Organization
Grammar and Capitalization
Sentence Structure
Writing
2 First Steps in Academic Writing
In this class, you will engage in academic writing, a style commonly used in college courses Each writing type serves a specific purpose and targets a distinct audience The primary aim of academic writing is to provide explanations or convey information, with your teacher and classmates as the intended audience.
Academic writing necessitates specific skills, including effective sentence structure, organization of ideas within paragraphs, and mastery of grammar and punctuation This book is structured into chapters that feature lessons and practice exercises for each of these essential skills By the end of each chapter, you will have the opportunity to apply what you've learned by composing a paragraph that demonstrates your newfound abilities.
In Chapter 1, you will write paragraphs about people Your first paragraph will be about a classmate You will also study and practice:
• four steps in the writing process
Your last paragraph at the end of the chapter will be about a person who has made a difference in your life, in your community, or in the world
Generating ideas is essential for writing, and one effective method is taking notes In this exercise, engage with a classmate by asking questions and jotting down their responses Remember, when taking notes, focus on capturing key information rather than complete sentences.
1 Look at the topics in the following chart With your class, make up questions about the topics to ask a classmate Your teacher will write the questions on the chalkboard
Note: There are some personal questions that are not OK to ask Discuss with the class which questions are OK to ask and which ones you should not ask
Sample Questions What is your first name?
What is your family name?
How long have you lived in this country?
Sample Notes of Classmate Responses Santy
Select a partner and pose questions to them Record their responses in a chart and retain this chart for future reference You will utilize the information to compose a paragraph about your classmate.
3 Introduce your classmate by telling his or her answers to the class or to a small group
Not OK to Ask Topics Classmate's Answers (Notes)
0 First name and family name
0 Length of time in this country
0 Length of time studying English
(You and your classmates may add other questions.)
4 First Steps in Academic WrHing
A paragraph is a group of related sentences about a single topic The topic of a paragraph is one, and only one, idea
A paragraph has three main parts
The first sentence in a paragraph is a sentence that names the topic and tells what the paragraph will explain about the topic This sentence is called the topic sentence
The middle sentences in a paragraph are called the supporting sentences
Supporting sentences give examples or other details about the topic
The last sentence in a paragraph is called the concluding sentence
A concluding sentence often repeats the topic sentence in different words or summarizes the main points
A paragraph is like a cheeseburger sandwich: two pieces of bread (the topic and concluding sentences) enclosing the filling (the supporting sentences)
Each paragraph in your writing should have a concise title that encapsulates its main topic A title is typically brief, often consisting of just one word or a short phrase, rather than a complete sentence For effective communication, consider using examples of impactful titles to guide your writing.
As you read the following model, look for the three parts of a paragraph
\tO DEL at Is a agraph?
Mrs Robinson, my first-grade teacher, played a significant role in my life by challenging conventional teaching methods In my country, children typically learn to print before they learn to write, but she believed in prioritizing writing skills over printing.
Initially, she believed that teaching cursive script was a waste of time, yet from day one, she insisted we learn it Although it was challenging at first, her dedication to our practice was unwavering, and I vividly recall filling entire pages with capital O's as we honed our skills.
By the end of the year, mastering cursive made us feel mature Mrs Robinson played a significant role in my life by teaching me that hard work can lead to achieving anything.
My best friend, Freddie, possesses three essential qualities that make our friendship special Firstly, he is always ready for fun, whether we're playing Frisbee in the park or simply relaxing in my room, enjoying music and conversation Secondly, Freddie is completely trustworthy; I can confide my deepest secrets in him without fear of them being shared Lastly, he has a remarkable ability to understand my moods, providing the support I need when it matters most.
My best friend, a dog, is always there for me; he comforts me when I'm sad, tries to lift my spirits when I'm angry, and shares in my happiness In summary, he is fun to be with, trustworthy, and understanding.
