English Checkpoint

Year 8

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1- Key Skills:

PUNCTUATION CONVENTIONS

CAPITAL LETTERS EXAMPLES

For the first letter of a sentence / after a full Technology has become part and parcel of
stop our daily routine.
After ending marks (Full stop, Question Have you found your book? Where did you
mark, exclamation mark) find it?
Look! The birds are singing.
People have become very reliant on
computers. Almost everything is done via
the internet.
For countries, nationalities, languages, Portugal, Africa, Asia, Russian, Newyork,
religions, places, names of people, street Egyptian, Spanish, English, Muslim,
names, building names, towns, cities, Christianity, Sara, Easter, Christmas,
events organizations, trademarks, days, Thanksgiving, Addidas, Nike, Sunday,
months… February…
Titles of books, films, songs, articles, Hamlet, King Lear, Teenstuff, The Egyptian
magazines... etc Gazette…
For abbreviations AIDS, WWE, UN, UNICEF
Titles Mr./ Mrs./Miss/ Ms./ Dr. / Prof./
Religious Books or figures Quran, Bible, Saint Josef, Virgin Mary...
Referring to the prophet or God Allah, God, Prophet Mohamed, The
Messenger, He...
The letter I when referring to yourself. I (even if in the middle of the sentence)
The first word in a direct quote He said: "Have you completely lost your
mind?"

Apostrophe ( ' ) EXAMPLES

Contractions I'll, We'll, She's, It's
Possessives
Singular (or words not ending in "s") = 'S The boy's car (only 1 boy)
Plural (or words ending in "s") = S' The boys' car (many boys)
Names or words originally ending in "s" = S' James' Pen / Charles' car / Jeans' colour
N.B:

ITS = Possessive (e.g. Child labour is widely spread worldwide. Its hazards are
profound and serious.)
IT'S = IT IS (e.g. Child labour has extreme hazards. It's widely spread worldwide.)

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Question Mark (?) EXAMPLES
Ask a direct question / Rhetorical What’s your name?
questions Have you ever wondered how life would be
like without internet?

To show doubt Sidney Morgan (1898-1972) was little

known until after his death?

Exclamation Mark (!) EXAMPLES

At the end of a sentence in order to show Wow! I can’t believe it!
surprise / shock, etc. Is that even possible!
Oh My God!
To indicate a loud sound Bang!

Colon (:) EXAMPLES

To introduce a list or a quotation in a You need the following: paint, brushes,
sentence. water, and clothes.

In direct speech He said: "Are you crazy?"

Explanatory sentences` Our neighbor is wealthy: her grandmother
left her a million dollars.

Hyphen (-) EXAMPLES

Joining 2 words together / compound Blue-black / T-shirt / co-operation / e-mail
words

Dash (—) EXAMPLES

To mean to The England — France plane takes off at
8a.m
To separate parts of sentences / additional The car — the one with the broken window
information. — was parked outside our house.

Explanatory sentences The reason is simple—being very

dependent is a major disadvantage of
technology.

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 Quotation Marks / Inverted commas ('---') EXAMPLES
To show that words are spoken ‘I’m tired, ’she said.

To show that someone else originally wrote Simon had described the school as ‘not
the words. attracting the best pupils.’

N.B: Single quotation marks are more usual in UK English, and double Quotation marks
are more usual in US English

Semi-colon (;) EXAMPLES

To create compound sentences. Sara bought a Mercedes; she is filthy rich.
Before conjunctions Jim's chances were poor; nevertheless, he
won the marathon.
Explanatory sentences; what comes after Child labour is hazardous; it affects
the semi-colon, explains the previous. children's educational progress, and has a
lot of health risks.
For listing phrases I'm quite fond of reading novels; playing
guitar; listening to music and doing sports.

Uses of the comma

1. Introductory phrases:

e.g. Nowadays, Inevitably, In the past decade, In Summer of 2010, In 1990,

2. Listing words:

e.g. I am quite fond of skiing, swimming, parachuting and hiking.

3. After all the conjunctions:

e.g. Therefore, However, Plus, Also, In addition, Besides, Furthermore,

4. Before the FANBOYS:

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

5. After the dependent clause in complex sentences:

e.g. Despite the hard work, she finally got the job.

e.g. Although she had all the qualifications, she didn’t take the job.

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e.g. Not only does child labour have hazardous effects on children, but it also hinders their
educational progress.

N.B: If the subordinating conjunction is NOT in the beginning of the sentence, then we
DONOT put a comma.e.g. She didn’t get the job despite the hard work.

6. Appositives "renaming the subject":

e.g. Mr. James, our school principal, is very firm and strict.

e.g. Mrs. James, the new teacher, and Mr. Chris, the school librarian, are both cousins.

7. Interrupting words or phrases:

e.g. Mount Everest, the highest top in the world, is one of the seven wonders of the world.

8. Separating adjective clauses: "who – which – that"

e.g. William Golding, who wrote Lord of the Flies, is very prominent for using symbolism.

e.g. Hamlet, which is one of the well-known masterpieces of Shakespeare, was performed
on stage several times.

9. After gerund and participial phrases:

e.g. Being one of the most notorious serial killers, he was sentenced to death.

e.g. Angered by his attitude, he decided to punish him.

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Punctuation Questions

To separate items on a list

11 Look at the title.

The world’s first ‘underground cinema’

Why has the writer used inverted commas ( ‘ ’ )?

Why has the writer used inverted commas ( ‘ ’ )?

Award 1 mark for:

• The writer is using the phrase figuratively not literally

• It is not really a cinema

• The writer uses dashes ( – ) for two different reasons.

• Why does the writer use a dash in line 29?

• ……………………………………………………………………………………………………………… [1]

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• Why does the writer use a dash in line 31?

• …………………………………………………………………………………………………………………[1]

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Prepositions

am immune to Sophie is immune to the flu virus

be + Adjective Preposition Sentence Example

am afraid of Everyone is afraid of pythons.

am annoyed with Daddy was annoyed with me because
I lost his keys.
is obsessed with Teenagers are often obsessed with
computer games.
am interested in I'm interested in learning Chinese.
is liable to You are liable to fail the test if you
don't study.
am shocked by We were shocked by his sudden
disappearance.
am good at His entire family is good at sports.
am, grateful to I am so grateful to you for your help.
am excited about Jayden is so excited about his visit to
Disney Land.
am upset about I am really upset about my bad
grades.
is responsible for He is responsible for organizing the
party decorations.
is famous for Japan is famous for sushi.
am right about You are definitely right about that.
am aware of Are you aware of the consequences of
global warming?
am addicted to He is addicted to pain killers.
am fond of I am very fond of your grandmother.
am bored with Many students are bored with school.
am preoccupied with She's very preoccupied with planning
her wedding.
am serious about You should be more serious about
your schoolwork.

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 am married to She is married to a famous actor.
am kind to It important to be kind to our fellow
man.
am indifferent to He's very indifferent to his
surroundings.
am baffled by We were all baffled by that math
problem.
am surprised by I was surprised by her sudden
success.
am angry with My mother was angry with me
because I forgot to call her on her
birthday.
am jealous of Many people are jealous of the
success of others.
is full of The room is full of happy graduates
and their families.
is good of That was very good of you ot help me
out.
am bad at Jake is bad at spelling and math.
am anxious about Everyone is anxious about the
upcoming exams.
am capable of He is capable of doing 5 things at
once!
am certain about I'm certain about this answer.
because she had a flu shot.
am ashamed of I am ashamed of you- insulting your
uncle!`
am conscious of Were you conscious of making so
many mistakes?
am detained by He was detained by the police for
questioning.
am distressed by His father was distressed by the
death of his best friend.
am attentive to She is very attentive to the needs of
her children.
am prone to David is prone to saying the wrong
thing.
am engaged to He is engaged to the girl net door.

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am late for They always arrive late for parties.
am keen on I am really keen on downhill skiing.
am happy with He's so happy with his final grades.
am sorry about Oooh, sorry about that.
am ready for Are you ready for the geography test?
am deficient in If you are deficient in iron, you get
anemia.
am experienced in She is experienced in dealing with
difficult students.
is absent from He has been absent from school for 2
weeks.
is derived from Aspirin is derived from the willow
tree bark.
is different from She is very different from her twin
sister.
is safe from You will be safe
from harm here in the shelter.
is missing from He has been missing from his unit
for3 days.
am absorbed in He was so absorbed in his work that
he didn't feel the earthquake!
am convicted of He was convicted ot killing his
neighbor.
is packed with My suitcase is packed with gifts.
is exempt from He is exempt from the army due to
bad eyesight.
is faced with The company is faced with disaster if
if doesn't get a loan.
am barred from They were barred from entering the
country because they didn't have the
correct documents.
is cluttered with His house is cluttered with tons of
junk.
am involved in The Mafia is involved in selling drugs.
is expelled from He was expelled from school for
cheating.
am engrossed in He is totally engrossed in that book.
is crammed with The subway car is crammed with
passengers.
am insured against We are insured against fire and theft.
am concerned about I am concerned about the melting ice

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 caps.
is connected with The PC is connected with the TV.

VERB PREPOSITION SENTENCE EXAMPLE

Resign from He resigned from hs coaching position.

Argue about What are you arguing about again?
Glance At `i just glanced at my notes- I didn't study.
Confide In I always confide in my best friend.
Protest against Workers were protesting against rising
prices.
Results from Beriberi results from a lack of Vitamin C.
Specialize In He specializes in Art Deco furniture.
Succeed In They succeeded in reaching their goal pf
raising 1 million dollars.
remind (me) Of Your nephew reminds me of my Uncle Will.
Apologize for Did you apologize for breaking his i-Pod?
Blame for The police blamed his for the accident.
Collide with The car collided with a tractor trailer.
Confront with The detective confronted him with the
evidence.
Distinguish from I can't distinguish one twin from the other.
discuss (something) with I'd like to discuss something with you
Deter from Nothing will deter her from reaching her
goal.
Coincide with My birthday coincidences with their
wedding date.
Provide with The Red Cross provide them with food and
water.
Differ from Chinese differs from English in many ways.
Marvel At I was marveling at the Grand Canyon's
beauty.
VERB PREPOSITION SENTENCE EXAMPLE

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VERB PREPOSITION SENTENCE EXAMPLE
Concentrate on I can't concentrate on my HW- be quiet!
Pay for It's OK- I'll pay for the dinner.
confuse (me) with You have confused me with my brother.
Deal with The teacher can't deal with noisy students.
Plead with We pleased with the gunman for mercy.
Benefit from Everyone can benefit from eating a healthy
diet.
Stem from His problems stem from an unhappy
childhood.
Confess to +ing He confessed to assassinating the
president.
Depend on We depend on our friends for help and
support.
Impose on Economic Sanctions were imposed on Iran.
React To How did he react to the terrible news?
Refer To He was referring to a text in the Koran.
Insist on The 3 year old insists on doing everything
himself.
Devote To Mother Teresa devoted her life to the poor
in India.
Appeal To Bungee jumping on my honeymoon
doesn't appeal to me.
Suffer from She suffers from severe migraines.
Prefer To I prefer to stay at home tonight rather than
going out.
Resort To Desperate men resort to desperate
measures.
See To Please see to that matter immediately.

Ban on There is a ban on cars today in the city

center.
Cure for There is no cure for AIDS yet.
Room for There is room for 1 more passenger.
a witness To He was a witness to the accident.
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VERB PREPOSITION SENTENCE EXAMPLE
have control over She has no control over her unruly
children.
Effect on The medicine had no effect on his cough.
have admiration for I have great admiration for Nelson
Mandela.
Recipe for This is a recipe for chocolate cake.
Quarrel with Stop quarreling with your brother!
a solution To What's the solution to the problem # 5?
have a craving for I have a craving for chocolate chip ice
cream.
have access To Most people have access to the Internet
these days.
Tax on There is a tax on cigarettes and alcohol.
Alternative To What is an alternative to fossil fuels?
Exception To That's the exception to the rule.
a threat To Rising sea levels are a threat to low lying
islands.
Restriction on There is no restriction on the amount of
cash you can bring with you.
Influence on His parents had a positive influence on his
life.
Credit for Give him credit for raising the company’s
profits.
Respect for The soldiers had no respect for private
property.
Sympathy for I have no sympathy for students who never
study.
Responsibility for Who claimed responsibility for the
bombing?
PREPOSITION NOUN SENTENCE EXAMPLE
In advance Please pay for the room in advance.
Under stress He has been under a lot of stress recently.
On behalf of On behalf of the entire staff, we thank you
for your help.

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VERB PREPOSITION SENTENCE EXAMPLE
In demand Tablet computers are in great demand
these days.
Under control The police have the situation under
control.
out of stock Sorry that style is out of stock at the
moment.
Without delay Pay your credit card without delay- or pay
interest.
In comfort The rich live in great comfort.
In good condition The classic Mercedes is in good condition.
By coincidence By coincidence we were on the same flight
to Rome.
On the contrary On the contrary, I think the French are very
polite.
In theory Well, I theory government ministries works
well, but
In practice In practice, things are not what they seem.
out of work He has been out of work for 2 years.
Under suspicion He is under suspicion- the police suspect
that he robbed the bank.
out of breath After running 5 kilometers, she was out of
breath.
On good terms with She is on good terms with her boss.
In trouble He got in trouble for cheating on his
English test.
In charge of I was in charge of entertainment for the
party.
With the exception of Everyone scored high on the test with the
exception of 2 students.
In response to I'm writing in response to your letter
dated...
On purpose Honestly, I didn't do it on purpose.
PREPOSITION NOUN SENTENCE EXAMPLE
By surprise Oh! You caught me by surprise.

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VERB PREPOSITION SENTENCE EXAMPLE
On a regular basis He plays tennis on a regular basis.
In favor of Who's in favor of leaving school early
today?
In high spirits Everyone was in high spirits on the last day
of school.
In all likelihood In all likelihood Obama will be elected
president.
By mistake I dialed the wrong number by mistake.
On average It rains 66 inches a year on average in
Oregon.
For life He was put in prison for life.
Under pressure My boss has been under a lot of pressure
recently.
Under repair The Brooklyn Bridge is presently under
repair.
On the verge of Women on the Verge of a Nervous
Breakdown is a famous movie.
On the market They have put their house on the market.
Under cover of The thief stole quietly into the garden
under cover of night.
Under the impression I was under the impression that she knew
all about the accident.
In recognition of In recognition of a lifetime of achievement
in the cinema, you are hereby awarded an
honorary Oscar.
In collaboration The scenario was written in collaboration
with with his best friend.
At any rate At any rate, we should be arriving very
soon.
In distress The ship is in distresses and radioed for
help.
In decline Smoking is in decline throughout Europe.
At first sight It was love at first sight!
In comparison with A beach holiday is boring in comparison
with trekking in the Himalayas.

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VERB PREPOSITION SENTENCE EXAMPLE
out of the ordinary His acceptance speech was nothing out of
the ordinary.
Under the influence of The king came under the influence of evil
ministers.
After all Well after all, it wasn't such a bad
vacation.
Without exception Without exception- everyone must wear
their seat belts.

PREPOSITION NOUNS SENTENCE EXAMPLE

Without a word He left without saying a word. How rude!

Under Age Under age children will not be allowed.
out of Pocket He had to pay out of pocket for all the
expenses incurred on his trip to Nairobi.
out of control The situation is out of control: the
government should take stronger measures.
In the early stages Planning for the new library is in the early
stages.
In answer to In answer to your question, we think that...
In Short In short the movie was all about a poor
family.
For the foreseeable Things should be fine for the foreseeable
future future.
out of Reach The tasty steak was out of reach of the lion's
paws.
Beyond Belief It was beyond belief that he expected me to
pay for his entire vacation.
out of Doors The wedding will be held out of doors.
Under the circumstances Under the circumstances, I think you should
admit taking the money from the till.
Beyond a shadow of a The accused must be found innocent beyond
doubt the shadow of a doubt.
In the end In the end the hero conquered the evil
magician.

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In any case In any case I would take an umbrella with
you.
For the time being For the time being we are staying in New
York.
In Turn The children answered the questions in turn.
In Time The firemen arrive in time to save the
burning house.
At the end The entire audience was crying at the end of
the movie.
At Large The escaped killer is still at large.

