writer2

No unauthorized photocopying. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Explorer Publishing House, or as expressly permitted by law, or under terms agreed with the appropriate copyright clearance organization. Enquiries concerning reproduction outside the scope of the above should be sent to Explorer Publication, at the address above. You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer. Any websites referred to in this publication are in the public domain and their addresses are provided by Explorer Publishing House for information only. Explorer Publishing House disclaims any responsibility for the content. Writer 2 ISBN: 978-605-7881-37-3 3rd Edition 2022 Author: Çiğdem Kayıhan Aslan Graphic Design: Merve Ceylan Publisher: Kaşif Uluslararası Yay. Dış Tic. Ltd. Şti. Certificate Number: 41694 Printing: Hermes Tanıtım Ofset Baskı Hizm. Ltd. Şti. Certificate Number: 47869 Photo Credits: All photos and images www.shutterstock.com

For my father, Yaman Kayıhan



5 ACKNOWLEDGEMENTS I sincerely thank Ece Er and Dr. Navid M. Talaei who have not only encouraged me and supported me in every possible way, but have continuously provided feedback on this book. I would like to thank Ayşe Akın, Ayşen Şengel, Duygu Dinç Kurtul, Emek Özer, Dr. Hayriye Avara, Dr. Hümeyra Can, İlksen Büyükdurmuş Selçuk, Lütfiye Ekiz, Assoc. Prof. Dr. Mustafa Öztürk, Sakine Sincer, Dr. Şenay Saraç, Yusuf Emre Özdemir for contributing to this book with their helpful comments and feedback. This book was completed thanks to their contributions. I would like to express my gratitude to Güzide Önder, Prof. Dr. Nalan Büyükkantarcıoğlu and Asts. Prof. Recep Özbay for their encouragement and support. With sincere gratitude, I would like to thank all the instructors at the Department of Basic English, School of Foreign Languages, Hacettepe University. They have always provided worthwhile advice and feedback and motivated me with their positive attitude and encouragement. Last but not least, I would like to thank my family and friends for always being there for me. It would not have been possible for me to write this book without their encouragement and support.

6 ABOUT THE SERIES Writer is a two-book series intended to guide English language learners into the world of academic writing. The major aim of this book is to help students improve their writing skill by producing written language. Unlike in receptive skills which require students to make meaning from language input which they are exposed to, in writing skill, students must actually create meaning and produce their own language. In this book, students learn to write by writing. This book mainly focuses on paragraph writing. The first chapter of this book teaches how to write correct sentences. There are chapters on the academic paragraph types: descriptive paragraph types, narrative paragraph, academic paragraph, opinion paragraph, cause or effect paragraph, advantage or disadvantage paragraph, compare or contrast paragraph. The last chapter of the book focuses on writing an academic essay. The sample texts and writing exercises in this book are on topics which are familiar to most people and ones which will spark interest of teenagers and young adults. The book includes texts about different countries and cultures, and supports UN Sustainable Development goals with texts that focus on preserving natural resources, gender equality and healthy lifestyle. An important necessity in writing is the text to be organized meaningfully. This book teaches organization of academic paragraph types and the academic essay in a systematic way. In each chapter, organization is taught step by step. In every chapter of this book, there are editing exercises that focus on organization. This book teaches stages of writing and has exercises on pre-writing and making outlines. With the help of these exercises, students will be able to learn how to organize their thoughts, write unified and coherent paragraphs and edit their work. In written language, mistakes in spelling, grammar and word choice can easily be spotted. Therefore, in writing, students are expected to write not only meaningful texts but also ones with correct grammar and vocabulary. This book aims to help students learn the correct grammatical and lexical structures that are needed in academic writing. In every chapter of this book, there are exercises on relevant structures and editing exercises that focus on grammatical and lexical structures. These exercises help students learn how to find and correct mistakes. This book also teaches other aspects of writing such as punctuation and use of linking words. In language teaching, creativity is vital as it increases motivation, improves self-esteem and makes it easier to learn. In this book, there are writing exercises which will improve students creativity by making them think and write on creative topics.

