Functional Writing

Writing

7

7

Writing

Mario González.

Licenciado en Lengua, Literatura y Lingüística de la Universidad Francisco Marroquín.

Diplomados de enseñanza de idiomas y literatura de habla inglesa en la Universidad de

Cambridge en Inglaterra y Postdam en Alemania

Créditos

Mario González, CEO, Curriculista y Editor de Acción Humana.

Ben Buckwold, CEO de ESL Library

Tanya Truslet, Directora de Desarrollo de Lenguaje de ESL Library

Robyn Shesterniak, Directora Creativa de ESL lIbrary

Eduardo Prauze, Jefe de Ingenieria de ESL Library

Julia González, Diagramadora de Acción Humana.

www.accionhumanaong.site

Email: mario@accionhumanaong.info

Acción Humana ONG

Eje Educativo

Academia de Inglés

Colección Functional English

Libro: Functional English Writing

Este libro es propiedad de Acción Humana

MODELO BASADO EN EL CIRCULO LINGUISTICO DE PRAGA

“Todos los derechos reservados. Prohibida la

reproducción parcial o total de la obra.

Arts. Const. 24, 42 y 63;

Dto. 33-98 22/01/98 y su reforma DT.56-2000

01/11/00”

Writing in English

How to Use

Capital Letters

Lesson Objective

In this lesson, you will learn how to write capital letters.

You will also learn how and when to use capitals.

You’ll also learn about proper nouns. Let’s begin!

Note:

Another word for “capital” letters is “uppercase.”

Small letters are called “lowercase.”

Warm-Up

A. Writing

Find a partner. Writer your

partner’s full name below.

Now write your partner’s

birthdate and birthplace.

Circle the uppercase letters.

1. Did you circle the first letter in your partner’s first name?

2. Did you circle the first letter in your partner’s birth month?

3. Did you circle the first letter of your partner’s birthplace?

My Partner’s Full Name

My Partner’s Birthdate

My Partner’s Birthplace

Copyright 2018, Red River Press Inc. For use by ESL Library members only. (BEG / VERSION 2.0) 1

How to Use Capital Letters

Writing in English

Warm-Up cont.

B. Vocabulary Preview

Match the words on the left with the correct meanings on the right.

1.

capital

a)

one of 12 periods in a year (e.g., January)

2.

lowercase

b)

not easy

3.

proper noun

c)

an uppercase letter

4.

common noun

d)

a short form where letters represent words (e.g., BTW = by the way)

5.

month

e)

to copy (draw) overtop of a model

6.

trace

f)

small letter(s)

7.

difficult

g)

a general person, place, thing, or idea

8.

acronym

h)

the name of a book, movie, etc.

9.

nationality

i)

the country one is from or belongs to

10.

title

j)

a person, place, or thing with a specific name



Writing in English

Types of Letters

A. Reference

Capital Letters

Big letters are called

capital or uppercase letters.

A B C D E F G H I J K L M N

O P Q R S T U V W X Y Z

Lowercase Letters

Small letters are called

lowercase letters.

a b c d e f g h i j k l m n

o p q r s t u v w x y z

Uses

Use a capital letter at the

beginning of every sentence.

Use a capital letter at the

beginning of a proper noun.

(A proper noun is the name of a

person, place, or thing.)

Use a capital “I” for the first

person singular pronoun.

Use capital letters for first and

important words in titles.

Use a lowercase letter at the

beginning of a common noun

(unless it is the first word in

a sentence).

Use a lowercase letter for

unimportant words in a title

such as articles, prepositions,

and conjunctions (unless it is

the first word in the title).

Examples

• Bunnies are cute.

• United States

• July

• Monday

• George

• I live in New York.

• Yuki and I ate apples.

• Great Expectations

• The Right to Write

• The Shadow of the Wind

• dog

• pizza

• house

• movie

• the

• a

• an

• of

• an

• at

ALL CAPS

Machines read capital letters easily, but most

people don’t! Do not type or print in all capital letters

unless a form asks for ALL CAPS. An exception to this

is envelopes. You should use ALL CAPS to write an

address on an envelope.



Writing in English

Types of Letters cont.

B. Writing Capital Letters

Use the chart below to complete these tasks:

1. Trace the capital letters.

2. Copy the capital letters on the lines.

3. Say the letters out loud with your class.

4. Copy the four most difficult letters on the extra lines.

A B C D E

F G H I J

K L M N O

P Q R S T

U V W X Y

Z



Writing in English

Types of Letters cont.

C. Alphabetizing Capital Letters

Fill in the missing letters.

A C E

F I J

K L M O

Q R T

U V X

Z



Writing in English

Proper Nouns

A. Using Capital Letters

We use a capital letter at the

beginning of a proper noun

anywhere in the sentence.

• New York is a big city.

• I am from New York.

• I live in New York now.

B. Examples

C. Exceptions

Here are some examples of proper nouns.

Proper Nouns

Example(s)

When referring to people by name,

common nouns can become proper nouns.

Here are some examples.

people or pet’s names

company or brand names

Nancy Waters, Spot

Microsoft, Android

# Common Nouns Proper Nouns

1 My mother is kind. Mother is kind.

cities or towns

countries

Ottawa

United States

2 I miss my grandma.

I don’t think

Grandma is

coming today.

nationalities

languages

American

English

3

Is the

president late?

I met

President Obama.

titles

The Wizard of Oz,

Mrs., Princess Diana

names of planets

Saturn

names of bodies of water

the Pacific Ocean

names of mountains

Mount Fuji

days

Monday

months

February

acronyms

BTW (by the way)

holidays

St. Patrick’s Day

religions

Islam



Writing in English

Proper Nouns cont.

D. Practice

Work on your own.

Complete the chart with examples of proper nouns.

Do not use the words from page 5.

# Proper Noun Example

1 person’s name

2 month

3 day

4 language

5 company name

6 religion

7 mountain

8 city

9 nationality

10 planet

E. Pair Work

Work with a partner. Compare the words

you wrote with the words your partner wrote.

Write your partner’s answers in the chart below.

Check your partner’s capitals!

A: What did you write for a person’s name?

B: I wrote Ella. What did you write?

A: I wrote Franco.

# Proper Noun Partner’s Example

1 person’s name

2 month

3 day

4 language

5 company name

6 religion

7 mountain

8 city

9 nationality

10 planet



Writing in English

Titles

A. Using Capital Letters

We use a capital letter at the beginning of a title and for important words in titles.

Important words include:

• nouns and pronouns

• verbs and phrasal verbs

• adjectives and adverbs

B. Examples

Here are some examples of titles. Write some of your

own examples in the empty boxes. Compare with a partner.

# Titles Example My Example

1 movies Planet of the Apes

2 books East of Eden

3 articles How to Teach Math

4 songs Pump Up the Jam

5 albums Like a Prayer

C. Exceptions

Some style guides use different rules for capitalizing titles.

You may see the following:

# Rule Example

1 All caps PLANET OF THE APES

2 Capitals for all first letters Pump Up The Jam

3 Capitalization of infinitives How To Teach a Great Math Class



Writing in English

Common Errors

A. The Pronoun “I”

In English, the pronoun “I” is always capitalized.

• I like coffee.

• My brother and I like to ski.

• Can I buy you a coffee?

Task 1

Use the model sentences to write three new sentences

about yourself. Change the words in italics to other

words. Remember to capitalize the pronoun “I.”

1.

2.

3.

B. English

In English, languages and nationalities are always

capitalized. This is not the case in some other

languages. Many English learners forget to

capitalize the word English.

• English is my first language.

• I know Spanish and English.

• Are you American?

Task 2

Use the model sentences to write three

new sentences. Change the words in

italics to other languages and nationalities.

Remember to capitalize the proper nouns.

1.

2.

3.

C. First Word

In English, the first word in every sentence is always

capitalized. Many new English learners forget this rule.

Task 3

Use the model. Change the words in italics

to your own information. Check your capitals!

• My name is Maurice. I am from the United States.

English is my first language. Do you speak English?



Writing in English

Capitals Checklist

BEFORE YOU SEND OR SUBMIT YOUR WRITING

After you write a note, email, or assignment, check your capitalization.

Did I begin every sentence with a capital?

Did I capitalize the pronoun “I”?

Did I capitalize the word English and other countries, nationalities, and languages?

Did I capitalize all proper nouns (names, places, company names, etc.)?

Did I use lowercase letters at the beginning of common nouns within a sentence?

Did I capitalize my title or other titles correctly?

Did I proofread my work?

Comprehension Check-In

Work with a partner and answer the

following questions based on the lesson so far.

1. What are some categories of proper nouns? Name at least five.

2. What must writers do at the beginning of every sentence?

3. What pronoun always uses a capital?

4. Why is the word mother sometimes capitalized?

5. Why is the word president sometimes capitalized?

6. What did you learn about common nouns?

7. What words are always capitalized in titles?



Writing in English

Review

Review Task 1

WRITE THE ALPHABET

Write the capital letters of the alphabet.

Check that your letters are in alphabetical order.

Review Task 2

MY STORY

Hello! My name is .

1.

2.

am

3.

years old.

My birthday is on .

4.

5.

am from .

6. (country)

y first language is .

7.

8.

I am learning .

9. (language)

I want to visit .

10. (proper noun)



Writing in English

Shared Criteria for Success

Student:

Date Level Assessed By Target Task Skill

Self

Partner

Teacher

Copy Letters

Copy Information

Writing

Criteria Rating Notes

forms capital letters correctly

follows alphabetical order

uses proper capitalization

for the pronoun “I”

uses proper capitalization

for proper nouns

begins sentences with

proper capitalization



Writing in English

Answer Key

LESSON DESCRIPTION:

LEVEL: Beg

In this lesson, students learn some helpful tips for using capital

letters. They learn about proper nouns and practice writing titles.

They also learn how to avoid some common writing errors that

English learners often make.

TAGS:

writing, capitals, letters, uppercase,

lowercase, alphabet, proper nouns, titles

Warm-Up

Proper Nouns

A. WRITING

Give your students some time to complete the task with a partner.

Check that your students are using proper capitalization for these

three types of proper nouns.

Go over the reference page on proper nouns. Then assign the

individual exercise before putting students in pairs to practice.

Titles

B. VOCABULARY PREVIEW

1. c

2. f

3. j

4. g

5. a

6. e

7. b

8. d

9. i

10. h

Extra Review: In pairs, have students fill in their own definitions

on page 15, cut up the strips, and give to their partners to match up.

Types of Letters

A. REFERENCE

Read through the different uses of uppercase letters. Go over when

to use lowercase letters, too. Your students will learn more detailed

information in the next few pages.

B. WRITING CAPITAL LETTERS

If your students need the practice, have them trace and write the

capital letters of the alphabet. Practice reading them out loud.

Have students choose and rewrite the four most difficult letters.

Go over the reference page on capitalization in titles. Then assign

the individual exercise before putting students in pairs to practice.

For very low levels, you can skip this section. Remind your students

that there are many different rules and style guides about this.

You may want to come up with your own guidelines for your class.

Common Errors

Review the common errors and have students complete Tasks 1–3.

Capitals Checklist

Go through the checklist with your students. Then have them look

back at the sentences and examples in Common Errors Tasks 1–3.

Do they need to make any changes?

(continued on the next page...)

C. ALPHABETIZING CAPITAL LETTERS

For more practice, have students fill in the missing letters.



Writing in English

Answer Key cont.


1. Some categories of proper nouns are people or pet’s names,

company or brand names, cities or towns, countries, etc.

(see page 6).

2. Writers must use a capital letter

at the beginning of every sentence.

3. The pronoun “I” is always capitalized.

4. The word mother is capitalized if it

is used as a name (Where is Mother?).

5. The word president is capitalized when it comes

directly before a name (e.g., President Obama).

6. Common nouns are not capitalized unless they

are at the beginning of a sentence (or in a title).

7. Important words (e.g., nouns, pronouns, verbs,

adverbs, adjectives) are always capitalized in titles.

Review (Assessment Tasks)

For Review Task 1, ask students to write out the alphabet in capital

letters. For Review Task 2, have students complete the guided

writing assignment. A ready-made assessment tool is available for

Tasks 1 and 2 on page 12 (Shared Criteria for Success).



Writing in English

Extra Vocabulary Practice (optional)

Write definitions in your own words. Cut up these vocabulary strips.

Challenge a partner to match the vocabulary to your definition.

capital

lowercase

proper noun

common noun

month

trace

difficult

acronym

nationality

title


Writing in English

How to Write a

Simple Sentence

Lesson Objective

In this lesson, you will learn about the important parts of a

simple sentence. You will review the main parts of speech and

learn about punctuation marks and capitalization. Let’s begin!

Warm-Up

A. Writing

1. Get a blank piece of paper.

2. Write a list of five people.

4. Now write five short sentences. Use the words from your lists.

5. Share your sentences with a partner.

3. Write a list of five actions.


Match these words to their correct definitions.

1.

punctuation

a)

a word that changes or adds to the meaning of another word or phrase

2.

part of speech

b)

marks in a sentence (e.g., periods, question marks, exclamation marks)

3.

capitalization

c)

a word that describes a noun or pronoun

4.

subject

d)

type of word form in a sentence (e.g., noun, verb, adjective)

5.

verb

e)

a word that describes an action or state

6.

complement

f)

the main person or thing that is doing the action

7.

direct object

g)

the use of a large (capital) letter at the beginning of a word

8.

modifier

h)

information that completes a sentence

9.

adjective

i)

a person or thing that receives the action in a sentence

10.

adverb

j)

a word that describes a verb or other modifier

Copyright 2019, Red River Press Inc. For use by ESL Library members only. (LOW INT / VERSION 3.1)

1

How to Write a Simple Sentence

Writing in English

Identifying the Subject & Verb

Here is one of the most important things to learn about English:

Every sentence needs a subject and a verb. Let’s practice looking

for these parts in some simple sentences.

A. Verb

Think of the verb as the most important part of a sentence. The verb

identifies the action or state of the main person or thing in the sentence.

A verb can also link a subject to more information about the subject.

Action Verbs

• go

• walk

• sing

• eat

• play

• run

Non-Action Verbs

• be

• keep

• feel

• have

• seem

• look

Task 1

Circle the subject in each sentence. Underline the verb.

1. She called.

2. The sun set.

3. Ralph sang in the choir.

4. Her cell phone died.

5. My sisters live in New York City.


2


Writing in English

Identifying the Subject & Verb cont.

B. Subject

The subject is the other essential part of a sentence. The subject is the

person, place, thing, or idea that is or does something in a sentence.

After you find the verb, look for the subject.

Example #1

Mary walked.

Who walked?

Mary (subject)

Mary walked.

subject

verb

verb

Example #2

The dog barked.

Who barked?

The dog (subject)

The dog barked.

subject

verb

verb

More than one person or thing in a sentence can be the subject:

Example #3

The students and their teacher are at the library.

Who are there?

The students and their teacher (subject)

The students and their teacher are at the library.

subject

verb

verb

Task 2

Write three simple sentences that contain a subject and a verb.

1.

2.

3.


3


Writing in English

Subject-Verb Agreement

A. Singular & Plural Subjects

In English, the subject and verb must agree in number. This means that

a singular subject takes a singular verb form and a plural subject takes a

plural verb form. Look at the correct sentences. Now look at the incorrect

sentences. What is wrong?

Correct Sentences:

• I am happy.

• The cat eats the mouse.

• The children sing a song.

• Dogs like bones.

Incorrect Sentences:

• I is tired.

• The child eat the pie.

• The mice runs away.

• Dogs and kittens likes sunshine.

to play

to eat

to be

Subject

Verb

Subject

Verb

Subject

Verb

I

play

I

eat

I

am

You

play

You

eat

You

are

He/she/it

plays

He/she/it

eats

He/she/it

is

We

play

We

eat

We

are

They

play

They

eat

They

are

Task 3

Work with a partner. Do the following dialogues have subject-verb

agreement? Correct the mistakes. Then practice the corrected dialogues.

Dialogue 1

A: My name is Jesse.

B: Hi, Jesse. I is Miles.

These are my brothers.

A: Nice to meet you, Miles.

What is your brothers’ names?

Dialogue 2

A: My dogs is hungry.

B: Do your dogs eats spaghetti?

A: No, they eat dog food.

Dialogue 3

A: What do you

does after school?

B: I play soccer after school.

A: My brother play soccer, too.


4


Writing in English

Subject-Verb Agreement cont.

B. Tricky Subjects

Sometimes it’s difficult to know if a subject is singular or plural.

Here are a few of the tricky subjects to watch for.

Tricky Subject Notes Examples

Compound

Subjects

Collective

Nouns

Someone /

Anyone /

Everyone /

No One /

Each /

Every

Some subjects refer to more than

one person or thing. When they

are connected with and, they

require a plural verb.

Some subjects refer to a

group (team, family, staff).

A collective noun usually refers

to the group as one unit, so it

takes a singular verb.

These words take singular verbs.

• Ella and Sona are twins.

• Red and orange make yellow.

• My family celebrates

every holiday together.

• My team is the Ravens.

• Someone/Somebody needs to bring food.

• Anyone/Anybody is welcome to come.

• Everyone/Everybody knows

about the meeting.

• No one/Nobody feels tired.

• Each of the guests has a gift.

• Every person gets a turn.


5


Writing in English

Identifying the Complement

All sentences include a subject and a predicate. The predicate can be only

a verb, or it can be a verb and a complement. The complement includes

the extra parts that complete a thought in a sentence. Let’s look at

a few simple ways to complete a sentence.

Example #1

A two-word sentence with only a subject and a verb can be a

complete sentence. In this case, the predicate is the verb all by itself.

How did Mark get to school?

Mark walked.

subject +

verb

=

complete thought

Example #2

Many sentences are incomplete with only a subject and a verb.

They need more words to complete the thought.

Where did Mary go?

Mary walked.

subject + verb =

incomplete thought

Walked where?

Mary walked to school.

subject + verb + complement =

complete thought


6


Writing in English

Identifying the Complement cont.

A. Object Complements

A direct object is a person or thing that receives the

action of a verb. Direct objects complete the meaning

of sentences that contain an action verb.

Here are some sentences with direct objects.

Answer the question to find the object.

• The mother rocked her baby. Rocked what?

• We bought a new car. Bought what?

• I called my mother. Called who(m)?

Task 4

Circle the object complement (direct object) in each

sentence. Then write a similar sentence of your own.

1. I bought a book.

2. We ate dinner.

3. The girl played the guitar.

4. My mom washed the dishes.

5.

B. Subject Complements

Another way to complete a sentence is with a modifier.

A modifier can complete some information about the

subject with a word or phrase such as an adjective or

an adverb.

• She is nice. What is she like?

• The birds sound lovely. How do they sound?

• I feel really cold. How do you feel?

Task 5

Circle the subject complement (modifier) in each

sentence. Then write a similar sentence of your own.

1. My dog is dirty.

2. You are late.

3. It was fun.

4. I feel terrible.

5.


7


Writing in English

Capitalization & Punctuation

In English, every sentence starts with a capital letter. The pronoun “I” is

always written with a capital “I”. Every sentence ends with a punctuation

mark. Let’s look at some different punctuation marks that go at the end

of different types of sentences.

A. Period (.)

Most sentences end with a period.

This punctuation mark is also

called a full stop. When you type,

leave a space after a period. Do

NOT leave a space before a period.

Examples:

• I am tired.

• She left.

• We went to the store.

• My teacher called my mom.

• There is a loaf of

bread on the table.

B. Exclamation Point (!)

Some sentences end with an

exclamation point. This punctuation

mark is also called an exclamation

mark. This mark signals emotion

such as anger, excitement, or fear.

Examples:

• He is late!

• We won!

• They’re here!

• I lost my wallet!

• It’s a girl!

C. Question Mark (?)

Place a question mark at

the end of a sentence that

requires an answer.

Examples:

• Who is the main character?

• Why did he leave?

• Where is the party?

• What’s his name?

Task 6

Rewrite the sentences in your notebook.

Fix the capitalization and punctuation.

1. where are you going

2. get up?

3. my dad likes marshmallows!

4. i will finish my book tomorrow

5. when will i hear from you

6. i came in first place

7. you’re late.

8. it’s already five o’clock

9. are they here yet.

10. help. i lost my dog?

Note:

Do not overuse

exclamation points.

Save this mark for emphasis.


8


Writing in English

Reviewing the Main Parts of Speech

Before you move on to writing compound and complex sentences, it is useful

to review the main parts of speech. Review these parts of speech and practice

identifying each in a sentence. Then practice identifying each in your own sentences.

1. Nouns

Notes

Nouns describe people,

places, things, or ideas.

Nouns may be

plural, singular,

or uncountable.

Proper nouns

are capitalized.

Compound nouns have

two or more words.

Examples

• brother

• park

• bicycle

• time

• babies

• car

• water

• Friday

• New York

• February

• Lisa

• high school

• doorknob

• swimming pool

Task 7

Circle the nouns. Then write your own silly sentence.

Use a noun and circle it.

1. I ate seven bananas for lunch.

2. My home is a subway station.

3. I walked to London from Africa.

4.

2. Verbs

Notes

Verbs express actions

or states.

Verbs can be in many

different tenses.

Every sentence

has a verb.

Examples

• go

• walk

• walk

• walked

• am walking

• is

• feel

Task 8

Circle the verbs. Then write your own

serious sentence. Use a verb and circle it.

1. The test is on Monday.

2. Drop your weapons.

3. She slipped on the ice.

4.


9


Writing in English

Reviewing the Main Parts of Speech cont.

3. Adjectives

Notes

Adjectives modify nouns

or pronouns.

Adjectives often come

before the words

they modify.

Adjectives often come

after the Be verb.

Examples

• white

• funny

• nice

• big

• a white cat

• a nice man

• The house is big.

Task 9

Circle the adjectives. Then write your own

sad sentence. Use an adjective and circle it.

1. My elderly neighbor died.

2. A terrible storm destroyed the town.

3. The zoo animals are lonely.

4.

4. Adverbs

Notes

Adverbs modify

verbs, adjectives,

and other adverbs.

Examples

• happily

• quickly

• very

• well

Task 10

Circle the adverbs. Then write your own

sentence about sports. Use an adverb and circle it.

1. Did she run quickly?

2. I throw very far.

3. He lightly kicked the ball.

4.


10


Writing in English


5. Pronouns

Notes

Pronouns take the

place of nouns. They

reduce the need to

repeat a noun in

writing and speaking.

There are many types

of pronouns.

Examples

• he

• they

• us

• I

• my

• their

• which

• herself

Task 11

Circle the pronouns. Then write your own

sentence about love. Use a pronoun and circle it.

1. He called me today.

2. I love your mother.

3. Did you kiss her?

4.

6. Conjunctions

Notes

Conjunctions join

words and other parts

of a sentence.

Examples

• and

• or

• because

• therefore

Task 12

Circle the conjunctions. Then write your own

sentence about family. Use a conjunction and circle it.

1. My sister and I are twins.

2. I cried because I was sad.

3. Do you want jam or peanut butter?

4.


11


Writing in English


7. Prepositions

Notes

Prepositions show

relationships between

words and indicate

space or time. They link

nouns to other words.

Examples

• in

• on

• at

• during

Task 13

Circle the prepositions. Then write your own

sentence about food. Use a preposition and circle it.

1. The coffee cup is on the table.

2. We ate at the restaurant.

3. Put the sugar in the bowl.

4.

8. Articles

Notes

Articles are short

words that come

before a noun to show

how many of a noun

there are.

Examples

• a

• an

• the

Task 14

Circle the articles. Then write your own sentence about

clothing or accessories. Use an article and circle it.

1. The child is wearing a pink hat.

2. You will need an umbrella today.

3. The dress is in the laundry. Wear a suit.

4.

Determiners

Articles are sometimes classified as determiners.

Determiners are articles (a, an, the), quantifiers

(all, many, two), demonstratives (this, that), and

more. Some determiners are classified as adjectives

and others as pronouns. Pronouns are sometimes

classified with nouns.


12


Writing in English




1. What does every sentence need?

2. What is the difference between a subject and an object?

3. Name the main parts of speech in English.

4. What goes at the beginning of a written sentence?

5. What goes at the end of a written sentence?

6. Are the subjects anyone, no one, and each singular or plural?

Writing Challenge

Write ten simple sentences about one subject (person, place, or thing).

Keep your sentences short and simple. Use a few modifiers

(adjectives and adverbs) in your sentences.

Review the checklist below and edit your sentences. Show your sentences

to a partner. Can he/she identify the subject and complement in each

sentence? Can he/she identify the different parts of speech?

A Checklist

BEFORE SHARING YOUR SENTENCES

Does each sentence have a subject and a verb?

Do my subjects and verbs agree in number?

Does each sentence start with a capital letter?

Did I add the correct punctuation after every sentence?

Do all of my proper nouns start with a capital letter?

Did I capitalize the pronoun “I”?


13


Writing in English

Answer Key

LESSON DESCRIPTION:

LEVEL: Low Int

In this lesson, students learn the basic parts of a simple sentence.

They practice finding the subject and verb. They also review the

main parts of speech in English and practice writing their own

simple sentences.

TIME:

TAGS:

2–3 hours

writing, sentences, parts of speech,

subject, verb, complement

Lesson Objective

Task 2

Review the lesson objective with your students.

Warm-Up

A. WRITING

Give your students some time to write a few simple sentences.

Don’t make any corrections at this time.

Individual answers. Check your students’ work as they write.

For extra practice, teach your students how to diagram a sentence.

A very basic diagram can consist of a horizontal line with two

vertical lines that separate the subject, and verb. Another vertical

line can be used to separate the object. Beginners can draw a

diagonal line above or below the horizontal line to indicate a

modifier. Later they can add other parts of the sentence using

more complex diagrams.


Print copies of page 17 and cut out the strips, or have

students do the matching exercise provided on page 1.

Subject-Verb Agreement

A. SINGULAR & PLURAL SUBJECTS

1. b 3. g 5. e 7. i

2. d 4. f 6. h 8. a

Identifying the Subject & Verb

Review the basics of identifying the

main subject and verb in a simple sentence.

Task 1

1. She (subject) / called (verb)

2. The sun (subject) / set (verb)

3. Ralph (subject) / sang (verb)

4. Her cell phone (subject) / died (verb)

5. My sisters (subject) / live (verb)

9. c

10. j

Review the importance of subject-verb agreement. Practice

conjugating the Be verb and a few other verbs. Help your learners

see where the form changes. Put students in pairs for Task 3.

Task 3

A: My name is Jesse.

B: Hi, Jesse. I am Miles. These are my brothers.

A: Nice to meet you, Miles. What are your brothers’ names?

A: My dogs are hungry.

B: Do your dogs eat spaghetti?

A: No, they eat dog food.

A: What do you do after school?

B: I play soccer after school.

A: My brother plays soccer, too.



14


Writing in English

Answer Key cont.

Subject-Verb Agreement cont.

B. TRICKY SUBJECTS

You can decide if you want to teach this point at this stage or not.

Your students may not be ready to learn about tricky subjects yet.

On the other hand, your students may be more advanced and

may want to learn about all of the tricky subjects. You may also

want to point out that collective nouns can take a plural verb when

referring to the individuals instead of the group (e.g., The staff get

bonuses at the end of the year.) Visit our blog for tips on subjectverb

agreement.

Identifying the Complement

Help your students understand the basic concept of predicates

and complements, and review a few simple ways to complete

a sentence.

Note: ESL Library has a full lesson on Complete Sentences in our

Grammar Practice Worksheets section: https://esllibrary.com/

courses/88/lessons/1608. Review our related blog post on Look,

Appear, Feel: http://blog.esllibrary.com/2014/06/05/look-appearfeel-adjective-or-adverb/

Capitalization & Punctuation

Review these points with your students and remind them of the

importance of these English writing rules. Some students will think

these are obvious points; however, some of the most common

writing errors are related to simple capitalization and punctuation.

Teach your students that even in informal writing it is necessary

to use proper capitalization (e.g., using a capital letter for the

pronoun “I”).

Task 6

1. Where are you going?

2. Get up!

3. My dad likes marshmallows.

4. I will finish my book tomorrow.

5. When will I hear from you?

6. I came in first place! / I came in first place.

7. You’re late! / You’re late.

8. It’s already five o’clock! / It’s already five o’clock.

9. Are they here yet?

10. Help! I lost my dog! / Help! I lost my dog.


Task 4

1. a book

2. dinner

3. the guitar

4. the dishes

5. individual answer

Task 5

1. dirty

2. late

3. fun

4. terrible



15


Writing in English

Answer Key cont.

Reviewing the Main Parts of Speech


Before moving on to compound and complex sentences, review the

main parts of speech with your students, and have them practice

writing their own sentences. ESL Library also has a Grammar

Practice Worksheets lesson that reviews Parts of Speech in detail:

https://esllibrary.com/courses/88/lessons/1605

Task 7 (Nouns)

Task 8 (Verbs)

1. bananas, lunch

1. is

2. home, subway station 2. Drop

3. London, Africa

3. slipped



1. Every sentence needs a subject and a verb.

2. The subject is the person or thing that

does the verb, while the object is the

person or thing that receives the verb.

3. noun, verb, adjective, adverb, pronoun,

preposition, conjunction, article

4. A capitalized word goes at the beginning of every sentence.

5. A punctuation mark goes at the end of every sentence.

6. These are singular subjects and take singular verb forms.

Writing Challenge

Task 9 (Adjectives)

1. elderly

2. terrible

3. lonely


Task 11 (Pronouns)

1. he, me

2. I, your

3. you, her


Task 10 (Adverbs)

1. quickly

2. very, far

3. lightly


Task 12 (Conjunctions)

1. and

2. because

3. or


Give students time to practice what they have learned in this

lesson. Encourage them to keep their sentences short and simple.

Then have students exchange papers and work on identifying the

parts of the sentence that they have learned so far.

A Checklist

Have your beginner-level students keep this checklist close at hand.

They can refer to it whenever they are practicing their writing.

You can also encourage students to use it when they are checking

their partners’ writing. As the teacher, you can use it to help with

marking quizzes or journals for low-level learners.

Task 13 (Prepositions)

1. on

2. at

3. in


Task 14 (Articles)

1. The, a

2. an

3. The, the, a


SPELLING NOTES:

This lesson shows the American spelling of the words Neighbor

and Practice. Most other English-speaking countries spell

these words this way: Neighbour and Practise (when used as

a verb; Practice when used as a noun). Make it a challenge for

your students to find these words in the lesson and see if they

know the alternate spellings.


16


Writing in English



Challenge a partner to match the vocabulary words to your definitions.

punctuation

part of speech

capitalization

subject

verb

complement

direct object

modifier

adjective

adverb


17

Writing in English

How to Write a Note

Lesson Objective

In this lesson, you will learn some helpful tips for writing short notes.

You’ll get a chance to practice writing a variety of notes, such as invitations

and apologies. You’ll also learn some tips for keeping your notes short

and simple.

Warm-Up

A. Speaking

Imagine that you are in a parking lot. You hit a parked car by accident

with your own car. Discuss these questions with your classmates.

1. Would you write a note to the owner?

2. What information should you include in a note like this?

3. How would you feel if your car was hit in a parking lot and no one

left a note? How would you feel if someone did leave a note?


Note

The word “note” can be a noun

or a verb. It has a few different

meanings. As a noun, it means

a short letter or a musical tone.

As a verb, it means to record

a short point in writing or

in speaking.