PHRASAL VERB SYNONYM SENTENCE EXAMPLE

back down Retreat The enemy backed down and the battle was
won.
break down car stopped Our car broke down 50 miles from nowhere.
working
break down started crying She broke down and started sobbing when
she heard the news.
break up split with He broke up with his long term girlfriend
boyfriend last December.
bring about make happen What brought about that chemical
reaction?
bring off be successful I hope he can bring off his political
campaign.
bring up raise children Bring up children is exceedingly difficult.
bring up mention a subject Why did you brine up that matter again?
carry out orders do what you are The soldiers carried out the orders.
told
catch on become popular Apps for i-Phones have really caught on.
come about Happen How exactly did that come about?
come in for get into trouble You will come in for it- if you leave work
early every day.
come off be successful We hope everything will come off without a
hitch.
come up be mentioned The subject if our moving came up again
during dinner.
come up against face a problem Everyone comes up against many obstacles

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 in life.
come up with find an We have to come up with a name for our
answer/idea new puppy.
count on rely on You can count on me- I'll be there for you.
do away with get rid of The ministry did away with school uniforms.
draw up a contract write a contact The Miami Heat just drew up a new contract
for their star center.
drop in on visit unexpectedly Let’s drop in on John and see what he's up
to.
drop off go to sleep The movie was so dull that I dropped off
early on.
end up happen finally So it ended up that Marvin won the first
prize.
face up to confront a You better face up to the truth and take
problem steps.
fall for get tricked Don't tell me you fell for that old trick?!
fall through didn't happen Plans for w weekend on Mykonos fell
through at the last minute.
get across make understood He is unable to get his ideas across.
get at what do you mean Just what are you getting at? I don't
understand.
get down to start working Let's stop wasting time and get down to
business business.

get on get along with How do you get on with your in-laws?
get round to find time to I never go round to reading any books this
summer.
give away give to others He gave away millions to charity.
give up Quit I don't know what to do. I give up!
go off explode/alarm The bomb went off at 9 o'clock outside the
sounds bank.
go off spoil (food) That cheese stinks! It has gone off.
is going on what's happening Just exactly what is going on here?
to go around enough for all There is enough pizza to go around- don't
worry.
go through Suffer He went through terrible trials and
tribulations as a child.
grown on get used to Living in a foreign country has really grown
on me.
have it in for get me into I know that my boss has it in for me. It's

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 trouble unfair!
hit it off get along really Alexandra and I hit it off from the moment
well we met.
hold up rob a bank The National Bank was held up yesterday.
hold up delayed in traffic Sorry, but we were held up in traffic.
keep up Continue Keep up the good work and you'll be a great
student.
lay down the law read the riot act Our history teacher really laid down the
law!
let me down Disappoint My friend Olivia always lets me down. It's
really upsetting.
look into Investigate The police are looking into the matter- don't
worry.
make out can't read I can't make out what it says here- can you
read it?
make up create a fake story She is always making up stories about what
happened.
make up got back together They kissed and made up and all is well.
pick up get better The economy is picking up and things
should be better soon.
put you up house you I'll put you up when you come to London.
put up with Endure He simply cannot put up with stupid people.
rip you off Cheat Don't go to that store- they're sure to rip
you off.
run into meet by chance Guess who I ran into last night at the disco?
see him off take to airport etc. We're going to see my grandmother off
tomorrow.
set up start a business The company was originally set up by his
grandfather.
stand for Symbolize The American flag stands for the country
and the 50 states.
be taken in be deceived He is a dupe! He is often taken in by false
promises.
take over buy a company Google is taking over a small Internet
company.
take to learn to like Our new puppy has really taken to you.
take up uses time Washing dishes takes up too much of my
time.
tell someone off yell at someone His Dad really told him off- he's grounded
for a month.
turn down Refuse She turned down his marriage proposal.

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turn out happen in the end How did things turn out? Oh they got
married in the end.
turn up Appear Harry always turns up hours late.
wear off stop working The pain killer will wear off in 2 hours.

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SUBJECT –VERB AGREEMENT

Basic Rule: A singular subject (she, Bill, car) takes a singular verb (is, goes, shines);
whereas, a plural subject takes a plural verb.

She has, does, is, was, goes, plays They have, do, are, were, go, play
He We
It You
I am

SUBJECT – VERB AGREEMENT

- Basic Principle: Singular subjects need singular verbs; plural subjects need plural
verbs. My brother is a nutritionist. My sisters are mathematicians.

See the section on Plurals for additional help with subject-verb agreement.

The indefinite pronouns anyone, everyone, someone, no one, nobody are always
singular and, therefore, require singular verbs.

 Everyone has done his or her homework.

 Somebody has left her purse.

Some indefinite pronouns — such as all, some — are singular or plural depending on what
they're referring to. (Is the thing referred to countable or not?) Be careful choosing a verb
to accompany such pronouns.

 Some of the beads are missing.

 Some of the water is gone.

On the other hand, there is one indefinite pronoun, none, that can be either singular or
plural; it often doesn't matter whether you use a singular or a plural verb — unless
something else in the sentence determines its number. (Writers generally think of none as
meaning not any and will choose a plural verb, as in "None of the engines are working," but
when something else makes us regard none as meaning not one, we want a singular verb,
as in "None of the food is fresh."

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  None of you claims responsibility for this incident?
 None of you claim responsibility for this incident?
 None of the students have done their homework. (In this last example, the
word their precludes the use of the singular verb.

Some indefinite pronouns are particularly

troublesome Everyone and everybody (listed above, also) certainly feel like more
than one person and, therefore, students are sometimes tempted to use a plural verb with
them. They are always singular, though. Each is often followed by a prepositional phrase
ending in a plural word (Each of the cars), thus confusing the verb choice. Each, too, is
always singular and requires a singular verb.

Everyone has finished his or her homework.

You would always say, "Everybody is here." This means that the word is singular and
nothing will change that.

Each of the students is responsible for doing his or her work in the library.

Don't let the word "students" confuse you; the subject is each and each is always singular
— Each is responsible.

Phrases such as together with, as well as, and along with are not the same as and.
The phrase introduced by as well as or along with will modify the earlier word
(mayorin this case), but it does not compound the subjects (as the
word and would do).

 The mayor as well as his brothers is going to prison.

 The mayor and his brothers are going to jail.

The pronouns neither and either are singular and require singular verbs even
though they seem to be referring, in a sense, to two things.

 Neither of the two traffic lights is working.

 Which shirt do you want for Christmas?
Either is fine with me.

In informal writing, neither and either sometimes take a plural verb when these pronouns
are followed by a prepositional phrase beginning with of. This is particularly true of

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interrogative constructions: "Have either of you two clowns read the assignment?"
"Are either of you taking this seriously?" Burchfield calls this "a clash between notional and
actual agreement."*

The conjunction or does not conjoin (as and does): when nor or or is used the
subject closer to the verb determines the number of the verb. Whether the
subject comes before or after the verb doesn't matter; the proximity determines
the number.

 Either my father or my brothers are going to sell the house.

 Neither my brothers nor my father is going to sell the house.
 Are either my brothers or my father responsible?
 Is either my father or my brothers responsible?

Because a sentence like "Neither my brothers nor my father is going to sell the house"
sounds peculiar, it is probably a good idea to put the plural subject closer to the verb
whenever that is possible.

The words there and here are never subjects.

 There are two reasons [plural subject] for this.

 There is no reason for this.
 Here are two apples.

With these constructions (called expletive constructions), the subject follows the verb but
still determines the number of the verb.

Verbs in the present tense for third-person, singular subjects (he, she, it and
anything those words can stand for) have s-endings. Other verbs do not add s-
endings.

He loves and she loves and they love_ and . . . .

Sometimes modifiers will get betwen a subject and its verb, but these modifiers
must not confuse the agreement between the subject and its verb.

The mayor, who has been convicted along with his four brothers on four counts of
various crimes but who also seems, like a cat, to have several political lives, is finally
going to jail.

Sometimes nouns take weird forms and can fool us into thinking they're plural
when they're really singular and vice-versa. Consult the section on the Plural
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Forms of Nouns and the section on Collective Nouns for additional help. Words such as
glasses, pants, pliers, and scissors are regarded as plural (and require plural verbs) unless
they're preceded the phrase pair of (in which case the word pair becomes the subject).

 My glasses were on the bed.

 My pants were torn.
 A pair of plaid trousers is in the closet.

Some words end in -s and appear to be plural but are really singular and require
singular verbs.

 The news from the front is bad.

 Measles is a dangerous disease for pregnant women.

On the other hand, some words ending in -s refer to a single thing but are nonetheless
plural and require a plural verb.

 My assets were wiped out in the depression.

 The average worker's earnings have gone up dramatically.
 Our thanks go to the workers who supported the union.

The names of sports teams that do not end in "s" will take a plural verb: the Miami
Heat have been looking … , The Connecticut Sun are hoping that new talent … . See the
section on plurals for help with this problem.

Fractional expressions such as half of, a part of, a percentage of, a majority of are
sometimes singular and sometimes plural, depending on the meaning. (The same
is true, of course, when all, any, more, most and some act as subjects.) Sums and
products of mathematical processes are expressed as singular and require singular verbs.
The expression "more than one" (oddly enough) takes a singular verb: "More than one
student has tried this."

 Some of the voters are still angry.

 A large percentage of the older population is voting against her.
 Two-fifths of the troops were lost in the battle.
 Two-fifths of the vineyard was destroyed by fire.
 Forty percent of the students are in favor of changing the policy.
 Forty percent of the student body is in favor of changing the policy.
 Two and two is four.
 Four times four divided by two is eight.

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 If your sentence compounds a positive and a negative subject and one is plural,
the other singular, the verb should agree with the positive subject.

 The department members but not the chairman have decided not to teach on
Valentine's Day.
 It is not the faculty members but the president who decides this issue.
 It was the speaker, not his ideas, that has provoked the students to riot.

ALWAYS SINGULARS
1. After the expressions: ONE OF, A KIND OF,
A TYPE OF
One of my friends is coming to see me.
2. When talking about sums, units of measurement and mathematical expressions:
Ten thousand pounds is a lot of Money.
The nearest town is five-kilometres from here.
Two and two is four
3. When the subject has two singular nouns joined by OR
The pencil or the pen is in the drawer.
4. When, after a subject, we have a phrase starting with: AS WELL AS, IN ADDITION TO,
WITH.
The team captain, as well as his players, is anxious.
The woman with all the dogs walks down my street.
5. Nouns connected with EACH (of), EACH ONE, EITHER (of), NEITHER (of), and
INDEFINITE PRONOUNS (someone, something, anybody, anything, no one, nothing,
everybody, everything…) take a singular verb
Each of these hot dogs is juicy.
Everybody knows Mr. Jones.
Either of the answers is correct
6. These nouns: CIVICS, MATHEMATICS, POLITICS, ATHLETICS, ECONOMICS, PHYSICS,
ATHLETICS, ECONOMICS, MEASLES, MUMPS, NEWS,… also take singular verbs:
Maths is my favourite subject
The news has been commented everywhere
A university degree in physics is not something easy to achieve

ALWAYS PLURAL
1. After PEOPLE, POLICE, and CATTLE.
People are strange, aren’t they?
The police have arrested the suspect
2. After A NUMBER OF, A GROUP OF
A number of my friends are planning a holiday together. They hope to go to Greece.
A group of students are taking the course
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3. When the subject has two nouns joined by AND
She and her friends are at the fair
4. These pronouns take a plural verb FEW, MANY, SEVERAL, BOTH, ALL, SOME
Few of my relatives live in Europe
Both the ring and the necklace are worthless
5. SCISSORS, TWEEZERS, TROUSERS, SHEARS, SHORTS, JEANS, PYJAMAS, TIGHTS,
GLASSES….. require a plural verb:
These scissors are dull
His glasses need cleaning
My trousers are dirty
To make them singular you must use “a pair of”

PLURAL OR SINGULAR
1. Group nouns (FAMILY, TEAM, GROUP, CROWD, CLASS, COMPANY, GOVERNMENT,
COMMITTEE…) take a verb in singular or plural.
We prefer a singular verb when the noun is regarded as a single unit:
The family is a very important part of society.
This species is in danger of extinction
We use a plural verb when we consider the noun as collective:
My family are on holiday
The government think they can solve the problem.
There are thousands of species of butterflies
2. If the subject has a singular and a plural noun joined by OR, NOR , NEITHER..NOR,
EITHER...OR, NOT ONLY...BUT ALSO, then the verb agrees with the part of the
subject which is nearer the verb
They boy or his friends run every day/ His friends or they boy runs every day.
Either she or her brothers have to pay for the broken window
Not only the coins but also the crown was made of gold.

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 Practice
Mark the appropriate verb choice for each of the following sentences.
1. The noisy students (have, has) to leave after two warnings.
2. She is the only one of the students who (have, has) failed the test.
3. The crying baby (irritate, irritates) them.
4. The longest of the presentations (is, are) the next group.
5. The students and their teacher (is, are) traveling to the competition.
6. Either one of the choices (is, are) going to disrupt the schedule.
7. This is the stereo system that (have, has) been purchased most often in our store.
8. Nobody (dare, dares) to challenge the teacher when she is wrong.
9. The players or their coach (is, are) holding a press conference.
10. Neither of the students (has, have) been to Europe.
11. The problems (was, were) due to a misunderstanding.
12. Which (is, are) more interesting, the red jackets or the blue sweaters?
13. (Has, Have) the manager or the assistant manager approached you?
14. Joan, as well as my sister, (is, are) in college now.
15. Several of the students (has, have) left.
16. Both of the children (has, have) red notebooks.
17. One of the best known love stories (is, are) Romeo and Juliet.
18. Mathematics (is, are) very difficult for many students to master.
19. She is one of the girls who (have, has) long hair.
20. She or her sisters (is, are) going.

Mark the appropriate verb choice for each of the following sentences.
1. Each of the exercises (take, takes) about twenty minutes to complete.
2. The ladies and the child (is, are) planning to have pizza for lunch.
3. The teacher, along with her students, (is, are) determined to have a good year.
4. Please tell me when John and Mary (go, goes) to the store.
5. The class (watch, watches) a movie every Friday night.
6. The number of issues (seem, seems) to be increasing.
7. The husband and his wife (drive, drives) a convertible.
8. Hardly anyone (speak, speaks) to her.
9. He or his sister (want, wants) to visit Europe next summer.
10. She (take, takes) her dog for a walk each evening.
11. The brother and sister (want, wants) to visit their aunt and uncle.
12. The high school senior, along with his parents, (is, are) upset over the sudden policy
change.
13. The songs they sing (stay, stays) in my mind all day.
14. Ten dollars (is, are) too much to charge for such a small item.

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15. She and her mother (talk, talks) on the phone almost every day.
16. The blue ones (seem, seems) to match best.
Lone Star College—North Harris Updated Tara Edwards 5/2011

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17. Teenagers and their parents (see, sees) things very differently.
18. She, against her aunt's wishes, (have, has) decided to go skiing instead.
19. When the two of them (go, goes) together, they always have fun.
20. He and his girlfriend (love, loves) to go camping.