You will study the three parts of a paragraph in more detail in Chapter 2 For now, just remember that a paragraph has three parts r 6 First Steps in Academic Writing
In academic writing, there is a special form for paragraphs When you write a paragraph, make it look like the one below
DuE DATE ãããr-ããã Mv G~~~.~~~
TITLE IN CENTER ~ • M"J f.!~~~~ ¢:~ !.~ ~!J.ln:t~r.:~?.tin.g P.~[.~~m: H~r.:.D~.'!.!~ !~
SKIP LINES ~'Y.~.~.i.~g: ?.h.~ ~.~jy~g i.n.:tO.l~ fQ.~.P.!Y.!'# ~ "J~.~r~.P:9g: ?.h~ !.~ ouoooooooooo•ooo•o~oo••oooooooooooooo••oooO•o•houoououooooooooooouoooooooooooo•oooooooooooooooooooooooooouooouoooooooooouooooooHoooooooooooooooooooonoooooooooooooouoo ouoo oooo ouoo j ::':='~=~~ \1=::: ~~ =~=~~~====::~:~ ~~=l~,~=y==~ ããã ãã~ãããtãã~.P.J~ !!1~ ~~m~ n.~.!g.~.~gm.~~gJ~ !.'0.!f0.9 ~.~.~n, ~n.g to.~!t
: r~;;t.Y.j~ ~~~~1~1~~ijj;~~;-~;;~y;;;;~~:;:: ~i~!l~;~fi:~r: : : : ããã ãããr~~h;~ãiããã;t;ã~ããã;;;;iãt;~;ã;~~-;;;~;rt~ããw~~ããi~ãã~ãã;~~~uã~~~ãã~~ããã
::::::::::::::::::r~~~~~::t.~::b.~~~::~::~ri9:bt.:f.~~r.~::~~~g4.::~::b.~r;:::::::::::::::::::::::::::::::::::::::::::::::::::::::::: ããã ããtã ããã ããã ããã ããã ããã
Here are the rules for correct paragraph form for handwritten paragraphs:
Use 8~-inch-by-11-inch lined, 3-hole paper The three holes should be on your left side as you write Write on one side of the paper only
2 Ink Use black or dark blue ink only
To properly format your assignment, start by placing your full name in the upper left corner Below that, include the course name and number on the next line Finally, on the third line, write the due date of the assignment in the format month-day-year, ensuring to add a comma after the day.
4 Assignment Title Center the title of your paragraph on the first line
5 Body Skip one line, and start your writing on the third line Indent (move to the right) the first sentence Y2 inch from the left margin
Ensure to set a 1-inch margin on both the left and right sides of the paper, as well as a 1-inch margin at the bottom These margins provide space for your teacher to write comments and feedback.
7 Spacing Leave a blank line between each line of writing Your teacher uses the space between lines to mark corrections
If you use a computer, make your paper look like this:
U SE THE TAB KEY TO
Antonio Gonsalves, known as Tony, is an athletic classmate from Brazil As the eldest son in his family, he was sent to study English and pursue a business degree in the United States.
~m to his home and work in his family's company One
DouBLE sPAc E ~eresting thing I learned about Tony is that he is a big sports fan He watches sports on television all the time
He also plays several sports His favorite sport is soccer
After all, he is from Brazil! I would like to play soccer with Tony after class some day
8 First Steps in Academic Writing
Here are the rules for correct paragraph form for a paragraph typed on a computer
I Paper Use 8Yc-inch-by-ll-inch white paper
For academic writing, it is essential to use a standard font style like Times New Roman and to avoid emphasizing words through underlining, italics, or bold type, as these practices are not considered appropriate.
To format your document correctly, begin by placing your full name in the upper left corner On the following line, include the course number, and on the third line, indicate the assignment's due date in the format month-day-year, ensuring to place a comma after the day.
4 Assignment Title Skip one line, and then center your title Use the centering icon on your word processing program
Prewrite to get ideas-freewriting
In the prewriting phase, it's essential to generate ideas for your writing One effective method for gathering thoughts is note-taking, which you may have used when composing a paragraph about a classmate Another valuable technique for idea generation is freewriting, a process that encourages the flow of thoughts without self-editing.
To brainstorm effectively, begin by selecting a topic and writing it at the top of a sheet of paper Next, jot down any thoughts or ideas that come to mind regarding that topic, ensuring you write them horizontally across the page as you would in a letter This method encourages free thinking and creativity, allowing you to capture a wide range of ideas related to your chosen subject.
Don't stress over grammar, spelling, or punctuation; focus on freely expressing your thoughts about your topic There's no need for complete sentences or a structured order If you encounter a word in English that you can't recall, feel free to use your native language The objective is to maintain a continuous flow of writing for ten minutes or until your ideas are exhausted.