1.

informal

a)

an expression of regret (saying sorry)

2.

apology

b)

casual and friendly

3.

correspondence

c)

the date of a special event from a previous year

4.

free

d)

a French expression used in English, meaning “please reply”

5.

BYOB

e)

as soon as possible

6.

RSVP

f)

available

7.

generosity

g)

bring your own beer/booze/bottle

8.

ASAP

h)

kindness, a caring nature

9.

condolences

i)

written communication between people

10.

anniversary

j)

thoughts of sadness for another’s loss

Copyright 2019, Red River Press Inc. For use by ESL Library members only. (LOW INT / VERSION 2.1) 1

How to Write a Note

Writing in English

Parts of a Note

Unlike a letter, a note only needs to be a few sentences long. Most notes

have an informal greeting, a body (1–5 sentences), and an informal sign-off.

A. Greeting

Here are some examples of

written greetings found in notes:

Examples:

• Hey, Jane.

• Hi, Ivanka!

• Hello!

• Hi there!

• Dear ,

(more formal)

B. Body

C. Sign-Off

The body (message) can typically fit into

one short paragraph with a single purpose.

Purpose Examples:

• to inform

• to inquire

• to remind

• to thank

• to request

• to congratulate

Message Examples:

• to comfort

• to express love

• to invite

• to apologize

• to keep in touch

• to wish someone well

• Just wanted to let you know…

• Wanted to say a quick thanks for…

• Just a quick note to ask if…

• Just a quick reminder about…

• Don’t forget to…

• Did you hear about…?

• We’re just wondering if you’d be interested in…

• I wanted to tell you that…

• I got your note.

• Would you mind…?

• I’d love to..., but…

• Thanks for the invite.

• Sorry I haven’t been in touch.

• I keep meaning to call.

You can end your note with your first name or even

just your initials. Sometimes a note will close with

a short line before the sender’s name. Place your

name or initials after the closing.

Cheers,

TB

Closing Examples:

• Let us know!

• Hope you’re well.

• Hope to see you next time.

• Cheers,

• Thanks a lot,

• Thanks again!

• See you,

• Call me!

• Talk to you soon,

• Talk soon,

• Miss you!

• You’re the best!

• Later,

• Hugs,

• Keep in touch!

• Love


How to Write a Note

Writing in English

Length of a Note

Keep your notes as short and simple as possible. Cut out any

unnecessary words and use contractions wherever possible.

Abbreviations and contractions help make a note feel informal.

They also allow the reader to get the message quickly. A note

should fit inside a note card or on a small piece of paper.

A. Abbreviations

Here are some abbreviations

that are commonly used in

English notes:

Abbreviation

ASAP

RSVP

W/O

PS

BTW

BYOB

Meaning

as soon as possible

French phrase meaning “please reply”

without

postscript (an additional note after the sign-off)

by the way

bring your own bottle/booze/beer

B. Text / Chat Message Abbreviations

Instant messaging is even

shorter than a note. This form

of communication uses many

abbreviations. Which ones do

you know? Ask your teacher

for a full list.

# Abbreviation Meaning

1 LOL

2 IDK

3 B/C

4 THX

5 TTYS


How to Write a Note

Writing in English

Length of a Note cont.

C. Contractions

Informal notes typically use contractions. A contraction is

a short form of two words. What do these contractions mean?

# Contraction Meaning(s)

1 I’m

2 I’ll

3 I’ve

4 she’s

5 we’ll

6 won’t

# Contraction Meaning(s)

8 isn’t

9 haven’t

10 didn’t

11 aren’t

12 can’t

13 you’ve

7 we’d

Task 1

Write a short note to a friend that contains

at least five contractions and two abbreviations.

Hey, !

Common Errors

Be careful not to use a contraction when you mean

a possessive word (or other word). These are some

common errors to watch out for:

• they’re = they are (not their)

• who’s = who is (not whose)

• you’re = you are (not your)

• it’s = it is (not its)

• let’s = let us (not lets, meaning allows)

Cheers,


How to Write a Note

Writing in English

Types of Notes

A. Invitation Cards

You can buy pre-made invitations for special occasions

such as birthday parties and weddings. Fill out the

details before giving them to your friends.

You’re Invited!

Event:

Stag & Doe

Date: September 18

Location:

Time:

Bear Club Brewery

8:00 pm – 11:00 pm

RSVP by: September 10

Contact:

anna323@mailme.com

(445) 990-8890

Note:

Include some special notes to your guest(s), such as:

• No gifts, please.

• BYOB

• Please bring an appetizer.

• You are welcome to bring a guest.

• Casual dress

B. Informal Invitations

You can also write informal invitations to

friends, coworkers, and neighbors. You might

do this through text messaging or with a short,

handwritten note.

• Do you want to come over for a coffee?

• Do you want to come over and watch a movie?

• Are you available/free/busy on ?

Task 2

Write an informal invitation to a friend or neighbor.

Ask this person to do something with you on a specific

day. Include a greeting, a message, and a sign-off.

Then share your invitation with a partner, and write

a note back declining your partner’s invitation.

Be sure to say thank you!

You may also need to decline (say no to) an invitation.

You can give an excuse or just say you are unavailable.

• Thanks for the invitation (invite), but...

• I’m so sorry. I’m busy that day.

• I appreciate the offer, but...

• I’m afraid we’re out of town.

• I wish we could come, but...

• We have a prior engagement.

• We’re away that weekend.

• Can I take a rain check?

• Have fun!


How to Write a Note

Writing in English

Types of Notes cont.

C. Love Notes

A love note is a message of

affection from one person to

another. It can express romantic

love or love between family

members (e.g., mom to child).

Useful Expressions:

• I miss you!

• I love you!

• You are beautiful.


• You mean so much to me.

• What would I do without you?

• I can’t wait to see you again.

D. Good-Luck Notes

A good-luck note is a message

of hope for a person who is going

to do or try something difficult

or new, such as take an exam,

run a race, or have an interview.

Useful Expressions:

• Good luck!

• You can do it!

• I’m proud of you.

• Knock ‘em dead.

• Don’t give up.

• Do your best.

• I believe in you!

• Let me/us know how everything goes.

E. Thank-You Notes

You can send a thank-you note to someone

who gave you a gift, sent you flowers,

or did something kind for you.

Useful Expressions:

Task 3

Write a thank-you note to someone in your life

who did something kind for you in the past.

Dear ,

• Thank you for your generosity!

• I appreciate everything you do for me.

• You are so sweet!

• We couldn’t have done it without you.

• I can’t thank you enough.


• Your kindness meant so much to me.

Thanks again,

Love


How to Write a Note

Writing in English


F. Apologies

A written apology can make everyone feel better

after a conflict. Identify your fault and offer to

make things better.

Useful Expressions:

(Be sure to identify what you did wrong.)

• Oops. Sorry I missed practice!

• Sorry that this is so late.

• I’m so sorry for what I said.

• I’m terribly sorry that I forgot to...

• I shouldn’t have...

• I was wrong.

• You have no idea how sorry I am.

• Please forgive me for my error.

• I truly apologize for my actions.

• I hope you will forgive me.

• I’ll try to do better next time.

• Sorry for the misunderstanding.

Task 4

Complete this apology note for

something you did wrong in the past.

Dear ,

I’m so sorry for

Please forgive me,

G. Condolences

You can also be sorry for someone’s loss or tough

times, even though it is not your fault. If someone

you know lost a loved one, express your condolences

in a note or card.

Task 5

Imagine that a coworker lost a pet.

Write a note expressing your condolences.

Dear ,

Useful Expressions:

• My heart goes out to you and your

family members at this difficult time.

• Please accept my/our condolences.

• Please accept my sincere sympathy.

• Our thoughts and prayers are with you.

• We are praying for your peace and comfort.

• Let me/us know if there is anything I/we can do.

• I am here if you need anything.

Thinking of you,


How to Write a Note

Writing in English


H. Requests

Notes are often used to make a special request.

These types of notes are often sent by email or text.

Useful Expressions:

Task 6

Write a text message asking a classmate to

look after your kids on an upcoming in-service day.

(Write it here or send it by text.)

• I have a big/small favor to ask.

• Could you...?

• Would you mind...?

• Is there any chance you could...?

• I need a hand...

• Could you give me a hand on...(day)?

I. Reminders

Notes are also useful for sharing a quick reminder.

Leave this type of note on a table or desk or

send it as an electronic message.

Useful Expressions:

Task 7

Now write a text message reminding your

classmate that tomorrow is the in-service day and

he/she agreed to look after your kids.

(Write it here or send it by text.)

• Don’t forget to turn off the lights.

• Remember to lock the door.

• We need milk and eggs.

• Walk the dog, please.

• Just a reminder that our meeting is at 4 pm.

• I just wanted to remind you

that Friday is an in-service day.

J. Special Occasions

Use notes for well wishes on

someone’s special occasion, such

as a graduation or anniversary.

You can write the note inside a

card, on a person’s social media

wall, or even in a text.

Useful Expressions:

• Happy birthday, Lucy!

• Happy anniversary, Stan and Leanne!

• Congratulations on your new baby/job/home!

• Enjoy your special day.

• I hope your family spoils you!

• You have a great future ahead of you!


How to Write a Note

Writing in English

Notes Checklist

BEFORE LEAVING OR SENDING A NOTE OR MESSAGE

After you write your note,

proofread it. If you made any

mistakes, rewrite it quickly. If you

are happy with your note, mail

it, or leave it on a desk, table, or

other location where a person

is sure to find it. You might also

send your note electronically

(by text message, direct

message, or email).

Did I spell the recipient’s name properly?

Did I print or write clearly?

Does my note have one main purpose?

Did I keep my message as simple as possible?

Did I use abbreviations and contractions?

Do my contractions have the correct meanings?

Did I proofread my note or message?

Did I include a short closing with my name or initials?




1. What are some reasons for writing a note? Name at least five.

2. Why should you use contractions in an informal note?

3. What three parts do most notes have?

4. What is the difference between you’re and your?

5. If a friend lost a loved one,

write a note expressing your .

6. What type of note do you write to a friend

who is trying something new or difficult?

7. What does “free” often mean in a note?

8. What should you include in a sign-off of a note?


How to Write a Note

Writing in English

Sample Notes

Read the following sample notes.

A. From a Student to a Teacher

B. From One Employee to Another

Dear Mr. Cross,

I’m very sorry I wasn’t in class on Friday. I was very sick

and didn’t want to get you or the other students sick.

I know I missed a quiz. Is there

any way I could do a makeup quiz?

I already asked Juan about the other work I missed.

Sorry again for missing class.

Tina

Hi Linda,

I stopped by your desk, but you were at lunch.

Just a reminder that you borrowed my headphones

last week. Could you leave them on my desk for me?

I need them this weekend.

Thanks,

Hal

PS. Nice work on the new brochure!

C. From One Neighbor to Another

D. Left on a Pole

Hey Maxwells,

Did one of you drop a house key? We found a key

on the sidewalk. If it’s yours, we’re home tonight.

Pop over or call us.

Hope you are well!

Cheers,

The Millers

MISSING KITTEN

My kitten ran away last night (June 3).

She is black with white patches under both eyes.

She’s about 8 weeks old.

Please contact Naomi ASAP at

(444) 889-9900 if you have seen her!

Thank you!

PS. Let’s get together soon.


How to Write a Note

Writing in English

Sample Notes cont.

E. From One Driver to Another

F. From One Friend to Another

Hello!

I hit your bumper when I pulled out of my parking

spot. I am so sorry. There is a pretty big scratch.

My name is Juanita Leons.

Please call me at 333-448-8907.

I will give you my insurance information.

Hi Alex,

I saw your post about depression. I hope you and your

loved ones are okay. I have some experience with

depression. Message me if you want to talk.

Cheers,

Kendra

Sorry again!

Juanita

G. Passed from One Student to Another

H. Slipped under an Apartment Door

Hi there,

I’m Evan. Sorry to bug you. I don’t know

anyone in this class. I missed class on Tuesday.

Could I borrow your notes?

Evan

Hey,

This is your neighbor from Unit 3. Sorry to bother you.

Would you mind turning your music down? It’s really

loud in my apartment, and my kids can’t get to sleep.

Thanks,

Unit 3

I. Declining an Invitation

Hi Pierre and Marie,

Thanks so much for inviting Luna to Ava’s birthday.

I’m so sorry Luna won’t be able to make it.

We are away that weekend.

Thanks again for the invite. Happy birthday to Ava.

Have fun!

Tia


How to Write a Note

Writing in English

Review

Task 1

WRITE A NOTE

Handwrite an informal note to a classmate.

Use contractions wherever possible. Use at least one

abbreviation. Leave your note on your partner’s desk.

Task 2

WRITE A REPLY

Respond to your partner’s note. Use contractions

wherever possible. Use at least one abbreviation.

Check your spelling and punctuation. Give the

note to your partner.


How to Write a Note

Writing in English

Shared Criteria for Success

Student :

Date Level Assessed By Target Task Skill

Self

Partner

Teacher

Write a Note

Respond to a Note

Writing

Criteria Rating Notes

has a short greeting and spells

the recipient’s name properly

is easy to read

has one main purpose

has a short and simple message

(uses contractions)

has an appropriate sign-off


How to Write a Note

Writing in English

Answer Key

LESSON DESCRIPTION:

LEVEL: Low Int

In this lesson, students learn some helpful tips for writing

informal notes. They get to practice writing a variety of notes,

such as invitations and apologies. They also learn some tips

for keeping their notes short and simple.

TIME:

TAGS:

2–3 hours

writing, notes, letters, informal, invitation, apology,

condolences, abbreviations, contractions

Warm-Up

Length of a Note

A. SPEAKING

Give your students some time to discuss this situation.

You might want to work together to create a note on the board.

Or, see Sample Note E on page 11.

B. VOCABULARY REVIEW

1. b 3. i

5. g 7. h 9. j

2. a 4. f 6. d 8. e 10. c


on page 16, cut up the strips, and give to their partners to match up.

B. TEXT / CHAT MESSAGE ABBREVIATIONS

1. laughing out loud

2. I don’t know

3. because

4. thanks

5. talk to you soon

Refer to Text Message Abbreviations in our Resources section

for a full list of abbreviations your students should be familiar

with for text messaging: https://esllibrary.com/resources/2360

C. CONTRACTIONS

Parts of a Note

Read through the three parts of a note. Your higher-level learners

may note that the subject (I) may be omitted (e.g., Just wanted to

send a note...). Encourage your students to use the expressions

as a reference.

1. I am

2. I will

3. I have

4. she is / she has

5. we will

6. will not

7. we would / we had

8. is not

9. have not

10. did not

11. are not

12. cannot

13. you have

Common Errors: This may be a good time to review possessive

adjectives. Try Pronouns 1 from our Grammar Practice Worksheets

section: https://esllibrary.com/courses/88/lessons/1624



How to Write a Note

Writing in English

Answer Key cont.

Length of a Note cont.

TASK 1

Have students write a short note to a friend that contains

at least five contractions and two abbreviations.

Types of Notes

Go through all the types of notes with your students and give

them time to complete Tasks 2–7. You may want to do some

example notes on the board. Have students compare each

other’s notes. Do they contain all of the necessary parts?

Notes Checklist

Go through the checklist with your students. Then have them

look back at the notes they wrote in Tasks 1–7. Can they make

any improvements? You could challenge them to rewrite their

notes on an additional piece of paper.


1. Some reasons for writing a note are to inform, to inquire,

to remind, to thank, to request, to congratulate, to comfort,

to express love, to invite, to apologize, to keep in touch,

and to wish someone well.

2. Contractions make a note shorter and more informal.

It makes it easier to read a message quickly.

3. The three parts most notes have are

a greeting, a body (main message), and a sign-off.

4. You’re is a contraction of you are, and your is a possessive

adjective (your jacket, your house). [Try Pronouns 1 from

Grammar Practice Worksheets for a lesson that covers

possessive adjectives: https://esllibrary.com/courses/88/

lessons/1624]

5. condolences/sympathy

6. You write a good-luck note to a friend

who is trying something new or difficult.

7. In a note, “free” often means available.

8. A sign-off can be just a name or initials (if it’s obvious who the

note is from). It can also include one closing line before the

name/initials, such as Cheers, Thanks, Call me!, etc.

Sample Notes

There are a variety of activities that you could do with

these examples. Here are some choices:

1. Have students identify the main purpose of each note.

2. Have students identify the sender and recipient of each note.

3. Have students write a note in a similar style.

4. Have students respond to some of the notes.

You could use these examples, or bring in your own authentic

examples from real life if you have some that you are comfortable

sharing. Some of the activities could also be used for assessment.

Review (Assessment Tasks)

Assign each student a writing partner (or have students write

to you directly). Students can do the first part of this writing task

at home or during class. After students receive a note, they can

write a response.

SPELLING NOTES:

This lesson shows the American spelling of the words Favor,

Neighbor, and Practice. Most other English-speaking countries

spell these words this way: Favour, Neighbour, and Practise (when

used as a verb; Practice when used as a noun). Make it a challenge

for your students to find these words in the lesson and see if they

know the alternate spellings. Also note that the term email can

be spelled e-mail.


How to Write a Note

Writing in English




informal

apology

correspondence

free

BYOB

RSVP

generosity

ASAP

condolences

anniversary


Writing in English

How to Build

a Paragraph

Lesson Objective

In this lesson, you will learn how to build a paragraph with four basic parts.

You will read an example paragraph and use a template to write your own.

Warm-Up

A. Writing

Make a list of your favorite people, places, and things.

•

•

•

•

•

•

•

•

•

•


Match these words to their definitions.

1.

paragraph

a)

the important information in a paragraph

2.

favorite

b)

the sentence that describes a paragraph’s main idea

3.

title

c)

a piece of writing about one subject

4.

topic sentence

d)

the one you like the best

5.

body

e)

the name of a piece

6.

conclusion

f)

a short summary at the end


How to Build a Paragraph

Writing in English

Example Paragraph

Read the example paragraph:

My Favorite Animal

My favorite animal is a cat. Cats are fun, cuddly

creatures. When they are sleepy, they love to sit on your lap

and purr. When they are playful, they love to chase toy mice.

Cats are easy to take care of because they clean themselves

with their tongues. Cats like people, but they don’t like dogs.

I don’t like dogs either. I have two cats at home, and I love

them very much.

Title

Topic Sentence

My Favorite Animal

My favorite animal is a cat.

1. Cats are fun, cuddly creatures.

2. When they are sleepy, they love to sit on your lap and purr.

Body

3. When they are playful, they love to chase toy mice.

4. Cats are easy to take care of because they clean themselves with their tongues.

5. Cats like people, but they don’t like dogs.

6. I don’t like dogs either.

Conclusion

I have two cats at home, and I love them very much.



Writing in English

Building a Paragraph

A paragraph has four main parts: a title, a topic sentence,

a body, and a conclusion. Let’s build a paragraph!

A. Title

A title tells the reader what

your paragraph is about.

Write your title in short form

(not a complete sentence).

Task 1

Complete this title with a subject (e.g., Animal, Actor, Sport) from your list.

My Favorite

B. Topic Sentence

A topic sentence tells your reader

what your paragraph is about

(in sentence form). Write this

sentence after your title.

Task 2

Complete the sentence with a person, place, or thing.

My favorite is .

C. Body Sentences

The body is the main part of

your paragraph. Every sentence

in the body supports your topic

sentence. These sentences include

examples, explanations, or facts

about your topic.

Task 3

Why is this person, place, or thing your favorite? Give 3–5 reasons.

1.

2.

3.

4.

5.

D. Conclusion

This is the last sentence of your

paragraph. Sum up your ideas

and facts in one thought.

Task 4

Complete the sentence to create a conclusion.

I love

because

.



Writing in English

Comprehension

Read the example paragraph and answer the questions.

My Favorite Sport

My favorite sport is hockey. Hockey is a fun sport to watch

and play. When I watch hockey, I want to put on my skates. I like

how skates feel on the ice. The position I like to play is forward.

My favorite hockey forward is Alex Ovechkin. Ovechkin scores a

lot of goals. I don’t score a lot of goals, but I still have fun. I spend

my weekends playing and watching hockey because it is my

favorite sport.

1. What is the title?

2. What is the topic sentence?

3. Point out the beginning and end of the body.

4. What is the conclusion?



Writing in English

Writing Challenge

Look at the sentences you wrote on page 3. Copy your title onto

this page. Then rewrite your topic sentence, body, and conclusion

in one paragraph. You can change a few words if you want to.

Read your paragraph out loud and fix any mistakes you spot.

A Checklist

BEFORE YOU HAND IN YOUR PARAGRAPH

Did you include a title?

Did you write a conclusion?

Did you write a topic sentence?

Did you read your paragraph out loud to yourself?

Did you give 3–5 reasons in your body?

Did you fix your mistakes?



Writing in English

Writing Task Assessment

Name:

Description of Task Date Completed Score / Success Level

Writing a paragraph

from a template

Success

Assessment Criteria Yes Almost Not Yet

includes a title

includes a topic sentence

includes 3–5 body sentences

includes a conclusion

shows evidence of proofreading

Teacher Feedback

Resource Used

ESL Library: How to Build a Paragraph



Writing in English

Answer Key

LESSON DESCRIPTION:

LEVEL: Low Int

In this lesson, students learn how to write a basic paragraph

from a template. Students learn about the main components of

a stand-alone paragraph and practice writing one of their own.

TAGS:

writing, paragraph, paragraphs, template,

body, conclusion, topic sentence

Lesson Objective

Comprehension


Warm-Up

A. WRITING

Give your students some time to brainstorm

a topic idea (a favorite person/place/thing).


Print copies of page 8 and cut out the strips, or

have students do the matching exercise provided on page 1.

1. c 2. d 3. e 4. b 5. a 6. f

Example Paragraph

Go over the example paragraph with your students.

Review the four main parts: title, topic sentence, body, conclusion.

Check that your students understand what they have learned

so far. Give them time to complete this task on their own.

1. The title is “My Favorite Sport.”

(Point out the capitalization.)

2. The topic sentence is “My favorite sport is hockey.”

3. The beginning of the body is “Hockey is

a fun sport to watch and play.” The end is

“I don’t score a lot of goals, but I still have fun.”

4. The conclusion is “I spend my weekends playing and

watching hockey because it is my favorite sport.”

Writing Challenge

Have students write a complete paragraph by rewriting the

sentences they wrote on page 3. Encourage them to go over

the checklist after they complete their writing.


Building a Paragraph

Review each part and have students complete Tasks 1–4

using the prompts provided. Answers will vary.

Assess your students on their paragraph or assign them another

related topic to write about (e.g., My Favorite Sport/Activity).

SPELLING NOTE:

This lesson shows the American spelling of the word Favorite.

Most other English-speaking countries spell it this way: Favourite.

Make it a challenge for your students to find this word in the

lesson and see if they know the alternate spelling.



Writing in English




paragraph

favorite

title

topic sentence

body

conclusion


Writing in English

How to Fill Out a Form

Lesson Objective

In this lesson, you will learn tips for filling out forms and applications

in English. You will also learn how to recognize important vocabulary

and abbreviations that you will often see on forms.

Pre-Reading

A. Warm-Up

Discuss the following questions with your classmates.

1. Who often asks people to fill out forms?

Fill Out or Fill In?

2. What types of forms have you filled out?

3. Why is it difficult to fill out forms in English?

4. What personal information do forms typically require?



1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

title

spouse

N/A

cross out

waiver

caps

legible

cursive

transit

witness

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

clear enough to be read easily

to draw a line through

the number code for a specific bank branch

a formal way of addressing a person (e.g., Mrs. or Dr.)

handwriting (opposite of “printing”)

the person one is married to

a person who verifies or is present when you sign a document

short for “not applicable” (does not apply to me or my situation)

an authorized removal of a right or requirement

short for “all capital letters”

WHAT’S THE DIFFERENCE?

• Please fill out this form.

• Please fill in this form.

These verbs have the same

meaning, “write.” The

expression “fill out” is more

commonly used for a large

form with many fields, lines,

or spaces for writing. The verb

“fill in” is used when there are

only a few blanks to complete.

Copyright 2019, Red River Press Inc. For use by ESL Library members only. (LOW INT – INT / VERSION 2.1)

1


Writing in English

Types of Forms

Are you familiar with these types of forms?

# Type of Form Who might ask you to fill it out?

1 application employer, bank manager

2 registration form

3 medical form

4 permission form

5 waiver

6 evaluation form

7 survey

Types of Documentation

Here is a list of ID, contacts, and information that you may need

when filling out forms. Gather all of the names, numbers, and

other information you may need before you go to a place such as

a dentist’s office or motor vehicle office.

• driver’s license

• mailing address

• health card(s) numbers

• social insurance number(s) (if available)

• passport number

• weight and height of you and your family members

• medication information for you and your family members

• family doctor’s name (if available)

• emergency contact information for two people (name, phone numbers, addresses)

• employment history and references (for job application forms)

• dictionary or translator to help you understand forms and instructions


2


Writing in English

Writing Tips

1. Read before you write.

Read through the whole form before you start

filling in the blanks. Have a dictionary handy.

Ask questions before you start filling out

details you are unsure about.

2. Print clearly.

Print as carefully as you can. Make sure that

your letters, words, and numbers are legible.

Do NOT use handwriting/cursive.

3. Use blue or black ink.

Use a dark pen that works well. Do NOT

use a pencil. Do NOT use a pen that smudges.

4. Initial changes.

If you make a small mistake, cross it out and fix it.

Initial your changes if it is a legal form.

Questions to Ask

A. Reference

Don’t be shy. If you aren’t sure what

to do or what to fill in, ask someone.

Excuse me, ...

• may I borrow a pen?

• should I write or print?

• should I use all caps?

• where do I write my ?

• what does it mean by ?

• I made a mistake. What should I do?

• I don’t have this information with me.

What should I do?

• do you need my signature?

B. Role-Play

Work with a partner. Take turns pretending to

be a new patient and a clerk at a doctor’s office.

Practice asking and answering the questions

from Part A.

5. Fill out everything.

Make sure to fill out every field. If a field does

not apply to you, write N/A (not applicable). The

instructions may also tell you to leave something

blank if it does not apply. Make sure to sign or

initial in all of the right places.

6. Proofread.

Read over the form, and make sure you didn’t

miss any fields. Make sure names and addresses

are spelled correctly. Double-check that phone

numbers are correct too.


3


Writing in English

Common Abbreviations Found on Forms

Forms often use and require the use of abbreviations (shortened words).

Familiarize yourself with common English abbreviations found on forms.

A. US States

Abbr

Full Name

Abbr

Full Name

Abbr

Full Name

AL

Alabama

LA

Louisiana

OH

Ohio

AK

Alaska

ME

Maine

OK

Oklahoma

AZ

Arizona

MD

Maryland

OR

Oregon

AR

Arkansas

MA

Massachusetts

PA

Pennsylvania

CA

California

MI

Michigan

RI

Rhode Island

CO

Colorado

MN

Minnesota

SC

South Carolina

CT

Connecticut

MS

Mississippi

SD

South Dakota

DE

Delaware

MO

Missouri

TN

Tennessee

FL

Florida

MT

Montana

TX

Texas

GA

Georgia

NE

Nebraska

UT

Utah

HI

Hawaii

NV

Nevada

VT

Vermont

ID

Idaho

NH

New Hampshire

VA

Virginia

IL

Illinois

NJ

New Jersey

WA

Washington

IN

Indiana

NM

New Mexico

WV

West Virginia

IA

Iowa

NY

New York

WI

Wisconsin

KS

Kansas

NC

North Carolina

WY

Wyoming

KY

Kentucky

ND

North Dakota


4


Writing in English

Common Abbreviations Found on Forms cont.

B. Canadian Provinces & Territories

Abbr

Full Name

Abbr

Full Name

AB

Alberta

NU

Nunavut

BC

British Columbia

ON

Ontario

MB

Manitoba

PE / PEI

Prince Edward Island

NB

New Brunswick

QC

Quebec

NL

Newfoundland & Labrador

SK

Saskatchewan

NT

Northwest Territories

YT

Yukon

NS

Nova Scotia

C. Address

D. Days

Abbr

Full Word

Abbr

Full Name

Ave

avenue

Mon

Monday

Blvd

boulevard

Tue / Tues

Tuesday

Rd

road

Wed / Weds

Wednesday

St

street

Thu / Thurs

Thursday

Apt

apartment

Fri

Friday

Crt

court

Sat

Saturday

Pl

place

Sun

Sunday


5


Writing in English


E. Months

F. Time, Measurements,

Directions & Money

Abbr

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Full Word

January

February

March

April

May

June

July

August

September

October

November

December

Abbr

am

pm

cm

mm

m

km

lb

kg

in / ″

ft / ′

N

S

Full Word

morning

afternoon / night

centimeter

millimeter

meter

kilometer

pound

kilogram

inch

foot

north

south

E

east

W

west

USD

United States dollar(s)

CAD

Canadian dollar(s)

GBP

Great British pound(s)

EUR

euro(s)


6


Writing in English

Personal Information

Be prepared to include all of the following personal information

on a variety of forms. Practice filling out the following information.

Ask your teacher about any words you don’t understand.

Not Applicable

If a field doesn’t apply to

you, you can leave it blank or

write N/A (not applicable).

A. Name

Title

Mr. Mrs. Ms. Miss Dr.

Name

First 1

Initial 2 Last 3

Immediate Family 4

Spouse

Children

1. Your First Name can also be called

your Given Name or Legal Name.

2. Initial refers to the initial of your middle

name. The form might ask for your full

middle name instead. If you don’t have

one, leave this space blank.

3. Your Last Name can also be

called your Surname or Family Name.

4. List the names of your immediate

family members (such as your

spouse and children).

B. Address

Address

Note:

# 1 Address 2

City / Town

State

3

Address fields may appear in a different order.

Be careful not to place an address number where

a unit number goes. The address field may also be

called “mailing address.”

Country

ZIP Code

1. # or No. refers to your Apartment Number

or Unit Number (if applicable).

2. Address refers to the number of your house or apartment

building and the name of the road, avenue, place, street, etc.

3. See page 4 for a list of state name abbreviations.

• #22 335 Jones Ave. / 22–335 Jones Ave.

You may also see Address Line 1 and Address Line 2.

In Address Line 1, place your house or building

number followed by your street/road, city/town,

and ZIP code.

• 22 White Lane, Daytona Beach, FL, 32115

If you live in an apartment, Address Line 2

is for your unit or apartment number.

• Unit #210 / Apt. no. 210


7


Writing in English

Personal Information cont.

C. Date of Birth / Birthdate

D. Nationality / Birthplace

E. Citizenship

Date of Birth

/ /

mm 1 dd 2 yy 3

Nationality

Nationality

Citizenship

Citizenship

1. This can also be written as MM.

This is the number of the month

you were born in (from 1–12). If

the month number is between 1

and 9, write a 0 in front (e.g., you

would write March as 03.)

2. This can also be written as DD.

This is the day of the month you

were born on. If the day is between

1 and 9, write a 0 in front.

3. This is the year you were born in. If the

label says yy or YY, write the last two

digits of the year (e.g., 1982 becomes

82). If the label says yyyy or YYYY,

write the full year (e.g., 1982).

• Canadian

• American

• Turkish

• Japanese

• etc.

• Canadian

• American

• Turkish

• Japanese

• etc.

F. Contact Information

Contact Information

Home Phone Cell Phone Work Phone

Email Address

Emergency Contact

Note:

When writing any phone

numbers, it is helpful to

include the area code. In

Canada, the format would

be (area code) phone number.