Circle the correct form of the verb tense and indicate the rule that determines the correct
answer.
___ 1. Formal trousers (is, are) required for this dinner party.
___ 2. Her friend and mentor (were, was) one of her college professors.
___ 3. Neither a dog nor a cat (offer, offers) the same companionship as another person.
___ 4. On the other side of the street (are, is) a restaurant and a clothing store.
___ 5. In the back seat of his car (was, were) three books and his briefcase.
___ 6. Three hours (are, is) not going to be enough time to travel that distance.
___ 7. The pressure of academic life can sometimes (tempt, tempts) students to cheat.
___ 8. Everyone in the group (was, were) supposed to meet at the front gate at 7:00.
___ 9. Each of these books (was, were) useful in my grammar review.
___ 10. The professor, along with many of his students, (is, are) preparing for the end of the
semester.
___ 11. I don't think either of these cars (are, is) reliable enough for a long road trip.
___ 12. The criteria for passing the exam (are, is) becoming more difficult.
___ 13. (Are, Is) Lois or Kate your choice for the promotion?
___ 14. Algebra and geometry (is, are) the only math courses being offered this semester.
___ 15. Athletics (have, has) been a matter of increasing interest among women.
___ 16. Every one of the guests (have, has) had an opportunity to wish the couple well.
___ 17. The results of the latest standardized exams (indicate, indicates) an increase in
standards at the school.
___ 18. According to the newspaper, there (were, was) three main suspects questioned.
___ 19. (Have, Has) the spring training programs begun yet?
___ 20. My favorite literature to read (are, is) modern American poetry.
Subject Verb Agreement Practice
Circle the correct form of the verb tense and indicate the rule that determines the correct
answer.
___ 1. I am certain that both Catherine and Lucy (is, are) coming to visit this weekend.
___ 2. The scissors (is, are) kept in the top desk drawer.
___ 3. Neither the twins nor their older brother (have, has) ever seen snow.
___ 4. Some of the fruit (have, has) already begun to ripen.
___ 5. The news reported by the president of the college (are, is) considered bad by most
people. Lone Star College—North Harris Updated Tara Edwards 5/2011

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___ 6. The media (are, is) planning elaborate coverage of the event.
___ 7. Neither of my neighbors (invite, invites) me over very often.
___ 8. My aunt, as well as all of my cousins, (have, has) been sick this past week.
___ 9. Over twelve gallons of gas (are, is) used each week because of our commute to work.
___ 10. How much (is, are) twenty times fourteen?
___ 11. He is one of the professors who (attract, attracts) a large number of students.
___ 12. The major concern, which is why we changed our plans, (are, is) the children.
___ 13. Most of the school corridors, which are extremely old, (are, is) in need of paint.
___ 14. When the rain begins to fall harder, every swimmer (are, is) told get out of the
water.
___ 15. One hundred dollars (is, are) being offered for information about the crimes.
___ 16. Their high pressure sales tactics (is, are) resented by many people.
___ 17. The phenomenon that surprised many people (were, was) explained by the leading
scientist in the field.
___ 18. None of the Southern states (have, has) ever experienced much snow.
___ 19. There (are, is) very strict criteria for passing the exam.
___ 20. The commercial states that every product they sell (are, is) superior to their main
competitor's products.

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 Stylistic devices and their functions
Stylistic Devices – Functions
– arouse the reader’s interest / catch the attention: titles
– make the reader think: paradox (Don’t overuse!)“
– shock effect; Make the reader think about the issue; criticize/satirize: evoke (funny)
associations

- Alliteration
Repetition of consonant sounds at the beginning of neighbouring words
Example: O wild west wind, …;
Full fathoms five thy father lies, ..
Effect: sound device, musical effect
- Apostrophe
Rhetoric where the speaker addresses a dead or absent person, or an abstraction or
inanimate object.
Example: Pity you ancient stones, those tender babes whom envy hath immured within
your walls.
- Assonance
The repetition of the same or similar vowel sounds within stressed syllables or
neighbouring words
Example: fate and lake
Effect: musical
- Consonance
Related to alliteration, it is the repetition of consonant sounds in the middle or end of a
series of words.
Example: …from jingling and the tingling of the bells. Sneak a pickle for a crackly tickle.
- Climax
Words are arranged according to the value of their importance; the most important word is
the climax.
Example: We strive for the good, aim for the better, and seize the best.
Effect: to increase tension, emphasize importance
- Hyperbole / exaggeration
Example: Sue is extremely rich. She is rolling in money.
I haven´t seen you for ages!
Effect: used for exaggeration; to attract the reader´s attention; to emphasize statements
- Irony
A meaning is expressed that is the opposite of the intended one.
Example: the noble Brutus
Effect: ridicule; often moral

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 Metaphor
A figure of speech that implies more of a comparison than a direct impression (Without
“as” or “like”!!)
Example: You are the wind beneath my wings.
Effect: emphasis; appeals to our imagination; creates a vivid picture in the reader´s mind
- Onomatopoeia
Word whose sound tries to imitate its meaning
Example: hum, buzz, crash, swish, cuckoo
Effect: sound device, creates an especially vivid impression

- Oxymoron
Two contradictory terms are used together in a phrase.
Example: sweet death; wise fool; cruel love; friendly fire, sweet sour , virtual reality
Effect: provokes thoughts; emphasis ideas
- Paradox
A statement which is obviously absurd or contradictory, but has a deeper meaning
Example: The King is dead! Long live the King!
So fair and foul a day I have not seen.
Effect: thought-provoking
- Personification
Attributes a human quality to animals or inanimate things
Example: Justice is blind; dancing daffodils
Effect: to emphasize similarity
- Pun
A humorous play on words that sound similar, but have different meanings
Example: These sausages are unidentified frying objects.
Is life worth living? That depends on the liver.
Effect: humour, fun
- Rhetorical question
Asked for rhetorical effect, not expecting an answer
Example: A simple child, … What should it know of death?
Effect: emphasis
- Simile
Comparison between two things through the connectives "as", "like"
Example: He runs like the wind.
Effect: conveys a vivid picture to the mind by linking up unrelated objects.
- Zeugma
A figure of speech in which a word applies to two others in different senses.
Example: She broke his car and his heart.
Effect: when used skillfully, produces a unique artistic effect, making the literary works
more interesting and effective as adds emphasis to ideas in impressive style.

- 32 -
 - Repetition
Words or phrases are repeated.
Example: water, water everywhere
Effect: to emphasize; can seem monotonous
- Rhyme
Similarity or identity of vowels (several types: end-rhyme, cross-rhyme, embracing rhyme)
Example: In the drinking-well
Which the plumber built her
Aunt Eliza fell,
We must buy a filter.
Effect: musical

Figurative Language Questions

- 33 -
Paper 2

RHYME

- 34 -
- 35 -
Answer: Personification

- Writer’s Effect You may be asked a question about writer’s effect like the question
below. Some possible answers maybe something like the following:

• It introduces a surprising/shocking fact.

• It emphasis the idea of the danger. The above answers had to be related to the actual text
in the test. Other questions may ask you for a more general meaning of why writers use
short sentences. Possible answers could be:

• to make the sentences clear

• to make it easier to read

• to make it easier to understand

• to add a dramatic effect

• to build up tension

- 36 -
Active and Passive Sentence There is usually a question about passive sentences (and
sometimes active sentences) in the non-fiction part of the test. See the example below:

The opposite of a passive sentence is an active sentence so let’s look at what an active
sentence is first:

A sentence using the active verb is one where the subject of the sentence carries out the
action described by the verb and the object of the sentence has the action done to it.

The cat frightened the mouse. A sentence using the passive verb is one where the subject
of the sentence has the action described done to it.

The passive voice usually has a form of the verb to be plus the past participle of the main
verb e.g. was frightened. If the object is included in the sentence, it is usually at the end
with the word by used before it.

The mouse was frightened by the cat. Sometimes the agent can be left out completely.

The mouse was frightened. You could be asked why the passive form is generally used in a
text? An acceptable answer would be one that recognises that using the passive verb
focuses on the process (rather than the subject doing the process). Other possible answers
could be:

• to describe the process

• the process is more important than who is doing it

• it doesn’t matter who is doing the process

the object is more important than the subject

• the topic is about chocolate, not who is making the chocolate

Connectives You may be asked to identify connectives and why they are used in a text.

For example: You might be asked about time connectives so you must identify them and
explain that in the text they are being used to put processes into chronological order

- 37 -
Word Sentence

After: Do not drink water directly after eating food

Before: I completed my homework before coming here

Next: I will bring chocolates the next time I visit your home

Then: Mark slept for 7 hours then went to the office When Sorry for asking but when did
they come back?

Earlier : Earlier today, I had my lunch in a lavish hotel

Finally: : After a long day’s work, finally, I get to come home

During : During our conversation, I got a new business idea

Afterwards: Afterwards, we all went to the mall and had an amazing time

Shortly The TV show resumed shortly after the break

Eventually: Eventually, I started losing weight and gaining muscle.

Previous :The big dog was just a puppy when I saw it the previous time

First: This is the first time I am going abroad.

Second: The principal said that if she caught anybody bunking the class for the second
time, she will take serious action.

In the End: We waited till the end of the movie for just seeing its final credits.

Lastly: Lastly, I ended the speech by thanking the teachers and each and everyone present
in the room .

While: While I was talking to Robin, I suddenly remembered that his birthday is coming up
in a few days.

Suddenly: Suddenly, there was pin-drop silence in the whole class.

In the Beginning :In the beginning, I couldn’t trust these many people like I can now.

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 Summary :
1. Read the following passage.
Diamonds are very expensive for several reasons. First, they are difficult to find. They are
only found in a few places in the world. Second, they are useful. People use diamonds to cut
other stones. So they are used in many factories around the world. Third, diamonds do not
change. They stay the same for millions of years. Finally, they are very beautiful.
2. Read the following notes based on the paragraph.
Diamonds are expensive for many reasons.
1. difficult to find
1.1found in a few places in the world
2. useful
2.1cut other stones
2.2 used in many factories
3. do not change
3.1 stay the same for millions of years
4. very beautiful
Step 1:Take a quick look at the following:
• title
• subtitle
• first and last paragraphs
• other items:
•heads/subheads
•pictures/charts/diagrams
•italic type/boldface print
Step 2: Read the work through a first time.
Do not slow down or turn back.
2) Mark main points and key
supporting details, including:
• all items noted in your preview
• definitions, examples, and lists
Step 3: Re-read the important areas.
1) Re-read main points and key
supporting details you marked
the first time around.
2) Mark key points you might have missed.
Step 4: Take notes on the material.
Concentrate on getting down the main ideas and the key supporting points
Step 5: Write the summary.
•Identify the author, title, and date of
publication at the top of your paper.
•Express the main points and keysupporting details in your own words.
- 39 -
•Revise your first draft.
•Produce a final draft
Writing the Summary
• Identify the main word or idea in each paragraph.
• Paraphrase the main idea
• Compile sentence paraphrases
• Rough Summary

What is Main Idea?

• Subject of paragraph
• Action of paragraph
• Theme of paragraph
• Key ideas of Paragraph

What is NOT Main Idea?

• Small details
• Sub points
• Unimportant actions

What is Paraphrase?
• Using the author’s ideas but your own words and vocabulary.
• If using more than three or four exact words of the author, not a paraphrase.
• Change the word order.
• Change the vocabulary- nouns, verbs, etc.
• Change the length
Examples:
Students are expected to read course texts before class to prepare for class discussion.
• Do your homework before class.
• Read the assigned material.
• Preparation is important.
• Others
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………...

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 Instructions:
1. Read the following passage and make notes by filling in the missing words in the
note form:
There are three important qualities necessary in a good boss. The most important quality is
fairness. If the boss is fair, workers can feel that if they do a good job, their work will be
appreciated, and their efforts will be rewarded. The second most important quality is
leadership. The boss should be an example and a teacher. This allows workers to learn from
a boss so that they can increase their job skills and get promoted. The third most important
factor is that the boss act with consistency. That way the workers know what to expect each
day. They know how they will be treated and what their share of workload will be. I would
hire a boss with these qualities for myself.
(O’Conner F.H. (1990) Express Yourself in Writing English. Illinois: NTC Publishing Group.)
Topic Sentence:……………………………………………………………………….
1………………………………………………………………………………………
1.1………………………………………………………………………………….
………………………………………………………………………………….
2……………………………………………………………………………………...
2.1 ………………………………………………………………………………...
2.2 ………………………………………………………………………………..
………………………………………………………………………………..

3…………………………………………………………………………………….
3.1…………………………………………………………………………………
3.2…………………………………………………………………………………
…………………………………………………………………………………
Conclusion: …………………………………………………………………………
2. Use your notes to write a summary of the passage you have read.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

- 41 -
Read the following article and then summarize it:

"Planning for 'The Big One'" by Tom Smith

In 1989, a major earthquake devastated business and residential sections of San

Francisco and the surrounding area, destroying a section of the Bay Bridge and an elevated
freeway and killing over 75 people. California is earthquake country! The people of the
major cities in our state do not ask if there will be another earthquake, they ask when and
where it will happen. Although the major earthquakes have been in the San Francisco area
so far this century, residents of Los Angeles must ask what the effects on the over 2 million
people living in our urban area would be. It is time for the people of Los Angeles to make
plans for "the big one."

In the late 1970's, the City Council of Los Angeles made a start by forming an
Earthquake Safety Study Committee. The committee found that over 8,000 buildings in the
city were unsafe: factories, stores, and dwellings, including apartments and hotels. In the
event of an earthquake of 6.0 strength (on the Richter scale of 1.0 to 10.0) there would be
an estimated 8,500 deaths and 34,000 injuries. The cost of the damage was estimated at
more than $1.2 billion, and it would certainly be much higher today. Most of these
buildings would suffer damage because they were built before 1934, when building laws
were made stronger. They have weak foundations; the mortar holding the bricks together is
not as strong as it used to be; some have suffered from earlier quakes. The committee
concluded that conditions were not very good, and little improvement has been made.

However, there is a cure. Most of these buildings can be reinforced, made safer by
adding steel rods and by making the foundations stronger. Many owners of dangerous
buildings have already made these improvements. It is hard to be accurate, but the cost has
been between $6 and $10 per square foot. At an average cost of, say, $8 per square foot, it
would take a total of $700 million to make downtown Los Angeles safer.

Property owners, insurance people, and other citizens have asked, "Where is the
money going to come from?" The federal government will give disaster loans, but only after
the destruction. Are the owner supposed to bear the cost? Will they raise the rents to make
up the expense? Will banks lend the money at low interest rates? At what point will an
- 42 -
owner say that it is too costly to fix his building and just walk away? Is it really the business
of the city council to pass a law requiring all buildings to be made safer?

Many of these questions and objections are honest, but the people who ask them
miss the main point: What will be the cost if nothing is done? Is the loss of property and
human lives worth less than the cost of reinforcement? Clearly, it is the duty of the city
council to the citizens to protect them by passing earthquake laws and making Los Angeles
a safer place to live.

From T.D. O'Donnell and J. L. Paiva (1993). Independent Writing, 2nd edition

- 43 -
 Summary

Tom Smith is worried about the possibility of a major earthquake in California. In

1989, a big earthquake damaged commercial and residential parts of the San Francisco
area. If such an earthquake would hit Los Angeles, the damage would also be severe.
Thousands of people would be killed and injured. Because California is in a region of the
world that suffers many earthquakes, there is no doubt that a serious earthquake will occur
in one of these cities sometime in the future.

Tom Smith, the author of "Planning for 'The Big One,'" feels strongly that the people
of Los Angeles should make preparations for the consequences of a major earthquake. The
Los Angeles City Council found that over 8,000 buildings in the city were unsafe, and that in
the event of an earthquake, the loss of life and property would be enormous. Although
most of the unsafe buildings can be reinforced, it is estimated that it would cost at least
$700 million to make the city safer. Many people ask where this money should come from -
- individual owners, the federal government, the city itself? The author feels that no matter
what the questions or objections may be, it is up to the City Council to protect the citizens
and make them as safe from earthquakes as possible.

P.S: - Writing summary requires you to combine information from different parts of the
original text. As a result , sometimes connections between sentences can get lost. For that
reason, it’s important to read your summary aloud to check how your sentences flow
together. You may need to add some transition words to connect ideas.

To introduce another 'voice':

says writes thinks
argues establishes
emphasizes finds
points out notes suggests
adds explains believes
continues declares observes
proposes concludes agrees
insists maintains disagrees
states compares

- 44 -
Connecting words in a sentence
and
or
because
but

Listing words:

first/firstly
secondly
thirdly
furthermore
finally/lastly
one/two/three
above all
last but not least
to begin with …
moreover
next
- Examples
• Above all critical thinking about the texts presented is crucial because…
• Furthermore critical analysis is important in the workplace.
Worksheet – Linking words and phrases Developed by Learning Advisers UniSA
Showing how to add information:
also
again
furthermore
further
moreover
what is more
then
in addition
besides
above all
too
as well (as)
- Examples
• The theory has been widely used in the business world. In addition it also has
applications in other fields.
• Above all it is a theory which can be applied easily to practice.

