1

PREFACE

This course book “Writing level 2” aims to equip students with knowledge to train
their Writing skill and help them to do tests of TOEIC. Its content includes compound
sentences and adverbial clauses to write picture descriptions based on words given,
language for explaining a problem, making suggestions and requests, giving commands and
soft commands in writing a response e-mail, topic sentences, connectors between key ideas
and outline of an opinion essay.
Chapter 1 includes 07 lessons, chapter 2 consists of 4 lessons, chapter 3 includes 5
lessons. This book gives students an opportunity to develop skills in writing. Many
exercises help students quickly improve writing skills through language material selected
from real tests. Each lesson has goals, which are clearly written, helping students obtain
what they need after a lesson. At the completion of this course, students will be able to
identify compound sentences, and adverbial clauses, topic sentences, connectors between
key ideas and outline of an opinion essay, analyze language for explaining a problem, making
suggestions and requests, giving commands and soft commands in writing a response e-mail,
write compound sentences, and adverbial clauses to describe pictures based on given words,
complete response e-mails using language for explaining a problem, making suggestions
and requests, giving commands and soft, develop topic sentences from thesis statements
using connectors between key ideas in an opinion essay and apply acquired knowledge and
skills in doing TOEIC writing test with the average score of 60-70 over 200 points. Although a
great effort has been made during the time researching and compiling this course book,
limitations, of course, are unavoidable.

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 TABLE OF CONTENTS
Chapter 1: WRITING A SENTENCE BASED ON A PICTURE 4
Lesson 1: Compound sentences (with conjunctions) 5
Lesson 2: Compound sentences (with conjunction adverb) 11
Lesson 3: Adverbial clauses 1 (time, place) 17
Lesson 4: Adverbial clauses 2 (manner, distance, frequency) 23
Lesson 5: Adverbial clauses 3 (reason, result) 29
Lesson 6: Adverbial clauses 4 (purpose, concession, contrast) 35
Lesson 7: Review test 42

Chapter 2: RESPONDING TO A WRITTEN REQUEST 47

Lesson 8: Explaining a Problem 48
Lesson 9: Making Suggestion and Requests 50
Lesson 10: Commands and Soft Commands 53
Lesson 11: Review 55

Chapter 3: WRITING AN OPINION ESSAY 60

Lesson 12: Developing the thesis statement 61

Lesson 13: Using connectors between key ideas 64
Lesson 14: Making outline from key ideas 72
Lesson 15: Review 75

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 CHAPTER 1: WRITING SENTENCES

Lesson 1: Compound sentences (with conjunctions)

Lesson 2: Compound sentences (with conjunction adverb) Adverbial clauses 1
Lesson 3: Adverbial clauses 2 (manner, distance,
Lesson 4: frequency) Lesson 5:
Lesson 6:
contrast) Lesson 7:

Adverbial clauses 3 (reason, result)

Adverbial clauses 4 (purpose, concession,

Review test

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 LESSON 1: COMPOUND SENTENCES
(WITH COORDINATOR)

I-LANGUAGE FOCUS

1.1. Structure
A compound sentence is two or more independent clauses joined together. A compound
sentence can be formed as follows:
Independent clause, + coordinator + independent clause

1.2. Coordinators
There are seven coordinators, which are also called coordinating conjunctions. You
can remember them by the phrase FAN BOYS (For, And, Nor, But, Or, Yet, So). The
following sentences illustrate the meanings of the seven FAN BOYS coordinators.

Table 1.1. coordinating conjunctions

To add a reason
For Japanese people live longer than most other nationalities, for they eat healthful
To add a similar, equal idea
And They eat a lot of fish and vegetables, and they eat lightly.
To add a negative equal idea
Nor They do not eat a lot of red meat, nor do they eat many dairy products.
Note: Nor means “and not.” It joins two negative independent clauses. Notice
that question word order is used after nor.

To add an opposite idea

But Diet is one factor in how long people live, but it is not the only factor.
To add an alternative possibility
Or However, people should limit the amount of animal fat in their diets, or they risk
getting heart disease.
To add an unexpected or surprising continuation
Yet Cigarette smoking is a factor in longevity, yet Japanese and other long-lived
Asians have a very high rate of tobacco use.

