching our hometown station,
I usually pick a shared taxi that drops me near my home.
My hometown is a small urban area with full of beauty and wonder. Green trees, fresh
air and serene environment make it an ideal place to live in. My hometown is just
beside a river and has less density of population than the capital city. The houses and
shopping Centres are not crammed and have their own urban charms. My hometown is
a special place for me as I have spent my childhood there. There are three tourist
attractions there, and the place is renowned for traditional foods and customs. Roads
are clean and people are educated there. Anyone who visits this place will find it
attractive.
B. Comparing & Contrasting Paragraph
9. a) similar / both / Similarly, / Likewise / In the same way

b) First, / For one thing, / For example, / In addition, / Furthermore, / Another time, /
Finally, / In contrast, / For instance, / Unlike / For example, / Finally, / Truly
1) a) first; b) in addition; c) furthermore 2) a) in contrast; b) unlike 3) a) for example;
b) for instance 4) a) in addition; b) furthermore 5) truly
10. Sample answer

(TS) The two mess uniforms are similar in many ways, but they also differ from each
other in some regards. (SS1) Thus, they are the most formal of the three main military
uniforms, and are worn by both American and British Army officers in the mess or at
other formal occasions. (SS2) Then, both of them comprise a jacket, white formal
dress shirt, high-waisted trousers, black cummerbund, and a black bow tie. (SS3)
Finally, they both have similar accessories and ornamentations, such as, for example,
gold buttons, shoulder knots, and an ornamental braid worn on the outside seam of the
trouser leg. (SS4) However, there are some obviuos differences. (SS5) For example,
one difference consists in the colour of the jacket. (SS6) While the US Army evening
mess jacket is dark blue, with two-line buttons, and elaborate braiding on the jacket
sleeves, the British one is bright red, waist-length single-breasted, with a black sateen
shawl collar. (SS7) Unlike the American uniform, which has a yellow ornamental braid
on the trousers, the British formal dress trousers have a bright red stripe down the
outer seam of each leg. (CS) So, although the two uniforms are similar in terms of
destination and components, they are still different in terms of colors and accessories.
C. Process / Giving Instructions Paragraph
12. (1) First (2) Then (3) Afterthat (4) Finally
13. 1) Getting a puncture is one of the most common problems. 2) Six 3) It can be seen
that changing a tire is not difficult. 4) First, The second step, Next, Then, Finally; they
serve to show the different stages/steps of a process, in a chronological order.
14. Example:
267
Topic: ● How to get good results in an exam. (Topic statement)If you want to get good
results in an exam, you should carry out three steps. (Supporting sentences) Firstly,
you should revise theories of all subjects. Secondly, you should discuss them with
your colleagues and teachers about the difficult matters. Thirdly, take some time to
relax after you finish studying; you need to be in good mental and physical condition for
the exam. And the last thing is to keep a positive attitude. (Conclusion) If you follow
the three steps above, you will be successful in the exam.
D. Cause and Effect Paragraph
15. a) The ocean’s delicate coral reefs are affected by changes caused by humans.
To illustrate, dumping waste products and garbage in the sea result in changes in
the natural environment. Due to these changes the ocean becomes polluted, and as
a consequence, coral reefs are damaged. When the ocean becomes extensively
polluted, coral reefs die.
b) Good health is affected by a balanced diet.On the other hand, if we do not eat well,
this could causeproblems and we could become very sick. For instance, if our diet
lacks Vitamin A, blindness may result. Many problems affecting the skin and the
teeth are due toa lack of Vitamin C. When our diet contains recommended amounts
of Vitamin A and C, however, our ability to fight diseases like cancer is greatly affected.
So it makes sense to eat well because this results in a longer and healthier life.
16. (1) E(a) C(b); (2) C (a) E (b); (3) E (a) C (b); (4) C (a) E (b); (5) C (a) E (b)
17. 1) You get fat / sick. 2) You find answers to many questions / be informed. 3) They
create a clean and beautiful environment / influence the nervous system / have anti-
anxiety benefits. 4) I like maths and physics / I like the science teacher. 5) The
atmosphere is more and more polluted. 6) I do a lot of sport / I have a balanced life / diet.
E. Argumentative paragraphs:
18. a) 1) O; F = Math is a challenging academic subject. 2) F; O = Michigan has the most

beautiful state flower in the US, namely the Apple Blossom. 3) O; F = Many people
own dogs for company and protection. 4) O; F = Basketball and football are sports.
5) F; O = Students should not be allowed to have phones in class
b) - the writer’s opinion: he is against smoking: While both smokers and bar owners
have valid arguments, what they must realize is that sometimes we have to sacrifice
as individuals in order to help society as a whole; - the writer’s counterarguments:
Smokers claim that their personal rights are being denied as more and more public
places are declared “smoke-free.” In addition, bar owners are losing businesses
because their smoking customers are staying home.
19. Example: Many people nowadays believe that technology has improved our quality of
life. They feel that with technology we live happier lives because it makes our work
easier: cars take us places, computers store our information, machines wash clothes
and dishes, and so on. However, the knowledge required to use modern technology,
especially computers, does not make life easier. ….
F. Problem/ Solution Paragraph
20. a) (1) Astronauts face many problems in space caused by weightlessness. (2) One of
these problems is floating around the cabin. (3) To solve this problem, astronauts
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Answer key
wear shoes that are coated with a special adhesive. (2) This adhesive sticks to the
floor of the cabin. (2) Serving food is another problem. (3) It won't stay put on the
table! (1) Experts solved this problem by putting food and drinks in pouches and
tubes. (3) It only needs to be mixed with water. (2) Weightlessness also causes
problems when an astronaut tries to work. (2) The simple task of turning a wrench
or a doorknob can be difficult. (2) Since there is no gravity to keep him down, when
he exerts a force in one direction, the opposite force may flip him over completely.
(3) To solve this problem, he must be very careful about how much force he uses to
do these simple tasks.Here on earth, life is much simpler, thanks to gravity.
b) (1) In the early 1800s, the United States needed room to grow. (2) The problem was
most people lived in the East. (2) The cities were crowded. New land was
expensive. (2) Young families couldn’t afford to buy farms. (3) Then, as a solution,
the United States government purchased land from France and Mexico. (2) Soon,
the country stretched all the way to the Pacific Ocean. (2) Settlers rode in wagons or
on horses, followed long, dusty trails across hot plains for thousands of miles.
(2) There was no shelter. (2) People slept in tents on the ground. (2) They had to
watch out for wild animals like wolves and snakes. The trip west could take months.
(2) Then a railroad was built that stretched from the East Coast almost to the West
Coast. (3) The railroad made travel faster. More people poured into the new lands.
The settlers quickly built small towns where the farming, fishing, and mining were
good.
Light Stuff: 1 – pirate; 2 – irate; 3 – rate; 4 – grate; 5 – generate; 6 – generation;