• (204) 555-1234

Name Relation Phone


8


Writing in English


G. Credit Card Payment

Credit Card Payment

Card Type: Visa Mastercard AMEX

1. CVV is short for Card Verification Value. It can also be called

a Card Security Code (CSC) or Card Verification Code (CVC).

It is the three- or four-digit code on the back of a credit card.

Card Number

CVV

1

Expiry Month (mm)

Expiry Year (yy)

H. Banking Information

Banking Information

Account Type: Checking Savings

1. A Routing Number (also called an ABA Routing Transit Number

or ABA RTN) is a nine-digit code based on the location where

your account was opened.

Account Number

Routing Number 1

I. Vehicle Information

Vehicle Information

1. The “make” of your car is the company

name, such as Ford or Toyota.

Make

1

Model

2

2. The “model” of your car is the specific

brand, such as Focus or Corolla.

Year

License Plate Number

Driver’s License Number

J. Marital Status

Marital Status

Married Single Divorced Common-Law

1

1. Common-law refers to a couple that lives together in

a marriage-like relationship. For tax and legal purposes,

you will need to check how your state defines

“common-law” and see if it is recognized in your state.


9


Writing in English


K. Medical Information

Age

Medical Information

Gender

1

1. The form may instead ask for your Sex.

It might also ask you to circle an option:

M (male) / F (female).

Allergies

Medications

Medical Conditions

Family Doctor

Health Card Number

L. Employment

Employment Status:

Employment Information

If employed:

Employed full-time

Employed part-time

Contract

Self-Employed

Unemployed

Occupation

Business / Organization

M. Creating a Username & Password (online)

Some online forms will require you to choose a username and password.

Remember what you typed so that you can log in again.

Create an Account

Log In

1. A Username can also be called a User ID.

2. Some websites may add special

Username 1

Username

requirements to passwords to help

make them stronger (e.g., include at

Password

2

Password

least one number and one symbol).

Retype Password

3

3. Some websites may use Confirm

Password instead of Retype Password.


10


Writing in English

Speaking Practice

Now that you have filled out all of your personal information on

pages 7–10, practice asking a partner for information out loud. Ask

your partner to spell words and names out for you. Repeat back numbers.

Then sit back to back and imagine you are on the telephone with a clerk.

Useful Phrases

• Can you repeat that, please?

• Can you say that a little louder?

• Did you say or ?

• I’m sorry, I didn’t hear you.

Example Forms

On the next few pages, you will find three sample forms:

• Medical Form

• Permission Form / Waiver

• Job Application

Practice filling out the forms. If you do not wish to add private information

or if information does not apply to you, use fictional information.


11


Writing in English

Example Forms cont.

A. Medical Form

New Patient Form

PERSONAL INFORMATION

Title: Mr. Mrs. Ms. Miss Dr.

First Name Middle Initial Last Name

Date of Birth (MM/DD/YY) Citizenship Referred By

Mailing Address

Phone Number Alternate Phone Number Email Address

Spouse’s Name

Other Family Members

Employer’s Name

Employer’s Phone Number

EMERGENCY CONTACTS

Name

Relationship to You

Name

Relationship to You

Phone Number

Address

Phone Number

Address

INSURANCE

Do you have medical insurance? Yes No

If yes, please complete the information below.

Primary Insurance Co.

Plan Number

Secondary Insurance Co.

Plan Number

page 1 of 2


12


Writing in English

Example Forms cont.

A. Medical Form cont.

MEDICAL HISTORY

Allergies

Medications

Previous Physician’s Name

Smoker: Yes No Prescription Glasses: Yes No

For women only: Are you pregnant? Yes No Are you nursing? Yes No

Do you or have you experienced

any of the following?

Do you currently have any

of the following symptoms?

Are you taking or receiving


shortness of breath

soreness in ear, nose, throat

pain medication

high blood pressure

abnormal bleeding

chemotherapy

heart disease

headache

birth control pills

heart surgery

nausea

depression medication

cancer

vomiting

antibiotics

HIV / AIDS

fever

blood pressure medication

depression

stomach pain

other (please specify):

blood transfusions

soreness in joints


itchy skin

broken bone

sprain


AUTHORIZATION

I hereby confirm that the information on

this form is true to the best of my knowledge.

I give permission for Dr. Alexi to keep this form on

file at Glazier Medical Clinic.

Name (please print)

Signature

Date

page 2 of 2


13


Writing in English

Example Forms cont.

B. Permission Form / Waiver

Sometimes you have to sign a form that gives you or

others permission to do something. A “waiver” is a

type of permission form in which you give up a right or

requirement. You also promise not to take legal action

against a person or organization in the case of damage

or injury.

To the right are some reasons why you may

need to sign a permission form or waiver.

Read the terms carefully, and add your signature

if you understand and agree with the information.

Reasons for Permission Forms or Waivers

• to give your child permission to go on a trip

• to confirm that an organization is not

responsible for accidents at a special event

• to allow someone to take and use videos

or photographs of you or your child

• to allow your work or your child’s

work to be placed on public display

Waiver

ACTIVITY INFORMATION

Activity: White Water Rafting Organization: Denver Fun in the Sun Location: Denver River

Date of Activity Participant’s Name Participant’s Age

RELEASE OF LIABILITY

I am aware of the risks and dangers associated with this activity. By signing this document,

I waive my right to sue the organization for injury or death related to the participant named above.

Protective Equipment

I have been advised to wear protective equipment

for this activity, including a certified helmet.

Assumption of Risks

I have been advised that this activity carries risks and

hazards. I assume all risks, dangers, and hazards.

Initial

Initial

Signed on at .

(date)

(location)

Signature of Participant (or guardian if under 18 years old)

Signature of Witness


14


Writing in English

Example Forms cont.

C. Job Application

Employment Application



Street Address City State ZIP Code


Are you over 18? Yes No Social Security Number

JOB POSITION

Have you ever applied at this company/organization before? Yes No

Position Applying For

I am seeking: Part-time work Full-time work Part-time or full-time work

AVAILABILITY

Anytime

Weekdays Only

Weekends Only

Specific Days (circle any you are available for)

Sun Mon Tue Wed Thu Fri Sat

Nights

Days

Available Start Date

page 1 of 2


15


Writing in English

Example Forms cont.

C. Job Application cont.

WORK EXPERIENCE

Employer

Position

Start Date

End Date

Employer

Position

Start Date

End Date

EDUCATION

School / Institution Number of Years Completed Degree / Diploma / Cert. Earned


REFERENCES

Name Phone Number Professional Personal



page 2 of 2


16


Writing in English


Work with a partner and answer the following

questions based on the lesson.

1. What should you use to fill out a physical form?

What should you NOT use?

2. Name some documents and information

that you may need to fill out a form.

3. What is a waiver?

4. What are the English abbreviations

for the days of the week?

5. What should you do if you don’t

understand something on a form?

A Checklist

CHECKING YOUR FORMS

Did I answer every question (or write N/A)?

Are my letters and numbers legible?

Did I sign in all the right places?

Did I ask questions if I was unsure about something?

Did I format dates correctly?

Did I use appropriate abbreviations?

Did I proofread the whole form after I completed it?

6. What is the last thing you should

do after you complete a form?

Writing Challenge

CREATE A FORM

Create a form for your classmates to fill out. It can be any type of form

mentioned in this lesson. Make sure there are lots of fields to fill out.

Photocopy your form and hand it out to your classmates.

Collect the forms and go through the checklist.

Did your classmates follow the guidelines from this lesson?


17


Writing in English

Answer Key

NOTE:

LESSON DESCRIPTION:

LEVEL: Low Int – Int

You may also want to try our

In this lesson, students practice filling

TAGS:

writing, forms, applications,

Everyday Dialogues lesson on Filling Out

out basic forms, including a medical

fill out forms, job, employment,

an Application: https://esllibrary.com/

registration form, a waiver, and a job

personal information,

courses/76/lessons/1724

application form. They also learn useful

medical, doctor

vocabulary and abbreviations that are

commonly found on English forms.

Pre-Reading

A. WARM-UP

Discuss in small groups or as a class. Answers will vary.

1. doctors, dentists, teachers, lawyers,

government, employers, coaches

2. Answers will vary.


4. name, date of birth, citizenship, phone number,

address, marital status, job position, etc.


Print copies of page 20 and cut up the strips,

or have students do the matching exercise on page 1.

1. d

2. f

3. h

4. b

5. i

6. j

7. a

8. e

9. c

10. g

Types of Forms

Discuss each type of form, and make sure students are aware of

each type. Can your students think of any other types of forms?

Answers will vary. Example answers:

1. employer, bank manager, mortgage broker

2. school program, community program,

website, cell phone application

3. doctor, dentist, specialist, insurance company

4. teacher, coach, special event coordinator


6. presenter, teacher, principal, student

7. organization, establishment, teacher, student, website owner


Not having the right information and numbers available can be

frustrating, especially when people take time off work or pay for

parking and public transit. Encourage your students to gather

everything they need in one place for easy access when filling out

forms of any kind. You may want to brainstorm some ways for

students to safely store important and confidential information

in the cloud (e.g., Google Docs).

Writing Tips

Read through these tips with your class or have students take turns

reading the tips out loud. Add any tips that you or others think of.

Questions to Ask

Your students can practice asking these questions as

they work through the fields and forms on the next few

pages. Take note of any common questions you hear,

and have students add these to their list.



18


Writing in English

Answer Key cont.


Review the common abbreviations with your learners.

Add any others that you think of or see on forms. Put students

in pairs and have them quiz each other on abbreviations.


Go through these practice pages (7–10) with

students or allow them to work on their own time.

Help them with any vocabulary they are unsure of.

Speaking Practice

Repeat the Personal Information task orally, so that students can

practice spelling and saying names, words, and numbers out loud

or over the phone. Have students sit back to back to pretend they

are on the telephone. They can ask each other for any information

from pages 7–10. You may wish to let students give false

information if they are not comfortable giving out their real info.

5. If you don’t understand something on a form, ask

someone to help you. Also, bring a dictionary and/or

translator if you know you will be filling out a form.

6. After you fill out a form, read it to yourself and make sure

you didn’t miss any fields. Make sure you spelled names

properly and that letters and numbers are legible.

A Checklist

Review the checklist with students and have them save it to

use as a reference when filling out important forms. They can

also use it to check the work of their peers in step 2 of the

writing challenge below.

Writing Challenge

This writing challenge can be completed individually or in pairs

or small groups. Encourage students to use different types of

forms. Help your students correct mistakes before they print

and photocopy their forms for their peers.

Example Forms

These three forms (medical, permission / waiver, job application)

can be filled out in class or for homework. This section

can also be used for assessment tasks.


1. You should use a black or blue pen that

doesn’t smudge. You shouldn’t use a pencil.

2. You may need your driver’s license, passport

number, weight, height, phone number, address,

emergency contacts, and or references.

3. A “waiver” is a type of permission form in which you

give up a right or requirement. You also promise not

to take legal action against a person or organization

in the case of damage or injury.

4. The abbreviations for the days of the week are:

Mon, Tue/Tues, Wed/Weds, Thu/Thurs, Fri, Sat, Sun.

SPELLING NOTES:

This lesson shows the American spelling of the words License,

Millimeter, Centimeter, Meter, Kilometer, Checking (account),

and Practice. Most other English-speaking countries spell these

words this way: Licence, Millimetre, Centimetre, Metre, Kilometre,

Chequing (account), and Practise (when used as a verb; Practice

when used as a noun). Make it a challenge for your students

to find these words in the lesson and see if they know the

alternate spellings.


19


Writing in English




title

spouse

N/A

cross out

waiver

caps

legible

cursive

transit

witness


20

Writing in English

How to Use a Comma

Lesson Objective

Commas are small, important punctuation marks that are commonly

misused. In this lesson, you will learn how to use commas correctly.

You’ll also learn some common errors that writers make with commas.

Let’s start by searching for sentences with commas! How many different

types of commas can you find?

Warm-Up

A. Writing

Search for three sentences that have at least one comma each.

Copy the sentences in the space provided. Search in books or

other printed material in your classroom, hallway, or neighborhood.

1.

2.

3.

Compare your commas with the commas your classmates found.

Are they used in the same way or in different ways?

Copyright 2019, Red River Press Inc. For use by ESL Library members only. (INT / VERSION 2.0) 1

How to Use a Comma

Writing in English

Warm-Up cont.



1.

punctuation

a)

necessary, important

2.

series

b)

specifying (one specific thing or person)

3.

conjunction

c)

a mark used to make the written word clear to the reader

4.

essential

d)

part of a sentence that cannot stand alone

5.

coordinate (adjective)

e)

a part of speech used to join two parts of a sentence

6.

restrictive

f)

part of a sentence that can stand alone (has a subject and a verb)

7.

tag question

g)

a question added at the end of a statement for clarification

8.

independent clause

h)

the first line in a letter that addresses the recipient

9.

dependent clause

i)

going together, being equal

10.

salutation

j)

related items that go one after the other

The 3 Main Uses for Commas

Here are three of the main reasons for using a comma:

Use

Example

A To separate items in a series I drive a big, old, pink truck.

B

To join two complete thoughts (with a conjunction)

The sky is blue, but there

is a mean cloud overhead.

C

To set off introductory or non‐essential information

On my way to school,

I bumped into my crazy cousin.

Now let’s look at each type in more detail.


How to Use a Comma

Writing in English

The 3 Main Uses for Commas cont.

A. To separate items in a series

Use commas to separate a series of items that

are the same part of speech (nouns, verbs, adjectives).

• We had turkey, potatoes,* and peas for dinner.

• My friend jogs, swims, and rides his bike every day.

• We have to buy groceries,

make dinner, and eat a meal.

• She loves her big, bulky, wool sweater.

Task 1

Write three sentences that use commas in a list.

Use adjectives with the correct order in at least

one of your sentences.

1.

2.

*Note:

The comma before the final item (, and)

in a series is called an Oxford comma,

series comma, or serial comma.

Some style guides leave this comma out.

Ask your teacher if he/she wants you to

use a comma before and in a series.

Coordinate Adjectives

Be careful when using coordinate adjectives together.

They need to be placed in a natural order: opinion,

size, age, shape, color, origin, material, purpose.

• They bought a shiny, new, European car.

(opinion, opinion, origin)

• Kelly has your curly, red hair.

(opinion, color)

• He owns two ugly, leather jackets.

(opinion, material)

Your sentence will sound funny to native English

speakers if you don’t use coordinate adjectives in the

correct order before a noun. Try to remember this

memory trick: OSASCOMP.

Non-Coordinate Adjectives

3.

Some adjectives are non‐coordinate adjectives.

Non-coordinate adjectives need to be in a specific

position to make sense. Do not use a comma

between these types of adjectives.

• I have a dark green van.

The shade defines the color and must be

directly in front of it. No comma is used.

• They have a cute black lab.

“Black lab” is short for “black labrador,”

which is a type of dog.


How to Use a Comma

Writing in English


B. To join two complete thoughts

In English, a complete thought is called an independent clause.

You can combine independent clauses by using a comma and

a coordinating conjunction (for, and, nor, but, or, yet, so).

Examples

# Independent Clauses Combined Sentence

1 The sky is blue. There is a dark cloud overhead. The sky is blue, but there is a dark cloud overhead.

2 I love red. My front door is red. I love red, so my front door is red.

3 We have a dog. She thinks she’s a cat. We have a dog, but she thinks she’s a cat.

4 It’s a long drive. The radio is broken. It’s a long drive, and the radio is broken.

5 I’m only 22. I own a house. I’m only 22, yet I own a house.

Comma Splices

The comma and conjunction must go together. If you

forget the conjunction, you create a comma splice.

The sky is blue, there is a dark cloud overhead.

The sky is blue, but there is a dark cloud overhead.

Task 2

Are the following examples of comma splices?

Write Y for yes or N for no.

1. She’s 44 years old, but she acts 22.

2. We’ll go out for dinner, we’ll have sushi.

3. I’m so thirsty so I need a glass of water.

Memory Trick

The word fanboys can help you

remember the coordinating conjunctions

(for, and, nor, but, or, yet, so).

4. The market had red,

green and yellow peppers.

5. Before we go out,

let’s turn off the lights.

6. We’re buying a farm,

we’re moving to the country.


How to Use a Comma

Writing in English


C. To set off introductory and non-essential information

A comma is also used to set off introductory and non-essential clauses.

Examples

# Sentence Set-Off Clause

1 When you come to my house, bring a pillow.* introductory

2 The house I grew up in, which is 100 years old, is on the lake.** non-essential

3 After it rained, we had a picnic. introductory

4 Next, add one cup of water. introductory

5 By the time we get there, the kids will be asleep. introductory

6 To keep the place tidy, we created a cleaning schedule. introductory

7 Under the dining room table, you’ll see the box of decorations. introductory

8 My grandmother, who tells bad jokes at the table, loves that show. non-essential

9 Ben Buckwold, the CEO of ESL Library, will be at the conference. non-essential

*Note:

INTRODUCTORY CLAUSES

Notice that the information before the comma is not a

complete thought. It can’t stand alone as a sentence.

**Note:

NON-ESSENTIAL CLAUSES

Notice that the information between the

commas can be removed without affecting

the understanding of the sentence.

• The house I grew up in is on the lake.

Grammar books call this non-essential information

a “non-restrictive clause.” These clauses often begin

with a pronoun such as who, which, or whose.


How to Use a Comma

Writing in English


C. To set off introductory and non-essential information cont.

Exception #1

You do not use a comma if the independent

clause (complete thought) comes first.

We had a picnic, after it rained.

We had a picnic after it rained.

Exception #2

If information is key to identifying which person

or thing you are referring to, do not use commas.

• My grandmother who tells bad

jokes at the table loves that show.

By removing the commas the writer is able to

identify exactly which grandmother she is referring

to. The writer may be specifying that she does not

mean her other grandmother who is always polite

at the table. Grammar books call this essential

information a “restrictive clause.”

Task 3

Add any missing commas to the sentences below.

1. Beside the bed you’ll see a suitcase.

2. To pass the time we played cards and board games.

3. His sister who is much older than we are took many naps.

4. We’ll go to the beach if the sun comes out.

5. If you finish your work by 4:00 pm you can go home early.


How to Use a Comma

Writing in English


D. Review

Identify which purpose from pages 2–6 the commas are used for.

Write the letter (A, B, or C) on the line.

Purposes

A. to separate items in a series

B. to join two complete thoughts with a conjunction

C. to set off information or non-essential information

1. Don’t forget to pick up your brother, phone your aunt, and buy your dad a birthday gift.

2. The children were hungry, so they fell asleep on the couch.

3. In the morning, empty the dishwasher.

4. My sister, whose boyfriend is half her age, is getting married.

5. After you do your homework, take out the trash.

6. I want to call the doctor, but it’s after hours now.

7. The Smiths, who have been our neighbors for eight years, are moving.

8. My math mark, which is higher than I expected, is not high enough for the program.

9. My husband bought a beautiful, antique, leather sofa for our living room.

10. First, stir the egg and the milk together.


How to Use a Comma

Writing in English

Additional Uses for Commas

A comma is also used for a few other reasons:

Reason

To separate information in dates,

addresses, and large numbers

To indicate a natural pause

To express contrast

To directly address someone

To mark off a direct question

To begin and close a letter

Examples

• I live in Dallas, Texas.

• I was born on September 7, 1979.

• Over 100,000* people were affected.

• You live on the corner, right? (tag question)

• Call me back before next Wednesday, please.

• We went swimming, not skating.

• Butter is required, never margarine.

• Your response is too late, Lesley.

• Mindy, it was great to hear from you.

• Hi, friends!

• She said, “Do it yourself.”

• After the game, Henri said, “I’m through with baseball.”

• Dear Elena,**

• Sincerely, Mom

*Note:

**Note:

Most style guides recommend commas after three

digits, starting from the right (e.g., 2,500, 25,000,

250,000). It is acceptable to eliminate the comma

in four-digit numbers (e.g., 1000 or 1,000).

A colon may also be used after a salutation.

• Dear Elena:


How to Use a Comma

Writing in English

Additional Uses for Commas cont.

Rule of Thumb

WHEN IN DOUBT, LEAVE IT OUT.

It’s important to learn punctuation rules, but don’t be surprised if you

notice commas missing in print. Commas are slowly disappearing from

informal writing. Many authors and journalists are using fewer commas too.

Task 4

Write five example sentences based on what you learned on page 8.

Present a variety of comma uses.

1.

2.

3.

4.

5.


How to Use a Comma

Writing in English

Common Comma Errors

English learners aren’t the only ones who make errors with commas.

Native English writers make mistakes with commas too.

You have already learned about the comma splice.

Here are some other common errors to watch out for.

# Common Error Examples (with correction)

1 Using a comma before “that”

The letters on the table, that are ready to send, need stamps.

The letters on the table that are ready to send need stamps.

2

3

4

5

6

Using a comma and conjunction

before a dependent clause

Using a comma between

a compound subject

Using a comma before identifying

something or someone

Using one comma instead of

two for non-essential clauses

Using a comma between

an adverb and an adjective

Let’s drop off the kids, before we go to the movies.

Let’s drop off the kids before we go to the movies.

Angelina, and Maria went shopping at the mall.

Angelina and Maria went shopping at the mall.

I’m reading the book, The Hunger Games for school.

I’m reading the book The Hunger Games for school.

CEO, Ben Buckwold, will be at the conference.

CEO Ben Buckwold will be at the conference.*

My grandparents, whose home is

worth a million dollars won the lottery.

My grandparents, whose home is

worth a million dollars, won the lottery.

We received a really, large bill today.

We received a really large bill today.

*Note:

The person’s name is essential information here.

The sentence would not make sense without the name.


How to Use a Comma

Writing in English

Common Comma Errors cont.

Task 5

Circle the error(s) in each sentence below and make the necessary corrections.

1. Don’t eat a big snack, before we go out to dinner.

2. The cookies, that are starting to burn, need to come out of the oven.

3. President, Barack Obama, is from Hawaii.

4. Your half cousin, whose first car was a Jaguar just bought a yacht.

5. Juan, and Tomoko went out for lunch.

6. We pick strawberries, whenever my aunt visits.

7. Our friends have some adorable, Siamese, kittens.

8. I bought a very, big, watermelon.

9. Approximately 3,0000 shipments went missing.

10. The day is young, there is still lots to do.


How to Use a Comma

Writing in English

Editing Challenge

COMMON COMMA ERRORS

Write eight sentences containing common comma errors.

Challenge a partner to spot and correct the errors.

Include some tricky ones.

# Incorrect Correct

1

2

3

4

5

6

7

8


How to Use a Comma

Writing in English




1. What are the three main uses of a comma?

2. Which pronouns are often used in non-restrictive clauses?

3. Why should you put a comma after “First” in a set of instructions?

4. Where does the comma(s) belong in this number? 245000000

5. Which part of speech is used with a comma to join two

independent clauses? Give some examples of this part of speech.

6. What type of punctuation goes after a salutation?

A Checklist

CHECKING YOUR COMMA USE

Look at all of the commas in your writing. Are they necessary?

Look at the numbers in your writing. Do they require commas?

Review the introductory phrases in your writing.

Do commas appear after them?

Did you remove any unnecessary commas?

(Check for restrictive clauses and non-coordinate adjectives.)

Writing Challenge

25 COMMAS

In your notebook, write a fictional story using as many commas as

you can. Try to include at least 25 commas. Make sure to use a good

balance of commas, including commas that appear in a series, commas

that require a conjunction to join two complete thoughts, and commas

that set off introductory or non-essential information.

Have a partner check your comma use.

How many commas did you use? Did you use them all correctly?


How to Use a Comma

Writing in English

Answer Key

NOTE:

LESSON DESCRIPTION:

LEVEL: Int

For other interesting notes on

In this lesson, students learn the three

TIME:

2 hours

punctuation use, visit our blog

and search for “punctuation.”

http://blog.esllibrary.com

main uses of a comma as well as some

additional uses. They also learn some of

the most common errors writers make

with commas. Students practice spotting

TAGS:

writing, punctuation,

comma, commas,

clauses, conjunctions

and correcting errors. Includes a writing

and editing challenge.

Lesson Objective

The 3 Main Uses for Commas

Review the lesson objective with your students,

and make sure they understand what a comma is.

Warm-Up

A. WRITING

Give your students some time to hunt for commas in a certain

location. This could be a school hallway, a library, or even a web

search. Which student came up with the most original examples?

Alternatively, you could send students out on a comma hunt.

How many can they find in their school or neighborhood?

Review the three main uses for commas and have the students

try the tasks. Note that there are many more uses of commas, and

different instructional materials may present up to eight main uses.

A. TO SEPARATE ITEMS IN A SERIES

Task 1

Individual answers.

B. TO JOIN TWO COMPLETE THOUGHTS

Task 2


Print copies of page 17 and cut out the strips, or have


1. c 3. e 5. i

7. g

2. j

4. a 6. b 8. f

9. d

10. h

1. N

2. Y

3. N – but requires a comma before so

4. N – a comma before and would be optional

5. N

6. Y



How to Use a Comma

Writing in English

Answer Key cont.


Common Comma Errors

C. TO SET OFF INTRODUCTORY AND

NON-ESSENTIAL INFORMATION

Task 3

1. Beside the bed, you’ll see a suitcase.

2. To pass the time, we played cards and board games.

3. His sister, who is much older than we are, took many naps.

4. We’ll go to the beach if the sun comes out.

5. If you finish your work by 4:00 pm, you can go home early.

D. REVIEW

1. A

2. B

3. C

4. C

5. C

6. B

7. C

8. C

9. A

10. C

Additional Uses for Commas

Go over some other uses of commas.

Task 4

Individual answers.

Go over some common comma errors.

Task 5

1. Don’t eat a big snack before we go out to dinner.

2. The cookies that are starting to burn

need to come out of the oven.

3. President Barack Obama is from Hawaii.

4. Your half cousin, whose first car

was a Jaguar, just bought a yacht.

5. Juan and Tomoko went out for lunch.

6. We pick strawberries whenever my aunt visits.

7. Our friends have some adorable Siamese kittens.

8. I bought a very big watermelon.

9. Approximately 30,000 shipments went missing.

10. The day is young, and there is still lots to do. /

The day is young; there is still lots to do. /

The day is young. There is still lots to do.

Editing Challenge

Check to make sure students aren’t teaching each other incorrect

usage. You may want to get your students to show you the correct

version of their peer challenge before they challenge a partner to

spot the errors.



How to Use a Comma

Writing in English

Answer Key cont.


1. The three main uses of a comma are to separate items in a

series, to join two complete thoughts (with a conjunction),

and to set off introductory and non-essential information.

2. Pronouns that are often used in non-restrictive

clauses are who, whose, and which.

3. You should put a comma after “First” in a set of

instructions because this is an introductory word.

4. 245,000,000

5. A conjunction is used between two

independent clauses (for, and, nor, but, or, yet, so).

6. Acomma or colon goes after a salutation.

Writing Challenge

Why not take this challenge along with your students? Students may

be more likely to share their writing if the teacher participates and

shares. You may want to time this challenge with Punctuation Day

(September 24). Your students may ask you for a topic.

Here’s one: A recipe that went wrong.

SPELLING NOTE:

This lesson shows the American spelling of the words

Neighborhood, Neighbors, and Color. Most other English-speaking

countries spell these words this way: Neighbourhood, Neighbours,

and Colour. Make it a challenge for your students to find these

words in the lesson and see if they know the alternate spellings.

EDITOR’S NOTES:

For more examples and information about

commas used with adjectives in a series, see:

• Adjectives Grammar Lesson


• Adjective Order and Punctuation

http://blog.esllibrary.com/2013/03/07/adjective-order-andpunctuation/

• How to Write a Descriptive Paragraph


For more examples of commas used

to join clauses with conjunctions, see:

• Commas in Independent and Dependent Clauses

http://blog.esllibrary.com/2015/01/15/commas-inindependent-dependent-clauses/

For more examples of commas used

with introductory phrases, see:

• Comma Confusion: Greetings, Introductions, and Birthdays

http://blog.esllibrary.com/2016/03/16/comma-confusiongreeting-birthday/


How to Use a Comma

Writing in English




punctuation

series

conjunction

essential

coordinate

restrictive

tag question

independent clause

dependent clause

salutation


Writing in English

How to Use

an Apostrophe

Lesson Objective

Apostrophes may be small, but they are important punctuation marks.

In this lesson, you will learn how to use an apostrophe correctly. You’ll also

learn some common errors that learners and native speakers make with

apostrophes. Let’s start by going on an apostrophe hunt. How many

apostrophes can you find?

Warm-Up

A. Writing

1. Fill in the blanks below to make a list of words that you find

while looking for apostrophes. Your teacher will give you a

location and a set an amount of time to search. Go!

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

2. Compare your list with your classmates’ lists.

How many words did you find that others didn’t have?

Copyright 2018, Red River Press Inc. For use by ESL Library members only. (INT / VERSION 3.0)

1

How to Use an Apostrophe

Writing in English

Warm-Up cont.


Match these words to the correct definitions.

1.

let’s

a)

use one instead of another

2.

possession

b)

the other way around

3.

contraction

c)

short for “let us,” used for making a suggestion

4.

abbreviated

d)

to avoid confusion

5.

vice versa

e)

shortened

6.

substitute

f)

leave out, not use

7.

identical

g)

considered together with the surrounding words

8.

for (the sake of) clarity

h)

the exact same

9.

omit

i)

a shorter version

10.

in context

j)

ownership

The Two Main Uses for Apostrophes

There are two main reasons for using an apostrophe:

To Show Possession

• My mom’s hair is brown.

(The hair belongs to my mom.)

To Form a Contraction

(an abbreviated form of a word, informal)

• I’m on my way home. (I am)


2


Writing in English

The Two Main Uses for Apostrophes cont.

A. To Show Possession

Rule

Examples

Singular Noun

Plural Noun

(ending in s)

Plural Noun

(not ending in s)

Add ‘s.

Add an apostrophe after s.

Add ‘s (just as you would

for a singular noun).

• the man’s car

• my dad’s brother

• Lisa’s homework

• Chris’s pen

• the sun’s rays

• Tokyo’s school system

• the dogs’ leashes

(more than one dog)

• the Smiths’ cottage

(members of a family with

the last name “Smith”)

• the teachers’ room

(many teachers share the room)

• men’s clothing

• mice’s cage

• people’s dreams

Task 1

Write five sentences that use apostrophes to show possession of a noun.

Be sure to write sentences for singular nouns as well as plural nouns.

Use examples that end in s and don’t end in s.

1.

2.

3.

4.

5.


3


Writing in English


B. To Form a Contraction

In speaking, we use many contractions to shorten words and sentences.

In informal writing or transcripts/dialogues, you will notice many

contractions. Here are some of the most common contractions in English.

Word(s) Contraction

is ’s

has ’s

are

’re

would ’d

Examples:

• I cannot sleep. I can’t sleep.

• We have come for dinner. We’ve come for dinner.

• It is not time to go yet. It’s not time to go yet. / It isn’t time to go yet.

• Who is coming to the party? Who’s coming to the party?

• I would buy that car if I were you. I’d buy that car if I were you.

had ’d

have

will

not

of

madam

will not

’ve

’ll

n’t

o’

(very informal)

ma’am

won’t

Note #1

The contraction it’s may mean “it has” or “it is.” The contraction ’d

may mean “had” or “would.” Look at the word in context to figure out

which two words are being used.