To add an expected result

So Doctors say that stress is another longevity factor, so try to avoid stress if you
wish to live a longer life.

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Note: - There is a comma after the first independent clause.
- But and yet have similar meanings: They both signal that an opposite idea is coming.
But is preferred when the two clauses are direct opposites. When the second clause is an
unexpected or surprising continuation because of information given in the first clause,
yet is preferred. (But is acceptable for both meanings; yet for only one meaning.)
Compare:
I want to study art, but my parents want me to study engineering, (direct opposite)
I am very bad at math, yet my parents want me to study engineering, (surprising
continuation after “I am very bad at math”)

II- LANGUAGE PRACTICE

Use correct coordinator
1. Jaewon was cold, he put on a coat.
2. Maria tried to read a novel in French, _ it was too difficult.
3. To get from Vancouver to Victoria, you can fly, you can ride the ferry.
4. I bought a bottle of wine, we drank it together.
5. The waiter was not very nice, __ the food was delicious.
6. I went to buy a Rolling Stones CD, _ the shop didn't have it.
7. Anna needed some money, she took a part-time job.
8. There's so much rain lately! Maybe it's because of El Nino, _ maybe it's just
coincidence.
9. Julie has a guitar, _ she plays it really well.
10. The concert was cancelled, we went to a nightclub instead.

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III- PRACTICE IN TOEIC

3.1. Building Language

Complete the following pictures 1-6 with the given words:
So and excited so
explaining listening hung and sold

1. The children are.............................,

4. A decision has been made,............they
for the holidays begins.
are signing the contract.

2. The merchant uses ice,.............he 5. The man is listening to the

can keep the fish fresh. information,....................he is taking notes.

3. The clothes are.............on the street, 6. The teacher is.................the lesson, and the
and a woman is choosing an item. students are.......................carefully to his
words.

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3.2. Tactic Practice
3.2.1. Put the words in the correct order

2. received/ the team/ trophies/ for/

1. arrived/ got/ passengers/ off / train/
the/they/ won/ matches/all.
the/ station/ the/ and/at/the
The train arrived at the station, and the The team received the trophies, for
passengesrs got off they won all matches

3. varieties/ numerous/ of fruits/ each/ 4. listening to/ is/ the woman/ the man/
at/and / them/ market/there are/ has/ and/ explaining/ her/ is.
price/ the/ of/ a/ tag ……………………………………
……………………………………… ……………………………………
…………………………………

5. come to/ the teacher/ talk/ wants to/ 6. writing/ down/the information/ the
students/ so/ they/ class. man/can’t/ or/ he/ is/ it / remember
…………………………………………… ……………………………………………
…………………………… ……………………………
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3.2.2. Make sentences about the pictures with the suggested words
1. happy/ for/ exam 3. sick/ so/ stay

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

2. expensive / but / buy 4. eat/ watch/ and

……………………………………
….………………………………… ………………………………………
………………………………………
6. over/ and/ home 5. nice/ park/ so

…………………………………… ……………………………………
….………………………………… ….…………………………………

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3.3. Test Practice
In this part of the test, you will write ONE sentence that is based on a picture. With
each picture, you will be given two words or phrases that you must use in your sentence.
You can change the forms of the words and you can use the words in any order.
1. weather/ so/ hike 4. sandcastle/ and

………………………………………….
…………………………………………
………………………………………….
…………………………………………
2. famous/ come / so 5. delay/ for/ rain

…………………………………………
…………………………………………
…………………………………………
3. dirty/ wash / and 6. lead/ take notes/ and

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

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 LESSON 2: COMPOUND SENTENCES
(WITH CONJUNCTIVE ADVERBS)
I- LANGUAGE FOCUS
1.1. Structure
A second way to form a compound sentence is as follows:
Independent clause; + conjunctive adverb, + independent clause
Ex: Salt water boils at a higher temperature than freshwater; therefore, food cooks
faster in salt water.
1.2. Conjunctive adverbs