7 – generally ; 8 – general
Planning, organizing and writing essays
1. b) 4 – 8 – 6 – 2 – 12 – 7 – 11 – 9 – 10 – 3 – 1 - 5
c) 1) Discuss the topic, purpose and style of the text you are going to write. 2) Think of
as many ideas as you can, and note them down. 3) Choose the best ideas, decide
which of them go together and make a plan for each paragraph. 4) Decide on a
logical order for the paragraphs. 5) Write a first draft of your text. 6) Give your draft to
your partner and ask them to write comments on your work so far. They might write
about things they like about your text, anything they dislike or think isn’t needed,
anything that isn’t clear, and what they want to read more about. 7) Write your te xt,
using a wide range of vocabulary and structures, and linkyour ideas together.
8) Check your text is the correct length, adding or reducing where necessary.
9) Edit out any repetitions or points that are not relevant to the topic. 10) Correct any
errors in language, punctuation or style.
d) Introduction: 3, 2; The main body: 7; Counterargument: 6, 4; Developing your ideas –
persuasion & recommending 1, 8, 9, 11, 5; Conclusion: 10
2. 1) Paragraph 5; 2) Paragraph 1; 3) Paragraph 1; 4) Paragraphs 2, 3, 4

a) - idea expressed = you could marry someone extremely rich; - justification = there
are a lot of millionaires and some of them might be interested in you; - suggestions =
1) go to expensive nightclubs to find them; 2) find them via expensive computer
dating agencies
b) this, one way, alternatively / linking clauses: as, whether, to
c) First of all
269
3. If the idea of a wedded wealth doesn’t appeal, how about recording or writing a best-
selling pop song? For example, a few years ago, singer Ricky Martin was a little-known
Puerto Rican actor playing minor roles in soaps like ER. However, when the hit single
Livin’ La Vida Loca was released,he suddenly became internationally famous, and also
very, very rich. Moreover, the songwriter can make a fortune too.
4. Paragraph 4 deals with another way of getting rich, e.g. becoming a film star, inventing
a new electronic game, designing a fashionable item of clothing
A. Opinion Essays
1. The first reason/For example, / Moreover, / The final and most important point in favour
Contrary to popular belief, / As already stated
2. a) 1) Topic sentences: (P1) Scientists have made amazing discoveries over the last
twenty years, especially in the field of genetics. / (P2) think genetic engineering
should be very carefully controlled. / (P3) It is true that genetic engineering can be
used for the good, to detect or even cure disease. / (P4) In the wrong hands, genetic
engineering can be used as a way of playing with nature. 2) P 1 - sets out the
problem in general and states why it is controversial (= debatable, discussible)?
P 2 - gives the writer’s opinion and reasons for it? P 3 - restates the problem and the
writer’s opinion? P 4 - gives the other side of the argument and the reasons why the
writer isn’t convinced by them?
b) (a) Some of the most exciting progresses in the science has have happened in the
field of genetics. It is now possible to grow plants who which do not get diseases,
and to breed cows, which produce more milk. The scientists can even create new
types of animals. In my opinion, these developments are very good news. In the first
place, doctors will soon be able to use the genetic engineering to help fighting
diseases. They can tell you if there is a medical problem in your family which it could
be passed on to your children. Hopefully, he they may then be able to alter the
genes and cure the disease. This is particularly important on in poor countries where
people starve if the harvest will be is bad. Finally, farmers can breed animals who
which produce more food, and are therefore more profitably profitable. People
sometimes argues that genetic engineering should be stopped. They think scientific
advance is ‘unnatural’. However, I believe that scientists and doctors can be trusted
to use this knowledge responsibly. After all, peoples protested about things like
transplant surgery at the past but most people are in favour now. I feel sure that,
in the future, genetic engineering is will be of enormous benefit to us of all.
3. a) Recently (1), As a result (2), Furthermore (3), On the other hand (4), In conclusion (5)
b) as a result = consequently; therefore / furthermore = moreover; in addition / on the
other hand = nevertheless; however; / in conclusion = finally; to sum up
4. like (1); Personally, (2); I don´t think so (3); Firstly (4); Besides (5); Secondly (6);
although (7); such as(8); just (9); To sum up (10)
5. whereas (1); whether (2); obvious (3); also (4); However (5); To sum up (6); on the
contrary (7); However (8); even in spite of (9); Unfortunately (10); since (11);
In conclusion (12).
6. b) 1) Immigrants should learn both English, in order to communicate with people around,
and their native language. 2) - Anita could have died because her mother could not
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Answer key
speak English with the doctor - Florence does not speak her mother tongue, Spanish,
and she cannot communicate with her grandparents or other relatives in Puerto Rico.
3) The author is arguing in favor of immigrants’ keeping both two languages and two
cultures, as they are linked together. 4) Example: Cultural adjustment
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B. Argumentative Essay
3. Every argument needs a claim and a premise. The premise is sometimes called by a
different word, such as “grounds” or “reasons”. The claim tells us what we should
believe. The premise gives evidence or reasons and tells us why we should believe the
claim. Claim plus premise is a basic argument. We need to say how or why the premise
is connected to the claim. Usually, that connection is obvious or commonly understood,
so we do not need to say it but not always. That is why strong arguments – clear and
persuasive arguments – include a warrant.
Question: How can we live well and be happy? Claim: have the courage to follow your
heart when thinking about the big decisions in life.Evidence / Premise: There really is
nothing to lose.Warrant: Our time is limited. Remembering this fact makes us be
ourselves, love what we do, ignore other people’s opinions.
4. a) – B; b) – D; c) – C; d) - A
C. Narrative Essays
1. a) 1) I read was reading a book when my best friend Lisa rang me for a chat. 2) Ross is
going to sell was going to sell his motorbike, but then he changed his mind and kept
it. 3) Years ago I had been drinking used to drink very sweet lemonade, but I don’t
any more. 4) When we woke up in the morning, we noticed that someone broke had
broken a window during the night. 5) As soon a she saw his photo, Valerie was
recognizing recognized Lomax as the attacker. 6) I used to be standing had been
standing in the queue for hours when at last the ticket office opened.
b) 1-b; 2-e; 3-f; 4-c; 5-a; 6-d
2. (1) had left / were leaving (2) had stopped / stopped. (3) slowed / was slowing, (4) told /
was telling (5) ran / had run (6) showed / were showing (7) looked / was looking again
(8) had passed / passed (9) was announcing / announced (10) cheered / had cheered
(11) moved / was moving (12) was standing / had stood
3. (1) chatted / had chatted / had been chatting (2) already had / had already had / had
already been having a (3) realized / had realized / had been realizing (4) was leaving /
left. (5) drove / was driving (6) was seeing / saw (7) panicked / was panicking, (8) sped
off / was speeding off at (9) hid / was hiding (10) was tested / had been tested and
(11) was found / was being found (12) was fined / had been fined (13) was being / was
banned (14) would have to / was to / was going to have to
4. (1) were feeling (2) took off (3) had waited (4) was going to get (5) landed (6) were told
(7) would not be able to stay (8) flew (9) stood (10) was trying (11) was done
(12) agreed (13) found out (14) had been delayed (15) got (16) had spent
6. a) 1-e; 2-b; 3-a; 4-d; 5- f; 6-c; 7-g b) –dg; 4-a; 5-e; 6-b; 7-f; 2-c; 3-
7. ago / in the end (1) / later / as soon as (2) / First / Suddenly (3) / Next / During (4) / After
that / During (5) /before / as soon as (6) / later/ as soon as (7) / First / Soon (8) / After
that / During (9) / Suddenly/ In the end (10)
8. 1 – c; 2 – a; 3 – b; 4 – e; 5 – d
Daffy definitions
1) - h) (Pessimist street) 2) - j) (see hair) 3) - i) (dye it) 4) - b) (essay) 5) - f) (express)
6) g) (enemies) 7) - a) (am I lying?) 8) - e) (shh, elf!) 9) - d) (a dull tree) 10) - c) (dozing)
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Answer key
UNIT 5. CORRESPONDENCE
Informal e-mails and letters
1. 1) F (complex sentence, non-colloquial English); 2) I (abbreviation, colloquial English);