- 45 -
Showing how ideas are alike:
equally
likewise
similarly
in the same way
correspondingly
- Example
• The importance of clear communication in the nursing profession is obvious.
Similarly positive communication in the patient-doctor relationship is also vital.
Showing how to move between ideas:
now with reference to
- Example
• With reference to Peddar’s (1996) writings it is clear that they are the basis for more
contemporary thinking in this area.
Showing how to conclude your thoughts:
in conclusion
to conclude
to sum up briefly
in brief
to summarise
- Examples
• To summarise, Walker’s (2004) process of analysis is clearly a comprehensive
method of …
• In conclusion, both qualitative and quantitative methods have their supporters and
place in research.
Showing how to explain an idea in another way:
that is namely
in other words as follows
Examples
• In other words, management theory can be applied more broadly than was first
suggested.
• That is, it can be applied to other fields of endeavour including…
Worksheet – Linking words and phrases Developed by Learning Advisers UniSA
Showing how to express result:
So therefore
as a result/consequence
accordingly because
consequently now
then thus hence
Examples
• Consequently it can be concluded that good academic writing skills are an important
factor in a student’s success at university.
• Therefore it is important that nurse practitioners have excellent communication skills.
- 46 -
Showing contrast between ideas:
Instead conversely then
on the contraryby way of contrast
in comparison on the other hand

Examples
• Instead of only relying on quantative data to explain the phenomenon, social workers
also use qualitative data at times.
• In comparison, most researchers in the field of physics rely mainly on quantative
data methods.
Showing alternative ideas:
Besides however nevertheless
Nonetheless only still
Yet in any case
all the same at the same time
Examples
• Jones (2005) suggests… however Christy (2006) challenges this notion.
• Nevertheless, this challenge does not invalidate the basic usefulness of Jones’
assumptions.

- 47 -
 Article Writing:

Paragraph structure

 Key points to write a good paragraph?

1. Decide on the topic.
2. Gather all necessary information and ideas on the topic.
3. Start with a topic sentence that introduces the main idea.
4. Follow with the supporting details.
5. Finish with a strong, concluding sentence which restates the topic sentences.
6. Review your paragraph for spelling, grammar, coherence, and style.

Topic sentence

 A topic sentence usually comes at the beginning of a paragraph.

 It is the most general sentence in a paragraph.
 There are not many details in the sentence, but that the sentence introduces an
overall idea that you want to discuss later in the paragraph.

E.g. write a paragraph about the natural landmarks of Wheaton town.

Wheaton town is famous for several amazing natural features.

Support sentence

 They are the sentences following the topic sentence. They could be two, three...etc.
 They are called "supporting" because they "support," or explain, the idea expressed
in the topic sentence through:
a) Facts, details, reasons, examples
b) Information from the readings or class discussions
c) Paraphrases (explain) or short quotations
d) Statistics, percentages, data from research studies, surveys...etc.

First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other
side of the town is Wheaton Hill, which is unusual because it is very steep. The third
amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably
about six hundred years old.

Concluding sentence

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  It is the sentence at the end of the paragraph which summarizes the information that
has been presented.
 A concluding sentence could be a sort of topic sentence in other words.

These three landmarks are truly amazing and make Wheaton town a famous place.

Whole paragraph

Wheaton town is famous for several amazing natural features. First, it is noted for the
Wheaton River, which is very wide and beautiful. Also, on the other side of the town is
Wheaton Hill, which is unusual because it is very steep. The third amazing feature is the Big
Old Tree. This tree stands two hundred feet tall and is probably about six hundred years
old. These three landmarks are truly amazing and make Wheaton town a famous place.

Details in a paragraph

 Without supporting details, your paragraph would not be very interesting.

 You may add some more details like descriptions or personal experiences to add
some interest to the paragraph.

Wheaton town is famous for several amazing natural features. First, it is noted for the
Wheaton River, which is very wide and beautiful. On either side of this river, which is 175
feet wide, are many willow trees which have long branches that can move gracefully in
the wind. In autumn the leaves of these trees fall and cover the riverbanks like golden
snow. Also, on the other side of the town is Wheaton Hill, which is unusual because it is
very steep. Even though it is steep, climbing this hill is not dangerous, because there are
some firm rocks along the sides that can be used as stairs. There are no trees around this
hill, so it stands clearly against the sky and can be seen from many miles away. The third
amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably
about six hundred years old. These three landmarks are truly amazing and make Wheaton
town a famous place.

Writing tasks:

1. Write a paragraph about the importance of technology in our daily lives.

2. Write a paragraph about the different means of communication around the world.
3. Write a paragraph about the various disadvantages of fast food.
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 4. Write a paragraph about the advantages of travelling abroad.

Cause Paragraph

In this paragraph, you are asked to explain the reasons or causes of a certain issue.
In the topic sentence you should state clearly using key words for reasons or causes.

* Synonyms for:

Cause (n): reason – causation

To cause (v): lead to – contribute to – causing - due to – owing to – thanks to

Topic sentence examples:

 There are several [reasons / causes] behind the issue of hunger around the world.
 Various [reasons / causes] could be mentioned to explain why almost 50% of the
Earth's population lives in urban areas.
 ---- and ---- can often be the main causes of ----

Example Cause paragraph

There are various causes behind the growing health deterioration in African countries.
One of the main causes is water contamination. Water contamination is basically
caused by rubbish and dead animal bodies being thrown in rivers. Moreover, the
industrial waste produced by factories is released in oceans and seas causing serious
water contamination. Another reason which causes major health problems is air
pollution. For example, inhaling smoke and exhaust fumes from cars and chimneys
causes lung diseases as well as fatal problems with the respiratory system, especially,
for children under age 12 and pregnant women. So, various causes could lead to
devastating issues of health.

Writing Tasks:

1. Write a paragraph discussing the causes of obesity among children.

2. Write a paragraph discussing the causes of global warming.

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 3. Write a paragraph discussing the causes of pollution.
4. Write a paragraph discussing the causes of war.
Effect Paragraph

In this paragraph, you are asked to explain the effects of a certain issue.
In the topic sentence you should state clearly using key words for effects

Topic sentence examples:

 There are several effects for the issue of hunger around the world.
 Health deterioration especially in third world countries has various effects.
 Numerous effects result from the health deterioration around the world.

* Synonyms for:

 Effect (n): development – consequence – outcome – aftermath

 To affect (v): impact – influence – result in

Example Effect paragraph

There are various effects of hunger in African countries. Hunger and poverty go hand in
hand. Hunger and malnutrition make the body weak and vulnerable to diseases and
infections as the body does not have the energy to build immunity and fight off
infections. Moreover, pregnant and malnourished mothers deliver underweight babies,
who struggle for survival. Another serious effect of hunger is on education. This is
because hunger makes it difficult to concentrate on anything, especially for children. In
fact, 23 million primary children attend classes hungry in Africa. Thus, huger has such
serious negative impacts on people in African countries, and particularly, children.

Writing tasks:

1. Write a paragraph discussing the effects of bullying.

2. Write a paragraph discussing the effects of computers on our everyday lives
3. Write a paragraph discussing the effects of climate change.
4. Write a paragraph discussing the effects of water pollution.

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 Coherence

A coherent piece of writing means that all the ideas logically follow each other and are well-
connected. Without coherence, a discussion may not make sense or may be difficult for the
audience to follow. Coherence can be achieved through:

LINKING DEVICES

Adding (And) Sequencing

Besides, First, second, third…
Adding to that, Firstly, Secondly, ...
As well as, Hence,
Moreover, After,
In Addition, Before,
Furthermore, then,
On top of that, Instantly,
Additionally, Immediately,
Emphasizing Comparing
Most importantly, Equally,
Particularly, in the same way,
especially, similarly,
significantly, likewise,
Inevitably, as,
Actually, like,
In other words, In comparison,

Cause [Because] Effect [So]

The reason for that is, As a result,
The main reason is, Thus, (more formal)
due to, Therefore,
owing to, Hence,
thanks to, Consequently,
because of, As a normal consequence,
is caused by…
Since,

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 Contrasting Concluding
However,
Whereas, In conclusion,
instead of, To conclude, formal
contrariwise, To sum up,
otherwise,
unlike, In brief,
On the other hand, All in all,
Although, In short,
Despite Finally,
Inspite of Last but not least,
Even though
In contrast,
Nevertheless,

Conditionals
Unless
If,
as long as,
Provided that = if
On condition that

Article hooks

General Attention Grabbers for any topic

Has the issue of...ever got your cogwheels turning? One of the major issues that has
strongly fanned the flames of curiosity of people nowadays is
Have you ever wondered how life would be without...?
Nowadays, the issue of ... is causing plenty of excitement and is strongly fanning the
flames of curiosity in the modern society.
Nowadays, the issue of ... has become a widely spread phenomenon in the era of
speed.
Without..., there would be ultimate chaos.
No one can ever deny or ignore that massive change in ...
It is strongly believed that...
No one can ever deny the ultimate fact that...

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 Topic-related Attention Grabbers

Friendship:

Friendship is undeniably the most special bond between people of every age.
Have you ever imagined your life without friends? Without a doubt, it would be dull
and gloomy. Friendship is one of the most sacred bonds between people.
It is with friends that you feel happy, secure and supported.
Friendship is a blessing, and a friend is the channel through whom great emotional &
spiritual emotions flow.
With a friend, we share life’s pleasant and memorable moments.

Reading / Books:

Books have been there for thousands of years. Are they going to become entirely
indispensable , Or will they seem increasingly (outdated / old-fashioned) under the
wide spread of modern technology, and will be replaced by e-books?
Books are great assassins of boredom. Through reading a book, you travel a long
journey between pages in which your imagination is boosted.
Have you ever read a book that took you on a journey through its pages?

Hunger & Health:

Millions of people around the world are dying because of hunger / health
deterioration.
Being spread all around the world, starvation and health problems have become
major issues in almost all countries.
Growing up in a world with ever-increasing population, several problems occur
constantly such as health deterioration and poverty.
Given the fact of the ever-increasing population, poverty, starvation and health
deterioration with prevail.
If you live in a developed country, where the economy, social life and weather are all
great, it is very difficult to imagine and appreciate how people in other places with no
food live.

Future:

Are you one of many people who believe in the mystery of the future? Has the
modern advancements made the future more vague and unpredictable.

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 Have you ever pondered about how life will change in 50 years from now? How will
people's attitudes change? Will robots entirely dominate the world? Will it be a
robotic future?
It has been predicted by some futurists that the future will be massively dominated
by robots and scientific advancement.
Today, in the modern society, education strongly plays a vital role in contributing to a
better future.

Education:

There is no doubt that education is the hallmark of the civilisation and development
of any country.
Education has undergone an enormous change since the emerge of modern
technology.
Education is fundamental to functioning in today's society.
Nowadays, in the modern society, education strongly plays a major role in
contributing to a better future.

Television:

Ask someone what he did last night and you will often get the answer that he or she
was watching TV.
Television is, with no doubt, n of the most important inventions of the century, and
has become a vital device in almost every house.

Technology / computers / Internet:

The 20th century has witnessed a massive [breakthrough / change / advancement /

transformation] regarding technology.
Technology is greatly dominating our lives. Wherever you go r whatever you do, you
are likely to use a technological device.
Invented decades ago, computers are now used everywhere, even inside classrooms
and homes.
Invented almost 60 years ago, internet has already transformed the way most people
live.
Being part and parcel of our daily lives, e-mails and mobile phones have totally
changed / altered the way we communicate with each other.
Science and technology have created wonders and even miracles, thus fortifying our
belief in it.

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 As any newly available technological invention, the e-book is causing plenty of
excitement around the globe.

How to express your opinion in the conclusion

 In my opinion,
 It seems to me that...
 I strongly believe that...
 From my point of view
 As far as I am concerned
Solutions and recommendations in the conclusion

 To overcome this problem, efforts must be exerted to deal with root causes, and they
must be implemented [applied] by the government for the long term.
 In order to solve this problem, long-term solutions should be provided such as:
 The best way to resolve this issue is spread general awareness through awareness
campaigns about...
 Strict laws and regulations [rules] ought to be enforced [effectively applied] by the
government to overcome problems such as....
 It is strongly recommended that people should...
 Excessive [too much] use of --- should be reduced or monitored [watched] by
(parents, the government, censorship)

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 Education

Proverbs & Quotes about Education:

Education is the most powerful weapon which you can use to change the world.

(Nelson Mandela)

Education is what remains after one has forgotten what one has learned in school.

(Albert Einstein)

Education is the key to success in life, and teachers make a lasting impact in the lives of
their students.

(Solomon Ortiz)

The foundation of every state is the education of its youth.

"Make me the master of education, and I will undertake to change the world."

Titles:

 Education is power!
 Hand in hand we learn!
 Education: Key to success and freedom!
 Education – Your Door To The Future!
 Learning Today…Leading Tomorrow!

Attention Grabbers:

There is no doubt that education is the hallmark of the civilisation and development
of any country.
Education is fundamental to functioning in today's society.
Nowadays, in the modern society, education strongly plays a major role in
contributing to a better future.

Guiding points:

 Education plays a vital role in shaping tomorrows’ leaders. Not only can we become a
better nation by acquiring the skills necessary to be productive members of a civilised
society.
 Education is an important medium of acquiring skills and knowledge.
 Education brings positive changes in human life. It enhances the knowledge, skill, and
intelligence of a person and enables him to lead a successful life.
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  Education creates awareness and expands our vision. We become more aware about
our-self, about the society, about everything that surrounds and affect our life.

 It helps us develop a disciplined life. And, discipline is essential for everything that a
person wants to achieve in life.
 Education empowers us to get a good job. We need money to make our living.
 It is a known fact that an educated person gets better earning opportunities.
 An individual must be familiar with the history, geography, religion, culture and
tradition, through general education.

Education- your door to the future

Hand In Hand We Learn.

Only the educated are free.

Education is a better safeguard of liberty than a standing army.

Education is power.

Quality Education: A Community Commitment.

Success, Nothing Less.

Touching Lives Forever.

Where Learning Begins.

“The mind once enlightened cannot again become dark.”

Introduction

Topic sentence

Background information – importance of topic

Thesis statement: last sentence in introduction paragraph

To have a better education, many factors should be put into consideration. For
example,better educational facilities, responsible/ highly skilled – trained teachers and
passionate/motivated students

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 TITLE Memories are made to be remembered !

Recording the past !

"Remembering yourself in the past is how you know who you are today." Memories
play a vital role in our life. Memories are a window into the past, and through this window
we are able to remember skills that we’ve learned, or recall a precious moment that
occurred in the past. We can also apply these skills in situations of the present or the
future. Definitely, either they are good or bad memories, they are part and parcel of
every person's life and identity. (Thesis statement)
To begin with, good memories are the best moments that a person can keep of his
happiest times. Actually, our memory is a great way of learning important things and useful
experiences in life. In addition, basic morals and concepts are learnt in childhood and they
help shape every person's life. Furthermore, recalling the most special moments in life can
be a wonderful way of happiness, pride and relieving stress. For example, people can never
forget memories of success, achievements, marriage or having children. Therefore, good
memories are essential in creating a positive impact on the person's life and emotion.
On the other hand, although a vast majority of people may consider bad memories
very annoying, they are beneficial in various ways. For example, if people have a bad
memory because of a negative experience, by remembering this memory, they can avoid
the same thing to happen again, and it becomes a life-experience. Moreover, the ability to
recall painful memories helps us learn from them and gain valuable experiences that can
even be passed to someone else. Besides, recalling that you have overcome those hard
moments boost your self-esteem. Thus, even if memories are unpleasant, they are still
very useful.
To sum up, both good and bad memories are vitally essential in people's lives. They
can either make them happy and proud, or make them strong and confident. In my
opinion, everyone should record as much happy memories as they could, as well as learn
from their hardest memories for the future.