Table 1.2. Conjunctive adverbs

To add a similar, equal idea
also ; besides furthermore Community colleges offer preparation for many occupations;
in addition moreover also/besides/furthermore/ in addition/moreover, they
prepare students to transfer to a four-year college or
university.
To add an unexpected or surprising continuation
However; nevertheless The cost of attending a community college is low;
Nonetheless; still however/nevertheless/nonetheless/still, many students need
financial aid.
To add a complete contrast
on the other hand Tuition at a community college is low; on the other hand/in
in contrast contrast, tuition at private schools is high.
To give an alternative possibility
Otherwise Students must take final exams; otherwise, they will receive a
grade of incomplete.
To add an expected result
accordingly Native and nonnative English speakers have different needs;
as a result accordingly/as a result/ consequently/hence/therefore/thus,
consequently most schools provide separate English classes for each group.
hence; therefore, thus
To add an example
for example Most colleges now have a writing requirement for
for instance graduation; for example/for instance, students at my college
must pass a writing test before they register for their final
semester.

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Note: Put a semicolon before and a comma after the conjunctive adverb.
Several transition signals, such as on the other hand, as a result, and for example, act like
conjunctive adverbs; they can also connect independent clauses with a semicolon and a
comma.
II- LANGUAGE PRACTICE
Choose the correct conjunctive adverbs
1. The work was new to me…........., it did not seem difficult. (Consequently, Nevertheless)
2. He is old…............., his mind is still active. (Nonetheless, Therefore)
3. It was very misty..............., we could not get a clear view of the mountain. (Hence,
However)
4. We had walked several miles….........., we did not feel tired. (Accordingly, Still)
5. She is a talented actress…............., she is very beautiful. (Moreover, Thus)
6. We take the bus every day….........., we are familiar with the bus route. (Nevertheless,
Thus)
7. The child was sleepy................, we went home early. (Otherwise, Therefore)
8. The food was delicious…............, the service was excellent. (Likewise, Nevertheless)
9. We looked everywhere.............., we could not find the keys. (However, Thus)
10. The book is long…................., the vocabulary is difficult. (Consequently, Furthermore)

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III- PRACTICE IN TOEIC
3.1. Building Language
Complete the following about pictures 1-6 with the given words
therefore however meeting enjoyable finish work overtime

1. She is tired; however, she still tries to 2. There is a conference;.................;

............. her work there are many cars in front of the
building.

3. The tables are set up;................, there

4. Teamwork helps us achieve our goals;
is no one in the restaurant.
besides, it makes the work more ………

5. The man hasn’t finished his work; 6. They are in the.................; therefore,
therefore, he has to…………. they are wearing formal suits.

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3.2. Tactic Practice
3.2.1. Put the words in the right order.

1. diet/ however/was/ she/ a/ on/ that/ ate/ ……………………………………………

she / chocolate cake.
……………………………………………
……………………………………………

2. The autumn/ coming/ as a result/

yellow leaves/ falling/ is/ down/
are.
……………………………………………
……………………………………………

3. many/ tools/ it/ has/ workshop/ small/

the/ however/ is
……………………………………………

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 4. was/ raincoat/ she/ heavily/
hence/ it/ wore/ raining/the.
……………………………………………
……………………………………………

5. decide/ house/ they/ is/ it/

nevertheless/ expensive/
the/ to/buy.
……………………………………………
……………………………………………

6. focusing on/ the exam/ the

students/ otherwise/ on time/
can’t/ finish/ are/ they
……………………………………………
……………………………………………

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3.2.2. Make sentences about the pictures with the words
1. storm/ therefore/ damage 2. vegetables/ in addition/ price

…………………………………………. ………………………………………….
…………………………………………. ………………………………………….
3. injured/ therefore/ unable 5. break/ repair/ as a result

…………………………………………. ………………………………………….
…………………………………………. ………………………………………….

4. drive/however / hold 6. hold/ ride/ also

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

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3.3. Test Practice
In this part of the test, you will write ONE sentence that is based on a picture. With
each picture, you will be given two words or phrases that you must use in your sentence.
You can change the forms of the words and you can use the words in any order.

1. hence/ umbrella/ wet 2. delicious/ in addition/ cozy

………………………………………… …………………………………………
………………………………………… …………………………………………
3. work/ therefore/ stressed 4. cold/walk/ however

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

5. taxi/ however/ stop 6. snow/ as a result/ school

………………………………………….. ………………………………………………..
………………………………………….. ………………………………………………..
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 LESSON 3: ABVERBIAL CLAUSES 1
(TIME, PLACE)
I- LANGUAGE FOCUS
1.1. Time clause:
A time clause is introduced by one of the subordinators in the following chart. A
time clause can come before or after an independent clause.