Here is an example offreewriting It has several mistakes which the writer will correct in a later draft
My grandmother was an exceptional cook, known for her delicious meals that brought our family together every weekend We would gather around the table, sharing big bowls of our favorite dishes, filled with laughter and conversation No matter how many times we enjoyed the same food, it never lost its charm She was always supportive, defending us in times of trouble, even when I once picked all the roses from her garden—she simply thanked me for the beautiful bouquet instead of getting angry Her kindness extended beyond our family, as she generously provided food to those in need without making them feel uncomfortable Grandmother's ability to forgive and her loving nature made everyone feel special, just as she made me feel cherished.
Once you've exhausted your ideas through freewriting, it's time to edit your work Editing involves reviewing and refining your writing to enhance its quality Carefully read through your content and identify a single main idea to focus on Eliminate any unrelated thoughts to ensure your paragraph remains cohesive and centered around that core concept.
In the model, the student decided to write about her grandmother's kindness and forgiving heart She crossed out the parts about cooking and food
My grandmother Sl=le ~,a., a geee eeek: The se.,t eeek: aeP)
My grandmother is incredibly kind and generous, always defending us when we face trouble with our parents I remember a time when I picked all the roses from her garden; instead of getting angry, she thanked me for the beautiful bouquet She also gives food to those in need, ensuring they never feel ashamed for accepting her help Her forgiving heart makes everyone feel good, just as she made me feel good despite my mistake.
30 First Steps in Academic Writing
Write the first draft
In the second step, you write your paragraph in rough form without worrying too much about errors This first writing is called the first draft or the rough draft
My grandmother is a kind and generous person who always makes others feel good Even when I picked all the roses from her garden, she never got mad; instead, she thanked me for the beautiful bouquet She regularly provides food to those in need, ensuring they never feel ashamed for accepting help Her forgiving heart and nurturing spirit have always created a positive atmosphere, just as she did for me when I picked the roses.
Edit the first draft
In the third step, you edit your paragraph When you edit something, you check it and make changes and corrections Editing is usually a two-step process
• In the first step, you check the paragraph as a whole Is the meaning clear?
• In the second step, you check the paragraph for good form, organization, grammar, punctuation, spelling, and so on.
listing-Order Paragraphs
Each chapter has the following three sections: Organization, Sentence Structure, and Writing Most chapters have a fourth section containing lessons on grammar, punctuation, and/or rules for capitalization
Each chapter begins with a list of the learning goals for the chapter and a prewriting activity that prepares the student to write a paragraph a few pages later
In the Organization sections of Chapters 1 and 2, students explore paragraph format and structure Chapters 2-4 teach them to effectively organize paragraphs using listing order, time order, and spatial order for descriptions Chapter 5 emphasizes the development of paragraphs through reasons and examples, while Chapter 6 focuses on articulating opinions with sufficient support.
Chapter 1 provides an overview of the writing process through a recurring model related to the chapter's Writing Assignment Students are introduced to essential prewriting techniques, beginning with freewriting and advancing to methods such as listing, clustering, and outlining in the following chapters.
Each chapter offers students valuable opportunities to enhance their sentence structure Chapter 1 emphasizes the use of simple sentences, while Chapter 2 focuses on compound sentences In Chapters 3, 5, and 6, the emphasis shifts to complex sentences Additionally, Chapter 4 instructs students on how to diversify their sentence structure by repositioning prepositional phrases.
Each Writing section summarizes key points from the previous chapter, ensuring students are well-prepared for the Writing Assignment These assignments feature clear, step-by-step instructions, eliminating any confusion about how to start or proceed By addressing the topic earlier in the chapter, students have already engaged with the material, allowing for a more thoughtful writing process.
Each chapter presents students with various writing models, including a model paragraph in the Organization section that illustrates the rhetorical forms covered Additionally, some Sentence Structure sections start with a model that showcases both the newly introduced rhetorical mode and upcoming sentence structures Many practice exercises also function as models while providing valuable practice opportunities.
Each model is accompanied by targeted questions that direct students' focus to key elements within the paragraph These questions serve to reinforce concepts learned in earlier chapters while also preparing students for upcoming material.