3) F (advanced vocabulary, non-colloquial English); 4) F (advanced vocabulary,
non-colloquial English); 5) I (omission of pronoun); 6) I (colloquial English);
7) F (advanced vocabulary, Passive Voice, complex sentence); 8) F (non-colloquial
English); 9) I (abbreviation); 10) F (complex sentence, non-colloquial English);
11) I (abbreviations, colloquial English); 12) F (complex sentence, advanced
vocabulary); 13) I (omission of pronoun, idiom, abbreviations); 14) I (colloquial English,
abbreviations); 15) F (complex sentence, advanced vocabulary); 16) F (complex
sentence, Passive Voice, advanced vocabulary); 17) F (advanced vocabulary, complex
sentence); 18) F (advanced vocabulary); 19) F (complex sentence, non-colloquial
English); 20) I (abbreviation, phrasal verb, colloquial English)
2. 1) informal, ending, letter of invitation; 2) formal, ending, letter giving information / letter
of apology; 3) formal, beginning, letter of apology; 4) formal, ending, letter of complaint;
5) formal, beginning, letter of complaint6)formal, beginning, letter of application (for a
job); 7) formal, ending, letter of apology8) informal, beginning, letter of apology
3. 1) L; 2) E; 3) L; 4) E; 5) E; 6) L; 7) E; 8) E; 9) L; 10) E; 11) L and E; 12) L and E; 13) L;