Table 1.3. Time Subordinators

Time Subordinators
when: a specific When people had to hunt for food, they moved
time from place to place.
whenever: at any Whenever food became scarce in one area, they
time moved to another area.
while: at the same The men hunted game while the women gathered
time plants.
as soon as: soon Eating habits changed as soon as people stopped
after moving from place to place in search of food.
after: later After people learned how to grow their own
food, they settled in villages.
since: from that Since the United States changed from an
time agricultural to an industrial society, eating habits
there have changed.
as: at the same People in the United States started eating more
time processed convenience foods as their lives became
busier.
before: earlier Before people in the United States moved to
cities, they grew most of their own food.
until: up to the Women had time to cook meals “from
time scratch”1until they went to work in factories and
offices.

1.2. Place clause:

An adverb place clause tells where the action described by the main verb took place. The

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 subordinators wherever, everywhere, and anywhere are similar in meaning and are
interchangeable. You can begin a sentence with wherever, everywhere, and anywhere
clauses, but usually not with a where clause. (Expressions such as the following are
exceptions: Where there is lightning, there is thunder. Where there is smoke, there is fire.)
Table 1.4. Place Subordinators
Place Subordinators
where: a specific place Most people shop where they get the
wherever: any place 1 pay by credit card wherever 1 can.
everywhere: every place Can you use an ATM card everywhere
you shop?
anywhere: any place Anywhere you go, you hear people
talking on their cell phones.
II- LANGUAGE PRACTICE
Fill in the gaps
1. Travelers can use credit cards in foreign countries _they are accepted.
2. Tonight I will go to bed after I _ _my homework.
3. Ever since I was a child, I afraid of dogs.
4. Jacquie's contact lens popped out while she basket ball.
5. Be sure to reread your composition for errors before you it in to the
teacher tomorrow.
III- PRACTICE IN TOEIC
3.1. Building Language
Complete the following about pictures 1-6 with the given words:
while while as soon as came before until

1. The restaurant employees have to wait 2.the sun set, we managed to

…………customers start arriving. finish our hike through the forest.

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3. Before they...................., it rained
5. The man is speaking on the phone
heavily. …………….he is standing in front of a
refinery.

4. Mom is cooking…........grandparents are 6.I remembered where I

in the living room and watching TV. had put my wallet, I ran back to my
office and took it.

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 3.2. Tactic Practice
3.2.1. Put the words in the correct order

1. tied/ dock/ as soon as/ the/ arrived/ 4. while/ giving/ is/ they/ notes/
ship/ was/ to/ the/ it presentation/ the/ taking/ and/ she/
…………………………………………… attentively/ are/ listening.
…………………………………………… ……………………………………………
……………………………………………

2. a/ where/ beautiful/ DaNang/ city/

people/ nightlife / can/ beaches/
5.glasses/ is/ holding/ the/ man/
enjoy/and/ vibrant/is.
The woman/ her/ is/ writing/while
……………………………………………
……………………………………………
……………………………………………
……………………………………………

3. the/ winter/ ground/ covered/ with/

when/ snow/ comes/ the/ is. 6. problems / when/ teenager/ had/ she/ a/
…………………………………………… she/was/ some.
…………………………………………… ……………………………………………
……………………………………………
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3.2.2. Make sentences about the pictures with the suggested words
1. boats/ until/ untie 4. as/ rain/ walk

………………………………………… …………………………………………
………………………………………… …………………………………………
2. where/ tourists/ painting
5. make/ before/ work

………………………………………… ………………………………………...
………………………………………… …………………………………………..
3. after/ prepare/ ready 6. driving/ while/ listening .
………………………………………..

…………………………………………. ………………………………………..
…………………………………………. ………………………………………..

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 3.3. Test Practice
In this part of the test, you will write ONE sentence that is based on a picture. With
each picture, you will be given two words or phrases that you must use in your sentence.
You can change the forms of the words and you can use the words in any order.