• It’s dark out. Please come inside. (It is)

• It’s been three hours since they left. (It has)

• I’d like a coffee. (I would)

• I’d better call my mom. (I had)

Note #2

Be careful with the contraction ’s for “is” in front of a noun.

This structure is very informal and can also cause confusion.

• The dog’s home.

For clarity, it’s better to write “The dog is home” so

people know you don’t mean “The home of the dog.”


4


Writing in English


B. To Form a Contraction cont.

Task 2

Form a contraction for each of the following and write an example sentence.

# Words Contraction Sentence

1 who is

2 cannot

3 he would

4 they have

5 we are

6 you had

7 I am

8 should not

9 will not

10 could have

Note:

Remember that contractions are informal. In formal writing,

such as essays or business letters, avoid using too many contractions.


5


Writing in English

Common Apostrophe Errors

English learners aren’t the only ones who make errors with apostrophes.

People whose first language is English (teachers and writers included)

also make these mistakes. Many writing errors are made subconsciously.

Writers may know the rule, but they type or write the word as it sounds

without thinking about the apostrophe. Here are some common cases

to watch out for. Careful proofreading can reduce these common errors.

A. It’s Vs. Its

One of the most common apostrophe errors people

make is writing “it’s” instead of “its” (or vice versa).

If you can substitute “it is” or “it has,” use “it’s.”

• It’s a nice day outside. (it is)

• It’s been a nice summer. (it has)

If you can’t, you need the possessive pronoun “its.”

There is no such word as “its’.”

• The dog licked its paws.

Task 3

Complete the following sentences using “its” or “it’s.”

1. I like the color of fur.

2. already six o’clock.

3. Why don’t you check collar?

4. I think going to rain tomorrow.

5. This city is known for tulip festival.

6. got to be here somewhere.

7. quarter to four.


6


Writing in English

Common Apostrophe Errors cont.

B. Words Ending in s

Many people accidentally add an apostrophe to

words ending in the letter s when one is not needed.

There are three door's to this house.

There are three doors to this house.

The dog’s barked at the mailman.

The dogs barked at the mailman.

The weather man say’s it’s going to be cold.

The weather man says it’s going to be cold.

The apple’s are on sale.*

The apples are on sale.

*Note:

This error is sometimes referred to as the

“grocers’ apostrophe.” Watch for incorrect

apostrophes on signs in grocery stores!

Task 4

Circle the error(s) in each sentence below and make the necessary correction.

1. It’s a busy house because there are three cat’s and two dogs.

2. My husband is working day’s, not nights, this week.

3. Jerry’s grandpa fly’s here on Wednesday’s.

4. Are your parent’s vegetarian’s, Anna?

5. Sarah’s frog’s need a bigger aquarium.

6. Adrian’s dad said that the carrot’s are on sale this week.

7. My father’s restaurant has great fish and chip’s.


7


Writing in English


C. Who’s Vs. Whose

The word “who’s” is a contraction of “who is.” Many people mix it up

with the pronoun “whose” because of the identical pronunciation.

If you can substitute “who is,” use “who’s” in informal situations.

• Who’s coming to the party? (who is)

If you can’t substitute “who is,” you need the word “whose.”

• Whose shirt is this?

Task 5

Write three sentences using “who’s” and three sentences using “whose.”

Write one sentence using both “who’s” and “whose.”

1.

2.

3.

4.

5.

6.

7.


8


Writing in English


D. Possession of Nouns Ending in s

To show possession of a plural noun that

ends in s, the apostrophe goes after the s.

• The nurses’ charts got all mixed up.

(two or more nurses)

• The cats’ beds need to be vacuumed.

(two or more cats)

In cases when a plural noun does not end in s,

the apostrophe goes before the s.

• The children’s toys are all over the floor.

• The men’s washroom is on your right.

• The students’ goals were not met.

(two or more students)

• It’s ladies’ night at the nightclub.

(the word “ladies” is already plural)

Task 6

Circle the error(s) in each sentence below and make the necessary correction.

1. We have three cats. The cats litter box is in the basement.

2. All of the teachers went to the restaurant. The teachers bill was over five hundred dollars.

3. It’s lady’s night at the bowling hall.

4. The kids rooms are very messy right now.

5. The boxes labels are mixed up.

6. The last time I saw Dr. Jones, he was at the nurses station.

7. The childrens book section is on the third floor.


9


Writing in English


E. You’re Vs. Your

The word “you’re” is a contraction of “you are.” Many people

incorrectly use it for “your” because of the identical pronunciation.

If you can substitute “you are,” use “you’re.”

• You’re coming with us, right? (you are)

If you can’t substitute “you are,” you need the word “your”

(possessive pronoun). “Your” is always followed by a noun.

• Where is your pen?

Task 7

Complete the sentences below using “you’re” or “your.”

1. Where have you put passport?

2. going to the concert, aren’t you?

3. clean laundry is folded in the basket.

4. Why don’t you invite some of friends?

5. Tell boss sick!

6. Where you do you think going?

7. This is not decision.


10


Writing in English


F. They’re / Their / There

The word “they’re” is the contraction of

“they are.” Many people incorrectly write “their”

or “there” when they mean “they’re” because of

the identical pronunciation.

Task 8

Circle the error(s) in each sentence below

and make the necessary correction.

1. I have there phone number in my purse.

If you can substitute “they are,” use “they’re.”

• They’re going downtown today. (they are)

To show possession, use “their.”

“Their” is always followed by a noun.

• Their house is for sale!

• I wonder where their car is.

In a short, positive response,

do not respond with a contraction.

• Is there any water in the fridge?

Yes, there is.

Yes, there’s.

No, there is not.

No, there isn’t.

2. There’re a few crackers left in the box.

3. Do you know if their coming for dinner or not?

4. I won’t buy there products anymore.

5. A: Is there an onion in the fridge?

B: Yes, there’s.

6. Have you been swimming in they’re pool yet?

Tip #1

Do not contract any short positive response.

7. Their is a snake in the garden!

Tip #2

There is no such word as “there’re”

(because it would be too difficult to pronounce).

8. A: Is he their?

B: Yes, he’s.


11


Writing in English


G. Apostrophes with Pronouns

Apostrophes are NOT used with possessive

adjectives. The words my, your, his, her, its,

our, and their already show possession.

Apostrophes are used with indefinite pronouns.

The words one, anyone, anybody, everyone,

everybody, no one, and nobody can be possessive:

Let’s go to his’ house.

Let’s go to his house.

• Everyone’s dogs were well behaved.

• No one’s homework was checked.

Apostrophes are also NOT used with possessive

pronouns. The words mine, yours, his, hers, ours,

and theirs already show possession.

This book is your’s.

This book is yours.

In sentences with “else,” the ‘s goes after the word “else.”

• Why is everybody else’s phone working?

• I’ll check someone else’s work first.

Task 9

Use an or a to indicate whether

the sentence is correct or incorrect:

# Sentence or ?

1 I introduced Juan to his’ girlfriend.

2 The dog chewed on it’s leash.

3 Is anybody elses screen frozen?

4 Why is nobody’s work completed?

5 Everyones kids got along well together.

6 I think this is your’s water bottle.

7 Is this chair our’s or theirs?


12


Writing in English


H. Plural Nouns Ending in ies

People often accidentally write ‘s instead

of ies when spelling a plural noun .

Hint:

He has three company’s.

He has three companies.

We invited a few family’s to join us for dinner.

We invited a few families to join us for dinner.

Write the plural form first before you try to

form the possessive of a tricky word like this:

• the plural of family = families

• the families’ tents got soaked.

Task 10

Write two sentences for each word in the list.

The first sentence should use the word in a plural form.

The second sentence should use the word in a possessive form (plural or singular).

Word List:

• company

• family

• butterfly

1.

2.

3.

4.

5.

6.


13


Writing in English

Reference

A. Apostrophes with Names

Names can be tricky when it comes to apostrophe use.

Review these rules regularly to make sure you know how

and when to use apostrophes with first and last names.

Apostrophes with first names ending in s

When a first name ends in s and you want to show possession, add ’s.

First Name

Chris

Mavis

Example

Where are Chris’s socks?

Mavis’s dream is to become a movie star.

Note:

Some teachers, editors,

and style guides may suggest

omitting the second s.

No apostrophe when referring to two

or more people with the same name

When you want to refer to two or more people with the same name, add s.

• There are two Lisas in my class.

• Are both Alexanders coming to the party?


14


Writing in English

Reference cont.

A. Apostrophes with Names cont.

Apostrophes with last names

When a last name doesn’t end in s, but you want to talk about possession

in relation to family members (plural), add an apostrophe after the s.

Last Name

Smith

Wallace

Example

The Smiths’ car was broken into last night.

Are you coming to the Wallaces’ for dinner?

(the Wallaces’ house)

Apostrophes with last names ending in s, ch, or z

Now things get really tricky. First, you must learn the

rule about pluralizing last names that end in s, ch, or z.

Because these words are tricky to pronounce as plurals, an “es” is added

to make them plural. When a last name ends in s, ch, or z (e.g., Jones),

and you want to show plural possession, add es’.

Last Name Plural Plural Possessive

Jones Joneses Joneses’

Sanchez Sanchezes Sanchezes’

Church Churches Churches’

• Did the Joneses’ roof leak?

• Welcome to the Churches’ household.


15


Writing in English

Reference cont.

B. Apostrophes with Numbers & Letters

Forming contractions and showing possession are the two main uses

of apostrophes. Apostrophes may also be used with numbers and letters.

Different style guides have different rules about whether or not to

use apostrophes with numbers and letters. The current trend is to omit

apostrophes, but some writers choose to use them for the sake of clarity.

Here are some ways you may see them used.

Examples

Notes

Time

Years

Plural Numbers

Letters

• It’s five o’clock.

• We need one day’s notice.

• She owes me two weeks’ pay.

• I have ten years’ experience.

• We’ll respond in a few days’ time.

• I was born in the 1970s.

• The ’30s were difficult times.

• She was holding four 7’s.

• I have two red 3’s.

• They both have 2’s on

the back of their shirts.

• They walked out in twos and threes.

• You must learn your ABCs.

• He had mainly As on his report card.

• Don’t forget to cross

your t’s and dot your i’s.

The apostrophe goes before the s for a

single reference (one day’s, one week’s),

and after the s for a plural reference

(two weeks’, three years’).

The trend is to eliminate this

unnecessary apostrophe:

1930s, not 1930’s; ’30s, not ’30’s.

Many style guides recommend not

using this apostrophe. Others feel it

is necessary for clarity.

When a plural number is spelled out,

apostrophes aren’t usually used.

The trend is to avoid using apostrophes

with capital letters, though some style

guides suggest including them for clarity.

Most style guides recommend using

apostrophes with lowercase letters for

the sake of clarity.


16


Writing in English

Reference cont.

C. Apostrophes with Compound Nouns, Hyphenated Nouns & Two Nouns

Here are a few more tricky rules to remember

when it comes to forming the possessive with nouns:

Hyphenated &

compound nouns

Two nouns with

joint ownership

Two nouns without

joint ownership

Examples

• your sister-in-law’s house

• his ex-wife’s kids

• the Toronto School Board’s rules

• Lisa and John’s house

• the First Lady and President

Obama’s book

• Andy’s and Ella’s outfits were cute.

(they have different outfits)

• President Clinton’s and President

Obama’s wives were in attendance.

Notes

The ’s goes at the end of the

hyphenated or compound noun.

The ’s is only necessary

on the second noun.

—

Review

Identify whether the apostrophe is used to show possession or a contraction.

1. Who’s going to help me?

2. I need Charles’s phone number.

3. It’s on the kitchen counter.

4. The Joneses’ driveway is freshly paved.

5. You’d better ask your father.

6. I’m never going to finish this work.

7. We shouldn’t have bothered you.

8. Why is Lindsay’s husband here?

9. My mom’s coming home soon.


17


Writing in English

Editing Challenge

COMMON APOSTROPHE ERRORS

Write eight sentences containing common apostrophe errors.

Challenge a partner to spot and correct the errors.

Include some tricky ones with first and last names.

# My Incorrect Sentence My Partner’s Correction

1

2

3

4

5

6

7

8


18


Writing in English



questions based on the lesson so far.

1. What are the two main uses of an apostrophe?

2. What common error do people make with “who’s” and “whose”?

3. What does “its” mean?

4. Why does it make sense to write t’s and i’s instead of ts and is?

5. How do you form the plural of a last name ending in s, ch, or z?

6. In what situation might “Johns” be a plural first name?

7. Why should a restaurant sign say “ladies’ night”

instead of “lady’s night” or “ladies night”?

A Checklist

CHECKING YOUR APOSTROPHE USE

Look at all of the apostrophes in your writing. Are they necessary?

Look at the names in your writing. Do they require apostrophes?

Review the contractions you used in your writing.

Is your writing too informal?

Look at any numbers or dates used in your writing.

Did you use apostrophes correctly?


19


Writing in English

Writing Challenge

25 APOSTROPHES

Write a fictional story using as many apostrophes as you can. Try to

include at least 25 apostrophes. Make sure to use a good balance of

apostrophes, including apostrophes that show possession and form

contractions and apostrophes for singular and plural nouns and names.

Have a partner check your apostrophe use.

How many apostrophes did you use?


20


Writing in English

Answer Key

NOTE:

LESSON DESCRIPTION:

LEVEL: Int

For other interesting notes on

In this lesson, students learn the two main uses of an apostrophe.

TAGS:

writing, punctuation,

apostrophe use, visit our blog

They also learn some of the most common errors writers make with

apostrophe,

and search for “apostrophe.”

apostrophes. Students learn to spot and correct errors. Includes a

apostrophes

http://blog.esllibrary.com

writing and editing challenge.

Lesson Objective

TASK 2

Review the lesson objective with your students and make sure they

understand what an apostrophe is. Challenge them to say and spell

this tricky word too.

Warm-Up

A. WRITING

Answers will vary for sentences.

1. who’s

5. we’re

2. can’t

6. you’d

3. he’d

7. I’m

4. they’ve

8. shouldn’t

Common Apostrophe Errors

9. won’t

10. could’ve

Give your students some time to hunt for apostrophes in a certain



Alternatively, you could send students out on an apostrophe hunt.

TASK 3

1. its

2. It’s

3. its

4. it’s

5. its

6. It’s

7. It’s

How many can they find in a store or in their neighborhood?

TASK 4




1. c

2. j

3. i

4. e

5. b

6. a

7. h

8. d

9. f

10. g

The Two Main Uses for Apostrophes

1. cat’s (cats)

2. day’s (days)

3. fly’s (flies)

Wednesday’s

(Wednesdays)

TASK 5

Answers will vary.

4. parent’s (parents)

vegetarian’s (vegetarians)

5. frog’s (frogs)

6. carrot’s (carrots)

7. chip’s (chips)

Review the two main uses for apostrophes

and have the students try the tasks.

TASK 1

Answers will vary.

TASK 6

1. cats litter box (cats’)

2. teacher’s bill (teachers’)

3. lady’s night (ladies’)

4. kids rooms (kids’)

5. boxes labels (boxes’)

6. nurses station (nurses’)

7. childrens book section

(children’s)



21


Writing in English

Answer Key cont.



TASK 7

1. your 3. Your 5. your, 6. you’re

2. You’re 4. your

you’re 7. your

TASK 8

1. there (their)

5. there’s (there is)

2. There’re (There are) 6. they’re (their)

3. their (they’re)

7. Their (There)

4. there (their)

8. their (there), he’s (he is)

TASK 9

1. 2. 3. 4. 5. 6. 7.

TASK 10

companies, families, butterflies

Individual answers for sentences.

Review

1. contraction 4. possession 7. contraction

2. possession 5. contraction 8. possession

3. contraction 6. contraction 9. contraction

1. The two main uses of an apostrophe are to

indicate possession and to form a contraction.

2. People mistakenly write “who’s” when

they are referring to the possessive form.

3. The word “its” is a possessive adjective

meaning that an object belongs to something.

4. It makes sense to write t’s and i’s instead of

ts and is to avoid confusion with the word “is.”

5. You form the plural of a last name

ending in s, ch, or z by adding es.

6. The word “Johns” might be a plural first name if you

are referring to two or more people with that name.

7. A restaurant sign should say “ladies’ night” instead of “lady’s

night” or “ladies night” because the word “ladies” is the plural

form and ladies’ is the possessive form that shows that the

night belongs to the ladies (usually ladies will pay cheaper

prices on such a night).

Writing Challenge

Why not take this challenge with your students? Students may be

more likely to share their writing if the teacher participates and

shares. After students have completed their writing, have them

go through the checklist on page 19.

Editing Challenge

Check to make sure students aren’t teaching each other incorrect

usage. You may want to correct your students’ work before they

challenge a partner to spot the errors.


22


Writing in English




let’s

possession

contraction

abbreviated

vice versa

substitute

identical

for the sake of clarity

omit

in context


23

Writing in English

How to Write a

Compound Sentence

Lesson Objective

In this lesson, you will learn how to write a compound sentence

using independent clauses and coordinating conjunctions. You

will also learn how to use a semicolon, a colon, and an em dash.

Lastly, you will learn how NOT to use a comma. Let’s begin!

Warm-Up

A. Writing

1. Write a sentence with the word “but.”

2. Write a sentence with the word “so.”

3. Write a sentence with the word “and.”

4. Now read your sentences with a partner.

See if each sentence can easily be split into two sentences.


How to Write a Compound Sentence

Writing in English

Warm-Up cont.



1.

compound sentence

a)

a sentence that contains two or more independent clauses

2.

coordinating conjunction

b)

a helping verb that creates tense, mood, or voice (e.g., do, have)

3.

4.

acronym

independent clause

c)

d)

to switch around

an abbreviation from the first letters of

a few words, pronounced as a single word

5.

auxiliary verb

e)

part of a sentence that can exist by itself, has a subject and predicate

6.

reverse

f)

a punctuation mark that looks like this [:]

7.

semicolon

g)

a small joining word that can connect independent clauses

8.

colon

h)

a punctuation mark that looks like this [;]

9.

10.

11.

em dash

comma splice

compound noun

i)

j)

k)

a punctuation mark that looks like this [—]

a noun made of two or more words (e.g., hairstyle, swimming pool)

a writing error made by fusing independent clauses incorrectly

with a comma instead of an acceptable punctuation mark

Three Ways to Write a Compound Sentence

A compound sentence has at least two independent clauses.

An independent clause has a subject and predicate and can stand

on its own. An independent clause is NOT dependent on other parts

of the sentence. There are three ways to write a compound sentence:

with a coordinating conjunction

• I like going to the movies,

and I’m going tonight.

with a semicolon

• I like going to the movies;

I’m going tonight.

with a colon or em dash

• I like going to the movies:


• I like going to the movies—


Let’s look at each way in more detail.



Writing in English

Three Ways to Write a Compound Sentence cont.

A. Coordinating Conjunctions

The most common way to write a compound sentence is with a

coordinating conjunction. In a compound sentence, a coordinating

conjunction (or coordinator) connects and comes between

related independent clauses. For example:

I like eggs, but I don’t like milk.

independent clause #1 coordinating

independent clause #2

conjunction

The 7 Coordinating

Conjunctions

There are seven coordinating

conjunctions. They are all

small words.

• for

• and

• nor*

Task 1

• but

• or

• yet

• so

FANBOYS

You can remember all seven

coordinators with the acronym

FANBOYS. You can also

remember that coordinators

are always small words.

A Note about

Punctuation

It is always correct to use a

comma before a coordinating

conjunction to separate two

independent clauses. Some

writers omit the comma when

the sentences are short.

• My dog likes bones but

he likes bananas too.

Circle the coordinating conjunction in each sentence,

and underline the independent clauses.

1. I went to the store, but I forgot to buy bread.

2. The exam may be easy, or it may be quite difficult.

3. I haven’t called her, so I don’t know the answer.



Writing in English


A. Coordinating Conjunctions cont.

*Nor

The coordinating conjunction nor is a bit tricky.

Let’s take a look at the following example:

I didn’t call your father, nor did I call your mother.

RULE #1

The first clause has to be negative.

• I didn’t call your father.

RULE #2

The auxiliary verb and subject are reversed in the second clause.

• Nor did I call your mother.

Task 2

Rewrite the following as one compound sentence with nor.

1. I haven’t been to Mexico. I haven’t been to Spain.

2. I don’t like spaghetti. I don’t like lasagna.

3. I don’t drink coffee. I don’t drink tea.



Writing in English


B. Semicolons

Occasionally, a semicolon is used to create a compound sentence.

This is only used if the independent clauses are very short and very

closely related.

• I woke; I wept.

• It was hot; it was humid.

• We live; we die.

As you can see below, all of these sentences can be rewritten as two

sentences or as a single sentence with a coordinating conjunction.

• I woke. I wept. or I woke and I wept.

• It was hot. It was humid. or It was hot and it was humid.

• We live. We die. or We live and we die.

Task 3

Rewrite the following sentences into one compound sentence with a semicolon.

1. He wanted the apartment. I wanted the house.

2. She talked, and we listened.

3. He doesn’t drink wine, but he drinks beer.



Writing in English


C. Colons or Em Dashes

It is also possible to use a colon (:) or an em dash (—) to form a compound

sentence. An em dash is longer than an en dash (–) and a hyphen (-).

• You have two choices: eat your breakfast or go hungry.

• I’m exhausted—it’s 11:00.

As with other compound sentences, the parts on both sides

of the colon or em dash can be split into complete sentences.

• You have two choices. Eat your breakfast or go hungry.

• I’m exhausted. It’s 11:00.

Task 4

Rewrite the following sentences by writing a single

compound sentence with a colon or an em dash.

1. He quit. It happened on Saturday.

2. There are two options. You can have toast or cereal.

3. I’m angry. The lights were left again.



Writing in English

The Comma Splice

A COMMON ERROR

One common writing error is to write a compound sentence without a

coordinating conjunction. You can place a semicolon between two very

short independent clauses, but you cannot place a comma between them.

Examples

I’m old. I’m 99.

I’m old; I’m 99.

I’m old: I’m 99.

I’m old—I’m 99.

I’m old, for I’m 99.

I’m old, I’m 99.*

*Comma Splice

The final example to the left is a comma splice.

You may also hear it being called a run-on sentence or a fused sentence.

In English, you cannot divide independent clauses with a comma.

If you aren’t sure if your sentence contains a comma splice, try this trick.

Exchange your comma for a period and capitalize your second sentence.

Do your two sentences stand alone independently? If yes, your comma is

incorrect. Try one of the fixes above.

Task 5

Correct the comma splice in each sentence. Try to

use a variety of methods to make your corrections.

1. We went to the mall, we bought school clothes.

2. I like peaches, they have to be ripe.

3. Summer is my favorite time of year, I love August.

Note:

You do use a comma to set a dependent

clause off from an independent clause.

• Because he is 99, he is too old to drive.

This is a complex sentence. You’ll learn

about complex sentences in another lesson.

4. My dad is from Spain, my mom is from Africa.

5. The plane left late, we arrived on time.

6. I go to university, it’s my first year.



Writing in English




1. What is an independent clause?

A Checklist

CHECKING YOUR WRITING

Are my independent clauses separated with an

appropriate punctuation mark and/or conjunction?

2. What are the seven coordinating conjunctions?

3. What is this punctuation mark called? [:]

4. Why is it tricky to create a

compound sentence with nor?

5. Why can’t you separate two

independent clauses with a comma?

6. What punctuation marks can

be used to correct a comma splice?

Are there any comma splices in my writing?

Could my semicolon in my compound

sentence be easily replaced with a period?

Are the independent clauses on both sides

of my semicolon closely related and short?

Writing Challenge

COMPOUND NOUN STORY

Just like a compound sentence has two equal parts, a compound noun

has two or more parts. A compound noun is made up of noun + noun

(train station) or adjective + noun (high school). It may combine two or

more words (sister-in-law).

A. Make a List

Work together as a class to make a list of ten compound nouns.

1.

6.

2.

7.

B. Write a Story

Then write individual stories that

contains all ten of these words.

Make sure that your story has at

least five compound sentences.

3.

4.

5.

8.

9.

10.

C. Share Your Story

Share your story with a classmate.

Have your partner circle the

compound nouns and underline

the compound sentences.



Writing in English

Answer Key

LESSON DESCRIPTION:

LEVEL: Int

In this lesson, students learn the three main ways to write a

compound sentence. They also learn how to avoid a comma splice.

Includes a story writing challenge using compound nouns.

TIME:

TAGS:

2–3 hours

writing, sentence, sentences, compound,

compound sentence, semicolon, colon, em dash,

comma, comma splice, run-on sentence

Lesson Objective

Task 2


Pre-Reading

A. WRITING WARM-UP

Give your students some time to hunt for apostrophes in a certain



Alternatively, you could send students out on an apostrophe hunt.

How many can they find in their school or in a store?


1. I haven’t been to Mexico, nor have I been to Spain.

2. I don’t like spaghetti, nor do I like lasagna.

3. I don’t drink coffee, nor do I drink tea.

B. SEMICOLONS

Task 3

1. He wanted the apartment; I wanted the house.

2. She talked; we listened.

3. He doesn’t drink wine; he drinks beer.

C. COLONS OR EM DASHES

Task 4

Print copies of page 11 and cut up the strips, or


1. a

2. g

3. d

4. e

5. b

6. c

Three Ways to Write

a Compound Sentence

7. h

8. f

9. i

10. k

11. j

1. He quit—it happened on Saturday. /

He quit: it happened on Saturday.

2. There are two options—you can have toast or cereal. /

There are two options: you can have toast or cereal.

3. I’m angry—the lights were left on again. /

I’m angry: the lights were left on again.


Review the three ways to write a compound sentence in English.

A. COORDINATING CONJUNCTIONS

Task 1

1. I went to the store, but I forgot to buy bread.

2. The exam may be easy, or it may be quite difficult.

3. I haven’t called her, so I don’t know the answer.



Writing in English

Answer Key cont.

The Comma Splice

Writing Challenge

Task 5

Review this common writing error with your students.

Answers may vary.

1. We went to the mall, and we bought school clothes.

2. I like peaches, but they have to be ripe.

3. Summer is my favorite time of year. I love August.

4. My dad is from Spain; my mom is from Africa.

5. The plane left late, yet we arrived on time.

6. I go to university—it’s my first year.


1. An independent clause is a sentence that can

stand alone. It has a subject and a predicate.

2. The seven coordinating conjunctions are

for, and, nor, but, or, yet, and so.

3. This punctuation mark [:] is called a colon.

4. It is tricky to create a compound sentence with nor

because the first independent clause has to be negative,

and the second one has the subject and auxiliary verb

reversed. (e.g., I don’t like coffee, nor do I like tea.)

5. You can’t separate two independent clauses with a comma

because this creates a comma splice or fused sentence.

6. A period or semicolon can be used to correct a comma splice.

A colon or em dash may also be used in some cases.

A. MAKE A LIST

Go through the various types of compound nouns with your

students, including open (swimming pool) , closed (hairstyle),

and hyphenated (sister-in-law) compound nouns. Remember

that a compound noun can be two or more words and can be

made with adjective + noun or noun + noun. Choosing one online

dictionary as a main reference for your classroom would be helpful.

B. WRITE A STORY

After students have made a list of words, have each student write

a story containing all ten compound nouns. Their story should

contain at least five compound sentences.

C. SHARE YOUR STORY

Have students share their stories with a classmate.

The classmate should circle the compound nouns

and underline the compound sentences.

SPELLING NOTE:

This lesson shows the American spelling of the word Favorite.

Most other English-speaking countries spell it this way: Favourite.

Make it a challenge for your students to find this word in the

lesson and see if they know the alternate spelling.

A Checklist

Run through the checklist with your students, and encourage

them to use it after they take the writing challenge.



Writing in English




compound sentence

coordinating conjunction

acronym

independent clause

auxiliary verb

reverse

semicolon

colon

em dash

comma splice

compound noun


Writing in English

How to Write

a Basic Paragraph

Lesson Objective

In this lesson, you will learn how to write a paragraph. First, you’ll

learn how to hook your reader. Then you’ll review how to form a topic

sentence, supporting sentences, and a concluding sentence. You’ll also

learn how to add transition words to improve the flow. Let’s begin!

Warm-Up

A. Writing

Get a blank piece of paper and

write the current year (or season)

in the center. Now brainstorm for

five minutes about your hopes

and goals for this year or season.

Now discuss these questions with a partner:

1. What hopes and goals do you have for this year/season?

2. How will this year/season be different from the last one?

3. What are the most important words on your page? Circle them.



1.

indent

a)

an introductory sentence that describes the main idea

2.

hook

b)

a final sentence or two that summarizes the content

3.

statistic

c)

the form a verb takes (indicates time)

4.

topic sentence

d)

a sentence or two that grabs the reader’s attention

5.

flow

e)

a word that helps connect thoughts and ideas

6.

concluding sentence

f)

to move smoothly from one thing to another

7.

narrative voice

g)

a piece of numerical data

8.

tense

h)

the writer’s perspective

9.

chronological

i)

to leave a space at the beginning of a line of text

10.

transition word

j)

in order of time


How to Write a Basic Paragraph

Writing in English

Example Paragraph

Read the example paragraph.

My Word of the Year

Approximately 80% of New Year’s resolutions fail by

February. This year, I am choosing a Word of the Year instead of

making a New Year’s resolution. My Word of the Year for 2018 is

going to be “health.” There are a few things I am going to do to

take care of my health this year. First, I’m going to get a family

doctor. There is a doctor taking new patients around the corner

from me. Next, I’m going to start flossing. My dentist told me

that flossing is even more important than brushing. Lastly, I’m

going to become a weekday vegetarian. I am going to ask for

a vegetarian cookbook for my birthday. This is going to be my

healthiest year yet! What’s your Word of the Year going to be?

Note:

Some teachers (or style guides)

will ask you to indent the first

line of text. Others will not.

Title

Hook

Transition

Topic Sentence

Organization

My Word of the Year

Approximately 80% of New Year’s resolutions fail by February.

This year, I am choosing a Word of the Year instead of making a New Year’s resolution.

My Word of the Year for 2018 is going to be “health.”

There are a few things I am going to do to take care of my health this year.

1. First, I’m going to get a family doctor. There is a

doctor taking new patients around the corner from me.

Body

2. Next, I’m going to start flossing. My dentist told me

that flossing is even more important than brushing.

3. Lastly, I’m going to become a weekday vegetarian.

I am going to ask for a vegetarian cookbook for my birthday.

Concluding

Sentence(s)

This is going to be my healthiest year yet! What’s your Word of the Year going to be?



Writing in English

Parts of a Paragraph

Let’s review how to write a stand-alone paragraph with four main parts:

a hook, a topic sentence, a body, and a concluding sentence.

A. Hook

A hook encourages your reader

to continue reading. Here are

a few types of hooks:

• a question

• an interesting statement

• a fact or statistic

• a definition

Task 1

Write two example hooks related to the topic “New Year’s resolutions.”

Ex. What happened to last year’s New Year’s resolution?

1.

2.

A hook is usually one or

two sentences. Your hook

leads to your topic sentence.

B. Topic Sentence

A paragraph needs a single focus

(main idea). Use a topic sentence

to describe your main idea. This

sentence comes at the beginning

of your paragraph after your hook.

Task 2

Imagine you are going to pick a Word of the Year/Season and write about

it. Write a topic sentence to show what your paragraph will be about.