14) E
4. Greetings: Hi Sarah, / Dear Herman, / Dear Mr White,

Introduction: Thanks for your e-mail./It was great to hear from you. / How are you?
I’m fine. / I hope you’re well. / Thank you very much for your letter of December 1st. /
I have some good news. / I’m writing to tell you about my last holidays. / How’s your family?
Conclusion: Write soon. / Write soon! / That’s all for now. / We look forward to hearing
from you. / I look forward to hearing from you. / I hope to hear from you soon. / Give
my love to your sister. / Give my regards to your parents. / My mother sends her
love. / Well, that’s all my news.
Closing an e-mail: Regards, / Love, / Lots of love, / Best wishes,
Light stuff
1. Abbreviations
BBC – British YMCA – Young SOS – help, rescue ed. – edition, editor
Broadcasting Men's Christian UNO – United Nations or education
Corporation Association Organization cv – Curriculum
UK – The United WHO – World I.O.U. – I owe you: a Vitae
Kingdom Health written promise to pay inc. – incorporated
B.C. – before Organization back a debt rd – road
Christ A.D. – anno Q.C. – Queen's cont’d – continued
C.-in-C. – domini Counsel: a British VAT – value-added
Commander in CID – Criminal lawyer of high rank tax
Chief Investigation A.D.C. – Aide-de-champ no – number
M.P. – Member Department Ltd – limited company ave – Avenue
of Parliament P.S. – post Hon. – honourableand, P.A. – Personal
F.B.I. – The scriptum honorary when they Assistant
Federal Bureau Rev – Reverend are used as part of a plc – (British) public
of Investigation person's title limited company
273
Co – Company Bros – brothers (in i.e. – idest and means P.M. – Prime
cf. – confer / names of roughly “that is” Minister
conferatur, both companies). DO – Doctor of bvd – best value
meaning “compare” misc. – Osteopathic Medicine delivered
a.m. – ante miscellaneous HIV –
meridiem p.m. – post HumanImmunodeficien
e.g. – exempli meridiem cy Virus
gratia and WPC – woman RSVP – Répondez s'il
means “for police constable vous plait –
example” (a police officer of Pleaserespond
pp. – pages. the lowest rank)
(plural of p.) ch. – chapter
2. Clipped words
ad – advertisement bike – bicycle hanky – handkerchief
champ – champion deli – delicatessen demo – demonstration
disco – discotheque dorm – dormitory gas – gasoline
gym – gymnasium hash – hashish lab – laboratory
mac – macro marge – margarine maths – mathematics
memo – memorandum polio – poliomyelitis pop – popular, population
psycho – psychotic vet – veterinary flu – influenza
fridge – refrigerator mike – microphone nark – narcotic
nuke – nuclear (weapon) vibes – vibraphone, vibrations bookie – bookmarker
budgie – budgerigar (peruș) cabby – cabdriver comfy – comfortable
Formal e-mails and letters
1. Use “Dear Ms / Mr / Dr + the last name: / Dear Dr Smith, Dear Ms Brown, / Dear Professor
Stubbs” when you know the addressee and end with “Yours sincerely / Sincerely /
Sincerely yours.”Use “Dear Sir or Madam, / Dear Sir/Madam, / To Whom It May Concern”
when the addressee is unknown and end with “Yours faithfully / Faithfully yours”
2. 1) Could you please replace the damaged goods as soon as possible? 2) I am delighted
to inform you that you have passed your examination. 3) I am writing to enquire about
courses at your college. 4) I look forward to receiving your reply. 5) Please allow me to
apologise for the problems you have had. 6) Unless this is done we will be forced to
complain to the director. 7) I regret to inform you that we cannot offer you a refund.
8) Please find enclosed a self stemped addressed envelop. 9) Thank you for your letter
of 16th June enquiring about vacancies. 10) With reference to your letter of 16 th April…
11) With reference to your advertisement in the Times... 12) I would be grateful if you
could send me information about your college. 13) I am writing to complain…
3. a) This letter is written by Robert Black in order to request information about the summer
language courses. It is a formal letter of request judging by the language used and the
polite tone.
b)
can’t wait look forward to
about in reference to (st)
tell inform (sb)
can would be able to
274
Answer key
say mention
answer reply
also furthermore
want would like
1) Informal: I can’t wait to receive your answer. / Formal: I look forward to receiving
your reply.
2) Informal: I am writing about your advertisement. / Formal: I am writing in reference
to your advertisement.
3) Informal: Can you tell me about the staff? / Formal: Could you inform me of the
staff?
4) Informal: I can attend a course in June. / Formal: I would be able to attend a
course in June.
5) Informal: Your article says there are fully equipped computer rooms. / Formal:
Your article mentions fully equipped computer rooms.
6) Informal: Also, I want to know about the amenities near the school. / Formal:
Furthermore, I would appreciate your informing me on the amenities near the school.
7) Informal: I want to get more information about the courses. / Formal: I would like
to receive more information about the courses.
8) Informal: I am waiting for your answer. / Formal: I look forward to receiving your
reply.
c) Hello Ms Roberts,
I am writing about your advertisement for summer language courses abroad. I want to
get more information about the courses you offer. I can attend a course for two or three
weeks in June. Can you please tell me more information and details of prices?
I particularly want to know how many students attend the school, and how many
students are in a class. I also want to know what resources the school has. Your article
says about a language library and fully equipped computer rooms. Can I also use these
facilities in the evenings? Can you tell me about the staff? Are they all qualified teachers?
I want you to send me more details regarding the social and sports programmes offered.
Are the activities included in the price of the course?
Also, I want to know about the amenities near the school.
I am waiting for your answer.
Best wishes,
Robert Black
4. a) Dear Mr. Jones,

I hope you can understand my difficultiesto get to your business dinner last Friday.
I was really looking forward to it and I was all ready to leave the house when a relative
arrived unexpectedly. She was only in town for the one evening before she went to my
brother's house so I had to stay with her. Please accept my sincerest apologies.
I tried to telephone you but your line was twice engaged when I telephoned.
Later, I was otherwise engaged and didn't have the chance to ring again.
I hope the dinner went well for all concerned.I know you wanted tointroduce me to Ms.
Phoenix who you work with. I hope this will be possible at the next available
opportunity.
I look forward to hearing from you soon.
Yours sincerely,
Nicholas
275
5. Hi Joelle,
How are you?How was your weekend? Mine was hectic as usual!
Are you free later this week to get together and chat about the psychology project?
I’ve been struggling with it and need a bit of help ‘cos the deadline’s fast approaching.
I’m worried that if I don’t get a move on, I’ll end up rushing it. I really want to geta good
grade for this one so (I) need to put some work in.
How about tomorrow night? I’ve got an appointment in the afternoon but I’ll be done by
6 p.m. Does 7 p.m. sound okay? I can come to you if it’s easier. I could even bring
pizza if you like. Let me know asap.
Hopefully see you soon,
Allie
A. Letters of Application / Cover Letters
1. 1) Opening: I am writing in reply to your advertisement …/ With reference to your