7 CONTENTS CHAPTER 1 INTRODUCTION TO WRITING 8 CHAPTER 2 DESCRIPTIVE PARAGRAPH: DESCRIBING A PERSON 17 CHAPTER 3 DESCRIPTIVE PARAGRAPH: DESCRIBING A PLACE 31 CHAPTER 4 NARRATIVE PARAGRAPH 40 CHAPTER 5 ACADEMIC PARAGRAPH 50 CHAPTER 6 OPINION PARAGRAPH 68 CHAPTER 7 CAUSE OR EFFECT PARAGRAPH 80 CHAPTER 8 ADVANTAGE OR DISADVANTAGE PARAGRAPH 93 CHAPTER 9 COMPARE OR CONTRAST PARAGRAPH 104 CHAPTER 10 ACADEMIC ESSAY 120

CHAPTER 1 : INTRODUCTION TO WRITING 8 1. WRITING A COMPLETE SENTENCE A complete sentence must have two parts, a subject and a verb. Most English sentences have three parts. We call the third part of the sentence the complement. The complement of a sentence completes the meaning of the subject and the verb. There are many different kinds of sentences in English, but most English sentences follow a basic word order: SUBJECT + VERB + COMPLEMENT. Hippie fashion started in the USA. (Subject) (verb) (complement- rest of the sentence) Simple Sentences A simple sentence is a sentence that has one subject-verb combination. The subject in a simple sentence may be compound. e.g. My brother and I are completely different. The verb in a sentence may also be compound. e.g. They laugh and cry at the same time. These are simple sentences. Notice that no commas are used in them. 1. My older brother is a lawyer and has a good job. 2. My mother and father speak and write English well. Compound Sentences Compound Sentences are a combination of two or more simple sentences. They have two subject- verb combinations. Simple sentence: Sam and Liz are her cousins. (Subject) (verb) Compound sentence: Sam and Liz are her cousins, and Jonas and Mick are her friends. (Subject) (verb) (Subject) (verb) Simple sentence: He wants to get a job as a computer programmer. (Subject) (verb) Compound sentence: He wants to get a job as a programmer, but he still has several courses to take. (Subject) (verb) (Subject) (verb) Complex Sentences A complex sentence has one independent clause and at least one dependent clause. The clauses express related thoughts, but one clause acts as the foundation of the sentence. An independent clause can be a sentence on its own as it always makes a complete thought. However, a dependent clause cannot stand alone, even though it has a subject and a verb. The dependent clause includes a conjunction (because, when, after etc.)

Look at the examples: 1. I’m staying in because it’s raining. dependent clause (Not a complete thought on its own as it starts with ‘because’. It would be an independent clause if it did not have a conjunction.) 2. I watch TV until I sleep. dependent clause (Not a complete thought on its own as it starts with ‘until’. It would be an independent clause if it did not have a conjunction.) A SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot stand by itself. There are two main reasons why a group of words may seem to act like a sentence but are just sentence fragments: • The sentence does not have a ‘subject’ or ‘verb’: - Is not easy to get an A in Professor Wilson’s class. (no subject / no verb) - Got a high grade in the math exam. (no subject) - Both Alexander and his younger sister Lisa. (no verb) • There is no complete thought in the sentence: A dependent clause such as ‘although, because, while…’ is often confused with a complete sentence because it contains a subject and a verb. However, it is not a complete thought. - Before I went to school. (The idea cannot stand by itself because there is a dependent clause. The sentence may also be incomplete because it may not have the necessary object: - Nobody understands. (nobody understands what?) A dependent clause must be attached to an independent clause to form a complete sentence with a complete thought. Conjunctions are often used to begin dependent clauses. Below are some common conjunctions: Conjunction Purpose Example Because / so showing reason / result I’m staying in because it’s raining. But / although It’s raining, so I’m staying in. After / before / comparison and contrast I’m staying in although I’d rather go out. until / when / while I’m staying in, but I want to go out. time I’m going out after the lesson finishes. I am going to go out before I have dinner. I’m staying out until the weather turns bad. I was driving when I saw the accident.