Ex. My Word of the Year for 2018 is going to be “health.”

Review

Read the first few sentences from the example

paragraph and discuss the questions with

your class.

1. What type of hook is used? Is it effective?

2. Why is there a sentence between

the hook and the topic sentence?

Example:

Approximately 80% of New Year’s resolutions fail

by February. This year, I am choosing a Word of

the Year instead of a New Year’s resolution. My

Word of the Year is going to be “health.”



Writing in English

Parts of a Paragraph cont.

C. Body

The main part of your paragraph holds your supporting sentences.

This is called the body. The body usually includes about three main points.

It may take 6–8 sentences to write this section. There are three things

to think about: content, organization, and flow.

# Think about... Notes Examples

1 Content

2 Organization

Decide what type of information you want

to include to support your main idea.

Decide what kind of order you

will use. You may want to begin with

a general statement that provides

some direction for your reader.

Use transition words and phrases

to give your reader direction and to

connect your sentences together.

• Facts, evidence, and examples

• A process

• A comparison

• Personal opinions or ideas

• Chronological

(e.g., from past to present)

• Sequential

(e.g., first, next, after that)

• Least to most important reasons

(or vice versa)

• General to specific ideas

(or vice versa)

3 Flow

Sequence

• first

• then

• next

• finally

Add Ideas

• in addition

• furthermore

• moreover

• also

Examples

• for instance

• to illustrate

• for example

• such as

Compare / Contrast

• similarly

• likewise

• on the other hand

• in contrast

• First, I need to

find a new doctor.

• It is also important

to find a new dentist.

• Similarly, finding a massage

therapist is a necessity for

me this year.



Writing in English


C. Body cont.

Task 3

Rewrite your topic sentence:

Now think of three points you want to make in the body of your

paragraph about your Word of the Year. Write them in point form.

1.

2.

3.

Review

Read the supporting details from the example on

the right, and discuss the questions with your class.

1. What type of content

does the writer mainly use?

2. How are the supporting details organized?

3. What transition words are used? Circle them.

Example:

There are a few things I am going to do to take

care of my health this year. First, I’m going to

get a family doctor. There is a doctor taking

new patients around the corner from me.

Next, I’m going to start flossing. My dentist

told me that flossing is even more important

than brushing. Lastly, I’m going to become a

weekday vegetarian. I am going to ask for a

new cookbook for my birthday.



Writing in English


D. Concluding Sentence

A strong concluding statement summarizes your main points

and shows the reader that the paragraph has come to an end.

It should feel like an ending.

Task 4

Write your own concluding sentence(s) about your Word of

the Year/Season. Make sure you summarize all of your ideas from

Task 3. Your concluding statement can be one or two sentences.

Ex. This is going to be my healthiest year yet. What is your Word of the Year going to be?

Note:

If you are writing many paragraphs, you will write

a concluding paragraph (called a conclusion) instead of

a concluding sentence or two.



Writing in English

Paragraph Writing Tips

Here are a few more tips for writing a basic paragraph.

1. Choose a Narrative Point of View

A single paragraph should have one main idea and one point of view.

Choose which “person” to write in and use the appropriate pronouns.

Point of View Meaning Example

1st Person

(I/we, me/us, my/our)

2nd Person

(you, your, yours)

3rd Person

(he/she, it, hers/his)

you write directly to your reader

from your own perspective

you write directly to a reader

as you would in a letter

you write from an outsider’s point

of view (not as yourself personally)

My Word of the Year is “time.” I am going

to spend my time wisely this year.

This year, you should choose a Word

of the Year instead of a New Year’s

resolution. You always run out of time,

don’t you? You are not the only one.

An ideal Word of the Year is “time.” Time

is something everyone wants more of.

2. Choose a Verb Tense

A paragraph should also have

one main tense. Choose a

logical tense for your content:

Note:

It is okay to change the point of view or tense for a sentence or two if it

is logical. Look at the last sentence in the example paragraph on page 2.

Why is the new narrative viewpoint logical?

Tense Use Example

Future

Past

Present

to talk about plans or

thoughts about the future

to reflect on something

to give advice

My Word of the Year is going to be “time.”

I am going to spend my time wisely this year.

My Word of the Year for 2017 was “community.”

I made new friends, became familiar with my

neighborhood, and volunteered for a children’s charity.

Everyone wants more time. A great Word of the Year

is “time.” Here are some ways to find more time in

your day. First, track how you spend your time.



Writing in English

Paragraph Writing Tips cont.

3. Proofread your Work

After you write your first draft, put your paragraph away for a day.

Then read it out loud to yourself and fix your mistakes.




1. What four main parts of a paragraphdid you learn?

2. Why is the first sentence of a paragraph important?

3. What are the three things to think about when writing the body of a paragraph?

4. How can a writer improve the flow of a paragraph?

5. What should a concluding sentence do?

6. What three tips did you learn in this lesson?

A Checklist

BEFORE HANDING IN YOUR PARAGRAPH

Did you indent your first line (if required)?

Did you use transition words and phrases?

Did you add a title (if required)?

Did you use one narrative voice?

Did you hook your reader?

Did you use one main tense?

Does the paragraph have one main focus?

Did you write an effective concluding sentence?

Did you include a topic sentence?

Did you proofread your paragraph?

Did you include supporting details?



Writing in English

Writing Challenge

WORD OF THE YEAR

Use what you’ve learned in this lesson to write

a paragraph about your Word of the Year/Season.

Be sure your paragraph only focuses on one main

idea. Go through the checklist on page 8 before

and after you write your paragraph.

Note:

Your teacher may ask you to indent (leave a small

space) before the first line of your paragraph.

Your teacher may also want to see a title.



Writing in English


Name:

Description of Task Date Completed Score / Success Level

Writing a stand-alone

paragraph about

familiar information

Success


hooks the reader

has a topic sentence

includes 6–8 body sentences that relate to the topic

is well organized

uses transition words and phrases

has a concluding sentence that summarizes main points

shows evidence of proofreading

Teacher Feedback

Resource Used

ESL Library: How to Write a Basic Paragraph



Writing in English

Answer Key

NOTE:

LESSON DESCRIPTION:

LEVEL: Int

For lower-level learners, try ESL Library’s

In this lesson, students learn how to

TAGS:

writing, paragraph, body,

How to Build a Paragraph first. For academic

write a basic stand-alone paragraph.

paragraphs, topic sentence, goal,

purposes (essay writing), try How to Write

They learn about hooks, topic sentences,

new year’s, new year’s resolution

a Body Paragraph after the lesson on How

supporting sentences, transition words,

to Write an Introductory Paragraph.

and concluding sentences.

Lesson Objective

Parts of a Paragraph


Warm-Up

A. WRITING

Give your students some time to do a bit of writing on

the topic provided (hopes and goals for this year/season).

Remind them that this is freewriting and it can be in point form.

Have students discuss the follow-up questions in pairs.


Print copies of page 14 and cut out the strips,

or have students do the matching exercise provided on page 1.

A. HOOK

Go over the instructions and give students a bit of time to

complete Task 1. Encourage them to try to use two different

styles from the list provided.

B. TOPIC SENTENCE

Go over the instructions and give students a bit of time to complete

Task 2. It is okay if they decide to simply change the word “Health”

to a word of their choice. If your students are working toward

writing essays, you may want to explain that each body paragraph

will have a topic sentence (usually the first sentence).

Review

1. i

3. g

5. f

7. h

9. j

1. The hook that is used in the example is a statistic.

2. d

4. a

6. b

8. c

10. e

2. The second sentence provides a transition

Example Paragraph

between the hook and the topic sentence.


Give students some time to go over the example paragraph and its

parts. (You may prefer to go straight to the instruction on pages

3–6 and save the example for a reference page.)



Writing in English

Answer Key cont.


Paragraph Writing Tips

C. BODY

Go over this section and give students a bit of time to complete

Task 3. You may want to use this additional resource on Transition

Words & Phrases: https://esllibrary.com/resources/2546. Tell your

students they can take out the chart on page 4 whenever they are

writing paragraphs and essays. If your students are writing essays,

you may want to explain that each body paragraph will have a

single topic beginning with a topic sentence.

Review

1. The writer mainly uses personal ideas with specific examples.

2. The supporting details are organized in sequential order.

Also, a general idea is provided before a specific example.

3. First / Next / Lastly.

D. CONCLUDING SENTENCE

Review the instructions and give students a bit of time to

complete Task 4. If your students are working toward writing

linked paragraphs (essay writing), you may want to explain that

a conclusion will be a full paragraph instead of a sentence or

two (as in a stand-alone paragraph).

1. CHOOSE A NARRATIVE POINT OF VIEW

Review or introduce the basics of first person, second person,

and third person narrative. Encourage your students to choose

one narrative voice and stick with it for a stand-alone paragraph.

You may also want to mention that a stand-alone paragraph is

often a personal response written in first person.

2. CHOOSE A VERB TENSE

Encourage your students to choose one logical verb tense to write

a stand-alone paragraph in. Go over the different examples so that

students can see which verb tense is logical to use with a certain

type of writing or response.

3. PROOFREAD YOUR WORK

Help your students understand the importance of giving a piece

of writing time to breathe. Encourage your students to put their

paragraphs away for a day or so before reading them out loud

and fixing their mistakes. You may also want to incorporate peer

editing and writing correction at this time. Check out our Writing

Correction Key: https://esllibrary.com/resources/2218

Note: In the example paragraph, the final sentence: “What is your

Word of the Year going to be?” switches to second person narrative.

This direct question to the reader is an invitation and stands out

for emphasis.




Writing in English

Answer Key cont.


1. This lesson taught about the hook, the topic sentence,

the body, and the concluding sentence.

2. The first sentence of a paragraph is important

because it encourages the reader to keep reading.

3. The three things to think about when writing the body

of a paragraph are content, organization, and flow.

4. A writer can improve the flow of a paragraph

with transition words and phrases.

5. A concluding sentence should summarize

the main points for the reader.

6. The tips that were taught were:

1. use a single narrative voice,

2. use a single and logical tense, and

3. proofread the paragraph after a bit of time has passed.

A Checklist

Go through the checklist with your students.

Writing Challenge

It is always helpful when teachers take part in the writing

assignments. Why not work on your own paragraph as your

students are working on theirs? If you are going to use this

as an assessment task, hand out the assessment tool from

page 10 before your students begin.

SPELLING NOTE:

This lesson shows the American spelling of the words Center and

Neighborhood. Most other English-speaking countries spell these

words this way: Centre and Neighbourhood. Make it a challenge

for your students to find these words in the lesson and see if

they know the alternate spellings.



Writing in English




indent

hook

statistic

topic sentence

flow

concluding sentence

narrative voice

tense

chronological

transition word


Writing in English


Lesson Objective

In this lesson, you will learn tips for filling out forms and applications

in English. You will also learn how to recognize important vocabulary

and abbreviations that you will often see on forms.

Pre-Reading

A. Warm-Up

Discuss the following questions with your classmates.

1. Who often asks people to fill out forms?

Fill Out or Fill In?

2. What types of forms have you filled out?

3. Why is it difficult to fill out forms in English?

4. What personal information do forms typically require?



1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

title

spouse

N/A

cross out

waiver

caps

legible

cursive

transit

witness

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

clear enough to be read easily

to draw a line through

the number code for a specific bank branch

a formal way of addressing a person (e.g., Mrs. or Dr.)

handwriting (opposite of “printing”)

the person one is married to

a person who verifies or is present when you sign a document

short for “not applicable” (does not apply to me or my situation)

an authorized removal of a right or requirement

short for “all capital letters”

WHAT’S THE DIFFERENCE?

• Please fill out this form.

• Please fill in this form.

These verbs have the same

meaning, “write.” The

expression “fill out” is more

commonly used for a large

form with many fields, lines,

or spaces for writing. The verb

“fill in” is used when there are

only a few blanks to complete.


1


Writing in English

Types of Forms

Are you familiar with these types of forms?

# Type of Form Who might ask you to fill it out?

1 application employer, bank manager

2 registration form

3 medical form

4 permission form

5 waiver

6 evaluation form

7 survey


Here is a list of ID, contacts, and information that you may need

when filling out forms. Gather all of the names, numbers, and

other information you may need before you go to a place such as

a dentist’s office or motor vehicle office.

• driver’s license

• mailing address

• health card(s) numbers

• social insurance number(s) (if available)

• passport number

• weight and height of you and your family members

• medication information for you and your family members

• family doctor’s name (if available)

• emergency contact information for two people (name, phone numbers, addresses)

• employment history and references (for job application forms)

• dictionary or translator to help you understand forms and instructions


2


Writing in English

Writing Tips

1. Read before you write.

Read through the whole form before you start

filling in the blanks. Have a dictionary handy.

Ask questions before you start filling out

details you are unsure about.

2. Print clearly.

Print as carefully as you can. Make sure that

your letters, words, and numbers are legible.

Do NOT use handwriting/cursive.

3. Use blue or black ink.

Use a dark pen that works well. Do NOT

use a pencil. Do NOT use a pen that smudges.

4. Initial changes.

If you make a small mistake, cross it out and fix it.

Initial your changes if it is a legal form.

Questions to Ask

A. Reference

Don’t be shy. If you aren’t sure what

to do or what to fill in, ask someone.

Excuse me, ...

• may I borrow a pen?

• should I write or print?

• should I use all caps?

• where do I write my ?

• what does it mean by ?

• I made a mistake. What should I do?

• I don’t have this information with me.

What should I do?

• do you need my signature?

B. Role-Play

Work with a partner. Take turns pretending to

be a new patient and a clerk at a doctor’s office.

Practice asking and answering the questions

from Part A.

5. Fill out everything.

Make sure to fill out every field. If a field does

not apply to you, write N/A (not applicable). The

instructions may also tell you to leave something

blank if it does not apply. Make sure to sign or

initial in all of the right places.

6. Proofread.

Read over the form, and make sure you didn’t

miss any fields. Make sure names and addresses

are spelled correctly. Double-check that phone

numbers are correct too.


3


Writing in English


Forms often use and require the use of abbreviations (shortened words).

Familiarize yourself with common English abbreviations found on forms.

A. US States

Abbr

Full Name

Abbr

Full Name

Abbr

Full Name

AL

Alabama

LA

Louisiana

OH

Ohio

AK

Alaska

ME

Maine

OK

Oklahoma

AZ

Arizona

MD

Maryland

OR

Oregon

AR

Arkansas

MA

Massachusetts

PA

Pennsylvania

CA

California

MI

Michigan

RI

Rhode Island

CO

Colorado

MN

Minnesota

SC

South Carolina

CT

Connecticut

MS

Mississippi

SD

South Dakota

DE

Delaware

MO

Missouri

TN

Tennessee

FL

Florida

MT

Montana

TX

Texas

GA

Georgia

NE

Nebraska

UT

Utah

HI

Hawaii

NV

Nevada

VT

Vermont

ID

Idaho

NH

New Hampshire

VA

Virginia

IL

Illinois

NJ

New Jersey

WA

Washington

IN

Indiana

NM

New Mexico

WV

West Virginia

IA

Iowa

NY

New York

WI

Wisconsin

KS

Kansas

NC

North Carolina

WY

Wyoming

KY

Kentucky

ND

North Dakota


4


Writing in English


B. Canadian Provinces & Territories

Abbr

Full Name

Abbr

Full Name

AB

Alberta

NU

Nunavut

BC

British Columbia

ON

Ontario

MB

Manitoba

PE / PEI

Prince Edward Island

NB

New Brunswick

QC

Quebec

NL

Newfoundland & Labrador

SK

Saskatchewan

NT

Northwest Territories

YT

Yukon

NS

Nova Scotia

C. Address

D. Days

Abbr

Full Word

Abbr

Full Name

Ave

avenue

Mon

Monday

Blvd

boulevard

Tue / Tues

Tuesday

Rd

road

Wed / Weds

Wednesday

St

street

Thu / Thurs

Thursday

Apt

apartment

Fri

Friday

Crt

court

Sat

Saturday

Pl

place

Sun

Sunday


5


Writing in English


E. Months

F. Time, Measurements,

Directions & Money

Abbr

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Full Word

January

February

March

April

May

June

July

August

September

October

November

December

Abbr

am

pm

cm

mm

m

km

lb

kg

in / ″

ft / ′

N

S

Full Word

morning

afternoon / night

centimeter

millimeter

meter

kilometer

pound

kilogram

inch

foot

north

south

E

east

W

west

USD

United States dollar(s)

CAD

Canadian dollar(s)

GBP

Great British pound(s)

EUR

euro(s)


6


Writing in English


Be prepared to include all of the following personal information

on a variety of forms. Practice filling out the following information.

Ask your teacher about any words you don’t understand.

Not Applicable

If a field doesn’t apply to

you, you can leave it blank or

write N/A (not applicable).

A. Name

Title

Mr. Mrs. Ms. Miss Dr.

Name

First 1

Initial 2 Last 3

Immediate Family 4

Spouse

Children

1. Your First Name can also be called

your Given Name or Legal Name.

2. Initial refers to the initial of your middle

name. The form might ask for your full

middle name instead. If you don’t have

one, leave this space blank.

3. Your Last Name can also be

called your Surname or Family Name.

4. List the names of your immediate

family members (such as your

spouse and children).

B. Address

Address

Note:

# 1 Address 2

City / Town

State

3

Address fields may appear in a different order.

Be careful not to place an address number where

a unit number goes. The address field may also be

called “mailing address.”

Country

ZIP Code

1. # or No. refers to your Apartment Number

or Unit Number (if applicable).

2. Address refers to the number of your house or apartment

building and the name of the road, avenue, place, street, etc.

3. See page 4 for a list of state name abbreviations.

• #22 335 Jones Ave. / 22–335 Jones Ave.

You may also see Address Line 1 and Address Line 2.

In Address Line 1, place your house or building

number followed by your street/road, city/town,

and ZIP code.

• 22 White Lane, Daytona Beach, FL, 32115

If you live in an apartment, Address Line 2

is for your unit or apartment number.

• Unit #210 / Apt. no. 210


7


Writing in English


C. Date of Birth / Birthdate

D. Nationality / Birthplace

E. Citizenship

Date of Birth

/ /

mm 1 dd 2 yy 3

Nationality

Nationality

Citizenship

Citizenship

1. This can also be written as MM.

This is the number of the month

you were born in (from 1–12). If

the month number is between 1

and 9, write a 0 in front (e.g., you

would write March as 03.)

2. This can also be written as DD.

This is the day of the month you

were born on. If the day is between

1 and 9, write a 0 in front.

3. This is the year you were born in. If the

label says yy or YY, write the last two

digits of the year (e.g., 1982 becomes

82). If the label says yyyy or YYYY,

write the full year (e.g., 1982).

• Canadian

• American

• Turkish

• Japanese

• etc.

• Canadian

• American

• Turkish

• Japanese

• etc.

F. Contact Information

Contact Information

Home Phone Cell Phone Work Phone

Email Address

Emergency Contact

Note:

When writing any phone

numbers, it is helpful to

include the area code. In

Canada, the format would

be (area code) phone number.

• (204) 555-1234

Name Relation Phone


8


Writing in English


G. Credit Card Payment

Credit Card Payment

Card Type: Visa Mastercard AMEX

1. CVV is short for Card Verification Value. It can also be called

a Card Security Code (CSC) or Card Verification Code (CVC).

It is the three- or four-digit code on the back of a credit card.

Card Number

CVV

1

Expiry Month (mm)

Expiry Year (yy)

H. Banking Information

Banking Information

Account Type: Checking Savings

1. A Routing Number (also called an ABA Routing Transit Number

or ABA RTN) is a nine-digit code based on the location where

your account was opened.

Account Number

Routing Number 1

I. Vehicle Information

Vehicle Information

1. The “make” of your car is the company

name, such as Ford or Toyota.

Make

1

Model

2

2. The “model” of your car is the specific

brand, such as Focus or Corolla.

Year

License Plate Number

Driver’s License Number

J. Marital Status

Marital Status

Married Single Divorced Common-Law

1

1. Common-law refers to a couple that lives together in

a marriage-like relationship. For tax and legal purposes,

you will need to check how your state defines

“common-law” and see if it is recognized in your state.


9


Writing in English


K. Medical Information

Age

Medical Information

Gender

1

1. The form may instead ask for your Sex.

It might also ask you to circle an option:

M (male) / F (female).

Allergies

Medications

Medical Conditions

Family Doctor

Health Card Number

L. Employment

Employment Status:

Employment Information

If employed:

Employed full-time

Employed part-time

Contract

Self-Employed

Unemployed

Occupation

Business / Organization

M. Creating a Username & Password (online)

Some online forms will require you to choose a username and password.

Remember what you typed so that you can log in again.

Create an Account

Log In

1. A Username can also be called a User ID.

2. Some websites may add special

Username 1

Username

requirements to passwords to help

make them stronger (e.g., include at

Password

2

Password

least one number and one symbol).

Retype Password

3

3. Some websites may use Confirm

Password instead of Retype Password.


10


Writing in English

Speaking Practice

Now that you have filled out all of your personal information on

pages 7–10, practice asking a partner for information out loud. Ask

your partner to spell words and names out for you. Repeat back numbers.

Then sit back to back and imagine you are on the telephone with a clerk.

Useful Phrases

• Can you repeat that, please?

• Can you say that a little louder?

• Did you say or ?

• I’m sorry, I didn’t hear you.

Example Forms

On the next few pages, you will find three sample forms:

• Medical Form

• Permission Form / Waiver

• Job Application

Practice filling out the forms. If you do not wish to add private information

or if information does not apply to you, use fictional information.


11


Writing in English

Example Forms cont.

A. Medical Form

New Patient Form


Title: Mr. Mrs. Ms. Miss Dr.


Date of Birth (MM/DD/YY) Citizenship Referred By

Mailing Address


Spouse’s Name

Other Family Members

Employer’s Name

Employer’s Phone Number

EMERGENCY CONTACTS

Name

Relationship to You

Name

Relationship to You

Phone Number

Address

Phone Number

Address

INSURANCE

Do you have medical insurance? Yes No

If yes, please complete the information below.

Primary Insurance Co.

Plan Number

Secondary Insurance Co.

Plan Number

page 1 of 2


12


Writing in English

Example Forms cont.

A. Medical Form cont.

MEDICAL HISTORY

Allergies

Medications

Previous Physician’s Name

Smoker: Yes No Prescription Glasses: Yes No

For women only: Are you pregnant? Yes No Are you nursing? Yes No

Do you or have you experienced


Do you currently have any

of the following symptoms?

Are you taking or receiving


shortness of breath

soreness in ear, nose, throat

pain medication

high blood pressure

abnormal bleeding

chemotherapy

heart disease

headache

birth control pills

heart surgery

nausea

depression medication

cancer

vomiting

antibiotics

HIV / AIDS

fever

blood pressure medication

depression

stomach pain


blood transfusions

soreness in joints


itchy skin

broken bone

sprain


AUTHORIZATION

I hereby confirm that the information on

this form is true to the best of my knowledge.

I give permission for Dr. Alexi to keep this form on

file at Glazier Medical Clinic.

Name (please print)

Signature

Date

page 2 of 2


13


Writing in English

Example Forms cont.

B. Permission Form / Waiver

Sometimes you have to sign a form that gives you or

others permission to do something. A “waiver” is a

type of permission form in which you give up a right or

requirement. You also promise not to take legal action

against a person or organization in the case of damage

or injury.

To the right are some reasons why you may

need to sign a permission form or waiver.

Read the terms carefully, and add your signature

if you understand and agree with the information.

Reasons for Permission Forms or Waivers

• to give your child permission to go on a trip

• to confirm that an organization is not

responsible for accidents at a special event

• to allow someone to take and use videos

or photographs of you or your child

• to allow your work or your child’s

work to be placed on public display

Waiver

ACTIVITY INFORMATION

Activity: White Water Rafting Organization: Denver Fun in the Sun Location: Denver River

Date of Activity Participant’s Name Participant’s Age

RELEASE OF LIABILITY

I am aware of the risks and dangers associated with this activity. By signing this document,

I waive my right to sue the organization for injury or death related to the participant named above.

Protective Equipment

I have been advised to wear protective equipment

for this activity, including a certified helmet.

Assumption of Risks

I have been advised that this activity carries risks and

hazards. I assume all risks, dangers, and hazards.

Initial

Initial

Signed on at .

(date)

(location)

Signature of Participant (or guardian if under 18 years old)

Signature of Witness


14


Writing in English

Example Forms cont.

C. Job Application

Employment Application



Street Address City State ZIP Code


Are you over 18? Yes No Social Security Number

JOB POSITION

Have you ever applied at this company/organization before? Yes No

Position Applying For

I am seeking: Part-time work Full-time work Part-time or full-time work

AVAILABILITY

Anytime

Weekdays Only

Weekends Only

Specific Days (circle any you are available for)

Sun Mon Tue Wed Thu Fri Sat

Nights

Days

Available Start Date

page 1 of 2


15


Writing in English

Example Forms cont.

C. Job Application cont.

WORK EXPERIENCE

Employer

Position

Start Date

End Date

Employer

Position

Start Date

End Date

EDUCATION



REFERENCES




page 2 of 2


16


Writing in English



questions based on the lesson.

1. What should you use to fill out a physical form?

What should you NOT use?

2. Name some documents and information

that you may need to fill out a form.

3. What is a waiver?

4. What are the English abbreviations

for the days of the week?

5. What should you do if you don’t

understand something on a form?

A Checklist

CHECKING YOUR FORMS

Did I answer every question (or write N/A)?

Are my letters and numbers legible?

Did I sign in all the right places?

Did I ask questions if I was unsure about something?

Did I format dates correctly?

Did I use appropriate abbreviations?

Did I proofread the whole form after I completed it?

6. What is the last thing you should

do after you complete a form?

Writing Challenge

CREATE A FORM

Create a form for your classmates to fill out. It can be any type of form

mentioned in this lesson. Make sure there are lots of fields to fill out.

Photocopy your form and hand it out to your classmates.

Collect the forms and go through the checklist.

Did your classmates follow the guidelines from this lesson?


17


Writing in English

Answer Key

NOTE:

LESSON DESCRIPTION:

LEVEL: Low Int – Int

You may also want to try our

In this lesson, students practice filling

TAGS:

writing, forms, applications,

Everyday Dialogues lesson on Filling Out

out basic forms, including a medical

fill out forms, job, employment,

an Application: https://esllibrary.com/

registration form, a waiver, and a job

personal information,

courses/76/lessons/1724

application form. They also learn useful

medical, doctor

vocabulary and abbreviations that are

commonly found on English forms.

Pre-Reading

A. WARM-UP

Discuss in small groups or as a class. Answers will vary.

1. doctors, dentists, teachers, lawyers,

government, employers, coaches



4. name, date of birth, citizenship, phone number,

address, marital status, job position, etc.


Print copies of page 20 and cut up the strips,

or have students do the matching exercise on page 1.

1. d

2. f

3. h

4. b

5. i

6. j

7. a

8. e

9. c

10. g

Types of Forms

Discuss each type of form, and make sure students are aware of

each type. Can your students think of any other types of forms?

Answers will vary. Example answers:

1. employer, bank manager, mortgage broker

2. school program, community program,

website, cell phone application

3. doctor, dentist, specialist, insurance company



6. presenter, teacher, principal, student

7. organization, establishment, teacher, student, website owner


Not having the right information and numbers available can be

frustrating, especially when people take time off work or pay for

parking and public transit. Encourage your students to gather

everything they need in one place for easy access when filling out

forms of any kind. You may want to brainstorm some ways for

students to safely store important and confidential information

in the cloud (e.g., Google Docs).

Writing Tips

Read through these tips with your class or have students take turns

reading the tips out loud. Add any tips that you or others think of.

Questions to Ask

Your students can practice asking these questions as

they work through the fields and forms on the next few

pages. Take note of any common questions you hear,

and have students add these to their list.



18


Writing in English

Answer Key cont.


Review the common abbreviations with your learners.

Add any others that you think of or see on forms. Put students

in pairs and have them quiz each other on abbreviations.


Go through these practice pages (7–10) with

students or allow them to work on their own time.

Help them with any vocabulary they are unsure of.

Speaking Practice

Repeat the Personal Information task orally, so that students can

practice spelling and saying names, words, and numbers out loud

or over the phone. Have students sit back to back to pretend they

are on the telephone. They can ask each other for any information

from pages 7–10. You may wish to let students give false

information if they are not comfortable giving out their real info.

5. If you don’t understand something on a form, ask

someone to help you. Also, bring a dictionary and/or

translator if you know you will be filling out a form.

6. After you fill out a form, read it to yourself and make sure

you didn’t miss any fields. Make sure you spelled names

properly and that letters and numbers are legible.

A Checklist

Review the checklist with students and have them save it to

use as a reference when filling out important forms. They can

also use it to check the work of their peers in step 2 of the

writing challenge below.

Writing Challenge

This writing challenge can be completed individually or in pairs

or small groups. Encourage students to use different types of

forms. Help your students correct mistakes before they print

and photocopy their forms for their peers.

Example Forms

These three forms (medical, permission / waiver, job application)

can be filled out in class or for homework. This section

can also be used for assessment tasks.


1. You should use a black or blue pen that

doesn’t smudge. You shouldn’t use a pencil.

2. You may need your driver’s license, passport

number, weight, height, phone number, address,

emergency contacts, and or references.

3. A “waiver” is a type of permission form in which you

give up a right or requirement. You also promise not

to take legal action against a person or organization

in the case of damage or injury.

4. The abbreviations for the days of the week are:

Mon, Tue/Tues, Wed/Weds, Thu/Thurs, Fri, Sat, Sun.

SPELLING NOTES:

This lesson shows the American spelling of the words License,

Millimeter, Centimeter, Meter, Kilometer, Checking (account),

and Practice. Most other English-speaking countries spell these

words this way: Licence, Millimetre, Centimetre, Metre, Kilometre,

Chequing (account), and Practise (when used as a verb; Practice

when used as a noun). Make it a challenge for your students

to find these words in the lesson and see if they know the

alternate spellings.


19


Writing in English




title

spouse

N/A

cross out

waiver

caps

legible

cursive

transit

witness


20

Writing in English

How to Proofread

Lesson Objective

In this lesson, you will learn some useful tips for peer editing and

proofreading. You’ll also learn to spot some common English errors.

Did you know...

It is difficult to proofread your own writing. You may not notice your

mistakes and typos because your brain tricks you into seeing what you

think you wrote. When you proofread your own work, do it at least a day

after you finish your final copy.

Warm-Up

A. Writing

On the lines below and on the next page or on a blank

piece of paper, freewrite about the difference between

mistakes and errors. Are they the same thing? Are they

different? Don’t just think about mistakes and errors

in terms of English learning. Think about mistakes

and errors in your everyday life. Then discuss these

questions with a partner or your classmates.

1. In your opinion, what is the difference

between a mistake and an error?

2. How can you prevent yourself from

repeating a writing error over and over?

3. Why is it important to make

mistakes and errors in life?

Copyright 2018, Red River Press Inc. For use by ESL Library members only. (INT – ADV / VERSION 3.0)

1

How to Proofread

Writing in English

Warm-Up cont.