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 Descriptive writing

Vocabulary: Historical Touristic

Natural scenery Site-seeing monuments attractions

Describing people
1. Describing someone’s appearance
To describe someone’s appearance, you will often use adjectives. An adjective is a kind of
word that describes a noun (a person, place or thing). Here are some words and phrases
you can use to describe a person’s appearance. Some of them are synonyms, or words that
mean almost or exactly the same thing. Knowing more than one way of saying something is
very helpful when describing people.
To describe someone’s height, you can say they are tall or short. Tall people are higher
than short people. Someone who is thin and tall can be called lanky. To say someone is
short and also small, you can say they are petite. If you’re talking about a child, they might
be pint-sized.
Someone who weighs more than average can be curvy, well-built, full-bodied or heavy.
(Curvy is usually only used to describe women.) You might also say someone has some
meat on their bones. This is a casual way of saying they are overweight, and it might seem
rude to someone sensitive. The opposite of overweight can be thin, slim or skinny.
Light, yellowish hair can be described as blonde. But you can also call a person who has that
kind of hair a blonde. (This means blonde can be used as a noun or an adjective.) A person
with dark hair can be called a brunette. Someone with red hair can be called a redhead.
Besides what color someone’s hair is, you also can say they are short-haired or long-
haired. You can say they have curly, straight or wavy hair. Sometimes hair can also be
frizzy, which is when it looks puffy with small, tight curls. If someone has no hair at all on
their head, they are bald.
Men sometimes have hair on their faces. Hair that covers the chin and cheeks is called a
beard. When there’s hair only above the lips it’s a moustache. A beard that’s only on the
chin can be called a goatee. None of these are adjectives. They are all nouns. To describe
someone with a beard, you would say, “He has a beard.”
How does a person look overall? If you think a woman is attractive, you can say she is
beautiful, pretty or maybe even gorgeous (very beautiful). You can call an attractive man
handsome. Both men and women can be good-looking. If you’re speaking very casually,
good-looking men or women can be hot. To say someone is not very good-looking, you can
say they are not much to look at. This is not a nice way to describe someone, but it’s better
than ugly.
If someone dresses well, they are smartly dressed or they look smart. You can also just say
they are well-dressed. If someone dresses fashionably, they are stylish or trendy. If
someone has bad taste in clothes, you can say they’re unfashionable. A less nice way to say
this is frumpy.

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2. Describing someone’s mannerisms
Someone’s mannerisms are the way they act or speak. When you speak, do you move your
arms a lot? Do you touch your hair or bite your lip? All these things are mannerisms. Since
mannerisms are usually actions, they are often described by phrases with verbs (action
words). Here are some common mannerisms you might use to describe people:
Many people have mannerisms that appear when they’re feeling negative (bad)
emotions. If someone feels nervous or impatient, for example, they might tap their fingers,
crack their knuckles, bite their fingernails or chew the tips of their pencils.
Describing someone’s feelings
People’s feelings are always changing. You can be happy one moment, and then hear some
bad news and become sad.

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You always know how you feel, but it isn’t always easy to tell how someone else is feeling.
You can look at how someone is speaking or even how they’re sitting to understand how
they feel. When you’re not sure how someone feels, you can say they might be feeling
something. You can also say someone looks like they’re feeling a certain way. These
phrases show that you might be wrong. For example, you can say, “I’m mad” when you’re
talking about yourself. But you might say “He looks mad,” when you’re talking about
another person. This makes sense if this person is yelling into his phone with his face red
and his fists clenched (all signs that someone is mad!). You can use these words to talk
about how someone is feeling, how they were feeling before or how they might feel in the
future.
There are so many ways to say that someone is happy! They can be elated, exuberant,
cheerful, delighted or even ecstatic (very, very happy). Someone sad might be described as
melancholy, miserable (very sad) or out of sorts.
When something makes a person mad, they become angry or fed up. Someone very angry
is furious or livid. Stay away from those people!
We all feel like we have too much to deal with sometimes. This can make us stressed and
anxious. New or scary things can make us nervous. Once that stress is gone, you can feel
tranquil or serene, which are other ways of saying relaxed.
Did the person you’re describing get enough sleep last night? If not, they might look tired
or worn out. If they look extremely tired, they might be exhausted. Sleeping well makes a
person look well-rested.
If someone looks like they’re not interested in what’s going on around them, they might
seem bored. If they’re very interested, you might say they’re enthusiastic

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Sometimes people don’t even notice that they twirl their hair around their finger. Other
times mannerisms are deliberate (on purpose). For example, someone might roll their eyes
to show that they’re being sarcastic (not serious).
-When a person thinks hard about something, they sometimes tilt their head to the side or
even stick out their tongue.
-You can sometimes tell someone is annoyed if they rub the back of their neck, sigh a lot or
clench their hands.

3. Describing someone’s character

A person’s character is their personality, who they are on the inside. When you talk about
someone, you might mention what they are like as a person. Here are some ways to do
that:
-We all know people who are nice and kind. They are a pleasure to be with and always
seem to be smiling. These people are usually also friendly and generous. People who are
generous like to help others by giving them things. Someone who is the opposite of nice is
mean. Mean people can be unpleasant, nasty or vicious. Hopefully you don’t know anyone
like this!
- Some people always show respect to others, which makes them polite and well-
mannered. Someone who doesn’t care about other’s feelings or rules is rude and impolite.
If they use bad language, you can say they are vulgar or obscene.
- Someone smart is intelligent or clever. If they are smart because of age or experience,
they can be called wise. Someone who is not very intelligent could be dumb or slow, but a
slightly nicer way to say that is that they’re not too bright.
- How does the person you’re describing deal with difficult situations? Some people get
angry easily. They are hot-headed. Others are calm and sensible and look at everything in a
relaxed way. Others go right from being calm to being mad. They are moody.
- To describe a person who does not like to go out or be with people much, you can use the
word introvert. If that person doesn’t talk a lot and doesn’t seem comfortable around
others, they might be shy. People who love company and parties are extroverts. They are
often easy-going, meaning not much bothers them.
- Someone who tries hard to do big things is ambitious. They might also be resourceful.
Resourceful people use everything they can to help them reach a goal. Someone who is
happy with what they have can be called content or fulfilled. None of these are bad things
to be.
-If a person is good at making people laugh, they are funny. If they’re funny in a clever
(smart) way, they’re witty. Some people don’t like to laugh a lot, and are very serious
instead. Sometimes serious people can seem boring.
- Arrogant, conceited people are not fun to be around because they act like they are better
than you. They can be show-offs, meaning they try to make you see how great they are.
Modest people don’t show off how great they are, even if they’re awesome!

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4- Describing someone’s feelings
People’s feelings are always changing. You can be happy one moment, and then hear some
bad news and become sad.
You always know how you feel, but it isn’t always easy to tell how someone else is feeling.
You can look at how someone is speaking or even how they’re sitting to understand how
they feel When you’re not sure how someone feels, you can say they might be feeling
something. You can also say someone looks like they’re feeling a certain way. These
phrases show that you might be wrong. For example, you can say, “I’m mad” when you’re
talking about yourself. But you might say “He looks mad,” when you’re talking about
another person. This makes sense if this person is yelling into his phone with his face red
and his fists clenched (all signs that someone is mad!). You can use these words to talk
about how someone is feeling, how they were feeling before or how they might feel in the
future.
There are so many ways to say that someone is happy! They can be elated, exuberant,
cheerful, delighted or even ecstatic (very, very happy). Someone sad might be described as
melancholy, miserable (very sad) or out of sorts.
When something makes a person mad, they become angry or fed up. Someone very angry
is furious or livid. Stay away from those people!
We all feel like we have too much to deal with sometimes. This can make us stressed and
anxious. New or scary things can make us nervous. Once that stress is gone, you can feel
tranquil or serene, which are other ways of saying relaxed.
Did the person you’re describing get enough sleep last night? If not, they might look tired
or worn out. If they look extremely tired, they might be exhausted. Sleeping well makes a
person look well-rested.
If someone looks like they’re not interested in what’s going on around them, they might
seem bored. If they’re very interested, you might say they’re enthusiastic
Adjectives to describe places amazing attractive awe-inspiring beautiful breath-taking
broad/ wide busy buzzing captivating challenging congested convenient cosmopolitan
crowded dangerous delightful depressing deserted desolate disappointing distinctive
dramatic dull enchanting exceptional exciting exposed (to the elements) famous fantastic
forgettable green high-tech historic huge iconic impressive infamous/ notorious isolated
magnificent manic medium-sized memorable modern natural noisy peaceful picturesque
polluted quaint relaxing remote romantic rural safe scenic sheltered slow-paced stunning
tiny traditional unforgettable unspoilt urban wild Other positive words and expressions to
describe places facilities peace and quiet right in the middle of everything rolling hills
scenery sense of community view.

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 Describing places

Here are some ideas to help you.

Breath-taking views
Magnificent scenery
Exquisite forests embracing the tumbling rivers
The voice of animals swelled out of the forests
A green carpet rolled over the place
The clear sky reflected on the showers of waterfalls
The sky full of snow that refused to fall
Blanketing snow over the place
The thick clouds beam the horizon
It's the perfect place for contemplation of God's creation and God's gifts.
Fascinating traditional costumes
Scrumptious spicy food all rich in exotic spices and flavours
Exceptional hostility of people
I recollect my unforgettable memories of this beautiful paradise / heaven
I f I were to go there again, I would stay there forever

Adjectives to describe places :

amazing
attractive
awe-inspiring
beautiful
breath-taking broad/ wide busy /buzzing/ captivating /challenging /congested/ convenient
cosmopolitan /crowded/ dangerous /delightful/ depressing /deserted /desolate
disappointing /distinctive /dramatic /dull
enchanting/exceptional /exciting/ exposed (to the elements)

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 famous/ fantastic/ unforgettable
green high-tech historic huge iconic impressive infamous/ notorious isolated magnificent
manic medium-sized memorable modern natural noisy peaceful picturesque polluted
quaint relaxing remote romantic rural safe scenic sheltered slow-paced stunning tiny
traditional unforgettable unspoilt urban wild.
Other positive words and expressions to describe places
facilities peace and quiet right in the middle of everything rolling hills scenery sense of
community view
Adjectives to describe places amazing attractive awe-inspiring beautiful breath-taking
broad/ wide busy buzzing captivating challenging congested convenient cosmopolitan
crowded dangerous delightful depressing deserted desolate disappointing distinctive
dramatic dull enchanting exceptional exciting exposed (to the elements) famous fantastic
forgettable
green high-tech historic huge iconic impressive infamous/ notorious isolated magnificent
manic medium-sized memorable modern natural noisy peaceful picturesque polluted
quaint relaxing remote romantic rural safe scenic sheltered slow-paced stunning tiny
traditional unforgettable unspoilt urban wild
Other positive words and expressions to describe places facilities peace and quiet right in
the middle of everything rolling hills scenery sense of community view
Other negative words and expressions to describe places dense vegetation far from
civilisation litter traffic jam
Kinds of urban area (city etc) capital (city) commuter town/ satellite town (small/ medium-
sized/ large) town new town regional capital/ state capital/ county town village/ hamlet
Parts of a town (central) square city centre/ town centre financial district historic centre
housing estates/ council estates industrial estate main street/ high street outskirts
suburb(s) pedestrianised area/ traffic-free zone reclaimed land residential area rundown
area/ slum skyscraper district surrounding area shopping centre/ shopping mall (street/
flea/ farmers’/ antiques/ traditional) market (area)
Types and uses of building (ceremonial) gate (detached/ semi-detached/ terraced/
traditional) house (high rise) (block of) flats (= apartment block)/ condo(minium) (log) cabin
(ski) chalet (youth) hostel amusement arcade B&B (= bed and breakfast) bungalow castle/
fort church/ chapel/ cathedral cinema/ movie theater convenience store/ corner shop
cottage department store
Parts of a town:
(central) square city centre/ town centre financial district historic centre housing estates/
council estates industrial estate main street/ high street outskirts suburb(s) pedestrianised
area/ traffic-free zone reclaimed land residential area rundown area/ slum skyscraper
district surrounding area shopping centre/ shopping mall (street/ flea/ farmers’/ antiques/
traditional) market (area) Types and uses of building (ceremonial) gate (detached/ semi-
detached/ terraced/ traditional) house (high rise) (block of) flats (= apartment block)/
condo(minium) (log) cabin (ski) chalet (youth) hostel amusement arcade B&B (= bed and
breakfast) bungalow castle/ fort church/ chapel/ cathedral cinema/ movie theater
convenience store/ corner shop cottage department store
- 66 -
LINKING WORDS

Adding Sequencing
Plus, Next,
Also, Then,
As well as, First, second…
Moreover, Meanwhile,
In Addition, After,
Nevertheless, Before,
Furthermore, Just then,
Adding to that, Suddenly,
SYNONYMS
Cause & Effect Conditionals

- 67 -
 Because
so, Unless,
therefore, Except,
thus, If,
consequently, as long as,
subsequently, Provided that
due to, On condition that
owing to,
thanks to,

Brave Attractive Enough

Audacious Luring Abundant
Daring Captivating Adequate
Adventurous Catching Sufficient
Courageous Enticing Ample
Fearless Engaging
Gusty Tempting

Beautiful Ugly Happy

Gorgeous Grotesque Contented
Appealing Awful Glad
Charming Hideous Delighted
Fascinating Horrid Pleased
Exquisite Grisly Cheerful
Marvelous Appalling Joyous
Magnificent Bad Thrilled
Stunning Coarse Joyful
Superb Dreadful Lively
Dazzling Lousy – Terrible Merry

Sad Angry Calm

Depressed Furious Serene
Disappointed Outraged – enraged Tranquil
Grave Resentful Mild
Grieving Heated Placid
Melancholic Agitated Soothing
Mournful Ferocious Mild
Somber- Gloomy Inflamed- Infuriated Cool- Restful- peaceful

- 68 -
 Small Important

Enormous Minor Crucial – vital

Gigantic Tiny Essential
Colossal Petite Inevitable
Massive Minute Fundamental
Spacious Meager Significant
Husky Miniature Critical
Giant- huge - grand Slight Extensive
Vocabulary

Contrasting Concluding
However, Finally,
Whereas, Eventually,
instead of, To conclude,
alternatively, In short,
otherwise, To sum up,
unlike, In a nut shell,
on the other hand, In brief,
Although, In conclusion,
Despite All in all,
Inspite of Last but not least,
Even though
Though

Word Meaning Word Meaning

Convenient Suitable & Easy Possess - Acquire Obtain
Reliable You can depend on him Instrumental Effective
Endeavour Attempt – try Occupation Job
Prior Before Costly Expensive
Occasionally Sometimes Contribute to Share in
Arduous Very tough Discontent Dissatisfaction
Adopt Take sth. & use it Proceed Continue
Pursue Follow Alternative Another option
Inevitably Can’t be avoided Approach Come near
Abandon Leave – desert Resemble Looks like
Precise Accurate Thrive Flourish
Impact Effect Prosperous Flourishing with success
Profound Deep Explicit Obvious
Constraints Restrictions Implicit Vague – unclear
Lack Doesn’t have… Expose Show
Sophisticated Complicated Elaborate Explain
- 69 -
Gregarious Sociable Reveal Disclose
Halt Stop Illustrate – Show sth. clearly by
demonstrate examples
Efficiently Does sth perfectly Diversity Difference
&effectively
Unsustainable Unbearable Persuade Convince
Embrace Include (or hug) Stance Point of view
Apt Suitable Entire Whole
Staid Dull Opt Choose
Unconventional Untraditional
Indifferent Uncaring
Depart Leave
Demand want – request
Alter Change
Devoted To give a lot of time an
energy to something

Emphasizing Comparing Arrogant Afraid

Most Equally,
importantly, in the
Particularly, same way,
especially, similarly,
significantly, likewise,
Inevitably, as,
Actually, like,
Famous
Eminent Conceited Scared
Distinguished Pretentious Terrified
Illustrious Pompous Horrified
Noted Cocky Petrified
Well-known Self-centered Frightened
Boastful Trembled with fear
Vocabulary

Word Alternative
Important Essential – fundamental – significant- defiant- vital

Opposite Diverse – controversial

Many kinds of A variety of
Worried Anxious
Very Sheer – extremely
- 70 -
A big problem A major issue
Opinion Stance
Have to Ought to
I wish I aspire – I'm looking forward to
Because of Due to – owing to
Strong Intense
Hard Stiff – firm – severe
Takes time Consumes a lot of time
Participates – Shares in Contributes to
Qualities Traits – attributes
Quiet Serene – tranquil
Unclear Vague – elusive – implicit
Clear Explicit – obvious
Depend on Rely on
Regret Remorse
Revenge Vengeance
Whole Entire
Many Various – numerous
One point One aspect – factor
Before Prior to- previous
Understand Perceive – comprehend
Make easy Facilitate
Achieve Accomplish
Take advantage of Exploit – utilize
Increase Enhance
Lessen Cut down on
Quit Cut out
Keep Maintain
Show Reveal – disclose
Hide Conceal
Follow Pursue

- 71 -
Write an article describing an unforgettable place you have visited or travelled to (for e.g.
Thailand, Maldives Island, Hawaii…)

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- 72 -
Narrative Writing

- 73 -
Newspaper report:

Headline: it should attract and capture the attention( general idea about the whole
subject)

By line

An introduction that tells the summary or the story in brief.