10 EXERCISE 1. Read each group of words and decide which ones are complete sentences and which ones are fragments. Write S next to the complete sentences and F next to fragments. Explain why the fragments are not sentences. e.g. - The man bought a new car. (S) - Go out! (S- the subject is ‘you’- ‘Imperative’) - Everywhere in northern Norway from Bodo to Narvik. (F – there is no subject or verb) - If you link Korean words. (F – not a complete thought ) 1. One of the most critical areas of the world, the Middle East. (.............................) 2. Mangos grow in tropical countries on huge farms. (.............................) 3. For example, Singapore, Hong Kong and Bangkok. (.............................) 4. Thinks that his greatest success is not his music. (.............................) 5. Brasilia, the capital city of Brazil is a new city. (.............................) EXERCISE 2. Write S for complete sentences and F for fragments. State why they are fragments. Then rewrite the fragments so that they are complete sentences. 1. I love visiting Monet’s garden in Giverny because gardening is my hobby. (...........) ………………………………………………………………………………………………................................ 2. Although she had a bad cold and wasn’t sleeping well for days. (...........) ………………………………………………………………………………………………................................ 3. Because I couldn’t understand the homework. (...........) ………………………………………………………………………………………………................................ 4. Hockey can be a dangerous sport if you don’t have the right equipment. (...........) ………………………………………………………………………………………………................................ 5. Works out in the gym every day. (...........) ……………………………………………………………………………………………..........................…...... EXERCISE 3. Change the fragments given below into complete sentences. 1. They didn’t like. ………………………………………………………………………………………………................................ 2. Especially in the United States and Canada. ………………………………………………………………………………………………................................ 3. When he arrived here. ………………………………………………………………………………………………................................ 4. Every morning before breakfast. ………………………………………………………………………………………………................................ 5. Because English is an international language. ………………………………………………………………………………………………................................

11 EXERCISE 4. Write a sentence using each of the following words. 1. although ………………………………………………………………………………………………................................ 2. until ………………………………………………………………………………………………................................ 3. because ……………………………………………………………………………………………..........................…...... 4. so ……………………………………………………………………………………………..........................…...... 5. when ………………………………………………………………………………………………................................ 2. SUBJECT-VERB AGREEMENT Singular subjects need singular verbs; plural subjects need plural verbs. The indefinite pronouns anyone, everyone, someone, no one, nobody are always singular and therefore, require singular verbs. (e.g. Everyone has done his or her homework.) EXERCISE 5. Correct the mistakes in the following sentences. 1. Korea is one of the countries which has a problem with oil. ………………………………………………………………………………………………................................ 2. The list of items are on the desk. ………………………………………………………………………………………………................................ 3. Are there anything that tastes better than a hamburger and fries? ……………………………………………………………………………………………..........................…...... 4. Watson and Crick is famous for discovering DNA. ………………………………………………………………………………………………................................ 5. A car and a bike is my means of transportation.

12 EXERCISE 6. Find and correct five errors in subject-verb agreement in the following paragraph. My Favourite Holiday My favourite holiday is Holi, the festival of colours, which is one of the major festivals in India. The Holy festival is celebrated after the full moon in March each year. The festival start by lighting large bonfires on Holi Eve. On the next day, people paint each other’s faces, throw colored water at each other and has parties. Also, a fire is lit and people sing and dance around it. It is a special worship ritual. In some parts of India, people even walks across the hot coals of fire. The festival celebrate the eternal love between the Hindu Goddess Radha and Hindu God Krishna. In the past, Krishna used to color his lover Radha’s face with paint. Today, the festival of colours give us an opportunity to reunite with family and friends. With this festival, people can take a break from their monotonous life and share the joy with their loved ones. 3. PUNCTUATION AND CAPITALIZATION Punctuation is used to create sense, clarity and stress in sentences. Use punctuation marks to structure and organise your writing. Period . Use a period at the end of a sentence (e.g. Argentina’s economy is a mix of agriculture and industry.) Use a period with most abbreviations (e.g. i.e. A.M.) Question Mark ? Use a question mark at the end of a question. (e.g. Who is going to help me finish my homework?) Comma , • Use a comma to separate words or phrases in a series (e.g. The sea around Antarctica is home to dolphins, whales, seals and other sea creatures.) • Use a comma to separate independent clauses joined by a coordinating conjunction. (e.g. - We left in plenty of time, but we still missed the bus - I worked hard all day, so I went to bed early.) • Use a comma after many introductory phrases or dependent clauses. (e.g. Because I was tired, I went to sleep early last night.) • Use a comma between the day of the month and the year. (e.g. November 15, 1986) • Use a comma to separate cities from states or countries. (e.g. Tallahassee, Florida)