A. Writing cont.



1.

proofread

a)

an incomplete sentence (without an independent clause)

2.

peer edit

b)

to check the writing of a classmate or friend

3.

typo

c)

to read through a final copy and check for mistakes

4.

revision

d)

comments (positive or negative)

5.

feedback

e)

methodically going through a document to check for problems

6.

line editing

f)

a typing mistake, often made subconsciously

7.

draft

g)

the incorrect use of a comma to separate two complete thoughts

8.

sentence fragment

h)

one of two (or more) versions of a document

9.

comma splice

i)

words that sound the same but have different meanings or spellings

10.

homophones

j)

a change made to a draft


2

How to Proofread

Writing in English

Editing, Peer Editing & Proofreading

READ & PROOFREAD

Professional writers and publishers hire editors to

make sure that an article, book, or other written work

is in good form before it gets to the reader. An editor’s

job is a big one. An editor has to make decisions about

content, structure, length, tone, word choice, and

much more. Professional editors provide feedback

for writers in the early stages, just like your teacher

probably does with you. The goal is to create a piece

of writing that is clear, concise, and readable. This

may take many drafts. Eventually, the editor will read

carefully through the text to offer specific suggestions

at the word and sentence level. This is called

line editing.

Task 1

Write a paragraph that paraphrases the main

differences between professional editing,

peer editing, and proofreading.

Students and amateur writers need editors too. You

may catch mistakes that other writers make, but it’s

difficult to critique and correct your own writing. Peer

editors can be your classmates, your friends, or even

your family members. You can take turns editing each

other’s work. A peer editor can look at a first draft and

offer suggestions about structure, style, and content.

After you make some revisions, they can look more

closely at your individual sentences.

The final editing stage is called “proofreading.”

A proofreader’s job is to look at the polished work

and spot typos or other errors that the writer or

editor may have missed or introduced while making

revisions. A proofreader may even find mistakes that

the editor missed. Before you pass your polished copy

to a proofreader, it’s a good idea to proofread your

own work. Try to leave at least a day between finishing

your final draft and proofreading it. You will be more

likely to see your own mistakes with fresh eyes.

Keep a record of mistakes that you make often.


3

How to Proofread

Writing in English

Common Writing Errors & Mistakes

Here are some common writing errors to watch out for

when you are peer editing at the word and sentence level.

A. Sentence Fragments

A sentence fragment is an

incomplete sentence that does

not contain an independent clause.

An independent clause must have

a subject and a verb. It also must

be able to stand on its own.

Task 2

Can you correct these sentence fragments?


1. In Canada, where thousands of lakes.

2. Some of the students working through the night.

3. Even though we got the car fixed before our trip.

4. Leaving the country when she had the flu.

5. Which is why we called the police.

B. Apostrophe Errors

Watch out for the tricky

apostrophe! Writers often omit

an apostrophe where one is

needed, or they add one when

one is not needed. It may even be

a good idea to investigate each

apostrophe in a piece of writing

to see if it was used properly.

Task 3

Can you correct these common apostrophe errors?


1. The cat ate it’s food quickly.

2. Its going to be a busy work week.

3. My sister fly’s here on Wednesday.

4. My parent’s aren’t coming to the concert.

5. Her fathers friend didn’t enjoy the party.

C. Subject-Verb Agreement

In English, the subject in a

sentence must agree with the

verb. A singular subject (boy) takes

a singular verb (eats). E.g., The boy

eats pizza. This is simple when a

singular subject is right beside the

verb. It gets a little trickier when

compound subjects are used or

when phrases appear in between

subjects and verbs.

Task 4

Can you correct these common agreement errors?


1. Neither George nor Lisa are home.

2. The referee and the players is waiting for the rain to stop.

3. He and his sister is at the front desk.

4. Nobody are going to work today because it’s a holiday.

5. There is bananas in the fridge.


4

How to Proofread

Writing in English

Common Writing Errors & Mistakes cont.

D. Comma Splices (Run-On Sentences)

A comma can’t be used to separate two complete

thoughts. There are three ways to fix a comma splice:

• Add a conjunction

such as “and” or “although.”

• Turn one sentence into two

with a period.

• Use a semicolon

to separate the two complete thoughts.

When using a semicolon, the sentences

should be closely related and very short.

Task 5

Rewrite these sentences without comma splices.

1. It was a delicious dinner, we had steak and salad.

2. The scenery is gorgeous, there are lakes,

mountains, and forests to explore.

3. It was a cold night, we almost froze.

4. The project is due on Monday,

you should start working on it.

E. Formatting

Spelling:

One piece of writing should use a single spelling

convention, such as American English or British English.

Spacing:

Spacing after headings and paragraphs should be

consistent. A space should not be placed before a

comma or period. This is a very common error that

English learners make.

Font:

Task 6

Circle the incorrect spacing in the paragraph below.

While we’ ve come to rely on honeybees for our food

supply , these pollinators have been dropping like flies

since the late 1990 s. The mysterious phenomenon of the

disappearing honeybee is known

as Colony Collapse Disorder ( CCD). Even though bee

colonies can be replaced by commercial beekeepers , it is

a very expensive procedure . When colonies are lost year

after year , beekeepers are unable to

keep up

with the demand.

The same size and style of font should be used

throughout a paper. The use of quotes, italics, and

bold text should be used consistently. Try following

a style guide, such as the MLA.


5

How to Proofread

Writing in English


F. Formality & Tone

The tone of the writing should

be consistent. If an essay is

written from the third-person

perspective, it should remain

in that voice throughout. If a

document is written in a formal

tone, it should not break away

with a personal anecdote from

a first-person perspective.

Task 7

Which sentence does not belong in the paragraph below?

Bee experts don’t know exactly what is causing the rapid decline

of honeybees, but most agree that chemicals are largely to blame.

The use of pesticides has increased dramatically in recent years.

I never use pesticides in my garden! Climate change is another

suspect. Extreme weather such as drought can make it difficult

for bees to do their job.

G. Capitalization

Incorrect capitalization is one

of the most common mistakes

English learners make in their

writing. Here are four things

to remember:

• The first word in a sentence

must be capitalized.

• The pronoun “I” must

always be capitalized.

Task 8

Circle all of the words that should be capitalized in the text below.

Circle any of the words that are incorrectly capitalized as well.

1. my Dog leah likes eating lucky charms cereal.

2. When i am 18, I am going to visit italy and australia.

3. The Sunset looked so nice on tuesday. Did You see it?

4. Next Year i am going to learn french.

5. When i finished reading the harry potter books, I cried.

• Proper nouns must be

capitalized. This includes

languages and nationalities

like “English” and “American.”

• Important words in a

heading or title should

also be capitalized.


6

How to Proofread

Writing in English

What to Look For as a Proofreader

A. Typos

A typo is a mistake you make while typing. Typos can be difficult for the

writer to catch because a writer’s mind thinks the words have been typed

correctly. When you are proofreading someone else’s work, watch out for

unnecessary apostrophes (your/you’re), missing apostrophes, missing

words, and repeated words.

B. Spelling Mistakes

Do your classmates use digital spell-checkers? A spell-checker is handy,

but it won’t catch every mistake (e.g., desert /dessert). Homophones

such as “it’s” and “its” are very problematic for writers! You may know the

difference between these similarly spelled words, but you may still type

them incorrectly.

If you’re checking work that is written with a pen and paper, make

sure to keep a dictionary handy. Look up any word that seems wrong,

especially if it has double letters.

C. Formatting Problems

Tip:

READING OUT LOUD

The next time you read through

your own writing or a peer’s

writing, read it out loud to

yourself. You are more likely

to catch mistakes and errors

if you read it out loud than

if you read it silently. Tiny

missing words like “a” or “the”

will stand out when you hear it

spoken. This is also a great way

to catch any mistakes that you

have inadvertently introduced

during the proofreading

stage. Proofreading in a quiet

place with no distractions is

important. Try recording your

voice as you read it out loud

and listening to it after. Does

anything sound unnatural?

As a proofreader, it’s your job to look for formatting inconsistencies and

problems, including improper spacing and capitalization. A space should

never go before a punctuation mark. Paragraphs should be spaced out

properly. Proper nouns and headings should use capitalization correctly.

Task 9

Survey your classmates to find

out which words they have trouble

spelling. Make a class list called

“Our Commonly Misspelled Words”

and post it in your classroom.

Our Commonly Misspelled Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.


7

How to Proofread

Writing in English

Writing Correction Key

Use these symbols to make corrections while peer editing.

Symbol Meaning Use

SP Spelling Spelling mistake

WC Word Choice The word doesn’t make sense in the context

WF Wrong Form E.g., using a gerund instead of an infinitive, or an adjective instead of a noun

VT Verb Tense The wrong verb tense is used

/ Deletion Unnecessary, extra word

^ Addition Another word or phrase is needed (e.g., sentence fragment)

P Punctuation Wrong punctuation is used, or more punctuation is needed (e.g., comma splice)

C Case Capital or lowercase letters have been used incorrectly

T Tone E.g., a sentence or example is too informal

F Format There are formatting issues, such as incorrect spacing or lack of italics

Example Correction:

C WF P VT WC SP

P

i wanted going to the a party but I don’t go although I had papper to write

^

Corrected Sentence:

I wanted to go to the party, but I didn’t go because I had a paper to write.


8

How to Proofread

Writing in English




1. What is the difference between an editor and a proofreader?

2. Why is it important to get someone to proofread your final copy?

3. How can you fix a comma splice?

4. What error do many writers make when it

comes to leaving spaces around punctuation?

5. What should a proofreader do when

reading the final copy of a written work?

6. Why does this lesson mention the word “dessert”?

Writing Challenge

PROOFREAD EACH

OTHER’S PARAGRAPHS

Find a partner and exchange the

text that you wrote in Task 1 on

page 3. Use the symbols in the

Writing Correction Key on page 8

to proofread each other’s writing.

You could also choose a different

piece of writing for this activity.

A Checklist

BEFORE YOU HAND THE FINAL COPY BACK TO THE WRITER

Did you run the document through a spell-check program?

Did you check all apostrophes?

Did you check for proper spacing around punctuation marks?

Is the tone consistent?

Did you read the text out loud in a quiet place?

Did you check the capitalization?

Keep in mind that if you are

working with another English

learner, some of his or her

editing suggestions may not be

correct. Work together to polish

the text. You can also ask your

teacher for help.

Is the font consistent in the headings and titles?

Does every sentence have an independent clause?

Are commas used properly?

Does the writer’s name appear on the document?


9

How to Proofread

Writing in English

Answer Key

LESSON DESCRIPTION:

In this lesson, students learn about the role of an editor and

proofreader. This lesson focuses on spotting and correcting

common writing mistakes and errors.

LEVEL: Int – Adv

LEVEL: 2–3 hours

TAGS: writing, proofreading, editing, common errors, formatting

Lesson Objective


Ask them why they think it’s difficult to edit their own writing.

Warm-Up

A. WRITING

Print copies of page 12 and cut up the strips, or have


1. c 3. f 5. d 7. h 9. g

2. b 4. j

6. e 8. a 10. i


Give your students time to read and paraphrase the paragraphs.

The text that they write will be used for a proofreading task at the

end of this lesson.


A. SENTENCE FRAGMENTS

Task 2

Answers will vary.

1. In Canada, there are thousands of lakes.

2. Some of the students worked through the night.

3. We got the car fixed before our trip, though.

4. She left the country even though she had the flu.

5. That is why we called the police.

B. APOSTROPHE ERRORS

Task 3

1. The cat ate its food quickly.

2. It’s going to be a busy work week.

3. My sister flies here on Wednesday.

4. My parents aren’t coming to the concert.

5. Her father’s friend didn’t enjoy the party.

C. SUBJECT-VERB AGREEMENT

Task 4

1. Neither George nor Lisa is home.

2. The referee and the players are waiting for the rain to stop.

3. He and his sister are at the front desk.

4. Nobody is going to work today because it’s a holiday.

5. There are bananas in the fridge.

Try our Subject-Verb agreement lessons in our Grammar Practice

Worksheets section: https://esllibrary.com/courses/88/lessons

D. COMMA SPLICES (RUN-ON SENTENCES)

Task 5

Answers will vary.

1. It was a delicious dinner. We had steak and salad.

2. The scenery is gorgeous.

There are lakes, mountains, and forests to explore.

3. It was a cold night; we almost froze.

4. The project is due on Monday, so you should start working on it.



10

How to Proofread

Writing in English

Answer Key cont.



E. FORMATTING

Task 6









keep up

with the demand.

F. FORMALITY & TONE

Task 7

I never use pesticides in my garden!

G. CAPITALIZATION

Task 8






What to Look for as a Proofreader

Task 9

Answers will vary.

Your students may want to keep this handy at all times.

Feel free to add / change any symbols to meet your needs.


1. An editor looks at many drafts and helps with general

and specific problems, while a proofreader checks the

final copy for typos and other last-minute mistakes

that may have been introduced or missed.

2. It’s important to get someone else to proofread your

final copy because it’s difficult to catch your own mistakes.

3. A comma splice can be fixed with

a period, a semicolon, or a conjunction.

4. Many writers place spaces before commas

or other punctuation marks instead of after.

5. A proofreader should read the

final copy out loud in a quiet space.

6. This lesson mentions the word “dessert”

because it is similar to the word “desert” and

can’t be caught by a digital spell-checker.

Writing Challenge

Your students may find it frustrating to be corrected by peers

who are not at the same learning level. Try to partner learners up

appropriately. Remind your learners that they can also learn from

each other’s correction mistakes.

Also keep in mind that some students may feel embarrassed when

showing their writing to their peers. Remind them of what you may

have discussed in the Warm-Up—making mistakes is often the best

and fastest way to learn.


11

How to Proofread

Writing in English


Write definitions in your own words. Then cut up these vocabulary strips.


proofread

peer edit

typo

revisions

feedback

line editing

draft

sentence fragment

comma splice

homophones


12

Writing in English

How to Write a

Business Letter

Lesson Objective

In this lesson, you will learn some helpful tips for writing business letters.

You’ll learn how to open and close a formal letter and how to format

addresses. You will also learn some useful expressions to include in

a variety of types of business letters.

Did you know...

The suffix “-ness” turns adjectives into nouns. The word “business” is one of

the most commonly misspelled words. Think of the adjective “busy” when

you are spelling “business.” Remember that the “y” changes to “i” before

“-ness”—just like happy becomes happiness.

Warm-Up

A. Writing

Choose one of the following three topics. Write a letter to a manager

of a business. Write for five minutes in your notebook or on the back

of your paper, or on your electronic device or computer. Do not

correct your writing. Just write!

Topics:

1. A complaint about poor service

2. A question about a product

3. A concern about an employee


1

How to Write a Business Letter

Writing in English

Warm-Up cont.



1.

on behalf of

a)

to make someone aware of, to bring focus to something

2.

recipient

b)

to review or check three times

3.

letterhead

c)

the part of a letter where you address the recipient (e.g., Dear Sir,)

4.

triple-check

d)

stationery with a business name and address printed on it

5.

salutation

e)

as a representative of a group

6.

colleague

f)

relevant, something that applies or is important

7.

applicable

g)

an investigation into a matter, a question

8.

inquiry

h)

the person who receives something

9.

resignation

i)

a formal notification of quitting a job by choice

10.

draw one’s attention to

j)

a person you work with professionally

Components of a Business Letter

A. Sender’s Information

Are you using letterhead? Letterhead is stationery with your business

name and address already printed on it. If you aren’t using letterhead,

type your company name and address in the top left corner of your paper.

Example

Stand-Up Desks, Inc.

22 Wakefield Dr.

Rochester, NY 95402-4560

Task 1

Look up a local business and write the address on the lines below.


2


Writing in English

Components of a Business Letter cont.

B. Date

After the sender’s information, leave a space.

Then write the date using one of the formats below.

In the US, the order of the date is: month/day/year.

Task 2

Practice writing some dates:

1. Write today’s date.

Date Formats:

• March 4, 2019

• March 4th, 2019

• Mar 4, 2019

• Monday, March 4, 2019

2. Write the date of your next birthday.

3. Write the date six months from today.

C. Recipient’s Information

After the date, leave another

space. Now add your recipient’s

name, title, and address.

Triple‐check that you spelled

the name of the company and

recipient exactly as it should be.

Example

Mrs. Alley Freeman

Director of Sales

Furniture Forever

3 Main St.

Rochester, NY 14605

D. Salutation

Leave a space after your recipient’s address. Then add your salutation.

Make sure that you spell the recipient’s name correctly. Punctuation after

Mr., Ms., or Mrs. is common, but it is also possible without (Mr or Mrs). Use

a comma (,) or colon (:) after the salutation.

Business Formal

• Dear Mr Miller,

• Dear Ms. Hampton,

• Dear Mrs. Wu:

• Dear Sir,

• Dear Madam,

• To Whom It May Concern:

• Dear Frederick Carlyle,

Business Casual

(between colleagues)

• Good morning,

• Good afternoon,

• Hello,

• Hi Erica,


3


Writing in English

Components of a Business Letter cont.

E. Body

Leave a space after your salutation

and then start the body of your

letter. A business letter should

be separated into paragraphs.

Each paragraph should be about

a single subject. One or two

paragraphs may be enough. Use

plain text (without indentation).

It is common to leave a space

between paragraphs.

Tips

Start with a friendly greeting. Introduce yourself (if it’s the first time

you’ve contacted this person). Be cordial (polite) even if it is a letter

of complaint.

[space]

Identify your reason for the letter.

Use more than one paragraph if necessary.

[space]

Provide any special information. Identify any attachments if it’s

an email. If applicable, state exactly what you want or need from

the recipient.

F. Closing

Leave a space after the final body paragraph. Then write a closing phrase

(this is optional). Leave another space and write a closing word(s), followed

by a comma. On the next line, add your name and title. Add a phone

number if you want to be contacted by phone. Sign your name by hand

if it’s a printed letter. Print your name and title beneath your signature.

Closing Phrases (optional)

• I look forward to your reply.

• I apologize for the inconvenience.

• I look forward to meeting you.

• Should you need further

assistance, please

don’t hesitate to ask.

• Thank you for your

immediate attention.

Closing words

• Sincerely,

• Respectfully,

• Best,

• Best regards,

• Best wishes,

• Warm regards,

• Thank you,

• Sincerely,

Example

I look forward to your reply.

Sincerely,

Helen Hayes, Administrator


4


Writing in English

Types of Business Letters

Work with a partner. Review some different types of business letters.

Which letters have you written or received in the past? Which types

of letters are you most likely to write? Can you think of any other

types of business letters?

1. Inquiry

In this type of letter, you ask

a question about a product,

service, or policy.

2. Resignation

In this type of letter, you notify

a supervisor or manager that you

are planning on leaving/quitting

your job. You may or may not

state a reason.

3. Cover

This type of letter comes before

a resume when you are applying

for a job. It is a short letter of

introduction that doubles as

a thank you note.

4. Reference

This is a letter that you write for

someone else. You may provide a

personal or a business reference.

In this letter, you state how long

you have known the person

and why you recommend him

or her, usually for a new job or

position. You may include the

person’s strengths.

5. Thank You

There are a variety of reasons why

you might need to send a thank

you letter in a business situation.

You may want to thank a company

for good service, or you may

want to show appreciation for

a colleague who has worked with

you on a project.

6. Complaint

In this type of letter, you state

concerns or disappointment

about goods, services, or

business‐related issues. It is

important to remain polite. Do

not use ALL CAPS or inappropriate

language. Don’t send a letter of

complaint while you are angry.

Reread your letter and decide at

a later time if you should send it

or not.

7. Request

There are a variety of things you

may need to make a request for in

business, including internally (e.g.,

a deadline extension, a reference

letter) or externally (e.g., a contact

name, a replacement part).

8. Confirmation

or Follow-Up

This is a letter to confirm that

something has been received.

Occasionally email or packages

go missing or end up in a

spam mailbox. Don’t follow

up too quickly.

9. Sales or Marketing

Businesses send many letters to

potential customers or clients to

introduce new products or make

special announcements. These

are often written by a president or

CEO of a company.

10. Notification

In this type of letter, a company,

organization, or individual may

provide information about a

person’s account, membership,

or job position. Notifications may

be about updates or changes.

They may contain good or bad

news for the recipient.


5


Writing in English

Useful Phrases

Which type of business letter might contain these phrases?

Would you find the phrase in an opening line, a middle paragraph,

or a closing line? Discuss these questions with a partner and

keep this list handy while you’re writing.

• I’m writing to inquire about...

• I’m writing in reference to...

• I’m writing to express my dissatisfaction with...

• I’m interested in learning more about...

• I would be grateful if you could send some information.

• I regret to inform you...

• I am pleased to inform you...

• Should you require further assistance, please contact our office.

• I should also remind you...

• To learn more about our products and services, please visit our website.

• Enclosed, please find the information you requested.

• If we can be of further assistance, please don’t hesitate to ask.

• I am writing to confirm that...

• I am writing to congratulate you...

• I am writing in reference to my former colleague, Liz Reece.

• Please accept our sincere apology.

• We deeply regret this error.

• Thank you for your assistance.

• I would like to draw your attention to...

• I would be grateful if...

Trim the Fat

Remember, the word “business”

comes from “busy.” Business

people don’t have time to

read long-winded letters.

Your writing must be clear

and concise. Trim anything

that is unnecessary and avoid

wordy sentences. Avoid using

emoticons, emoji, pictures,

abbreviations, or any fancy

fonts in a business letter.

• I trust that you will look into this matter.

• I appreciate the time you took to...

• Please respond at your earliest convenience.


6


Writing in English

Sample Business Letters

A. Business Letter

Read the sample letter of

complaint. Discuss the letter

with a partner. What important

features does this letter include?

Discuss the formatting,

organization, and content

of this letter.

Morris Photography

8908 Water St., Ste. 2

Chicago, IL 60005-1234

March 4, 2019

Mr. Carlson Louis

Fine Photo Prints

34 Harbor St.


Dear Mr. Louis,

I am a long-term customer of Fine Photo Prints. While I’ve always

appreciated your company’s excellent service and products, I’m

writing to express dissatisfaction about a recent order.

First, the cost of printing has increased significantly since my

last order. I didn’t expect to pay $100 more than usual, and as a

result, I have not charged my clients enough to cover my costs.

Second, my prints weren’t of the usual quality. Several images

had black streaks in the middle. The envelope was also wet when

it arrived in my mailbox.

As a long-term customer, I would appreciate a refund or a reprint

(free of charge). The original invoice and order # is attached. If

you have any further questions, you can reach me by phone or

email. Please respond at your earliest convenience.

Sincerely,

Ella Morris, Morris Photography

(m. 220-779-2000)


7


Writing in English

Sample Business Letters cont.

B. Response

Read the sample response.

Discuss the letter with a

partner. What important

features does this letter

include? How does it differ

from the first letter?

Fine Photo Prints

34 Harbor St.


March 9, 2019

Ella Morris

Morris Photography

8908 Water St., Ste. 2


Dear Ms. Morris,

Thank you for your letter regarding your recent order of

Fine Photo Prints. We appreciate your business, and we

want to make this right for you.

Please find the reprint that you requested enclosed, as

well as a 50% off coupon for your next order. I apologize

for this inconvenience and hope that you will continue

using Fine Photo Prints for your business needs in the future.

If you have any further concerns, please do not hesitate

to contact me.

Sincerely,

Carlson Louis, Owner

Fine Photo Prints

m. 228-990-8765

e. carlson@fpprints.com


8


Writing in English

Business Envelopes

A. Formatting Tips

Here are some tips for formatting mailing addresses properly in North America:

• Use a plain font.

• Avoid any punctuation (periods, commas).

• Type the addresses or use address labels if possible.

• All caps is the preferred format in the US

and Canada, but it is not a requirement.

• Spell the recipient’s name/company correctly.

• Include a return address (top left corner or back

of envelope) in case the mail is undeliverable.

• Include directional words, such as EAST or WEST.

• Place a unit number (suite or apartment)

after the street address. Don’t use a # symbol

to indicate an apartment or suite.

• A PO Box (used instead of a street address)

goes on the line before the state/province.

• For a US address, include a numerical

ZIP+4 code with a hyphen (60001-6789).

• For a Canadian address, include a

postal code (V3M 3T9). Don’t use a hyphen.

• If sending internationally, place the country name

on the last line of the mailing address (JAPAN).

B. Sample Envelope

ELLA MORRIS

8908 WATER ST STE 2

CHICAGO IL 60005-1234

STAMP

CARLSON LOUIS

FINE PHOTO PRINTS

34 HARBOR ST

CHICAGO IL 60001-6789


9


Writing in English

Business Letter Checklist

BEFORE SENDING YOUR LETTER

After you write your letter,

proofread it. If it is an email,

don’t send it right away. Leave

it in your drafts folder and come

back a little later to open it again.

Fix any mistakes you see. Check

your spelling! If you are happy

with your letter, hit “Send” or

“Print.” If you’re mailing the letter

through a postal service, be sure

to use correct formatting on

the envelope.

Did I type the recipient’s name and address correctly?

Did I include a proper salutation?

Did I write politely even if it is a complaint or concern?

Did I trim any unnecessary words or lines?

Did I close the letter appropriately with my needs clearly stated?

Did I include contact information for a reply?

Did I proofread my letter?

Did I wait a day before sending a letter of complaint?

Did I format the envelope properly?




1. What is letterhead?

2. What is the correct order for writing the date in the US?

3. How many types of business letters can you name?

4. What is a cover letter?

5. What is a reference letter?

6. What should NOT be used in a business letter?

7. Which punctuation mark is used after a

closing word(s), such as “Warm regards”?

8. How are zip codes and postal codes formatted differently?


10


Writing in English

Pair Activity

A. Write a Business Letter

Write a letter of complaint to a

manager of a company that you

recently made a purchase from.

Express your dissatisfaction with

the product in a polite way. Include

the sender, recipient, subject,

salutation, body, and closing.

Be sure to use useful expressions

from this lesson. Use this space

for your rough draft.

Proofread your letter later

today or tomorrow. Refer to the

checklist! (You could also type

your letter on a computer and

print it.) Then write or type an

envelope with a fictional address

and exchange your letter with

your partner.

B. Write a Reply

Respond to your partner’s letter.

Use this space for your rough draft.

Be sure to use useful expressions

from this lesson. Write or type an

envelope using the return address

from the envelope you received

from your partner. Give your letter

of response to your partner.


11


Writing in English

Answer Key

LESSON DESCRIPTION:

LEVEL: Int

In this lesson, students learn tips and techniques for writing

business letters in English. They review the main components of

a business letter, and they also learn how to format a letter and

envelope properly. Useful expressions are included.

TIME:

TAGS:

1.5–2 hours

writing, business, complaint, feedback, date,

concern, email, titles, address, envelope

Warm-Up

Useful Phrases

A. WRITING

Give your students some time to do

a bit of writing on the topics provided.


1. e 3. d 5. c 7. f 9. i

2. h 4. b 6. j

8. g 10. a


on page 14, cut up the strips, and give to their partner to match up.

Components of a Business Letter

Parts A–F can be read together as a class, or you can have students

read these sections in pairs or small groups. Allow students time to

complete the tasks.

Types of Business Letters

Give students time to read about the different types of business

letters. Ask which type they think they are most likely to write.

Have they written any of these letters in the past? Which ones are

the most difficult to write?

You can have your students organize the useful phrases into a chart

form. Which type of business letter might each phrase go with?

Answers will vary. Many of the phrases could appear in multiple

types of letters.

Sample Business Letters

Put students in pairs or small groups and have them read and

discuss the two examples. There are a few ways in which the two

letters differ, and answers may vary. One is a complaint, and the

other is a response/apology. One states a problem; one offers a

solution. The second letter is also different in that it contains a

closing phrase (“If you have any further concerns, please do not

hesitate to contact me.”).

Business Envelopes

Optional. Does your computer lab have a program for typing

envelopes? Have students practice typing envelopes and labels

using the proper format.



12


Writing in English

Answer Key cont.

Business Letter Checklist

Review the checklist with your students and advise them

to keep it handy when they are writing business letters.


SPELLING NOTE:

This lesson shows the American spelling of the word Practice.

Most other English-speaking countries spell it this way: Practise

(when used as a verb; Practice when used as a noun). Make it a

challenge for your students to find this word in the lesson and

see if they know the alternate spelling.

1. Letterhead is special stationery that a company uses.

It has the address of the company printed on it (usually

in the top left corner). Teach your students a trick for

spelling “stationery” (the word that refers to paper products

has an “e” for envelope) vs. “stationary” (staying in one place).

2. The correct order for writing the

date in the US is month / day / year.

3. The ten types of business letters named in this lesson are:

inquiry, resignation, cover, reference, thank you, complaint,

request, confirmation or follow-up, sales or marketing, and

notification.

4. A cover letter is a short letter of

introduction that goes before a resume.

5. A reference letter is a letter that you write on

behalf of a person who is applying for a job. It may

be a personal reference or a business reference.

6. Emoticons, emoji, abbreviations, and fancy fonts or

images should not be included in a business letter.

7. A comma is used after a closing word(s),

such as “Warm regards.”

8. Zip codes are written as five digits with a hyphen followed by

four more digits. A postal code is written with a combination of

letter/number/letter followed by a space and number/letter/

number. No hyphen should be used with a postal code.

Pair Activity

If you have computers in the school, or if your students have

computers at home, they can type these letters on a computer.

If not, have them do this activity by hand.


13


Writing in English




on behalf of

recipient

letterhead

triple-check

salutation

colleague

applicable

inquiry

resignation

draw one’s attention to


14

Writing in English

How to Brainstorm

Lesson Objective

In this lesson, you will learn some useful pre-writing skills for generating

ideas and narrowing down a topic. You’ll practice brainstorming in a

variety of ways.

Did you know...

Brainstorming individually is often more effective than brainstorming in

a group. When brainstorming in a group, some of your best ideas may

be lost while you’re waiting for your turn to speak. You may also hold

back your best or most creative ideas because you fear what others

may think of them.

Warm-Up

A. Writing

Get a blank piece of paper and divide it into two columns. At the top of

one column, write “Topics I’m Interested In.” At the top of the other column,

write “Topics I’m NOT Interested In.” When your teacher says “Go!,” write

as many words or phrases in each column as you can. Don’t think. Just

write! Then discuss these questions with a partner or your classmates.

1. How many topics did you write in each column?

2. Are there any similarities between your and your partner’s/classmates’

lists of topics that you’re interested in? Are there similarities between

your lists of topics that you’re not interested in?

3. What topics do teachers typically ask you to write about? Which ones

interest you? Which ones bore you? Share these with your teacher!


How to Brainstorm

Writing in English

Warm-Up cont.



1.

brainstorm

a)

a closely related group

2.

freewrite

b)

to write without a format and without thinking too hard

3.

mind map

c)

to come up with, to make

4.

random

d)

a way of organizing ideas into thought bubbles

5.

generate

e)

to find and focus on the most important details or ideas

6.

cluster

f)

not organized or planned

7.

Venn diagram

g)

wide, not detailed

8.

rolestorm

h)

to think of a lot of ideas related to a topic or problem

9.

broad

i)

to think of ideas from another person’s perspective

10.

narrow down

j)

a graph of intersecting circles, used to compare two or three ideas

Brainstorming Techniques

A. Freewriting

When you freewrite, you write for “quantity,” not “quality.” When you

start, you may have a broad topic in mind, such as “Cities I Might Write

About.” You may also have something more specific in mind, such as

“Things to Do in New York City.”

As you freewrite, remember that you are the only reader at this stage of

writing. This pre-writing stage is for generating as many ideas as you can.

Task 1

Get a blank piece of paper.

Freewrite for five minutes about a city that you know a lot about.

Ready, set, write!