advertisement in …
2) Experience and qualifications: As you can see from my CV, …/ Currently, I am
working as a …/ I am in charge of …/ I have five years experience in this sector.
3) Reasons for applying: I am particularly interested in this position …/ I am very keen
to use my English …
4) Closing the letter: I would be more than happy to discuss .../ I will be available for
interview from …/ Please do not hesitate to contact me for .../ I look forward to
hearing from you.
2.
• information + I would like further information.
• interested + ( ) I am interested in reading your work.
• ( ) + response + ( ) I am writing in response to your advertisement.
• ( ) + reference + ( ) I am writing in / with reference to your email…
• apply + ( ) the position + ( ) I am applying for the position of chef.
• years + ( ) age I am 22 years of age
• work + ( ) I have worked as a teacher for 2 years
• details + ( ) Please send me further details regarding / concerning / on
• graduate + ( ) I graduated in Economics
• graduate + ( ) I graduated from The University of Sibiu
• According + ( ) According to your advertisement……..
3. a) to attend a course; b) to show initiative; c) to operate a word processor; d) to fulfil

one’s potential; e) to graduate from university; f) to work shifts; g) to broaden one’s
horizons; h) to have an inquiring mind; i) to gain experience; j) to handle clients
4. (1) Dear Mr. Graham, (2) With reference to your advertisement in today’s Guardian,
(3) I would like to apply for (4) the post of graduate sales trainee in accounts
department. I shall graduate this summer with (5) a degree in economics from Salford
University and have worked during summer holidays in the accounts department of a
building contractor. (6) I enclose a curriculum vitae and (7) look forward to hearing from
you. (8) Yours sincerely, Peter Watson
5. f), g), d), c), e), a), b), i), h)
276
Answer key
6. Introduction: ____ have seen your advertisement / wish to apply for job
• Main body: ____ you will see from the enclosed CV / have experience of this kind of
work / ___ worked for the past three years as a tour guide in Switzerland / enjoyed very
much / speak French, English, Italian / am studying Spanish? ___ have a cheerful
personality / am used to long hours and hard work.
• Conclusion: ____ am available for work from April 1st / when current contract finishes
• Ending ____ hope to hear from you soon / look forward to meeting you at an interview
B. Letters of Complaint
1. 1. c) I am most disappointed because the service was not as thorough as it should have
been. 2. b) I am enclosing a copy of the documents relating to the original service.
3. e) To resolve the problem I require you either replace the faulty product or refund my
money in full. 4. f) Unless I hear from you within seven days, I shall be forced to take
legal advice. 5. d) I am writing to remind you about the deteriorating condition of my flat.
6. a) According to the terms of my tenancy agreement, the maintenance of the property
is your responsibility.
3. a) solve this problem (1) - resolve this unsatisfactory situation; b) seeking for advice
(1) - seeking advice from my solicitor; c) get in touch with me (1) - contact me;
d) I bought (2) - I purchased; e) doesn’t do what it’s supposed to (2) - is faulty; f) fast
(1 and 2) - speedy, swift; g) the law says you have to (3) - according to the terms of my
tenancy agreement, you are required by the law; h) in a friendly way (3) - amicably;
i) looking after my flat (3) - the maintenance of the property; j) the worsening state
(3) - the deteriorating condition
5. a) 1) zebra crossing; 2) volume of; 3) 40 to 60 miles per hour; 4) stretch of road;

5) speed limit; 6) serious risk; 7) traffic calming; 8) flow of traffic; 9) car accident;
10) number of pedestrians; 11) swift action; 12) narrow pavements; 13) nearby
amenities; 14) poor visibility.
b) a. Introduction: I’m writing to draw your attention to a dangerous stretch of road on