( 5 WS) WHAT-where-when –why and how)

Body paragraphs: two

Most important information near the top

Try to include some quotes

Use sequential event ( first - second- next- after- meanwhile- later)

Conclusion: General comments about the incident

Features Questions

When you are writing your own newspaper article:

• Make your headline short and snappy.

• In the first sentence sum up what the story is about.
• Write your report in the third person and the past tense.
• Split your newspaper report up into paragraphs to help the reader clearly understand
the information.
• If you use quotes to make your report more interesting, don't forget to use speech
marks!
• Use a photo with a caption to give the reader more information.
• Fill your newspaper report with both facts and opinions. Facts give the reader all of
the information they need by using the 5 Ws.

- 74 -
What are the Key Elements of a Magazine Layout Design? Report

• Headline. It is the most important element of a magazine layout design. ...

• Introductory Paragraph. ...
• Body / Body Text / Body Copy. ...
• Bylines. ...
• Sub-headline / Subhead. ...
• Pull Quotes. ...
• Captions for Images. ...
• Section Head / Running Head.
• Persuasive texts aim to persuade readers to buy something, do something or change
their minds about something.

A persuasive text often has the following features:

o It states the writer’s viewpoint in the opening sentence.

o It puts forward arguments and evidence to support this viewpoint.
o It sometimes (but certainly not always!) puts forward opposing arguments.
o It uses the present tense.
o It uses emotive language (e.g. despicable, cruel, heart-warming).
o It uses connectives that emphasise (e.g. moreover), contrast (e.g. however) or
show cause and effect (e.g. because of this).
o It often repeats the main points of the text.
o It poses rhetorical questions (questions that don't require an answer).
 How many more animals must suffer before something is done about this?
o It ends with a final summary or recommendation.

- 75 -
- 76 -
Give two structural features of a persuasive text that can be found in Text B.

Award 1 mark for each of the following up to a maximum of 2 marks:

rhetorical questions

opinions

personal anecdotes

personal pronouns

April 20 paper 1

- 77 -
- 78 -
Give two features of a newspaper report used in Text A.

•………………………………………………………………..

•………………………………………………………………..

Give two features of a newspaper report used in Text A.

Award 1 mark for each of the following, up to a maximum of 2 marks:

• written in the third person

• uses facts
• dates are organised chronologically
• written in the past tense
• uses real place-names / people’s names
• uses eyewitness accounts
• uses direct speech
• has a headline

April 2019 paper 1

Read Text B, an online review of a concert, in the Insert, and then answer questions 11–15.

11- What layout feature does the writer use to help understanding

What layout feature does the writer use to help understanding?

Award 1 mark for one of the following:

subheading(s) / heading(s) / title(s) / subtitle(s)

paragraphs /sections

bold

Specimen 18 Paper1

Identify two features of a newspaper article, as shown in Text A.

Award 1 mark each for any two of the following, up to a maximum of

2 marks:

- 79 -
the story is summarised in the first paragraph

there is a headline

experts are consulted / includes quotes / comments / statements (from experts).

Do not accept there is ‘heading’ as a substitute for headline.

Paper 2

- 80 -
April 2020 Paper 2

- 81 -
 Varied Questions:

Read Text B in the Insert, and answer questions 12–16.

12- What is the purpose of Text B? Tick () one box.

to instruct

to discuss

to narrate

to persuade

to entertain

to inform

Look at the first paragraph (lines 1–7).

Give two ways in which the writer engages the reader.

•…………………………………………………………………………………………………………..

•…………………………………………………………………………………………………………..

- 82 -
Look at line 10.

Why does the writer begin a new paragraph?

Award 1 mark for:

to introduce direct speech / a quotation / to shift focus from setting the

scene to introducing a person

Look at the first paragraph (lines 1–7).

Give two ways in which the writer engages the reader.

Award 1 mark for any of the following, up to a maximum of two marks:

personal pronouns: you/we

directly addressing the reader

use of exclamation mark

use of imperative

short opening sentence

How does the writer convey dramatic effect?

Award 1 mark for:

The writer uses a one-word sentence

Explain in your own words how the writer uses the night and the rain to

create atmosphere (lines 40–50).

Support your answer with examples from the text.

Learners’ explanations may include the following points:

The night is described as coming into the house like an unwanted visitor / an intruder

alliteration / ‘dark and ‘damp’ emphasises how unpleasant the night is / creates a gloomy
mood

when Dustf inger appears from the ‘darkness of the yard’, it shows just how black and
mysterious the night is
- 83 -
the use of the word ‘threatening’ makes the rain sounds like an enemy / someone coming
to attack them

words used to describe the rain / the sound of the rain (‘rushing’, ‘falling’, ‘murmuring’,
‘loud’) makes it sound heavy / continuous / overwhelming

the description of Dustfinger’s drenched coat makes the rain seem

relentless / inescapable

Award 3 marks for three points or two points with some development, e.g.:

It is really dark outside so they can’t see Dustfinger (point 3). There are lots of words to
describe the rain falling to show how wet and miserable it is (point 5). His coat is so wet
he’s drowned in the terrible weather (point 6).

The night and the rain are both described as though they are going to come and get Meggie
and Mo which creates a tense atmosphere because they seem like victims (points 1 and 4 +
development).

Award 2 marks for two points or one point with some development, e.g.:

The night seems like a bad person coming to get them (point 1) and the rain is really hard
and horrible (point 5).

‘Dark and damp’ repeats the sound of the letter d, making the night seem really sinister and
creating a dangerous atmosphere (point 2 + development).

Award 1 mark for one undeveloped point, e.g.:

The writer makes the night sound dark and scary (point 1).

When it says the rain is threatening, it is spooky (point 4).

Do not accept quotations on their own.

What is the view point?

First person I

Second person You

Third Person He /She

- 84 -
 Informal emails/ letters

e-mail beginnings:

Dear .............,
I am literally over the moon because at last you're coming to stay in Egypt for
30 days. How is your little squeaky hamster?
Dear .............,
I am literally in top of the world that you're finally coming to visit Egypt for
vacation. How is your annoying little brother? Still eating your chocolate?4
Dear .............,
I really miss you so much, it seems ages since I've last written to you, but you
know what school is like – exhausting!

For a reply to a letter / e-mail:

Many thanks for your lovely letter / e-mail, it was really wonderful to hear from you.
It's such a long time since we wrote to each other.
Hello, I hope you're fine. Thanks a lot for your lovely letter / e-mail. It's (great –
wonderful – nice) to know that you are...

Useful Endings to letters / emails:

I've got to go now as I've got loads of H.W to do. See you soon big baboon.
Anyway, I must dash now as I can hear mum calling me.Send my regards to your
family / parents.
I hope you may come visit me again soon. I'm looking forward to our hangouts.
Say hello to your lovely family and tell them I miss them so much. Looking forward to
seeing you soon.
Hope you will write again soon. Take care!
I am looking forward to hearing from you soon. Can't wait to see you!
I am looking forward to seeing you soon. Take Care!

Ending Salutation:

Yours,
With love,
Sincerely,

- 85 -
 IDIOMS

Idioms to express that you are happy:

I am over the moon

I am on top of the world

I am on cloud nine

Other idioms:

Idiom Meaning
Out of the blue Suddenly
I feel red I am angry
For a change Do something different
At a loose end Bored, have nothing to do
On holiday Time spent to relax from school or work
In a hurry Quickly
In the mood Prepared for something
In pain Feeling that something hurts you
In a pickle In a difficult situation
Run out of It is finished, we don’t have anymore
Laugh your head off Laugh very hard at something
Cut down on Lessen
Cut out Stop
Go ape Go crazy
Apple of my eye Loving someone very much
As quick as lightening Very quickly
Not my cup of tea Not my favourite

Useful Expressions:

Frequented by people
The atmosphere is very pleasant
The weather is quite warm and charming
I've always dreamt of going there
I can't wait to see...
There is... as well
Well, I think it is quite interesting / intriguing
I would love to
- 86 -
 The thing that I love the most is...

How to make suggestions:

1) How about + verb + ing

e.g. How about going together to the cinema this evening?
2) What about + verb + ing
e.g. How about coming to the party with us?
3) Why don’t + pronoun + infinitive
e.g. Why don’t you try playing tennis?
4) Let's + infinitive
e.g. Let's take a cab before it gets too late.

 Other ways to say that you like something:

I am a great fan of ----
I am quite fond of ----
I am interested in ----
I am (very) into ----
I adore ---- / I love ----
I prefer ---- to ----
I am keen on ----

 Other ways to say that you dislike something:

I am not a great fan of ----
I am not quite fond of ----
I am not interested in ---- / I am notkeen on ---
I am not (very) into ----
I don’t prefer --- / I hate ---

You always have to express your feelings in the letter / e-mail:

 enjoying  Interested
 saddened  Exhilarated
 exhausted  Excited
 angered  Intrigued
 frustrated  Amazed / Surprised
 bored / Shocked  Scared / Terrified

- 87 -
 Structure you should use to improve your letter / email

1. Am + Looking forward to + verb + ing

e.g. I am looking forward to hearing from you soon.

2.Relative Clauses (Which, Who, That, Where)

e.g. The activity which I like the most is to go skiing.

e.g.The five stars hotel, which is called Tours, is our favourite in London.

3.Linkers: [ first, after that, then, also, finally]

+ Links [ On weekends, On Saturdays, Sometimes, Usually, frequently, rarely,

often, regularly]

e.g.On weekends, we usually go to the park with the family, but we rarely find
it not very crowded.

4. FANBOYS [For, And, Nor, But, Or, Yet, So]

e.g. I don’t really like crowded places, but I enjoy going to the cinema in the
Mall on the weekend.

5. Conjunctions [Although, despite, however, therefore, moreover]

e.g. My parents are planning to travel to Paris next summer, moreover, they
will go to London for a week.

e.g. Although I don’t like crowded places, I enjoy going to the cinema in the
Mall on the weekend.

88
SYNONYMS

Big Small Important

Enormous Minor vital
Gigantic Tiny Essential
Colossal Petite Key
Massive Minute Significant
Spacious
Giant- huge - grand

Famous Arrogant Afraid

Noted Pompous Scared
Well-known Cocky Terrified
Prominent Self-centered Horrified
Boastful Frightened

Brave Attractive Delicious

Fearless Luring Scrumptious
Daring Engaging Mouth-watering
Adventurous Catching
Courageous Intriguing

Beautiful Bad Happy

Gorgeous Appalling Glad
Breath-taking Awful Delighted
Charming hideous Pleased
Fascinating Horrid cheerful
Overwhelming Terrible joyous
Marvelous
Magnificent
Stunning
Superb
Dazzling

89
 Sad Angry Calm
Depressed Furious Serene
Disappointed Heated Cool
Upset Frustrated peaceful
Gloomy Restful
Openings

When writing an informal emails, you are usually replying to another email. You
would normally start with a greeting, then acknowledge the email to which you
are replying. It is often a good idea to acknowledge some key information given in
the original email too. You can also make a comment on your own reply.

Useful phrases for the opening

How are you? / How have the family been? / I hope you are well.

Thank you / Many thanks for your (recent/last) letter / postcard.

It was good / nice / great to hear from you again.

I was so surprised to hear that...

I’m sorry I haven’t written / haven't been in touch for such a long time/for so long

It’s ages since I’ve heard from you. I hope you're well / you and your family are
well.

It's taken me ages to reply

How are things? / How are you? / How’s it going?

90
Other useful phrases:

Say why you are writing:

-Just thought I'd drop you a line.

-I'm writing to tell you my news.

Referring to news

Great news about … Glad to hear that … Sorry to hear about …

Giving news

Listen, did I tell you about …? You’ll never believe what …

Oh, and another thing … This is just to let you know that …

I thought you might be interested to hear about / know that …

By the way, have you heard about / did you know that …?

Apologies

I’m writing to apologise for missing your party but I’m afraid I was with flu.

I’m really sorry that I forgot to send you a birthday card but I was busy with my
new job.

Invitations

I’m / We’re having a party on Friday 19th and I / we hope you’ll be able to come.

Would you like to come / go to see ‘Room With a View’ with me at the weekend?

I was wondering if you’d like to go to the theatre / come on holiday with us.

Could you let me / us know if you can come / you’d like to join us?

Thank you very much for your invitation. I’d love to come.

Thank you for asking / inviting me to … but I’m afraid I won’t be able to …
91
Requests

I’m writing to ask for your help / you (if you could do me) a favour.

I wonder if / I was wondering if you could help me / do me a favour.

I hope you don’t mind me asking but could you (possibly) …?

I’d be very / really / terribly grateful if you could …

Thank you / Congratulations / Good Luck

I’m writing to thank you for your hospitality / the wonderful present.

It was so kind of you to invite me to stay with you.

I really appreciated all your help / advice.

Congratulations on passing your exams / your excellent exam results!

I wish you good luck / Good luck in / with your exams / your driving test / your
interview.

Don’t worry, I’m sure you’ll do well / pass.

Do be on time, won’t you, and don’t forget to …

Making suggestions and recommendations

Why don’t you …? / Maybe you could …? / How about …?

You can’t leave New York without (...doing sth)

I’m sure you will enjoy (...doing sth). If you like, we can …

Do visit ... / Don’t forget to ...

I suggest that you would …

Closing

92
The end of your letter is as important as the beginning. There are some standard
ways of finishing an informal letter or email.

Give a reason why you're ending the letter:

Anyway, I must go and get on with my work!

I guess it's time I got on with that studying I've been avoiding.

Well, I think that's about it.

Well, I'd better finish off here

Well, that's all for now

Send greetings and/or make reference for future contact: Give my love / regards
to everyone / Say hello to... / Anyway, don't forget to let me know the dates of
the party. / I'll try and phone you at the weekend to check the times. / We must
try and meet up soon. / I can't wait to hear from you / Look forward to seeing you
again / Hope to hear from you soon / See you soon / Write soon

Closing statement such as Love, Lots of love, All the best, Take care, Best
wishes, should be written on a new line. If you used a comma after the opening
greeting, use a comma here too.

Signing off: Your first name then follows on another new line.

Signing off :

yours,

All the best,

Take care,

Bye for now,

Sign your name

93
Emails samples :

How are you? I’m having a wonderful time here and wish that the holiday will go
on forever. Guess where I am at the moment! Well, I’ve found an internet Café’
just round the corner from our hostel and I grabbed the opportunity to email you
and tell you how I’ve been spending my time here in London.

I’ve been ever so busy the few days I’ve been here trying to visit all the interesting
places. On Monday I visited Madame Tussaud’s. This is a waxwork museum. There
was such a long queue to enter. Luckily our leader had booked the tickets
beforehand. It was so wonderful seeing all those wax figures of so many famous
people!

I’ve also visited the Houses of Parliament and Westminster Abbey, two other
famous landmarks in London. Tomorrow we’re going on the London Eye, also
known as the Millennium Wheel. This is a giant wheel that was built to celebrate
the millennium in the year 2000. There are so many other places to visit. But we
don’t just visit museums and other interesting places. In the evening we usually
go to a pub where young English people gather for a drink. It’s fantastic meeting
English people. I’ve been practising my English all along. I’m no longer self-
conscious when I’m speaking in English and I’ve come to the conclusion that the
best way to learn a language is to visit the country where it’s spoken.

One of the other things I’ve enjoyed is visiting Hyde Park. This is one of the many
parks around London. Many people go there for walks and to relax. However,
what’s interesting about this particular park is the Speaker’s Corner where anyone
is free to make speeches about any topic! We saw many different types of people
making some very strange speeches!
I hope you’ll have the opportunity to visit London some day. It’s such an exciting
place to be! I’m having so much fun!

Time’s up! Say hi to all the others.

See you soon.
Debbie

94
Dear….,

Or
Hi Denise,
I couldn’t wait to tell you all about yesterday, what a great time we had, I really
wish you could have been there. But I really should ask about you first.... how are
you? Is your cough better? You did well not to come because it did get a bit cold on
the boat late at night.

Sue and I set off together and joined the crowd waiting to board the boat. Good
job we happened to see some people we knew because we were starting to feel a
little shy.

Things were a bit quiet at first but when the boat sailed off and entered the Grand
Harbour, the sight was just perfect and the party began to take off. They played
some great music and people started to dance and they served nice finger food -
not the usual boring stuff mind you. That’s when my diet went overboard! It was
such a different night out from the usual ones.