How to Brainstorm

Writing in English

Brainstorming Techniques cont.

B. Mind Maps (Webbing)

A mind map or web is the most common form of brainstorming.

A mind map has a large circle in the center for the main idea, topic,

or problem. As random ideas and examples come to mind, you draw

branches (lines) and smaller circles or bubbles to place your thoughts.

Your random thoughts can be organized into clusters of related ideas.

Task 2

Get a blank piece of paper.

Create a mind map called

“Reasons To Visit ”

(the city you chose in Part A).

Example:

REASONS TO VISIT NEW YORK CITY

musicals Times Square

comedy

Entertainment

plays

street musicians

Broadway

food festivals

pizza

cheesecake

Food Mexican

Italian

5th Avenue

toy stores

Shopping

REASONS TO VISIT

NEW YORK CITY

hotels

train stations

Architecture

clothes

souvenirs

mansions

statues

towers

hockey

Sports

baseball

basketball

football

tours

History

Wall Street

museums Ground Zero


How to Brainstorm

Writing in English


C. Lists

Making a bulleted list is another

form of brainstorming.

You may decide to use one or

more columns. After you make

your list(s), you can place details

and examples in parentheses

beside some of the items.

Example:

HOW TO VISIT NYC ON A BUDGET

• Broadway shows (last-minute tickets, search for discount

codes online, go solo, try Off-Broadway shows at small theaters)

• Transportation (walk instead of taking taxis,

plan ahead to avoid extra subway fares, Staten Island Ferry)

• Hotel (find off-season deals, book early, travel Sundays and Mondays)

• Food (ask locals where to eat, buy snacks at a grocery store

and eat one only meal out a day, find coupons, eat NYC pizza)

• Attractions (libraries, museums, Central Park, window-shopping)

Task 3

Brainstorm a bulleted list based on your own travel topic,

such as “How to Visit London with a Child.”

Topic:


How to Brainstorm

Writing in English


D. Venn Diagram

Venn diagrams are useful for comparing two things or ideas. You can use

these types of diagrams to prepare for a comparative essay or to help you

choose between two topics. Here is an example of a Venn diagram.

Task 4

Create your own Venn diagram

using the city you chose in Task 1.

You can compare your city to

another city, or choose any other

related topic for comparison.

New Year’s fun

Christmas shows

decorated

crowded

shopping

expensive

restaurants

walkable

Central Park

smell of garbage

outdoor festivals

windy

cold

beautiful

shows

hot

more crime

humid

Winter in NYC

Summer in NYC

E. Rolestorming

A fun way to generate unique ideas is to imagine yourself as someone

else. What ideas would a famous celebrity generate on the topic of

New York City? What would a homeless person write about?

Task 5

Find a partner and choose a travel topic together. Then choose

two different people (celebrity, classmate, teacher, family member)

to rolestorm ideas. Sit back-to-back as you brainstorm for five minutes.

Then share your results. Pretend you are the other person as you

share your ideas. To the right are some topics to choose from.

If you prefer, you can also choose your own!

Topics:

• Traveling with Kids

• Honeymoons

• Adventure Travel

• Flying Vs. Driving


How to Brainstorm

Writing in English

Narrowing Down a Topic

Now that you’ve explored five ways to generate ideas, it’s time to

narrow down a topic for a writing assignment. Here are three different

methods for choosing your best ideas from your brainstorming work.

A. Turn Your Ideas into Questions

As you look at your ideas, put yourself in your

readers’ shoes. What would they want to know?

Here are some examples of questions based on

the sample Venn diagram.

Examples:

1. What’s your preferred method of transportation?

2. What type of weather do you prefer?

3. Why do you want to travel to New York City?

4. What does your perfect day in New York New York

City look like?

5. If you could only do one thing

in New York City, what would you do?

6. What types of experiences can ruin a trip?

7. How much time and money are you

planning on spending in New York City?

8. Will you be returning to New York City anytime soon?

9. What advice would you give a friend who was

trying to decide when to visit New York City?

10. What do you NOT want to do in New York City?

Task 6

Look at your freewriting from page 2. Write at least

ten questions related to your ideas. Now choose the

most interesting question. Can you base a writing

assignment on this question?

B. Find Your Weak Ideas

After you brainstorm about a topic, look through

your ideas to find weak or uninteresting points. Put

yourself in your readers’ shoes again. What seems

uninteresting or obvious? Cross out anything that

doesn’t jump out at you. (Don’t use a black marker in

case you change your mind!)

Task 7

Look back at your mind map from Task 2. Cross off

any ideas and details that you don’t think are your

best ones. Try to leave yourself with at least three

main points and a few great examples. Do you think

you could write a good paragraph or essay with

these points?

C. Isolate Your Best Ideas

If you spent enough time brainstorming, you

probably came up with some really interesting

ideas. Which ones are the best? Which ones

would your reader want to know more about?

Task 8

Look through the ideas on your mind map again. Find

the ideas that jump out at you. These ideas should

make you want to write more! Which ideas have the

most details? Which ones interest you? Which ones

can you think of specific examples for? Circle them,

highlight them, or underline them. Use a different

color pen to draw attention to the best ideas.


How to Brainstorm

Writing in English

Give Your Brain a Break

Brainstorming is hard work. Before you move on to the next pre-writing

stage (writing an outline), you should take a little break from your writing.

If possible, come back to your writing the next day. Even though

you are giving your brain a break, you may want to have a notebook

handy! Don’t be surprised if ideas start to come to you when you’re in

the shower or before you get out of bed in the morning. Capture the

best ideas before they escape.




1. What are five types of brainstorming that you can use?

2. Why is it effective to brainstorm as an individual rather than as a group?

3. What step should you take after generating a lot of ideas for a writing piece?

4. What type of writing would work well with Venn diagrams?

5. What is the main goal of freewriting?

6. Why would rolestorming provide different ideas than freewriting?

7. Why does this lesson mention taking a shower?

Writing Challenge

A NEW WAY OF BRAINSTORMING

Work with a partner or small group to create your own brainstorming

technique! After you come up with an idea, challenge another pair or

group to try your brainstorming method.


How to Brainstorm

Writing in English

Answer Key

LESSON DESCRIPTION:

LEVEL: Int

In this lesson, students will learn some fun pre-writing

techniques for generating ideas for writing assignments.

TAGS:

writing, brainstorming, pre-writing

Lesson Objective

Brainstorming Techniques


Ask them what they think brainstorming is.

Ask them why they think “storm” is used in this word.

Give your students time to try each brainstorming technique.

They will need a few blank pieces of paper to complete the tasks.

If they don’t like the suggested travel topics, use different ones!

Warm-Up

Narrowing Down a Topic

A. WRITING

Ask your students to do the warm-up on a blank piece of paper.

Place students in pairs to discuss the post-task questions (or

discuss as a class).




1. h 3. d 5. c 7. j

9. g

2. b 4. f 6. a 8. i

10. e

Now that your students have learned a few different ways of

brainstorming, they need to be able to sift through all of their

ideas. Which ones are too weak? Which ones are the best? (The

next writing stage will be writing an outline. Try our lesson plan!)

Give Your Brain a Break

If you want a fun way to take a brain break before the

comprehension check-in, have your students take out a blank

sheet of paper and draw what a “brainstorm” (storm in the brain)

would look like. Have them close their eyes while they draw.

After they open their eyes, they can compare their drawings.



How to Brainstorm

Writing in English

Answer Key cont.


1. The five types of brainstorming used in this lesson are

freewriting, lists, mind maps, Venn Diagrams, and rolestorming.

2. It is effective to brainstorm as an individual rather than as a group

because you don’t have to wait to share your idea. You also don’t

have to censor your ideas or worry about what others may think.

3. After generating a lot of ideas for a writing piece, the next step

is choosing the best ones and eliminating the weakest ones.

4. A comparative writing piece would work well with Venn diagrams.

5. The main goal of freewriting is to write as much as

you can and not worry about the quality of the writing.

6. Rolestorming would provide different ideas than freewriting

because you try to get into another person’s mind.

7. This lesson mentions taking a shower because

people tend to have a lot of ideas in the shower!

Writing Challenge

Optional. If you have time to do this activity, it is a fun way to end

the lesson! What kinds of brainstorming tasks can your students

come up with and challenge each other to try?

SPELLING NOTE:

This lesson shows the American spelling of the words Theaters,

Traveling, Color, and Practice. Most other English-speaking

countries spell these words this way: Theatres, Travelling, Colour,

and Practise (when used as a verb; Practice when used as a noun).

Make it a challenge for your students to find these words in the

lesson and see if they know the alternate spellings.


How to Brainstorm

Writing in English




brainstorm

freewrite

mind map

random

generate

cluster

Venn diagram

rolestorm

broad

narrow down


Writing in English

How to Write

a Summary

Lesson Objective

In this lesson, you will practice using your own words to explain the

main idea of something you have learned. This is called summarizing.

We summarize for a variety of reasons in both speaking and writing.

In this lesson, we will focus on writing summaries of texts.

Warm-Up

A. Writing

Find an article or blog post (no more than three

paragraphs) and try to find the main idea. Highlight

the three most important details in the text. Discuss

the following questions with a partner.

1. What type of work did you choose?

2. What was the piece mainly about?

3. What were the three most

important details in this piece?


Match up as many words and meanings as you can.

Check this exercise again after seeing the words in context in this lesson.

1.

summarize

a)

necessary, essential

2.

paraphrase

b)

shortened

3.

attributive tag

c)

to the point, brief

4.

relevant

d)

to shorten someone’s work into the main idea and important details

5.

sparingly

e)

to reword in one’s own words (crediting the original source)

6.

condensed

f)

to mark up or add notes to a document

7.

objective

g)

without one’s own personal ideas

8.

concise

h)

in a limited way

9.

proofread

i)

to do a final check for mistakes in a text

10.

annotate

j)

a phrase that indicates who the original author is

Copyright 2019, Red River Press Inc. For use by ESL Library members only. (INT – HIGH INT / VERSION 2.0) 1

How to Write a Summary

Writing in English

Introduction to Summarizing

A. What Is a Summary?

A summary is a condensed overview of the main idea(s) and essential

details of a longer work (e.g., an article or story). A summary should be

objective and concise. It should be able to stand alone as its own work.

The target audience is a reader who is not familiar with the original work.

B. What a Summary Is NOT

When you summarize, you use your own words but NOT your

own opinions, ideas, or interpretations. You use attributive tags

(e.g., the author suggests...) to show that the ideas are not your own.

A summary is NOT an outline. An outline is a summary in point form.

You can write an outline first. Then you can use your notes to write a

summary in paragraph form. A summary may be one paragraph or

a few, depending on the length of the original work.

A summary does NOT include specific details

such as dates, times, and statistics.

Parts of Speech

summary (n):

a short description in one’s own

words about the main idea and

essential parts of a longer piece

summarize (v):

to shorten a longer piece

using in one’s own words

Rule of Thumb

Use direct quotes sparingly in a

summary. Only quote directly

from the source if you cannot

paraphrase an idea in your own

words. If you must use exact

wording within your summary,

use quotation marks around it

and credit the source.

Task 1

Look at the text on this page of the lesson. Identify

the title. Circle the main idea. Place a star beside three

relevant points that relate to the main idea. Place an X

beside information that is irrelevant or unnecessary to

the general idea of this page.

Task 2

Choose a topic from ESL Library’s Historic Events

section. Ask your teacher to provide you with

the reading (page 2) from the topic you choose.

You will use this reading at a later time.

https://esllibrary.com/courses/98/lessons



Writing in English

3 Reasons for Summarizing

There are many different reasons your teacher, employer, or friend may

ask you to summarize something. Here are few of the main reasons why

it’s important to learn this skill.

# Reason Explanation

1 to demonstrate comprehension

2 to find the important parts

3 to report to others

If you can write a summary, you know what a text is about. In an

academic setting, it is important for your instructor to know that

you understand the main idea of the content.

An important reading skill is being able to easily find the most

important parts and to ignore the parts that aren’t essential.

Summary writing requires you to practice and demonstrate this

real-life skill.

In the real world, you often need to summarize content to help

others learn what they have missed. In a work setting, your

colleagues may be unable to attend a presentation or read a

report. In an academic setting, you may need to summarize a

lecture that a friend missed.

Task 3

1. Read the article from the Historic Events topic you chose in Task 2.

Write five Wh- Questions that relate to the main idea.

2. Write three details from the Historic Events article

that are irrelevant to a summary on this topic.



Writing in English

Formatting a Summary

A summary is formatted in paragraph form. One paragraph is long enough

to summarize a short article, story, or film.* A summary is usually written

in the present tense. It follows the traditional format of a paragraph.

It should include:

*Note:

Your teacher may have different

expectations for the length of

your summary.

1. an introductory (topic) sentence (includes the title and author)

that briefly tells the reader what the piece is about

2. three to five supporting sentences that relate to the central idea

(about one sentence per section of original text, in logical order)

3. attributive tags to show that thoughts are not the writer’s own

(avoid direct quotes if possible)

4. a concluding sentence that rephrases the main idea

Task 4

Read the example summary

to the right and annotate it.

1. Circle the

introductory sentence.

2. Place a star above the title

of the original source.

3. Place two stars above

the author’s name.

4. Cross out the sentence that

introduces the summary

writer’s own opinion.

5. Draw a squiggly line under

the concluding statement.

Example Summary

In “Research Writing with Digital Tools,” ESL Library’s guest blogger

Shelly Terrell offers teachers tips and resources for helping English

language learners improve academic writing skills through technology.

Terrell claims that ELLs need extra help learning how to organize and

present their thoughts in writing. She offers four main suggestions to

teachers. First, she provides resources that help students improve on

process writing, such as ReadWriteThink and Creately. Next, she covers

the importance of developing research skills. Terrell recommends

several social bookmarking tools, including Pinterest. Terrell also

emphasizes the importance of learning how to cite sources. She

mentions academic style guides and identifies apps that make citing

easy, including Easy Bib. Citation generators should not be used

unless ELLs already know how to cite sources. Lastly, Terrell notes that

feedback requires a “safe environment.” She suggests using tools such

as audio and video feedback. In summary, Shelly Terrell shares several

tips and tools to help ELLs with their research and academic writing.

“Research Writing with Digital Tools”

http://blog.esllibrary.com/2015/03/25/digital-tools/



Writing in English

Writing a Summary

A STEP-BASED APPROACH

When summarizing in writing, use paragraph form. You can summarize

a short article in a single paragraph. It may take a few paragraphs to

summarize a longer work, such as a novel.

Follow these steps to create a summary of a short text, such as an article.

1. Read the article once.

2. Reread the article armed with a pen and a blank piece of paper.

3. As you reread, write down the title and author of the original work.

4. Find the main idea. (Why was this text written?) Circle it.

5. Divide the article into its main sections. Draw boxes around them.

6. Place a star beside one important detail in each box.

7. Read the starred parts over to yourself.

8. Put the original article away.

9. Write the main idea in point form on your paper.

10. Write points for each important detail (look at the article if necessary).

11. Get a new piece of blank paper. Use your notes to write a paragraph

that summarizes the article.

12. Read the original work again.

13. Reread your summary and add any key parts you missed.

14. Omit any parts in your summary that are not central to the main idea.

Make sure you haven’t introduced your own personal opinions.

15. Make a final copy of your summary. (Proofread it the next day.)



Writing in English

Reference

SENTENCE STARTERS FOR SUMMARIZING

How you word your summary is important. You need to be concise and

objective. Here are some useful words and phrases to use in your summary.

Keep this page handy when you move on to the Writing Challenge.

Use

Useful Words & Phrases

Introductory

Sentence

• In “ ,” covers/writes about/discusses .

(title) (author)

(main idea / theme)

• As explains in “ ,”...

(author)

(title)

• , in “ ,” focuses on...

(Author) (title)

Main Idea

• The piece covers...

• “ ” is a story about...

(Title)

• The article/piece is mainly about...

• The main point the author makes is...

Relevant Details

• As notes/tells us, ...

(author)

• The article/piece/text says that...

• According to , ...

(author)

• A report about claims that...

(topic)

• argues that...

(Author)

Summing Up

• In short, ...

• To summarize, ...

• In summary, ...

• In brief, ...

• To conclude, ...

• As mentioned, ...

Attributive Tags

THE AUTHOR / NAME / HE / SHE...

• believes

• claims

• demonstrates

• suggests

• emphasizes

• insists

• informs

• maintains

• notes

• observes

• reminds

• reports

• says

• states

• explains



Writing in English




1. What is this lesson mainly about?

2. What part of speech is the word “summary”?

3. How is summarizing used in the real world?

4. What can writers use to avoid introducing their own opinions in a summary?

5. How should a summary be formatted?

6. What should writers do after they write their first draft of a summary?

Writing Challenge

SUMMARIZING

1. Choose a news article or informational text to work with.

2. Follow the steps on page 5.

3. Go through the checklist below.

4. Submit your summary to your teacher.

A Checklist

SUMMARIZING

Did I read the original text carefully?

Did I take notes as I read the second time?

Did I note the title and author in my topic sentence?

Did I identify the main idea of the text?

Did I find three or more relevant details

that relate to the main idea?

Did I use attributive tags?

Did I avoid introducing my own opinion?

Did I omit details that were too specific

(e.g., facts, stats)?

Did I include a concluding statement?



Writing in English


Name:

Description of Task

Skills

Date

Completed

Score /

Success

Level

Writing a summary

of a one-page text

Reading, Writing

Success


understands what a summary is and is NOT

locates basic information from a text

begins summary with a topic sentence (includes title and source)

summarizes the main idea

includes relevant details in the summary

ends the summary with a concluding statement

shows evidence of planning and proofreading

Teacher Feedback

Resource Used

ESL Library: How to Write a Summary



Writing in English

Answer Key

NOTE:

LESSON DESCRIPTION:

LEVEL: Int – High Int

We recommend using this lesson in

conjunction with ESL Library’s related

lessons, especially How to Write a

Paragraph: https://esllibrary.com/

courses/74/lessons/2563 and How to

Paraphrase: https://esllibrary.com/

In this lesson, students learn how to write

an objective summary of a written work.

Students view examples of a summary

and try a step-by-step approach.

TIME:

TAGS:

2+ hours

writing, academic language,

summarizing, summary,

reporting, writing practice,

reproducing information

courses/74/lessons/2465/

Lesson Objective

Introduction to Summarizing


Warm-Up

A. WRITING

Give your students some time to find a short article to work

with (or assign this for homework before beginning this lesson).

Place the students in pairs for the discussion questions.


Have students complete the matching exercise,

and/or print copies of page 12 and cut up the strips.

1. d 3. j

5. h 7. g 9. i

2. e 4. a 6. b 8. c 10. f

Go over the information and confirm that your students

understand what a summary is and what a summary is NOT.

Give students time to complete Tasks 1–2.

TASK 1

Answers to the questions may vary.

Title: Introduction to Summarizing

Main idea: A summary is a condensed overview of

the main idea(s) and essential details of a longer work.

3 points: A summary should be objective and concise, in one’s own

words, and in paragraph form. (Answers will vary)

Irrelevant info: Rule of Thumb and Definition Boxes, Task 1 and 2

TASK 2

Have your students each choose a topic from the Historic Events

section of ESL Library: https://esllibrary.com/courses/98/lessons

Or, if your class is already working with specific texts, any one-page

text can be used. Make sure that each student has a text to work

with before moving on to page 3.




Writing in English

Answer Key cont.

3 Reasons for Summarizing

Go over the information and confirm that your students

understand why summarizing is an important skill to learn.

TASK 3

Wh- Questions can help students find relevant information in

a text. For question 1, have students review their Historic Event

reading and write five comprehension questions about it using

Wh- Questions. Then for question 2, have students practice

isolating details that are too specific to include in a summary.

Formatting a Summary

a “safe environment.” She suggests using tools such as audio and

video feedback. In summary, Shelly Terrell shares several tips and

tools to help ELLs with their research and academic writing.

Writing a Summary

Go over the step-based approach to summary writing. After you do

this, you may want to check comprehension by having students put

this list away. Ask questions such as, “Which comes first, reading

the article in full or searching for the main idea?” or “Which comes

first, making point-form notes or writing a paragraph?”

Reference

Go over the notes and have students read the example summary

that goes with Task 4. (It has one extra sentence in it that does

not belong in a summary.)

TASK 4

Make sure that your students annotate

the summary with the following:

In “Research Writing with Digital Tools,” ESL Library’s guest blogger

Shelly Terrell offers teachers tips and resources for helping

English language learners improve academic writing skills through

technology. Terrell claims that ELLs need extra help learning how

to organize and present their thoughts in writing. She offers four

main suggestions to teachers. First, she provides resources that

help students improve on process writing, such as ReadWriteThink

and Creately. Next, she covers the importance of developing

research skills. Terrell recommends several social bookmarking

tools, including Pinterest. Terrell also emphasizes the importance

of learning how to cite sources. She mentions academic style

guides and identifies apps that make citing easy, including Easy Bib.

Citation generators should not be used unless ELLs already know

how to cite sources. Lastly, Terrell notes that feedback requires

Encourage your students to keep this page handy for essays or

writing responses that require them to summarize. They may

also want to review this list before taking a test or exam so that

some of the phrases and words are fresh in their minds for the

writing component.


1. This lesson is mainly about how to

write a short summary of a written text.

2. The word “summary” is a noun.

3. Summarizing is used to fill others in on what they may have

missed. It is also used to shorten a longer piece for others.

4. Using attributive tags is a good way to avoid

introducing one’s own opinion in a summary.

5. A summary should be written in paragraph form. It should

start with an introductory sentence that identifies the original

source for the reader. The paragraph should describe the main

idea and most important parts of the original text using one’s

own words. A summary ends with a concluding statement.

6. After writing a first draft, writers should go over the original

text again to see if they missed anything important. They

should also omit any of their own opinions or ideas.




Writing in English

Answer Key cont.

Writing Challenge

Your students will now choose another text to work with, such as a

news report. They will use the step-by-step approach from page 5

to write a summary for submission. Encourage them to use the

checklist afterward. If you are using this task for assessment, share

the Assessment Tool from page 8, so that students understand

what they will be assessed on.

A Checklist

You may want to go through the checklist with your students

before they begin writing. Remind them to use it before they

submit their summary.

SPELLING NOTE:

This lesson shows the American spelling of the word Practice.

Most other English-speaking countries spell it this way: Practise

(when used as a verb; Practice when used as a noun). Make it

a challenge for your students to find this word in the lesson

and see if they know the alternate spelling.



Writing in English




summarize

paraphrase

attributive tag

relevant

sparingly

condensed

objective

concise

proofread

annotate


Writing in English

How to Proofread

Lesson Objective

In this lesson, you will learn some useful tips for peer editing and

proofreading. You’ll also learn to spot some common English errors.

Did you know...

It is difficult to proofread your own writing. You may not notice your

mistakes and typos because your brain tricks you into seeing what you

think you wrote. When you proofread your own work, do it at least a day

after you finish your final copy.

Warm-Up

A. Writing

On the lines below and on the next page or on a blank

piece of paper, freewrite about the difference between

mistakes and errors. Are they the same thing? Are they

different? Don’t just think about mistakes and errors

in terms of English learning. Think about mistakes

and errors in your everyday life. Then discuss these

questions with a partner or your classmates.

1. In your opinion, what is the difference

between a mistake and an error?

2. How can you prevent yourself from

repeating a writing error over and over?

3. Why is it important to make

mistakes and errors in life?


1

How to Proofread

Writing in English

Warm-Up cont.

A. Writing cont.



1.

proofread

a)

an incomplete sentence (without an independent clause)

2.

peer edit

b)

to check the writing of a classmate or friend

3.

typo

c)

to read through a final copy and check for mistakes

4.

revision

d)

comments (positive or negative)

5.

feedback

e)

methodically going through a document to check for problems

6.

line editing

f)

a typing mistake, often made subconsciously

7.

draft

g)

the incorrect use of a comma to separate two complete thoughts

8.

sentence fragment

h)

one of two (or more) versions of a document

9.

comma splice

i)

words that sound the same but have different meanings or spellings

10.

homophones

j)

a change made to a draft


2

How to Proofread

Writing in English


READ & PROOFREAD

Professional writers and publishers hire editors to

make sure that an article, book, or other written work

is in good form before it gets to the reader. An editor’s

job is a big one. An editor has to make decisions about

content, structure, length, tone, word choice, and

much more. Professional editors provide feedback

for writers in the early stages, just like your teacher

probably does with you. The goal is to create a piece

of writing that is clear, concise, and readable. This

may take many drafts. Eventually, the editor will read

carefully through the text to offer specific suggestions

at the word and sentence level. This is called

line editing.

Task 1

Write a paragraph that paraphrases the main

differences between professional editing,

peer editing, and proofreading.

Students and amateur writers need editors too. You

may catch mistakes that other writers make, but it’s

difficult to critique and correct your own writing. Peer

editors can be your classmates, your friends, or even

your family members. You can take turns editing each

other’s work. A peer editor can look at a first draft and

offer suggestions about structure, style, and content.

After you make some revisions, they can look more

closely at your individual sentences.

The final editing stage is called “proofreading.”

A proofreader’s job is to look at the polished work

and spot typos or other errors that the writer or

editor may have missed or introduced while making

revisions. A proofreader may even find mistakes that

the editor missed. Before you pass your polished copy

to a proofreader, it’s a good idea to proofread your

own work. Try to leave at least a day between finishing

your final draft and proofreading it. You will be more

likely to see your own mistakes with fresh eyes.

Keep a record of mistakes that you make often.


3

How to Proofread

Writing in English


Here are some common writing errors to watch out for

when you are peer editing at the word and sentence level.

A. Sentence Fragments

A sentence fragment is an

incomplete sentence that does

not contain an independent clause.

An independent clause must have

a subject and a verb. It also must

be able to stand on its own.

Task 2

Can you correct these sentence fragments?


1. In Canada, where thousands of lakes.

2. Some of the students working through the night.

3. Even though we got the car fixed before our trip.

4. Leaving the country when she had the flu.

5. Which is why we called the police.

B. Apostrophe Errors

Watch out for the tricky

apostrophe! Writers often omit

an apostrophe where one is

needed, or they add one when

one is not needed. It may even be

a good idea to investigate each

apostrophe in a piece of writing

to see if it was used properly.

Task 3

Can you correct these common apostrophe errors?


1. The cat ate it’s food quickly.

2. Its going to be a busy work week.

3. My sister fly’s here on Wednesday.

4. My parent’s aren’t coming to the concert.

5. Her fathers friend didn’t enjoy the party.

C. Subject-Verb Agreement

In English, the subject in a

sentence must agree with the

verb. A singular subject (boy) takes

a singular verb (eats). E.g., The boy

eats pizza. This is simple when a

singular subject is right beside the

verb. It gets a little trickier when

compound subjects are used or

when phrases appear in between

subjects and verbs.

Task 4

Can you correct these common agreement errors?


1. Neither George nor Lisa are home.

2. The referee and the players is waiting for the rain to stop.

3. He and his sister is at the front desk.

4. Nobody are going to work today because it’s a holiday.

5. There is bananas in the fridge.


4

How to Proofread

Writing in English


D. Comma Splices (Run-On Sentences)

A comma can’t be used to separate two complete

thoughts. There are three ways to fix a comma splice:

• Add a conjunction

such as “and” or “although.”

• Turn one sentence into two

with a period.

• Use a semicolon

to separate the two complete thoughts.

When using a semicolon, the sentences

should be closely related and very short.

Task 5

Rewrite these sentences without comma splices.

1. It was a delicious dinner, we had steak and salad.

2. The scenery is gorgeous, there are lakes,

mountains, and forests to explore.

3. It was a cold night, we almost froze.

4. The project is due on Monday,

you should start working on it.

E. Formatting

Spelling:

One piece of writing should use a single spelling

convention, such as American English or British English.

Spacing:

Spacing after headings and paragraphs should be

consistent. A space should not be placed before a

comma or period. This is a very common error that

English learners make.

Font:

Task 6

Circle the incorrect spacing in the paragraph below.









keep up

with the demand.

The same size and style of font should be used

throughout a paper. The use of quotes, italics, and

bold text should be used consistently. Try following

a style guide, such as the MLA.


5

How to Proofread

Writing in English


F. Formality & Tone

The tone of the writing should

be consistent. If an essay is

written from the third-person

perspective, it should remain

in that voice throughout. If a

document is written in a formal

tone, it should not break away

with a personal anecdote from

a first-person perspective.

Task 7

Which sentence does not belong in the paragraph below?

Bee experts don’t know exactly what is causing the rapid decline

of honeybees, but most agree that chemicals are largely to blame.

The use of pesticides has increased dramatically in recent years.

I never use pesticides in my garden! Climate change is another

suspect. Extreme weather such as drought can make it difficult

for bees to do their job.

G. Capitalization

Incorrect capitalization is one

of the most common mistakes

English learners make in their

writing. Here are four things

to remember:

• The first word in a sentence

must be capitalized.

• The pronoun “I” must

always be capitalized.

Task 8

Circle all of the words that should be capitalized in the text below.

Circle any of the words that are incorrectly capitalized as well.






• Proper nouns must be

capitalized. This includes

languages and nationalities

like “English” and “American.”

• Important words in a

heading or title should

also be capitalized.


6

How to Proofread

Writing in English

What to Look For as a Proofreader

A. Typos

A typo is a mistake you make while typing. Typos can be difficult for the

writer to catch because a writer’s mind thinks the words have been typed

correctly. When you are proofreading someone else’s work, watch out for

unnecessary apostrophes (your/you’re), missing apostrophes, missing

words, and repeated words.

B. Spelling Mistakes

Do your classmates use digital spell-checkers? A spell-checker is handy,

but it won’t catch every mistake (e.g., desert /dessert). Homophones

such as “it’s” and “its” are very problematic for writers! You may know the

difference between these similarly spelled words, but you may still type

them incorrectly.

If you’re checking work that is written with a pen and paper, make

sure to keep a dictionary handy. Look up any word that seems wrong,

especially if it has double letters.

C. Formatting Problems

Tip:

READING OUT LOUD

The next time you read through

your own writing or a peer’s

writing, read it out loud to

yourself. You are more likely

to catch mistakes and errors

if you read it out loud than

if you read it silently. Tiny

missing words like “a” or “the”

will stand out when you hear it

spoken. This is also a great way

to catch any mistakes that you

have inadvertently introduced

during the proofreading

stage. Proofreading in a quiet

place with no distractions is

important. Try recording your

voice as you read it out loud

and listening to it after. Does

anything sound unnatural?

As a proofreader, it’s your job to look for formatting inconsistencies and

problems, including improper spacing and capitalization. A space should

never go before a punctuation mark. Paragraphs should be spaced out

properly. Proper nouns and headings should use capitalization correctly.

Task 9

Survey your classmates to find

out which words they have trouble

spelling. Make a class list called

“Our Commonly Misspelled Words”

and post it in your classroom.

Our Commonly Misspelled Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.


7

How to Proofread

Writing in English


Use these symbols to make corrections while peer editing.