South Street near the junction with The Marsh (see diagram above) in Chip Town.
This whole area is most definitely a serious risk to pedestrians.
b. Volume of traffic: The volume of traffic along South Street peaks between 8.00 a.m.
and 9.00 a.m., which, of course, coincides with the arrival of school children at St. Mary’s
Junior School on The Marsh. I must express my own, and other parents’, anxiety at the
daily sight of crowds of school children navigating the flow of traffic with no protection.
c. Speed of traffic: The speed limit along South Street is a maximum of 30 miles per
hour. In reality cars often drive along this road far too fast, at 40 to 60 miles per
hour, in both directions. Need I say that any car accident, at this speed, involving
pedestrians, adults or children, would be horrific and fatal?
d. Other factors: Other nearby amenities include retirement flats and a gift shop.
These increase the number of pedestrians in the area, who also find the lack of
traffic crossing facilities alarming. The situation is made more hazardous by
narrow pavements, which can’t cope with more than two abreast. To make
matters even worse, a bend in the road causes poor visibility of oncoming traffic
when crossing from east to west.
e. Solution: To sum up, some sort of traffic calming scheme here is much needed and long
overdue. Alternatively, a zebra crossing and railings to enclose nearby pavements
would protect pedestrians and decrease the speed of cars equally well. The safety of
Chip Town’s children is at stake and depends upon yourswift action.
277
c) on South Street near the junction / along South Street / on The Marsh / drive along /
in both directions / nearby amenities / in the area / two abreast / a bend in the road /
oncoming traffic / from east to west / nearby pavements
d) I’m writing to draw your attention to / is most definitely / of course / I must express
my own, and other parents’, anxiety at / far too fast / who also find the lack of traffic
crossing facilities alarming / To make matters even worse / To reiterate / is much
needed / long overdue
6.
dissatisfaction satisfaction apology
I’m sorry to have to say … was most impressive Please accept my
is not what I expected Happily apologies for
I’m sorry that I was delighted to hear that I’m sorry that
I am particularly
unhappy about
annoyance desires gratitude
Even though I previously I’m very keen to Thank you so much
mentioned What would suit me best is for
Despite my request for
Unfortunately
7. a) The way she remembered all our names was most impressive. b) I’m very keen totry
your new software. c) I’m sorry to have to say your colleague behaved abominably. d)
Happily, we arrived in time for dinner. e) Thank you so much forthe flowers. f) The
design is not what I expected. g) Please accept my apologies forthe mess we made. h)
Even though I previously mentioned her disability, no ramp was available. i) What would
suit me best is a lecture room with an OHP. j) Despite my request for privacy, the
papers got to hear about it. k) Unfortunately, we were too late. l) I was delighted to hear
that you passed your driving test. m) I’m sorry that we didn’t make the funeral. n) I am
particularly unhappy about the suggested colour scheme for the kitchen.
8. Dear Sir/Madam,
(1) I am writing to complain about my recent flight with your airline. The flight was
UK789 from Leeds to Bucharest via Frankfurt, on May 13th 2015.
(2) Firstly, the flight, which should have taken off at 10.00 a.m., was delayed until
1.00 p.m. Although
(3) I can acceptthe delay was not your fault, we were not given any information until
12.00 p.m.
(4) Secondly, during all this time we were not offered any refreshments. Thirdly,
because of the delay, I missed my connection to Bucharest. This meant that I missed
a vital meeting, which was the whole reason for my trip. Finally, your staff both at
Leeds airport and on the plane itself were extremely rude and unhelpful. I filled in a
complaint form when we finally arrived in Bucharest, which you may already have
received, and
(5) I expect to receive a full refund for the price of my ticket.
(6) I look forward to hearing from you in the very near future.
(7) Yours faithfully,
Marion Wheeler (Ms)
278
Answer key
C. Letter of Request
1. a) A formal way to say that you 'asked the person for' something before, is we
requested. b) A formal way to say in an email 'we are thinking about' doing something,
is we are considering. c) When you have more than one question to ask, you use this to
introduce the first question: first of all. d) A more formal way to say in an email ‘also’, is
in addition. e) A politer way to say 'we want', is we require. f) A polite way to ask the
person to send you something (e.g. a file, a document etc...) by email, is we would
appreciate it if you could forward this to us. g) A phrase like 'specifically', which is used
to say exactly what information you want them to give you, is in particular. h) A verb
used to ask the person to 'explain' something to you, is clarify. i) A formal way to say
that 'you would be pleased' if they do something for you, is we would be grateful if.
j) How you begin a question when you want the person to tell you if something will
happen (or is included) or not, is could you also please confirm. k) A polite phrase that
introduces the section of the email where you ask the person your questions, is which
we hope you could answer.
2. Dear Sir/ Madam,

I am write writing to requesting request a copy for of my graduation certificate awarded
in the spring commencement commencement services. Unfortunately, I lost the original
when my briefcase was stealstolenfrom my car. I am enclosed enclosing a copy of the
police raport report to support support my claim, along with a certified check for $27.50
to cover the replacement fee. My name and another other identifying informations
information are included in the report. Please send the certificate at to the address
below. Thank you for your assistance.
Yours faithfully,
3. Dear []:
I am the commanding officer of [unit name], a Reserve Force unit in [community].
(b) One of your employees, [first and last names], is also a member of my unit.
I am writing you to request that [he/she] be granted leave to undertake a [course name]
course at [location] from [date] to [date] [in accordance with your established company
policy].
(d) This course will allow [him/her] to learn [short, description of the aim of the course].
In addition [he/she] will he constantly evaluated on [his/her] self-discipline, leadership,
team work and time management skills to ensure [he/she] meets the high standard
required of all Reservists.
The skills that [rank] [last name] will learn by participating in this course will, without a
doubt, be skills [he/she] will apply in [his/her] work with [company or organization
name]. (a) Thus, I hope you will view this request as an opportunity to invest in [his/her]
personal and professional development, which of course, is of interest to both of us.
If you have any concerns about the nature of [rank] [last name]'s Reserve Force service
or the course [he/she] is undertaking, please don't hesitate to contact [me personally at
xxx-xxxx] [other designated officer (rank, name, position) at xxx-xxxx].
It is only with the excellent cooperation of the employers such as yourself that
Reservists are able to serve their country through periodic military activity. (c) Your
support of the Reserve Force is much appreciated.
Yours Sincerely,
279
4. Dear [...]:
I am the commanding officer of [unit name], a Reserve Force unit in [community].
One of your employees, [first and last names], is also a member of my unit.
This summer the Canadian Forces will be conducting a major military exercise at [location].
I am writing to request that [rank and last name] be granted a leave of absence from
[company or organization name] to participate in this exercise from [date] to [date].
[Rank] [last name] will be employed as [position or job] during the exercise.
[Brief description of nature of duties, if appropriate.] This will allow [him/her] to practice
[his/her] skills and knowledge that have been acquired over during [his/her] Reserve
Force training. The skills and knowledge will also be of direct benefit to your organization.
I hope you will view this request as an opportunity to invest in [his/her] personal and
professional development which is, of course, of interest to both of us.
If you have any concerns about the nature of [rank] [last name]'s Reserve Force service
or the exercise in which [he/she] will be participating, please don't hesitate to contact
[me personally at xxx-xxxx] [other designated officer (rank, name, position) at xxx-xxxx].
I would be grateful if you could advise me of your decision as soon as possible so that we
can finalize our planning work. The Reserve Force relies on the excellent cooperation of
employers such as yourself to permit Reservists to serve their country through periodic
military activity. [Rank] [last name]'s participation will benefit your organization and our country.
D. Letter to the Editor
1. a) My strong belief … / firm; b) I genuinely believe that… / really; c) I am quite sure that
…/ certain; d) It is my considered opinion that… /profound;e) The accepted view of this
is …/ traditional / general
2. a) 3; b) 1; c) 4; d) 1; e) 4; f) 5; g) 2; h) 2; i) 2 j) 1; k) 5; l) 2
3. 1 to; 2 which; 3 had; 4 instead; 5 not; 6 if; 7 during; 8 has; 9 it; 10 without
Light Stuff
Word grid
1. embezzler = someone who secretly takes money that is in their care or that belongs
to an organization or business they work for
2. burglar = a person who illegally enters buildings and steals things
3. robber = someone who steals, a person who takes money or property illegally
4. vandal = a person who intentionally damages property belonging to other people
5. pickpocket = a thief who steals things out of pockets or bags, especially in a crowd
6. forger = a person who makes an illegal copy of something in order to deceive
7. assassin = a person who murders a famous or important person, esp. for political
reasons or in exchange for money
8. thief = a person who steals
9. shoplifter = a person who takes goods illegally from a shop without paying for them
10. arsonist = a person who intentionally starts a fire in order to damage or destroy
something, especially a building
The “ANT” family