I heard someone say they were going to organise another boat party soon – and
you’ve got to come next time!

See you Monday and take care.

Lots of love,

Audrey

95
A- Your friend John sent you a letter telling you that he is coming to Egypt this
summer. Reply to his letter telling him:
1. How you feel about him coming to Egypt?
2. What places / activities can you go together?
3. Suggest a place where you can eat together.

Dear John,

Many thanks for your lovely letter / e-mail, it was really wonderful to
hear from you. It's such a long time since we wrote to each other. (1) I am
literally {idiom} over the moon because at last you're coming to Egypt.

Well, I know you are into sports, (2) so {FANBOYS} we can go to Al-Ahly
club, and go for a swim. There is also a huge football playground where
{Complex} we can play football. That would be quite interesting. {linker}
Also, we can go to the grand Mall "City Stars" in the evening. {Complex}
Although it's usually frequented by people, we can have a lot of fun as there
are various things to do there. {linker} Actually, we can go to the cinema,
play bowling and do some shopping. {linker} Then, {Complex} if you want, we
can go on a Nile cruise {FANBOYS}, for (because) the weather at this time
of the year is quite warm and breezy. (3) {linker} Besides, there is a great
food court where we can find a wide variety of delicious meals. There is also
a new restaurant that serves Chinese food {FANBOYS}, and makes the most
mouth-watering Sushi ever, {Suggestion} how about we try it {idiom} for a
change. I am sure we will have such a great time.

I am very looking forward to seeing you soon. Send my regards to your

family. Yours, Omar

96
97
98
99
Formal letter:
Addresses:

1) Your Address
Your address should be displayed in the top right-hand section. This will enable
the person that you are writing to, to reply.

2) The Address of the person you are writing to

This address should be displayed beneath your address on the left-hand side,
remember to include the name of the person that you are writing to (if known).

Date:

This should be displayed on the right-hand side of the page on the line beneath
your address and should be written in full format:

e.g. 1st January 2001

Salutation & Greeting:

1) Dear Sirs,
If you do not know the name of the person that you are writing to, use the
greeting "Dear Sirs,". In some circumstances it is useful to find a name, especially
if you are making a request as this will show that you have done your homework
and you are more likely to receive a response.

2) Dear Mr Jones,
If you know the name, use one of the following titles:

Mr - for a male
Mrs - for a married female
Miss - for an unmarried female

100
Ms - for a female whose status is unknown or would prefer to remain anonymous
Dr - for a person with the status of a doctor

This should be followed by the surname only (not the first name).

Concluding:

1) Yours faithfully,
If you do not know the name of the person, conclude with "Yours faithfully,".

2) Yours sincerely,
If you know the name of the person, conclude with "Yours sincerely,".

3) Your signature
Sign your name, then print it underneath the signature. If it is potentially unclear
what your title would be then include this in brackets next to your printed name.

replacing the word "you" with "u" or replacing the word "weekend" with
"wkend", there are many other examples. This casual approach and informal
writing style can easily be transferred, sometimes subconsciously, when a more
formal style is required.

101
Introductory Paragraph

The introductory paragraph should be concise and should clearly state the
purpose, whether it is to lodge a complaint, make an enquiry or to request
something.

Main Body

The main body should clearly state the points that you want to make. As a general
rule it is a good idea to keep this as to the point as possible to ensure that the
recipient remains engaged. A longer main body may be more appropriate when
making a complaint as you may require to add more detail in order to convey the
importance of what you are putting across.

Concluding Paragraph

The concluding paragraph should outline what action you would like the recipient
to take: to make a refund, to send you information etc.

Samples

Mr. M. Leaf

123 Elm Ave.

Treesville, ON M1N 2P3
November 23, 2008

Chief of Syrup Production

Old Sticky Pancake Company
456 Maple Lane
Forest, ON 7W8 9Y0

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Dear Mr. Leaf.
Let me begin by thanking you for your past contributions to our Little League
baseball team. Your sponsorship aided in the purchase of ten full uniforms and
several pieces of baseball equipment for last year's season.
Next month, our company is planning an employee appreciation pancake
breakfast honoring retired employees for their past years of service and present
employees for their loyalty and dedication in spite of the current difficult
economic conditions.
We would like to place an order with your company for 25 pounds of pancake mix
and five gallons of maple syrup. We hope you will be able to provide these
products in the bulk quantities we require.
As you are a committed corporate sponsor and long-time associate, we hope that
you will be able to join us for breakfast on December 22, 2008.
Respectfully yours,
Derek Jeter

103
Writing a review (film-book……etc)

ADJECTIVES TO DESCRIBE A BOOK:

– engaging – addictive– gripping – haunting – Spellbinding –

-provoking
-blowing
- Witty
-packed

– inspirational
-taking
– enjoyable – amusing – brilliant – entertaining – intense –
mysterious

FILM VOCABULARY:
Lead role – star role – star – actor / actress – cast – director – producer – script –
special effects – soundtrack – costumes – props – décor – interior and exterior
design.
Use phrasal verbs:

Picks up - Left off - Takes you on - Miss out

Introduction

Get your Reader hooked

Get your Reader hooked immediately:

-packed films that keep you gripped to your seat?
you at the edge of your seats?

A compelling opinion of the film:

If so, put Mission Impossible – Fallout on the top of the must-see film list.

104
Body
A- The Start of the Body:
This is the latest installment of the Mission Impossible franchise which picks up
right where Rogue Nation left off.
Example Phrases:

105
B- Describe the setting of the film:
"Some of the biggest scenes take place in Paris, but throughout the film, you are
transported to various eye-catching [ glamorous – appealing – fascinating –
spellbinding ] locations across the globe.
C- Mention the lead role and tell the plot briefly:
Ethan Hunt played by Tom Cruise is the lead role who is assigned to buy stolen
plutonium core from the Eastern European Underworld.
D- More information / A clue:
A
s the title suggests, the assignment isn't easy, as Hunt takes you on a journey of
intense vehicle chases, deadly fights and near-fatal escape scenes.
E: Link your opinion:
The film combines lots of suspense and fast-moving events which grabs your
attention and doesn't let go until the very end.
Ways to describe the films:

ty of the film is outstanding

Ending
Focus on general recommendations
This is a film for the big screen, so don't miss out when it hits our cinema. It is
more suited for teenagers and adults due to the strong language and the brutal
fight scenes.
Final Comments:

and mysterious world of the secret agent.

106
Why write a review?
A review is an easy way to let other people know if you liked a book, film, TV
programme... They are short descriptions where we express our opinion and
recommendations about books, films we have read or watched.
Present tenses are frequently used in this type of writing.
PARTS OF A REVIEW
INTRODUCTION
In the introduction we summarize the information of the book, film or TV
programme.
- You mention the title, name of author/director, type of book/film
(adventure, romantic, thriller…..), setting, in two or three sentences.

For example:
Introduction
“The King's Speech “ that tells the true story of Bertie, Duke of York and future
King George VI, is a drama set in Britain in the 1930s. This fascinating film is
about the problems this sovereign had to face with his stammer. It stars Colin Firth
as King GeorgeVI, Helena Bonham Carter as his charming wife Elizabeth and
Geoffrey Rush as the unorthodox therapist Logue.
THE MAIN BODY
It normally consists of two paragraphs: one that includes the main points of the
plot in chronological order
and another with comments on the plot (positive and negative aspects), the main
characters, the acting etc. But you DON´T REVEAL the end of the story

For example
First paragraph:
The film begins when Bertie as Duke of York and his audience endure agonies of
embarrassment as he attempts to deliver a speech at Wembley Stadium.
The rest takes place between 1934 when his wife arranges for him to see an
Australian therapist, and shortly after the beginning of the war when he
makes a magnificent live broadcast to the world from Buckingham Palace, with
Logue helping him conduct the speech from the other side of the microphone

107
Second paragraph
The King's Speech is filled with dramatic scenes as the king-to-be tries to
overcome his speech difficulties, helped by the informal Australian
therapist. The actors give a brilliant performance, especially that of Colin Firth a
the king.
Conclusion :
A conclusion in which the writer includes a general assessment of the
book/film/play
..., and recommends or does not recommend it with reasons or justifications.
Example:
Conclusion
I strongly recommend this film, since it shows the dramatic experience stammer
people have to go through, despite their social status. Furthermore, how one gets
their compensation after fighting adversities.

How to write a review about a Novel?

"It was the best of time , it was the worst of time . The opening line is one of
the most intriguing opening of a deeply theme behind. "The tale of two cities by
Charles Dickens.

The novel………………………

Dickens shows the sympathy for the poor

Finally, the story is an epic tragedy , …………………….

108
Book Review
Introduction
Dangerous Shopping by Kate Wallis has to be one of the most intriguing and
thought-provoking books that I have ever read. It is set in modern urban Britain
and it tells the story through the eyes of a courageous heroine, Jane.
Brief Description
One day as Jane is making her daily trip to the supermarket to buy her groceries,
there is a robbery. In the confusion, the robbers kidnap Jane as she is standing at
the checking counter. While Jane is imprisoned, she recounts her ordeal in
graphic and painful detail. There are several incidents in the novel where Jane's
ability to cope when she is threatened is remarkable.
Opinion
The story makes me think how ordinary life can be changed in one incident. It is
also inspiring for me as it makes me realize how inner strength can help us cope
with any disaster.
Recommendation
The book is skillfully written and Kate's style is direct and witty. She is able to
depict her characters in flesh and blood and to show them to be strong and
convincing. The plot is very unpredictable and it is a real page-turner. If you like to
read a tense book, this is the one for you as you will find it hard to put down.

– engaging – addictive– gripping – haunting – Spellbinding – a page-

turner
-provoking
-blowing
- Witty
-packed

– inspirational
th-taking
– enjoyable – amusing – brilliant – entertaining – intense –
mysterious - Epic

109
How to write a review about a place / product

110
 Reports:

It is all about accuracy- content –tone

Reports are mixture between facts and opinions

A report includes :
1- Headings
2- Content covers ( a- the relevance ( awareness of purpose /audience
/register)
B- development of ideas (the details)
3- Language covers: a- formal tone
b- range( complexity of vocabulary and sentence
structure
c- accuracy( grammar-spelling-punctuation and text
organization

111
 REOPRT'S LAYOUT:
- Tittle
- Short introduction to state the purpose of the report
- Main section and subsection and subheadings
- Conclusion and recommendations

Sample :

112
113
114
 Title ……………………….
Opening sentences:
The purpose of this report is to shed a light on the………….and its importance and
efficacy in our daily life.
The main idea of this report is to enhance the prominence of…………….. and its
effect on the people and the community as a whole.
Our school has decided to ………….and the report shows …….
This report studies the cause /reasons/factors of ……………among teenagers and
prescribe several precautions to be undertaken to eliminate /decrease ……………….

Closing sentences :
The aim of this report is to focus the public eyes on undermined and
underestimated issue that if put under the spotlight , will change our nowadays as
we know it.
Hence, the best way to make this ….widely available and suitable for all people
from all walks of the society.
115
Report Summary:
Title Introduction

Body of the report

Conclusion

Recommendation

Remember:

- A report should be clear and informative.

- The register of the report should be formal.
- The report should begin with facts followed by a conclusion.
- The report should be written in the past tense.

It could be 1 -2 sentences & it should include:

1) Time: Yesterday, Last week, Two days ago, Last Sunday, Two weeks ago

2) Place: at our school, in the field trip, in the zoo, the recycling centre…etc

3) People: our year 9 IGCSE class, the Y9 and Y10 IGCSE students

4) Purpose of the report: stated in the question (e.g: talk about the experience ,
say what you and your classmates have learned, make suggestions for the future)

Phrases:

The aim / intention / purpose of this report is to outline / present / highlight /

sum up / give an overview on…

 The report contains the relevant details concerning…

 Further to my visit to …, I have prepared the following report

116
Sample 1:

Learning Experience To begin with, the feedback from the students was
positive, as there were various opportunities to learn new skills. In fact, the main
skill was how to communicate effectively with customers as they were able to
learn this skill from experienced employees who they were paired up with. When
they had gained enough confidence, they were allowed to work on our own.
Another skill learned was that of taking responsibility, and this was evident with
the students working in the restaurant as they were allowed to take on various
responsibilities from collecting money, waiting on tables and even cooking lunch.

Conclusion:

CONCLUSION CONNECTIVE:

On the whole,

Overall,

All in all

I found out that / I must admit that / I must say that…

, Sample phrases:

The day provided the students with such a valuable & fun experience. We were
all so thankful / grateful that the school organised this (day – trip – talk) and they
would like similar opportunities in Year 12.

The general feedback from the students was mostly positive, and the experience
was truly unforgettable.

INTRODUCING YOUR OPINION / RECOMMENDATION:

 I would like to suggest / recommend … / I therefore suggest / recommend …

 I (strongly) recommend … / My recommendation is to …

Example recommendations:
117
The day would be longer – extended to a few more hours.

Have enough time to spend…

Include a video or visual displays about…

Take the opportunity to talk to…and ask questions  Take the opportunity to take
photos of…

It was a great experience and I encourage all students to go for it.  It was a
valuable experience and I suggest it should be organised every year for the
students.

The students (we) were thankful / grateful that the school organised this (day –
trip…) and they (we) would like similar opportunities in Year 10 / the next year.

Sample 1:

Conclusion and Recommendation

On the whole, the day provided the students with much-needed work
experience. They were thankful that the school organised it and they would like
similar opportunities in Year 12. However, students felt the day was a valuable
experience, but many thought that it needs to be extended to at least three days
next year. Personally, I believe that this would give them more opportunities to
develop their skills.

Report: Skeleton

Introduction: The purpose of this report is to outline the ------------------- that

took place --(time)-- and was organised for year 9 IGCSE students.

Experience: To begin with, the feedback from the students was mostly positive.
They found the ----------------- quite (useful – exhilarating – interesting – intriguing)
as they------------

Another point to highlight is -----------------------------------------------------------------------

The best part of the -------------------- and what made it really special was the --------
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which ----------------------------------------------------------------------------------------------------
However, the only concern was -----------------------------------------------------------------

Conclusion and recommendations: On the whole, I must say it was such a unique
(experience – trip – talk – day) that was truly unforgettable. In my opinion, I
therefore suggest that it would have been great if ------------------------------------------
---------------------------------------------------------.

TASK A: Your school recently organised a ‘work experience day’, when students
spent one day working in a shopping mall. Your teacher has asked you to write a
report about the work experience day. In your report, say what you and your
classmates learned during the day, and suggest how the experience could be
improved if it is repeated next year.

Work Experience Day

Introduction :

The purpose of this report is to outline a recent work placement day organised
for the Year 11s working at a local shopping mall. The report will include what was
learned by the students and how the experience can be improved next year based
on information from a Year 11 meeting.

Learning Experience :

To begin with, the feedback from the students was positive, as there were various
opportunities to learn new skills. In my opinion, the main skill was how to
communicate effectively with customers as they were able to learn this skill from
experienced employees who they were paired up with. When they had gained

enough confidence, they were allowed to work on our own.

Another skill learned was that of taking responsibility, and this was evident with
the students working in the restaurant as they were allowed to take on various
responsibilities from collecting money, waiting on tables and even cooking lunch.

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Conclusion and Recommendation

On the whole, the day provided the students with much-needed work
experience. They were thankful that the school organised it and they would like
similar opportunities in Year 12. However, students felt the day was a valuable
experience, but many thought that it needs to be extended to at least three days
next year. Personally, I believe that this would give them more opportunities to
develop their skills.

TASK B: In this example, your teacher has asked you to write a report about a trip
to a large recycling centre.

School Trip Report

The recent trip to the recycling centre was a very useful experience as it helped
our IGCSE class with their course work. The main aim of the visit was to find out
about the systems put in place to recycle waste in a large city.

The presentation at the beginning by the manager and the video afterwards
helped us get a better understanding of how materials are processed at the
centre. It was interesting to find out that the centre operates 24 hours a day all
year round. However, it was surprising to learn that the centre only collects 50%
of waste as a lot of it is used as landfill.

The best part of the trip was when we visited the sorting room. There was an
important safety briefing and we were told to put on a bright orange jacket and
wear a safety helmet at all times. It took a while, but everyone understood the
importance of remaining safe.