Symbol Meaning Use

SP Spelling Spelling mistake

WC Word Choice The word doesn’t make sense in the context

WF Wrong Form E.g., using a gerund instead of an infinitive, or an adjective instead of a noun

VT Verb Tense The wrong verb tense is used

/ Deletion Unnecessary, extra word

^ Addition Another word or phrase is needed (e.g., sentence fragment)

P Punctuation Wrong punctuation is used, or more punctuation is needed (e.g., comma splice)

C Case Capital or lowercase letters have been used incorrectly

T Tone E.g., a sentence or example is too informal

F Format There are formatting issues, such as incorrect spacing or lack of italics

Example Correction:

C WF P VT WC SP

P

i wanted going to the a party but I don’t go although I had papper to write

^

Corrected Sentence:

I wanted to go to the party, but I didn’t go because I had a paper to write.


8

How to Proofread

Writing in English




1. What is the difference between an editor and a proofreader?

2. Why is it important to get someone to proofread your final copy?

3. How can you fix a comma splice?

4. What error do many writers make when it

comes to leaving spaces around punctuation?

5. What should a proofreader do when

reading the final copy of a written work?

6. Why does this lesson mention the word “dessert”?

Writing Challenge

PROOFREAD EACH

OTHER’S PARAGRAPHS

Find a partner and exchange the

text that you wrote in Task 1 on

page 3. Use the symbols in the

Writing Correction Key on page 8

to proofread each other’s writing.

You could also choose a different

piece of writing for this activity.

A Checklist

BEFORE YOU HAND THE FINAL COPY BACK TO THE WRITER

Did you run the document through a spell-check program?

Did you check all apostrophes?

Did you check for proper spacing around punctuation marks?

Is the tone consistent?

Did you read the text out loud in a quiet place?

Did you check the capitalization?

Keep in mind that if you are

working with another English

learner, some of his or her

editing suggestions may not be

correct. Work together to polish

the text. You can also ask your

teacher for help.

Is the font consistent in the headings and titles?

Does every sentence have an independent clause?

Are commas used properly?

Does the writer’s name appear on the document?


9

How to Proofread

Writing in English

Answer Key

LESSON DESCRIPTION:

In this lesson, students learn about the role of an editor and

proofreader. This lesson focuses on spotting and correcting

common writing mistakes and errors.

LEVEL: Int – Adv

LEVEL: 2–3 hours

TAGS: writing, proofreading, editing, common errors, formatting

Lesson Objective


Ask them why they think it’s difficult to edit their own writing.

Warm-Up

A. WRITING

Print copies of page 12 and cut up the strips, or have


1. c 3. f 5. d 7. h 9. g

2. b 4. j

6. e 8. a 10. i


Give your students time to read and paraphrase the paragraphs.

The text that they write will be used for a proofreading task at the

end of this lesson.


A. SENTENCE FRAGMENTS

Task 2

Answers will vary.

1. In Canada, there are thousands of lakes.

2. Some of the students worked through the night.

3. We got the car fixed before our trip, though.

4. She left the country even though she had the flu.

5. That is why we called the police.

B. APOSTROPHE ERRORS

Task 3

1. The cat ate its food quickly.

2. It’s going to be a busy work week.

3. My sister flies here on Wednesday.

4. My parents aren’t coming to the concert.

5. Her father’s friend didn’t enjoy the party.

C. SUBJECT-VERB AGREEMENT

Task 4

1. Neither George nor Lisa is home.

2. The referee and the players are waiting for the rain to stop.

3. He and his sister are at the front desk.

4. Nobody is going to work today because it’s a holiday.

5. There are bananas in the fridge.

Try our Subject-Verb agreement lessons in our Grammar Practice

Worksheets section: https://esllibrary.com/courses/88/lessons

D. COMMA SPLICES (RUN-ON SENTENCES)

Task 5

Answers will vary.

1. It was a delicious dinner. We had steak and salad.

2. The scenery is gorgeous.

There are lakes, mountains, and forests to explore.

3. It was a cold night; we almost froze.

4. The project is due on Monday, so you should start working on it.



10

How to Proofread

Writing in English

Answer Key cont.



E. FORMATTING

Task 6









keep up

with the demand.

F. FORMALITY & TONE

Task 7

I never use pesticides in my garden!

G. CAPITALIZATION

Task 8






What to Look for as a Proofreader

Task 9

Answers will vary.

Your students may want to keep this handy at all times.

Feel free to add / change any symbols to meet your needs.


1. An editor looks at many drafts and helps with general

and specific problems, while a proofreader checks the

final copy for typos and other last-minute mistakes

that may have been introduced or missed.

2. It’s important to get someone else to proofread your

final copy because it’s difficult to catch your own mistakes.

3. A comma splice can be fixed with

a period, a semicolon, or a conjunction.

4. Many writers place spaces before commas

or other punctuation marks instead of after.

5. A proofreader should read the

final copy out loud in a quiet space.

6. This lesson mentions the word “dessert”

because it is similar to the word “desert” and

can’t be caught by a digital spell-checker.

Writing Challenge

Your students may find it frustrating to be corrected by peers

who are not at the same learning level. Try to partner learners up

appropriately. Remind your learners that they can also learn from

each other’s correction mistakes.

Also keep in mind that some students may feel embarrassed when

showing their writing to their peers. Remind them of what you may

have discussed in the Warm-Up—making mistakes is often the best

and fastest way to learn.


11

How to Proofread

Writing in English


Write definitions in your own words. Then cut up these vocabulary strips.


proofread

peer edit

typo

revisions

feedback

line editing

draft

sentence fragment

comma splice

homophones


12

Writing in English

How to Compare

& Contrast

Lesson Objective

In this lesson, you will practice comparing (expressing similarities)

and contrasting (expressing differences) in written English.

Let’s start with a brainstorming activity.

Warm-Up

A. Brainstorming

1. Think of two people (friends, family members, celebrities) who have

some similarities (e.g., gender and age) and some differences

(e.g., personality and nationality).

2. Label the Venn diagram on page 2 by placing one name in each circle.

3. Take notes in point form to describe character traits of the two people

you chose. If both people share a characteristic, put it in the middle

where the circles overlap.


1

How to Compare & Contrast

Writing in English

Warm-Up cont.

A. Brainstorming cont.

Venn Diagram

Different

Similar

Different


2


Writing in English

Warm-Up cont.

B. Discussion

Discuss these questions with a partner.

1. Who did you choose to write about, and why?

2. In what ways are these people similar?

3. In what ways are these people different?

4. How are your two people different from the two

people your partner chose? Are there any similarities?

C. Vocabulary Preview


1.

overlap

a)

to share the same space at some point

2.

point form

b)

a connection that both things or people share

3.

relevant

c)

a change from one thing to another

4.

strike a balance

d)

a short written format, not full sentences

5.

transition

e)

to find a way to show or represent both sides

6.

resemble

f)

to not be nearly as good or high in quality as something else

7.

whereas

g)

to look similar to

8.

scrutiny

h)

in contrast (a conjunction)

9.

pale in comparison

i)

important, mattering to someone

10.

correlation

j)

a careful or detailed investigation


3


Writing in English

Comparing & Contrasting in English

You will compare and contrast when you:

• write a compare-contrast essay

• respond to a compare-contrast text

• review products

• review books and movies

• compare theories or ideas

• describe personal experiences

• describe characteristics

• explain pros and cons

There are two main reasons for comparing

and contrasting in written English.

Did You Know?

The expression there is no comparison means

that it’s not worth comparing two things. In other

words, A is so much better than B that B is not

worth mentioning.

A: How was the cruise?

Was it better than your last trip?

B: There is no comparison.

We will never use any other cruise line.

A. To Describe or Define

Comparing and contrasting can be used to describe certain qualities of

two people, places, or things. For example, in a literary essay you may

compare and contrast two characters. When deciding what to compare,

think about the following questions.

• What’s interesting?

• What’s relevant?

Task 1

Imagine that you are going to compare two characters from your favorite movie.

Think of three points about them to compare and contrast.

1.

2.

3.


4


Writing in English

Comparing & Contrasting in English cont.

B. To Evaluate

Comparing and contrasting helps you make a choice or decision between

two different options. For example, you could compare and contrast a

book and movie to decide which one was better. You could also compare

and contrast two vacation destinations to decide on a better option.

Task 2

Think of two vacation spots that you could evaluate. What aspects would

you compare and contrast in order to decide which place is the best

destination? Make sure that your points are interesting and relevant.

My Vacation Choices

1.

2.

Points to Compare

1.

2.

3.


5


Writing in English

Compare & Contrast Thesis

A. Writing a Thesis Statement

In every essay, it is important to include a thesis statement in your

introduction. Your thesis tells your reader your basic argument. In a

compare-contrast essay, writing a thesis statement is quite simple.

You can use one of the methods below.

Make sure that your choice is obvious in your thesis.

Later you will learn about evaluating the similarities and differences.

Methods

1. strike a balance between the similarities and differences

2. focus mainly on the similarities

3. focus mainly on the differences

Example Thesis

The plot differences in The Hunger Games book and movie are minor;

however, it is the different points of view that really set the book and

movie apart.


6


Writing in English

Compare & Contrast Thesis cont.

B. Compare-Contrast Adjectives

Here are some adjectives used for describing differences and similarities.

Major

• pronounced

• striking

• clear

• notable

• evident

• significant

Minor

• subtle

• insignificant

• minimal

• not obvious

Task 3

Fill in the blanks to create thesis statements for

compare-contrast essays. Use the topics you wrote

about in Task 1 and 2 or choose other possible topics.

1. The similarities between and are .

(adjective)

2. The differences between and are .

(adjective)

3. and have many similarities, but

.

4. and have a few differences; however,

.


7


Writing in English

Compare & Contrast Patterns

There are a few different patterns

you can choose from when writing

compare and contrast essays. It is

a good idea to choose one before

starting an outline and writing

an introduction.

Example

Imagine that you are going to write an essay comparing New York

City and Los Angeles. You are going to evaluate these cities to decide

which is a better destination for a honeymoon. Here are three

possible ways to organize this compare-contrast essay.

A. Block Pattern A

COMPARE THEN CONTRAST

Start with all of the similarities

of New York and L.A. These

go in paragraph 2 (after

your introduction).

Write all of the differences

between New York and L.A.

These go in paragraph 3.

Decide which is the

best destination for the

newlyweds and explain why.

This is your final paragraph.

B. Block Pattern B

COMPARE & CONTRAST

IN CONCLUSION

Describe New York as a travel

destination in paragraph 2.

Describe L.A. as a travel

destination in paragraph 3.

Compare and contrast New York

and L.A. in paragraph 4 and decide

the best destination

for the newlyweds.

C. Point-By-Point Pattern

COMPARE & CONTRAST

BY ITEM

In this type of essay, you compare

and contrast one point at a time.

For example, compare and

contrast weather for both

places in paragraph 2.

Compare and contrast

cost in paragraph 3.

Compare and contrast sites

to see in paragraph 4.

Identify the best destination

based on a summary of these

items in paragraph 5.


8


Writing in English

Compare & Contrast Patterns cont.

Task 4

In the introduction of a compare and contrast essay, identify your

organizational pattern for your reader. This is a road map statement.

You will not write, I’m going to write an essay in block pattern style A.

What could you write?

Write a road map sentence to go with patterns B and C on the

previous page. Road map A has been completed for you as a model.

Note:

Your road map statement

may or may not be combined

with your thesis. In your

introduction, you must tell

the reader your main point(s)

and include a brief road map

so that your teacher knows

what to expect.

Road Map Sentences

A. By examining all of the similarities of New York and L.A., and then reviewing the differences,

it will be possible to see why honeymooning in the east is a better option for newlyweds.

B.

C.


9


Writing in English

Showing Relationships

You probably already know a few different transition words to use for

comparing and contrasting. Here is a reference page with examples to

help you add variety to your writing. Look at the examples to see how

these words and phrases are used in different sentence positions.

A. Words & Phrases for Comparing B. Words & Phrases for Contrasting

• just as

• likewise

• also

• similarly

• x resembles y in that

• x is similar

to y because

Examples

• just like

• in a related way

• by the same token

• in a similar fashion

• at the same rate

• in the same

manner/way

1. Just as Wendy fell in love unexpectedly, her sister

found the man of her dreams in a surprising way.

2. The Beatles are popular in Japan in the

same way as they are in the UK and America.

3. The book has a sad ending. Likewise,

people were sobbing at the end of the movie.

4. My mother wanted what was best for me.

Similarly, my father always made sure

I went to the best schools.

5. Australia resembles New Zealand in

that they both have tropical coastlines.

• unlike

• but

• in a different way

• in contrast

• whereas

• while

• as opposed to

• no relation between

• there’s no comparison

• in comparison

Examples

1. However, Toronto can be

very smoggy in the summertime.

2. On the contrary, the book

went into too much detail.

• differ from

• more than

• less than

• on the contrary

• however

• although

• despite

• conversely

• nevertheless

3. The preschool offers free lunches. In comparison,

the early years center offers an affordable meal plan.

4. Unlike the outdoor rink, the

indoor rink gets cleared every hour.

5. Everything is within walking distance here, whereas

we had to take public transit at our old place.

Task 5

Read through the examples in Parts A and B. Circle all of the

words and phrases that are used for comparing and contrasting.


10


Writing in English

Evaluating & Concluding

The most important thing about a compare‐contrast essay is that

you make meaningful (not obvious) comparisons. In your concluding

paragraph, you summarize and evaluate these comparisons for

your reader.

Note:

Be careful not to

overuse transition words.

This can be tricky in a

compare-contrast essay.

A. Words & Phrases for Evaluating

• set side by side, X and Y are

• in comparison with X, Y is

• Z distinguishes X from Y

• there appears to be a close relation between X and Y

• after careful scrutiny, X and Y are

• after this examination, X and Y prove to be

• neither X nor Y

• both X and Y

• X and Y are equal in terms of

• X pales in comparison to Y

• X and Y have Z in common

• on the one hand / on the other hand

• one clear difference between X and Y is

• there is no correlation between X and Y

Task 6

Have another look at the

Venn diagram you made in the

Writing Warm-Up on page 2.

You brainstormed the similarities

and differences about two

people. Now think about this

essay question: Who would make

a better leader for your country?

Review the notes you made from

your Venn diagram. Add some

more notes based on the essay

question above.

Who would make a better leader for

your country? (i.e., Mom or Dad?

Tom Cruise or Matt Damon? You

or your teacher?) Use some of the

transitional words and phrases

from above and imagine that the

first few paragraphs of an essay

have already been written. Now

write an evaluation paragraph

based on your notes.


11


Writing in English

Compare & Contrast Model Text

Task 7

Read the model text. Identify the thesis and road map statement,

and underline the words and expressions used to compare,

contrast, and evaluate.

APPLES TO ORANGES

They say an apple a day keeps the doctor away.

What about an orange? Both apples and oranges

have nutritional benefits, but only one comes out

on top. By comparing and contrasting the vitamins,

minerals, and sugar content in these two fruits, it is

possible to determine which one should be consumed

on a daily basis.

Most people know that oranges are a great source

of Vitamin C. Vitamin C is important for our immune

systems. A single orange has 110% of your required

daily intake. That’s about eight times more Vitamin

C than a medium-sized apple. But Vitamin C isn’t

the only vitamin we need. Both apples and oranges

contain Vitamin B-6. This vitamin is important for

brain development. Oranges offer slightly more

B-6 than apples.

Apples and oranges also contain important minerals.

They both contain about the same amount of

potassium. This is necessary for maintaining blood

pressure. Calcium is another important mineral.

A single orange contains about 6% of the calcium you

need in a day, whereas apples contain almost none.

Apples, on the other hand, are high in quercetin. This

is a cancer-fighting antioxidant that oranges lack.

Apples and oranges both contain natural sugars.

A medium-sized orange has about 12 grams of

sugar, while an apple has about 19 grams. On the

other hand, more people drink orange juice than eat

oranges. Drinking juice doesn’t require the effort of

peeling. Orange juice, like apple juice, is very high

in sugar. It takes two–four oranges to make a single

cup of orange juice. Unlike apple juice, many people

consume orange juice every day. Juice that is high in

sugar can cause people to gain weight.

Apples are a healthy snack and are easy to grab on the

go. Oranges, though they require peeling, are also very

good for you. Side by side, in fact, oranges offer more

nutritional benefits than apples. If you eat an orange

a day, you’ll get 100% of your required Vitamin C as

well as other important minerals. Choosing orange

juice out of convenience, however, is not a wise choice.

Stick with an orange a day to keep the doctor away.


12


Writing in English




1. Why is a Venn diagram useful

for a compare-contrast essay?

2. What are the two main reasons for

comparing and contrasting in written English?

3. What does there is no comparison mean?

5. What are three different ways of

organizing compare and contrast essays?

6. What is a road map statement?

7. What does a writer do in the conclusion

of a compare and contrast essay?

4. What do the words conversely, nevertheless,

and however have in common?

Writing Challenge

Choose a topic for a compare and contrast essay.

After you choose two people, places, or things, make

sure to come up with a narrowed-down thesis with

a road map for your reader. Brainstorm, outline,

and write a first draft of a compare-contrast essay.

Review the model essay on page 12 for guidance.

Suggested Topics:

• Two languages

• Two parents

• A book and a movie

• Two friends

• Two vacation destinations

Example Thesis and Road Map:

English and French are both difficult languages to

learn. By analyzing the similarities and differences

between these two languages, we can determine

why English is the more difficult second language

for a Spanish native speaker.

A Checklist

AFTER WRITING YOUR ESSAY

Did I brainstorm the similarities and differences?

Did I come up with an

interesting (not obvious) topic?

Did I include a thesis and

road map in my introduction?

Did I choose a pattern for organizing my essay?

Did I use transitional words and

phrases for comparing and contrasting?

Did I strike a balance between

differences and similarities?

Did I provide an evaluation?

Share your first draft with a partner.

Give each other suggestions for revisions

based on the checklist. Then write a second

draft and show it to your teacher.


13


Writing in English

Answer Key

NOTE:

LESSON DESCRIPTION:

LEVEL: Int – Adv

We recommend using ESL Library’s Essay

In this lesson, students learn tips

TIME:

2–3 hours

Series with or before this lesson. You’ll find

detailed instructions on brainstorming,

outlining, and writing introductions, body

paragraphs, and conclusions. This is a

for comparing and contrasting in

written English. Students view a model

text and practice writing their own

comparison paragraphs.

TAGS:

writing, compare-contrast,

compare, contrast,

paragraph, essay

suggestion, not a prerequisite.

Lesson Objective

Comparing & Contrasting in English


Warm-Up

A. BRAINSTORMING

Give your students some time to create a Venn diagram. You

may want to put an example on the board. Students will use this

diagram in a related exercise (Evaluating and Concluding – Task 6).

B. DISCUSSION

Discuss the follow-up questions in pairs or as a class.

Review the two main reasons for comparing and contrasting

in written English. Have students complete Tasks 1 and 2.

Compare & Contrast Thesis

Help your students complete the thesis statements in Task 3.

If your students need more help writing a thesis, you may

want to review our lesson on How to Write an Introductory

Paragraph: https://esllibrary.com/courses/74/lessons/1830


C. VOCABULARY PREVIEW

1. a

3. i

5. c

7. h

9. f

2. d

4. e

6. g

8. j

10. b


14


Writing in English

Answer Key cont.

Compare & Contrast Patterns

Review the different options for organizing a compare

and contrast essay. In Task 4, your students practice writing

road map statements. If you haven’t already used our

How to Write an Introductory Paragraph lesson, you

may want to review it and try it with your students:


Showing Relationships

Your students can keep this reference page handy when they write

compare and contrast paragraphs or essays. Add any other words

and expressions that you want your students to use. In Task 5,

they circle all of the transition words in the examples:

A. just as, in the same way as, likewise, similarly, x resembles y in that

B. however, on the contrary, in comparison, unlike, whereas

Evaluating & Concluding

In Task 6, give students time to work on their own

draft of a paragraph that evaluates and concludes.

Apples and oranges also contain important minerals. They both

contain about the same amount of potassium. This is necessary for

maintaining blood pressure. Calcium is another important mineral.

A single orange contains about 6% of the calcium you need in a day,

whereas apples contain almost none. Apples, on the other hand,

are high in quercetin. This is a cancer-fighting antioxidant that

oranges lack.

Apples and oranges both contain natural sugars. A medium-sized

orange has about 12 grams of sugar, while an apple has about 19

grams. On the other hand, more people drink orange juice than

eat oranges. Drinking juice doesn’t require the effort of peeling.

Orange juice, like apple juice, is very high in sugar. It takes two–four

oranges to make a single cup of orange juice. Unlike apple juice,

many people consume orange juice every day. Juice that is high in

sugar can cause people to gain weight.

Apples are a healthy snack and are easy to grab on the go. Oranges,

though they require peeling, are also very good for you. Side by

side, in fact, oranges offer more nutritional benefits than apples. If

you eat an orange a day, you’ll get 100% of your required Vitamin C

as well as other important minerals. Choosing orange juice out of

convenience, however, is not a wise choice. Stick with an orange a

day to keep the doctor away.

Compare & Contrast Model Text


Task 7:

They say an apple a day keeps the doctor away. What about an

orange? [Both apples and oranges have nutritional benefits,

but only one comes out on top.] (thesis) [By comparing and

contrasting the vitamins, minerals, and sugar content in these

two fruits, it is possible to determine which one should be

consumed on a daily basis.] (road map)

Most people know that oranges are a great source of Vitamin C.

Vitamin C is important for our immune systems. A single orange

has 110% of your required daily intake. That’s about eight times

more Vitamin C than a medium-sized apple. But Vitamin C isn’t the

only vitamin we need. Both apples and oranges contain Vitamin

B-6. This vitamin is important for brain development. Oranges offer

slightly more B-6 than apples.


15


Writing in English

Answer Key cont.


1. A Venn diagram is useful for a compare-contrast

essay because it allows the writer to note the

differences and similarities of two people , places, or things.

2. The two main reasons for comparing and contrasting in

written English are to define/describe and to evaluate.

3. The expression there is no comparison

means one thing is far better than the other.

4. The words conversely, nevertheless, and

however are all transitional words for contrasting.

5. 1 – First compare, then contrast.

2 – Describe one thing, then the other.

Then compare and contrast the two.

3 – Compare and contrast by item.

6. A road map statement tells the reader

how the writing will be organized.

7. In the conclusion, a writer evaluates the two

things that have been compared and contrasted

in order to make a decision or share an opinion.

SPELLING NOTE:

This lesson shows the American spelling of the words Favorite,

Center, and Practice. Most other English-speaking countries spell

these words this way: Favourite, Centre, and Practise (when used

as a verb, Practice when used as a noun). Make it a challenge for

your students to find these words in the lesson and see if they

know the alternate spellings.

Writing Challenge

Some basic topics are provided; however, you may want to allow

your students to choose their own topics. Remind your students

that they still need to come up with a thesis after they decide on

two people, places, or things to compare and contrast. An example

thesis is provided. You may want to find other model texts to share.

A Checklist

Encourage your students to use the checklist before passing their

first draft on to a peer editor. You can also use this checklist when

you evaluate your students’ second or final drafts.


16


Writing in English




overlap

point form

relevant

strike a balance

transition

resemble

whereas

scrutiny

pale in comparison

correlation


17

Writing in English

How to

Write an Email

Lesson Objective

In this lesson, you will learn some helpful tips about emailing.

You’ll get a chance to practice writing an English email on paper before

you send one. You’ll also learn how to format an English email correctly!

Did you know...

• The word “email” is short for “electronic mail.”

• About 90% of email is spam or promotional mail.

• The @ sign is called the “at symbol.”

Warm-Up

A. Writing

Choose one of the following three topics. Write for five minutes on the

lines below and on the next page, in your notebook, on the back of your

paper, or on your electronic device or computer. Do not correct your writing.

Just write!

1. What reasons do people have for emailing?

2. How important is spelling, punctuation, and formatting when it comes to email?

3. What are some differences between an informal email and a formal email?


1

How to Write an Email

Writing in English

Warm-Up cont.

A. Writing cont.



1.

recipient

a)

the person who receives the item (letter)

2.

postmaster

b)

the greeting

3.

salutation

c)

the main part of a written work

4.

body

d)

the person in charge of delivering the mail

5.

sign off

e)

to write the end of a letter

6.

indentation

f)

a few spaces before a new paragraph

7.

signature

g)

a preset name and text/graphics at the end of an email

8.

filter

h)

a clue that something is wrong

9.

red flag

i)

to sort

10.

spam

j)

aka “junk mail,” sent out to a mass audience


2


Writing in English

Introduction to Emailing

A. Email Addresses

You are the sender. If you are using email for business or other formal

purposes, your email address should look professional. The address

should have all or part of your name in it so that people know it

is legitimate.

The person you are sending the email to is called the recipient. Make sure

that the recipient’s name is spelled correctly when you type it. If the email

address has a typo or no longer exists, you may get an email back from

the postmaster that looks like this:

“Delivery has failed to this recipient.

The email address you entered could not be

found. Please check the recipient’s email

address and resend the message.”

If you are writing an email to more than one person, you can use the

Cc field (carbon copy). The Bcc (blind carbon copy) is useful if you don’t

want to share people’s email addresses. The Bcc recipient will not see the

other recipients’ names or addresses.

Task 1

Try to spot a problem with the recipient’s email address in each example.

Write the problem in the blank provided.

1. daavidjones@mailuni.com

2. teachergeorge@school.cim

3. 123karatekicks.com


3


Writing in English

Introduction to Emailing cont.

B. Subjects

With email, it is important to compose a subject that will make the

recipient want to open the email. You don’t need to write a full sentence.

A good subject is short and easily searchable. In other words, if the

recipient wants to find it later, he or she can search for a key word,

such as “birthday.”

Task 2

Write three example “subjects” in the blanks provided.

1. (formal business)

2. (message to family)

3. (informal invitation)

C. Greetings

Be sure to address the recipient properly in your

greeting (also called a “salutation”). Double-check

that you have spelled the recipient’s name correctly.

A period after “Mr,” “Ms,” or “Mrs” is not necessary,

but is possible. Use a comma (,) or colon (:) after

the salutation. Start the body of your email on the

next line.

Formal

• Dear Mr Williams,

• Dear Ms Gomez,

• Dear Mrs. Harrington:

• Dear Sir,

• Dear Madam,

• To Whom It May Concern:

• Attn: Principal Smith

• Attn: Housing Manager

Informal

• Hi Adam,

• Hi guys,

• Hello ladies,

• Hi all,


4


Writing in English

Introduction to Emailing cont.

D. The Body

An email should be separated into

paragraphs, just like any piece of

writing. One or two paragraphs

may be enough. Email should not

be too long. Use plain text (without

indentation). It’s best to keep

formatting “plain” because it may

not carry over to your recipient.

1. Introduce yourself (if it’s the first time you’ve contacted this person).

[space]

2. Identify your reason for the email.

[space]

3. Provide any special information. Identify any attachments.

[space]

E. Closing Remarks & Signing Off

Include a thank-you message

if applicable. Then, on the next

line, add your name. (Include your

title if it is business related.)

You may want to set an auto

“signature” to appear on every

email. This could include links to

your website address or social

media accounts. It may include

a logo. This can be done in your

email provider’s settings.

Formal

• Sincerely,

• Respectfully,

• Best,

• Best Regards,

• Warm Regards,

• Thank you,

• Sincerely,

Marko Rose, Executive Director

Informal

• Cheers,

• See you,

• Talk soon,

• Later,

• Cheers,

Lucy

Task 3

What will you include in your auto signature?

Create a unique auto signature for yourself:


5


Writing in English

Replying to Email

A. Introduction

Try to reply to email promptly. If possible, reply the same day or within

a few days of receiving a message. Click “Reply” to send an email in

a “thread.” This allows the sender and recipient to read the history of

messages at any time. If the subject changes, but you want to write

to the same recipient, create a new email with a new subject. Click

“Forward” to share an email that you received with another recipient.

B. Discussion

How can the “Forward” option create problems for both formal and

informal recipients and senders? Why should it be used sparingly?*

*Note:

to use something sparingly:

to only use something once in a while or in small quantities, to not overuse


6


Writing in English

Safety Tips

A. Subjects

Some email comes from people you know or have contacted. Some email

is promotional. Some email is spam. Email can contain viruses that destroy

your computer. How do you know if an email is safe to open or not? The

subject line can help you filter your messages. Here are some red flags:

• subjects ALL IN CAPS

• subjects with the word FREE

• subjects with a % number

Task 4

Which of the following subjects are probably

legitimate? (“Looks legit.” Write L on the line.)

Which are likely spam? (“Looks spammy.” Write S on the line.)

Tip:

Never open attachments from

senders that you don’t trust.

1. FREE tickets. CLICK HERE.

2. Pst. This offer is exclusive for you.

3. Tim and Elaine’s wedding

4. Graduation details for Jan. 22

5. We are awaiting your RSVP. Only 5 days left!

6. 50% of the spots are full! Earn 2X the points.

B. Passwords

When you sign up for an email account, choose a password that isn’t easy

to guess. Don’t share your password with anyone. Don’t use the same

password for your email as you do for a bank account or other private

account. A good password uses a variety of letters and numbers.

Task 5

Write an example of a weak password and a strong password.

Weak Password:

Strong Password:


7


Writing in English

Email Checklist

BEFORE HITTING SEND

After you write your email,

proofread it. If it’s a formal email,

don’t send it right away. Leave it

in your drafts folder, and come

back a little later to open it again.

Fix any mistakes you see. Check

your spelling! If you are happy

with your email, hit “Send”!

Did I type the recipient’s email address correctly?

Did I include a suitable subject?

Did I add additional recipients correctly?

Did I include a greeting?

Did I include a body?

Did I close the email appropriately?

Is the email written in an appropriate tone (formal or informal)?

Did I attach a document or image that I said would be attached?

Did I proofread my email before hitting “Send”?




1. What is the word “email” short for?

2. What word is used to describe the person who receives an email message?

3. What does a subject field not need in an email message?

4. Provide three examples of an email salutation.

5. What is an auto signature?

6. What do you call an email before it is sent?

7. What does “Bcc” stand for, and what is the purpose of it?

8. What should a person do after composing a formal email (before hitting “Send”)?


8


Writing in English

Sample Emails

A. Formal (Business)

Read the sample formal email. Discuss the message

with a partner. What important features does this

post include? Discuss the formatting, organization,

and content.

B. Informal (Social)

Read the sample informal email. Discuss the message

with a partner. What important features does this

post include? How does it differ from the first email?

Sender: Eazy Peasy Print

Subject: Quote for Calendars

Recipients: Aaron Hampton

Dear Mr Hampton,

Hello. I am Warren Bean, a sales

representative for Eazy Peasy Print.

Thank you for your interest in our services.

The cost of printing for your staff calendars

will be approximately $235.00. I have

included a breakdown of the fees in the

attached document. Please let me know if

you are interested in filling this order. We

can ship the calendars to you by the end of

next week.

If you have any further questions,

don’t hesitate to ask. You can reach

me by phone or email.

Sender: Olivia Ng

Subject: Book Club This Week

Recipients: Melanie Myers, Winnie and Fam,

Dionnes, Franz VanHooft

Hey everyone,

Just a reminder that book club is at my house

tonight. The book is Falling Down Easily by

Lucie McQueen. I hope you all loved it as

much as I did.

Here is my address: 22 Greene Lane.

There is parking on the street. Come

anytime after 8 pm.

See you tonight,

Liv

PS. Bring questions!

Sincerely,

Warren Bean, Eazy Peasy Sales Rep.

(224) 778-9999

Attachment: Quote #445 Staff Calendars


9


Writing in English

Pair Activity

A. Write an Email

Handwrite an informal email to a classmate.

In

Functional Writing

Create successful ePaper yourself