1. distant; 2. giant; 3. servant; 4. tolerant; 5.constant; 6. elegant / flamboyant /
extravagant; 7. participant; 8. infant; 9. dormant; 10. brilliant; 11. vacant; 12. instant;
13. abundant; 14. emigrant; 15. important; 16. dominant; 17. hesitant; 18. Inhabitant.
280
Answer key
Memoranda (Memos)
1. a) MEMO:
To: Col XYZ
From: Lt. ABC
Date: 5 February, 2017
Subject: (Romanian) troops project involvement
Recently some actions have been taken to outline (Romanian) troops involvement in
the next Project Board meeting.
It has been agreed that (Romanian) representation will consist of 3 high rank officers
and 10 junior enlisted ranks.
Regarding their accommodation, a liaison officer has been assigned who will support
them during their stay. For security clearance reasons the copies of ID cards have to
be provided. This will be clarified during the next teleconference.
b) 1) liaison officer; 2) security clearance; 3) involvement ; 4) representation; 5) high
rank; 6) assigned
Reports
2. From: Mildred Cudahy
To: Mr. Dan Forthright, Director of Public Transport
Subject: Overcrowded Buses
Date:12th May
a) 1) in order to; 2) As a result, 3) Despite the fact that;4) strongly; 5) Finally
b) A. Introduction; B. Additional services and bigger buses; C. More bus routes;
D Underground system; E Conclusion
SELF-ASSESSMENT TESTS
Formal vs informal
1) b. 2) c. 3) b 4) a. 5) b. 6) a. 7) a. 8) a. 9) b. 10) a. 11) a. 12) b. 13) b. 14) a. 15) a.
16) b. 17) a. 18; b.
Punctuation
1. b); 2. b); 3. b); 4. b); 5; a); 6. c); 7.c); 8.a); 9.b); 10. b); 11. a); 12. c); 13.b); 14. c);
15. a); 16. a); 17. b); 18.a); 19.b); 20. b);
Connectivs
1) a. 2) c. 3) b. 4) b. 5) a. 6) c. 7) b. 8) a. 9) a. 10) c. 11) b. 12) a. 13) a. 14) b. 15) c.
16) a. 17) a. 18) c.
Prefixes and suffixes

1) a. 2) b. 3) b. 4) a. 5) c. 6) a. 7) a. 8) b. 9) b. 10) a. 11) a. 12) c. 13) b. 14) c. 15) c.
16) b. 17) c. 18) a.
Vocabulary 1
1) c) sceptical; 2) c) harm ; 3) b) concise; 4) c) inauthenti; 5) d) bottom; 6) a) soothe;
7) b) insincere; 8) d) negatively; 9) a) civility; 10) b) delicate; 11) a) mend; 12) b) scarce;
13) b) indifferent; 14) c) suspicious; d) evasive; 14) surreptitious b) secretive;
15) c) amusing; 16) a) admirable; 17) c) scatter; 18) d) territory; 19) a) ridiculous;
20) c) increase; 21) c) ancient; 22) b) insulting; 23) d) adjust; 24) b) replaceable;
25) d) transform; 26) d) shapeable; 27) c) beneficial; 28) b) ornate; 29) b) untouched;
30) a) terrible; 31) c) dangerous; 32) b) crooked; 33) a) soaked; 34) c) steep;
35) b) ancient
281
Vocabulary 2
1) b) in spite of; 2) c) however; 3) a) appoint; 4) b) decide; 5) d) trace; 6) a) long-standing;
7) c) currently; 8) d) aback; 9) b) over; 10) d) implicated; 11) a) impose;
12) b) specifically; 13) a) fired; 14) b) suspense; 15) b) didn't do; 16) b) whole; 17) d) bore;
18) a) assume; 19) b) disposal; 20) b) notified; 21) c) thorough; 22) c) access;
23) a) expelled; b) excluded; c) exiled; d) extracted; 24) c) amount; 25) a) glance.
Vocabulary 3
1) b) penetrate; 2) c) vested; 3) a) persuaded; 4) a) arbitration; 5) c) choppy;
6) b) Hobson's; 7) b) restoring; 8) a) explicit; 9) c) vertigo; 10) c) bridal; 11) a) frugal;
12) pandemonium; 13) a) travesty; 14) impervious; 15) a) lurking.
Sentence structure
1) c) 2) b) 3) b) 4) a) 5) b) 6) a) 7)b) 8) a) 9) b) 10) b) 11) b) 12) c) 13) c) 14) c) 15) a)
16) c) 17) b) 18) c
Reading. Skimming and scanning
1) a. 2) a. 3) a. 4) b. 5) b) 6) b. 7) b. 8) a. 9) b. 10) b. 11) a. 12) b. 13) b. 14) a. 15) c.
16) c. 17) b. 18) b.
Planning your writing
1) b) 2) a) 3) b) 4) a) 5) b) 6) b) 7) a) 8) a 9) b) 10) c) 11) b) 12) c) 13) a) 14) b) 15) b)
16) c) 17) a) 18) a)
Building up paragraphs
1) c) 2) a) 3) b) 4) c) 5) a) 6) b) 7) a) 8) c) 9) b) 10) c) 11) a) 12) b) 13) c) 14) a) 15) b)
16) c) 17) a) 18) b)
Types of text
1) c. 2) a. 3) b. 4) a. 5) c. 6) c. 7) b. 8) a. 9) c. 10) b. 11) a. 12) b. 13) a. 14) b. 15) c.
16) c. 17) b. 18) b.
Format and style
1) a) true; 2) b) false; 3) c) a personal diary or log; 4) b) what the story is about;
5) c) www; 6) a) poster; 7) b) false; 8) c) a drawing; 9) a) true; 10) c) best wishes;
11) b) false; 12) c) a dictionary on a computer; 13) a) with love; 14) a) true;
15) c) a letter or email; 16) a) a list of ingredients; 17) b) what someone writes about a
film; 18) c) a list of options or commands on the computer.
Writing letters
1) d) 2) b) 3) b) 4) c) 5) a) 6) c) 7) b) 8) a) 9) c) 10) b) 11) b) 12) a) 13) c) 14) a) 15) b)
16) a) 17) c) 18) a
Editing and proofreading letters
1) b) I saw your advert in the paper; 2) a) I can attend the interview on Monday;
3) a) top right hand corner; 4) b) 20 March 2015; 5) b) your postcode; 6) a) your
spelling; 7) b) Dear Ms Jones; 8) b) Regards; 9) a) 19 June; 10) a) can I make an
appointment please? 11) a) My address is 39 Boris Close; 12) b) Tear it up and start
again; 13) c) you; 14) a) to; 15) b) he; 16) a) Happy Birthday Tom! With love from Mari;
17) c) Best wishes.
Memo writing
1. b); 2. d); 3. c); 4. a); 5. a); 6. d) (If the writer of a memo cannot fit all of the information
onto one page and must continue onto a second page, the heading of the second page
needs to contain the page number, date, and name of the person / people whom the memo
is being distributed to. This is helpful in case the first and second pages become detached;
the reader can still figure out that the pages are part of the same memo.); 7. b)
282
Answer key
283
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Tehnoredactare computerizată:
Marcela GREGER
Corectură:
Lucia-Larissa MORAR
Copertă:
Octavia-Andreea MOLDOVAN
Multiplicare:
Florin CUNŢAN
Finisare:
Valentin BRAŞOVEANU
Iulian CREŢU
 Editura Academiei Forțelor Terestre „Nicolae Bălcescu”