13 Colon : • Use a colon to introduce a series (e.g. The museum offers daily tours of the following collections: American, Asian, Classical and European.) • Use a colon to introduce a quotation (e.g. Canadian–South African model and dietitian, Maye Musk said: “I just think a big smile and feeling confident makes you beautiful.”) • Use a colon to separate hours from minutes (e.g. 6:45) Quotation Mark “ ” • Use quotation marks to enclose a quotation (e.g. Picasso said: “Every child is an artist. The problem is staying an artist when you grow up.”) • Use quotation marks to identify titles of songs, stories, poems, articles, essays and chapters from a book. (e.g. My favourite song is “Piece by Piece” by Katie Melua. ! Write the titles of books and works of art in italic (e.g. Everybody likes the Mona Lisa.) Apostrophe’ • Use to replace missing letters in contractions (e.g. They didn’t find a solution to the problem.) • Use with possessive S (e.g. He found someone’s jacket in the hall.) • Use with S to form the plural of numbers and letters (e.g. The ice skater received three 10’s and two 9.5’s for her performance.) The following rules summarize the main uses of capitalization: • The first letter in a sentence • The pronoun I • Names or titles of people (e.g. John Quincy Adams, Dr. House) • Names of racial and ethnic groups, religions, nationalities and languages (e.g. Asian, Hindu) • Days of the week, months and holidays (e.g. Tuesday, September) • Names of specific geographical locations including countries, states, cities, towns, cities, rivers, streets, mountains (e.g. Mt. Olympus, the Mississippi River) • Names of buildings, monuments, bridges and tunnels, schools, colleges and universities (e.g. the Eiffel Tower, Harvard University) • Titles of books, movies, magazines, newspapers, articles, songs, plays and works of art (e.g. Titanic) EXERCISE 7. Punctuate the following sentences. 1. He was born in Poland on April 22 1981 2. How many books have you read lately 3. Most people like chocolate but Jane is allergic to it 4. In conclusion Mario Vargas Llosa is one of the greatest writers of the twentieth century 5. The restaurant has three specialties grilled steak marinated chicken and fried shrimp

14 EXERCISE 8. Capitalize each of the following sentences correctly. 1. i meet my advisor every tuesday and thursday morning. 2. my sister, ruth, has just returned from a trip to istanbul and athens. 3. have you read romeo and juliet in your english literature class yet? 4. my russian teacher is very handsome. 5. shopping is one of the most popular activities of visitors to new york. EXERCISE 9. Add the appropriate punctuation and capitalization to the sentences below. 1. in britain 65% of students dont like school uniforms 2. the himalayas are the worlds highest mountains 3. maria asked what time does the movie casablanca start 4. in 1980 the wildlife biologist george schaller began researching the panda 5. professor dickens was sick so he didnt come this week EXERCISE 10. Read the text below about Bill Gates’ daily routine and look at the use of time-order signals. One of the richest men in the world, co-founder of Microsoft, Bill Gates has a daily routine similar to the rest of us. He wakes up at 7 a.m. First, he does some exercise by working out on the treadmill. Then he checks the newspaper headlines. Gates is a good reader, so he always sets some time in his day to go to his library and read books. He never stops learning. Throughout the day, Gates works. He finds new ideas and writes them down. He works until lunch. He usually has a sandwich or a burger at lunch. After lunch, he continues reading or working. In the afternoon, he also spends time with his three kids. He goes out with his kids or plays games with them. Gates has dinner with his wife and kids. After dinner, he washes the dishes. He goes to bed before midnight to get seven hours of sleep.

15 Time-Order Signals before after + nouns and time adverbs until e.g. She stays in bed until 9.30. time adverb After dinner, I go outside. noun A time clause can come before a main clause or follow a main clause. When a time clause precedes a main clause, a comma is used. When the time clause follows, no comma is used. e.g. After breakfast, I go to school. I go to school after breakfast. sentence + First, + subject and verb Then No comma is used after ‘then.’ e.g. I always get up early on week days. First, I wash my face. I have dinner. Then I wash the dishes.

16 EXERCISE 11. Look at the pictures depicting a typical daily routine given on the previous page, think of your own daily routine. Write a text of at least 150 words about your daily routine using the time-order signals (after, before, then … etc.) EXERCISE 12. Look at the text you wrote above and check if you have any subject-verb agreement, punctuation and capitalization mistakes. Correct your mistakes.