Overall, the trip was very well organised and I have a better understanding of
how different materials are sorted. The manager was very friendly and I wish we
had had more time to ask him questions. I would suggest that the video is shown
at school, which would give more time at the centre next year.

120
TASK C: In this example, you recently went to a career’s talk at your school. Your
teacher has asked you to write about how it helped you and explain how you
might use this information in the future.

Career's Talk Report

The hour-long career's talk held at our school provided me with helpful
information about how to run a small business. The speaker was Mr Hill, who is
the CEO of a large engineering company on the outskirts of our town.

Mr Hill's talk was fascinating, as I could relate to how he came about forming his
company. Like me, he wanted to run a business at an early age. Surprisingly, he
wanted to get experience by working weekends in businesses in his local area
before starting his own. Mr Hill also explained what he looks for when he recruits
new staff. He usually chooses school leavers who are enthusiastic and willing to
learn as well as ones who have some work experience. According to Mr Hill, he
believes students must take on a part-time job before looking for full-time
employment.

All in all, I appreciated Mr Hill's career talk very much, especially the emphasis on
finding work before starting your own business. As a result of this, I would like to
get some job experience by doing voluntary work or getting a part-time job in the
holidays.

121
Exercise 6: Report writing

Your school recently organised a trip to the Zoo where Year 9 IGCSE students
went to the open zoo “Africa Park. Your teacher has asked you to write a report
about the trip. In your report, say what you and your classmates learned about
the animals during the day, and suggest how the experience could be improved
if it is repeated next year

122
 Reading strategies:

Read the blurb. The blurb above each passage often provides hints as to the main
idea of the passage and provides context to help students understand it.
• Use context to guess the meaning of difficult vocabulary words.
Remind students that they are not expected to know all the words in a passage.
Instead of getting stumped by each hard word, they should try to guess the
meaning, and then move on.
• Read actively: ask questions, and summarize as you go along. One useful
technique is paragraph labeling.

Elements of Fiction
There are five main elements people refer to when they discuss fiction. Setting is
the time and place in which the events of a literary work occur. Plot is the
sequence of events in a story.
Characters are the people, animals, or beings in a work.
The theme is the main idea or message a literary work conveys.
Point of view is the relationship of the narrator or storyteller to the story. (See
Lessons 2 and 3 for more on point of view.)
Another aspect of fiction is conflict, which is the struggle between opposing
forces in the plot of a story. This
struggle can occur between a character and an outside force, such as another
character, society, nature, or fate. It can also take place within a character who is
faced with conflicted feelings or indecision about how to act.

123
Read the following passage. As you read, try to identify the different elements
of fiction. Then answer the questions on the next page.
1 From a young age, Shandot Beto was known throughout Jupiter as an artist of
great talent. Art was his life and he lived only to create.
2 When he was just past middle age and still at the height of his artistic powers, a
military coup occurred on the planet. The new emperor soon proved himself to be
a ruthless dictator. He had plans to take over the entire galaxy by the year 4025.
3 As part of his vision for Jupiter, the emperor tore down hundreds of structures
and had them rebuilt at great expense to celebrate himself. These palaces were to
be filled with beautiful frescoes and murals. The emperor invited three of the
greatest artists on the planet to discuss the planned artwork with him. He would
then choose the
artists and the plans he liked best.
4 Of course, Beto was one of the invited artists. He hated the new emperor and
all that he represented. But the buildings were to be beautiful and extraordinary.
Beto struggled with his conscience but, in the end, he submitted a proposal and
was selected to paint the palaces. Beto soothed his qualms with the thought that,
after all,
he was an artist. What were interplanetary politics to him? When both he and this
dictator were dead and gone, Beto’s art in these magnificent structures would
remain,
exquisite and immortal.
5 He began work on the frescoes immediately. His brain teemed with ideas and
he threw himself into the work. But every day, the emperor or one of his people
was there, watching Beto work and redirecting him. “Not like that,” they would
say. “Like this.”
6 When Beto complained of the interference, the emperor’s eyes narrowed. “You
work for me,” he reminded the artist. “You paint what I want.”
7 Slowly, Beto’s vision for the frescoes and murals began to be corrupted. He was
unable to proceed as he wished. The emperor and his courtiers had no artistic
talent but he could not ignore their demands. In the end, the frescoes were
lackluster and lifeless, the murals uninspired.
8 The emperor, however, was smug with delight. He thought the art was glorious,
and he congratulated Beto. From that time on, Beto became the emperor’s pet
artist, painting slick court portraits and other works as required by the emperor.

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9 In galactic year 6012, when the emperor and the artist were long dead, Beto’s
early artwork was discovered and revered, though the man himself was always
spoken of as one who had willingly collaborated with a tyrant.
10 His later works were found to have no merit at all.

1. Briefly recount the plot of this story.

………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
2. What is the central conflict that the main character faces in the story?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………...

3. What do you think the theme of the story is? Why do you think that?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..

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Lesson 2: Point of View :
Point of view refers to the narrator’s perspective. When a story is written from
the firstperson point of view, the narrator is a character in the story who tells the
story using the pronoun I. With second-person point of view, the narrator uses
the pronoun you to address the reader directly. With third-person point of view,
the narrator is an outsider to the story who reports the events of the story to the
reader. The narrator refers to the characters either by name or by the pronouns
he and she.

DIRECTIONS: Read the two versions of the same scene. Then answer the
questions that follow.
PASSAGE 1
1 We drove up the driveway and the car ground to a halt. Dad said, “So here it is.
Our new house.”
2 I didn’t say anything. I just stared and hoped that he could read my face. It was a
flat, squat house with dingy gray walls. Everything about it was ugly. Its windows
were gray, with slatted shades, and its door had a cheap plastic welcome mat. It
didn’t even have a proper lawn, just some patchy grass and a few scraggly
dandelions. I couldn’t imagine ever calling this place home.
3 “So, what do you think?” said Dad. “Not bad, huh? There’s lots of space, that’s
for sure. You’ll have your own bedroom this time.”
4 I just shrugged. I refused to give him the pleasure of eye contact. This time, I
resolved, I wouldn’t get my hopes up.
Passage 2
1 When the Saclaloses arrived at the new house, it was late afternoon. They’d
been driving for five hours, and they were all hot and sticky. When the car
crunched to a stop, they just sat there, drowsy and disoriented.
2 “So here it is,” said Peter Saclalos, slapping his hands to his legs. “Our new
house.”
3 Silence. Amy wearily peeled the stereo headset off her ears and looked around.
“No point in getting excited,” she whispered to herself. They’d moved five times
in the past two years. She hated moving, but complaining got her nowhere. She
sighed, her face a mask of boredom.
4 John got out of the car first. His face was blank. He felt sick to his stomach.

126
5 “So, what do you think?” asked Mr. Saclalos. “Not bad, huh? There’s lots of
space, that’s for sure. You’ll have your own bedroom this time.”
6 John just shrugged and looked away.
1. From which point of view is Passage 1 told? How do you know this?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
2. From which point of view is Passage 2 told? How do you know this?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………..
3. Compare the two passages. Identify two or three main ways in which the first
passage differs from the second. Consider the ideas emphasized in each passage,
the details included, and the information revealed.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

127
Point of View II( THIRD PERSON HE/SHE)
In a story with third-person omniscient, or all-knowing, point of view, the
narrator stands outside the story and comments on the action. A third-person
omniscient narrator knows everything about the characters and the events of the
story, and may reveal details that the characters themselves don’t know.

Read this version of the story about the Saclaloses’ new house. Then answer the
questions on the following page.
1 The Saclaloses arrived at their new house by late afternoon. Amy and John were
hot and sticky from the five-hour drive. They knew that they would hate this new
house the moment their father told them he bought it. It’s going to be ugly, Amy
had thought during the drive, but anything is better than that tiny, one-bedroom
apartment back in Charlotte.
2 It wasn’t that they were spoiled or ungrateful. Amy and John were simply
frustrated at all the changes that had ensued since their parents’ divorce. They
had already moved five times in two years.
3 Mr. Saclalos wanted what was best for his children. He knew that they were
weary of moving, and all he wanted was to settle down. He was sure this house
would signify a fresh start. But how could he convey his hope to Amy and John?
“So here it is. Our new house,” he said with a big smile.
4 John stared grimly at the shabby house. He noticed the peeling paint, the cheap
doormat. His eyes caught sight of a piece of plastic sticking out from the dirt. It
was a child’s truck. Somehow, the sight of this truck made him terribly sad. He felt
overwhelmed by a sense of loss.
5 “You’ll have your own bedroom this time,” Mr. Saclalos said hopefully. But John
just stared at the new house with tired eyes. Mr. Saclalos looked at Amy. The
expression on her face mirrored John’s frustration. She had already decided that
she would not be happy here, and she wondered how long they would stay.
6 Wearily, the family unpacked their bags and stepped inside. The rooms felt
bleak and empty. Amy and John walked around silently, opening windows, trying
to hide their disappointment. They felt, deep in their hearts, that this house
would never feel like home.
7 With time, their feelings would change. With time, the kitchen would fill the
house with comforting smells, and the backyard would blossom with flowers, and
each room would be full of memories. The Saclaloses would stay in this house for

128
twenty years, longer than they had ever stayed in any house before. But that
would all come later. For now, they had only to take their first steps toward the
door.

1.At what point in the story do you realize that the narrator knows everything
about the characters and the situation? Be specific.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
2. Briefly mention what is going on in the head of each family member.

………………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

3.What does the narrator reveal about the characters and the story that the
characters themselves do not know? Explain
………………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

129
Tone: is the writer’s or speaker’s attitude toward the subject of the passage. Tone
may be communicated through words and details that express particular
emotions and that evoke an emotional response in the reader.
- the way feelings are expressed Tone is the attitude that an author takes
toward the audience, the subject, or the character. Tone is conveyed
through the author's words and details. An example of tone could be both
serious and humorous. Tone is set by the setting, choice of vocabulary and
other details

Words that describe the tone:

Amused Humorous Pessimistic
Angry Informal Playful Cheerful Ironic Pompous Horror Light Sad
Clear Matter-of-fact Serious Formal Resigned Suspicious Gloomy
Optimistic Witty

Mood: is the general atmosphere created by the author’s words. It is the feeling
the reader gets from reading those words. It may be the same, or it may change
from situation to situation.

Fanciful Melancholy Frightening Mysterious Frustrating Romantic

Gloomy Sentimental Happy Sorrowful Joyful Suspenseful

Authors set a TONE or MOOD in literature by conveying an emotion or emotions

through words. The way a person feels about an idea, event, or another person
can be quickly determined through facial expressions, gestures and in the tone of
voice used. MOOD: (sometimes called atmosphere) the overall feeling of the
work Mood is the emotions that you (the reader) feel while you are reading.
Some literature makes you feel sad, others joyful, still others, angry. The main
purpose for some poems is to set a mood. Writers use many devices to create
mood, including images, dialogue, setting, and plot. Often a writer creates a mood
at the beginning of the story and continues it to the end. However, sometimes the
mood changes because of the plot or changes in characters.

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Examples of MOODS include:
suspenseful, joyful, depressing, excited, anxious, angry, sad, tense, lonely,
suspicious, frightened, disgusted.
Style:
The choices that a writer makes about words and sentences in a work determine
its style. A writer may choose to use long or short sentences, formal or informal
words, common or poetic descriptions, or any combination of these elements. All
these contribute to the style of the work and help reveal the writer’s purpose and
attitude.

PASSAGE 1: An excerpt from H.G. Wells' The Invisible Man

THE STRANGER came early in February one wintry day, through a biting wind
and a driving snow, the last snowfall of the year, over the down, walking as it
seemed from Bramblehurst railway station and carrying a little black portmanteau
in his thickly gloved hand. He was wrapped up from head to foot, and the brim of
his soft felt hat hid every inch of his face but the shiny tip of his nose; the snow
had piled itself against his shoulders and chest, and added a white crest to the
burden he carried. He staggered into the Coach and Horses, more dead than alive
as it seemed, and flung his portmanteau down. “A fire,” he cried, “in the name of
human charity! A room and a fire!” He stamped and shook the snow from off
himself in the bar, and followed Mrs. Hall into her guest parlour to strike his
bargain. And with that much introduction, that and a ready consent to terms and
a couple of coins flung upon the table, he took up his quarters in the inn.

1. What does the author most likely want to convey through the use of the
phrase “ready consent to terms and a couple of coins flung upon the table"?
A. The stranger's lack of manners and thoughtfulness.
B. The stranger's desire quickly get to his room.
C. The stranger's greediness in bartering.
D. The stranger's discomfort.

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 PASSAGE 2: An excerpt from Jane Austen's Pride and Prejudice
It is a truth universally acknowledged, that a single man in possession of a
good fortune must be in want of a wife. However little known the feelings or
views of such a man may be on his first entering a neighbourhood, this truth is so
well fixed in the minds of the surrounding families, that he is considered as the
rightful property of someone or other of their daughters. ‘My dear Mr. Bennet,’
said his lady to him one day, ‘have you heard that Nether field Park is leased at
last?’ Mr. Bennet replied that he had not. ‘But it is,’ returned she; ‘for Mrs. Long
has just been here, and she told me all about it.’ Mr. Bennet made no answer. ‘Do
not you want to know who has taken it?’ cried his wife, impatiently. ‘You want to
tell me, and I have no objection to hearing it.’ This was invitation enough. ‘Why,
my dear, you must know, Mrs. Long says that Netherfield is taken by a young man
of large fortune from the north of England; that he came down on Monday in a
chaise and four to see the place, and was so much delighted with it that he
agreed with Mr. Morris immediately; that he is to take possession before
Michaelmas, and some of his servants are to be in the house by the end of next
week.’ ‘What is his name?’ ‘Bingley.’ ‘Is he married or single?’ ‘Oh, single, my
dear, to be sure! A single man of large fortune; four or five thousand a year. What
a fine thing for our girls!’ ‘How so? How can it affect them?’ ‘My dear Mr. Bennet,’
replied his wife, ‘how can you be so tiresome? You must know that I am thinking
of his marrying one of them.’ ‘Is that his design in settling here?’ ‘Design?
Nonsense, how can you talk so! But it is very likely that he may fall in love with
one of them, and therefore you must visit him as soon as he comes.

2. The author's attitude toward mothers trying to arrange marriages for their
daughters could best be described as:
A. accepting of the notion
B. irritated with the notion
C. astonished by the notion
D. amused by the notion

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3. What tone is the author most likely trying to convey with the sentence, "It is
a truth universally acknowledged, that a single man in possession of a good
fortune must be in want of a wife?"
A. satiric
B. scornful
C. reproachful
D. weary
PASSAGE 3: An excerpt from Edgar Allen Poe's The Fall of the House of Usher
DURING the whole of a dull, dark, and soundless day in the autumn of the year,
when the clouds hung oppressively low in the heavens, I had been passing alone,
on horseback, through a singularly dreary tract of country, and at length found
myself, as the shades of evening drew on, within view of the melancholy House of
Usher. I know not how it was—but, with the first glimpse of the building, a sense
of insufferable gloom pervaded my spirit. I say insufferable; for the feeling was
unrelieved by any of that half-pleasurable, because poetic, sentiment, with which
the mind usually receives even the sternest natural images of the desolate or
terrible. I looked upon the scene before me—upon the mere house, and the
simple landscape features of the domain—upon the bleak walls—upon the vacant
eye-like windows—upon a few rank sedges—and upon a few white trunks of
decayed trees—with an utter depression of soul which I can compare to no
earthly sensation more properly than to the after-dream of the reveller upon
opium—the bitter lapse into every-day life—the hideous dropping of the veil.
There was an iciness, a sinking, a sickening of the heart—an unredeemed
dreariness of thought which no goading of the imagination could torture into
aught of the sublime. What was it—I paused to think—what was it that so
unnerved me in the contemplation of the House of Usher?

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4. Which of the following choices provides the best answer to the author's final
question posed in the text, while maintaining the tone of the article?
A. It could be that I'd fallen into a nightmare without knowing it.
B. It had to be the dreariness of the day. Nothing about the house itself was
particularly depressing.
C. The solution defied me. I couldn't get at the heart of my displeasure.
D. It was a mystery I couldn't solve; nor could I grapple with the shadowy fancies
that crowded upon me as I pondered.

5. Which emotion is the author most likely trying to rouse from his reader after
reading this text?
A. hatred
B. terror
C. apprehension
D. depression

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