0404, C 72/2021
– Gratuit –
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Effective Writing - With Answers

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Simona BOŞTINĂ-BRATU Alina Gabriela NEGOESCU

¨ Editura Academiei Forţelor Terestre „Nicolae Bălcescu”

Prof.univ. emerit dr. Mihai M. ZDRENGHEA, D.H.C.

Descrierea CIP a Bibliotecii Naţionale a României

I. Negoescu, Alina Gabriela

Academia Forţelor Terestre „Nicolae Bălcescu” din Sibiu

Pornind de la cercetări recente, Simona Boştină-Bratu şi Alina Gabriela

Prof.univ.emerit dr. Mihai M. Zdrenghea, D.H.C.

As a practice-based material, the book prepares learners to define the object

The book supports the thesis that learning to communicate in academic

WRITING SELF-ASSESSMENT CHECKLIST

Writing is a process. As a writer, we develop a topic, write a thesis, or shape

REGISTER AND DEGREES OF FORMALITY

2. Match each of the five registers in column A with the corresponding

3. Supply the missing words:

Formal Informal Formal Informal

Formal Register Informal Register Neutral Register

b) One should undertake any necessary measures at the earliest opportunity.

5. Write F (formal), I (informal) or N (neutral) in the brackets at the end of

designated e) electronic circuit.

7. Identify the different types of informal language in the following paragraph

11. a) Rewrite these informal sentences in more formal language:

b) Rewrite these formal sentences in less formal language:

7. 2,000 pounds. 10 6. What you pay to

3. To get or bring something.

5 2. Not wild. A house pet

1. Read the following sentences in a loud voice with the appropriate

What is this thing called, love?

the hour and minute: 12:15 p.m.,

b) Add commas where necessary to these sentences:

2. Indicate whether the sentences are correct or incorrect. Explain your

3. Rewrite the following paragraphs using correct punctuation:

3) Could you tell me, when to use a semicolon?

5. Proofread the following sentences:

1) I didn't ____ what she said. 13) It's a ____ of time.

5) observe, look at 15) river in England (two possible answers)

b) Answer each definition by a word that sounds like two letter-names

LINKING WORDS AND PHRASES

1. Range the groups of linking expressions a-h under the corresponding

Showing time Showing place Adding an idea Illustrating or

a) above all, especially, indeed, in fact, most important.

2. Decide which connector can be used in the sentence:

3. Complete the compositions by using the given transitions:

(1) A and B despite C although D moreover

A second cause is that preteens feel they need to be popular

(1) A Moreover B However C Though

(2) A More specifically B Furthermore C Therefore

b) Mid-day we walk along the Embarcadero in San Francisco (1) ___

c) Sources for College Writing

5. Complete the sentences:

7. Choose the right translation a, b or c for the sentences below:

a) To conclude I'd like to give you my point of view.

9) Pe de o parte, cartea aceasta este o poveste bucolică,

un- il- ir- dis- in- im-

Example: undress, unwell, uneasily, untie, unfashionable, unhappy

Example: foreground – forehead, foretaste, forehand, foreword, foreshore.→

rebuild postwar semicircle bilingual microcomputer

5. Write the adjective with prefix

a) for someone who: b) for someone that:

2) used to be your boyfriend 2) is not in fashion

7. Add one of the suffixes below to form new words:

10) Betty is a very creat____ little girl, always painting or drawing or

8. Change the form of the word, using the prompt in brackets:

a) John’s wife left him because of his approach to life. PESSIMIST

1) I didn't what she said. 13) It's a of time.