In preparation for upcoming learning tasks, students may be asked to identify key elements in various types of writing This includes locating the topic sentence, outlining the steps in a how-to paragraph, recognizing prepositional phrases, and identifying supporting facts in opinion paragraphs Engaging with these tasks enhances in-class writing skills and fosters a deeper understanding of effective communication.
Group prewriting and in-class drafting are beneficial for beginner students, as they allow for immediate instructor feedback and guidance to ensure students stay on track While collaboration in pairs or groups is useful for prewriting and editing, it is important to recognize that writing remains fundamentally an individual task, even within a classroom setting.
Beginning students learn better through multiple examples rather than lengthy explanations As a result, explanations are concise and examples are plentiful Key information, including comma rules, transition signal charts, and sentence "formulas," is highlighted in boxes for easy reference.
Each teaching point is accompanied by a variety of practice exercises, which progress from recognition exercises to controlled production to communicative Try It Out! practices
There are seven appendices at the back of the book for students' easy reference Teachers might point them out to students early in the term
Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G
Journal Writing Correction Symbols Grammar Words and Kinds of Sentences Conjunctions
Transition Signals Business Letters Reader's Response and Writer's Self-Check Worksheets
Chapter 1 serves as an introduction to journal writing, guiding students on how to effectively engage in this practice To support educators, Appendix A provides a variety of topic suggestions It is recommended that teachers introduce journal writing at the start of the term, as this approach is especially beneficial for beginner students seeking to enhance their writing fluency.
Appendix G provides peer-editing (Reader's Response) and self-editing (Writer's Self-Check) worksheets for mid-chapter Try It Out! and end-of-chapter Writing Assignments, allowing instructors the flexibility to use either or both Peer editors can offer written feedback on the worksheets, while students can also read their drafts aloud in small groups to gather oral feedback by asking checklist questions The student reading then notes the group's suggestions on their paper, and instructors can utilize the peer-editing checklist to respond to student writing effectively.
An Answer Key is available upon request from the publisher
I sincerely appreciate the contributions of the many people who have helped shape this second edition of First Steps in Academic Writing First and foremost,
I would like to express my gratitude to Executive Editor Laura Le Drean for her unwavering support and guidance throughout this process Additionally, I appreciate the assistance of her assistant, Wendy Campbell, for her valuable photo research, and I extend my thanks to Caroline Gibbs from City College of San Francisco for granting permission to utilize her outstanding resources on Journal Writing.
To the many users of the first edition who took the time to offer suggestions,
I extend my heartfelt thanks: Sandy Abouda, Seminole Community College, Florida; Vicki Blaho, Santa Monica College, California; Barbara Bonander,
College of Marin, California; Jeff Cady, College of Marin, California; Jackye
Cumby, Mercer University, Georgia; Diana Davidson del Toro, Cuyamaca College, California; Greg Davis, Portland State University, Oregon; Diane
In this article, we acknowledge the contributions of various educators and institutions, including Harris from Imperial Valley College, Mohammed Iqbal from City College of San Francisco, Linda Lieberman from College of Marin, Mark Neville from ALHOSN University in the UAE, Kim Sano from Aoyama Gakuin Women's Junior College in Tokyo, Laura Shier from Portland State University, and Christine Tierney from Houston Community College Their valuable feedback and insights have significantly enhanced the quality of the book, demonstrating the importance of collaboration in the academic community.
Prewriting Activity: Asking Questions and Taking Notes
2 First Steps in Academic Writing
In this class, you will engage in academic writing, which is essential for college coursework This type of writing serves a specific purpose: to explain concepts or provide information The intended audience for your academic writing includes your teacher and classmates, making clarity and precision crucial.
Academic writing demands specific skills, including effective sentence structure, logical organization of ideas, and a strong grasp of grammar and punctuation This book is structured into chapters, each featuring lessons and practice exercises for developing these essential skills By the end of each chapter, you will have the opportunity to apply what you've learned by composing a paragraph that demonstrates your proficiency.
In Chapter 1, you will write paragraphs about people Your first paragraph will be about a classmate You will also study and practice:
• four steps in the writing process
Your last paragraph at the end of the chapter will be about a person who has made a difference in your life, in your community, or in the world