1. after/ curtain 4. leave/ until/ six pm

……………………………………………
………………………………………… ……………………………………………
………………………………………… 5. bell/ when
2. lock/ before

……………………………………….. ……………………………………………
……………………………………….. ……………………………………………

3. sale/ until 6. order/ after

……………………………………………
……………………………………….. ……………………………………………
……………………………………….. .

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 LESSON 4: ADVERBIAL CLAUSES 2

(MANNER, CONDITION)
I- LANGUAGE FOCUS
1.1. Adverb clauses of manner
Table 1.4. Manner Subordinators

Manner Subordinators
as: We mixed the chemicals exactly as the lab
instructor had told us to.
as + adverb + as: Our instructor asked us to fill out the
questionnaire as carefully as we could.
as if, as though: The bus’s engine sounds as if/as though it is
going to stall at any moment.
Adverb clauses of manner answer the question “How?”

In very formal written English, the verb takes the same form as it does in conditional
clauses when the information in the as if/as though clause is untrue (or probably
untrue). However, many English speakers use normal verb forms in this situation.
FORMAL: John acts as if he were the Prince of Wales.
INFORMAL: John acts as if he is the Prince of Wales.
Table 1.5. Condition Subordinators

Pattern Verb form in the if Verb form in the

clause independent clause
1. Present time, true present present
condition If (when) you have a you earn more
college education, money.
2. Future time, true present future
condition If you get at least you will get an A in
90% on the final the course.
Conditional Subordinators
If If you study, you will get good grades.
The mayor would have lost the election if the labor unions
had not supported him.

Unless Unless you study, you will not get good grades.
The mayor cannot govern unless the labor unions support

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1.2. Conditional clauses
Unless= “if not.”
You cannot get a refund unless you have a receipt.
(You cannot get a refund if you do not have a receipt.)
Unless you get at least 90% on the final exam, you will not get an A in the class.
(You will not get an A if you do not get at least 90% on the final exam.)
II- LANGUAGE PRACTICE
2.1. Put the given verbs in brackets in the right form.
1. The house is quiet as though nobody _ (be) home.
2. The room was very messy as if there (be) a bomb explosion.
3. Don't talk to me as if I (be) a child.
4. Don't look at me as though it _ (be) my fault.
5. As it _ _ (be) stated on the manual, you should turn off the
machine before cleaning it.
6. He walked into the furniture as if he (be) drunk.
2.2. Match sentences beginnings 1-5 with the most appropriate ending a-e
1. If you go out,…
2. They can’t go in….
3. As long as you study hard, …
4. Even if it jumps high, …
5. The man can go on the boat …

a. the dogs can’t reach the bone.

b. I’m sure you’ll pass the test.
c. could you lock the door?
d. only if he wears a lifejacket.
e. unless they buy tickets.

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III- PRACTICE IN TOEIC
3.1. Building Language

Picture 1 Picture 2 Picture 3

a- Give some nouns and verbs which may be used to describe pictures 1-3.
Compare with your friends.
b- Complete the following about pictures 1-3 with the given words:

carry damaged arrives breakfast delayed bored

1. If the man drop the box, it will be ………….
2. If the box isn’t heavy, the man can.................it easily.
3. If the train is… , commuters will arrive late to work.
4. Unless the trains.................on time, commuters will be late for work
5. The girl looks as if she doesn’t want to eat ………………
6. If her father pays attention to the girl, she won’t look ……….

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3.2. Tactic Practice
1. Put the words in the correct orders
Picture 1 Picture 2

1. weather/ the/ Unless/ a/ the/ improves,/

go/ tomorrow/ woman/ won’t/ for / picnic. 3. the/ if/ well/ plays/ they/ team/
2. is/ tomorrow, / If/ the/ event/ will/ championship/ will/ the/win.
weather/ the/ not/ her/ woman/ cancel/ 4. the/ receives/ team/ If/ a / medals/ will/
outdoor/ beautiful.
…………………………………………… a /they/ trophy/ celebrate/ victory/ party/
and/ their/ with.
……………………………………………
……………………………………………
……………………………………………
…………………………………………… ……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………

Picture 3

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

5. He/as though/ has/ worked/ just/ sleeps/

he/ hard.

6. He’s/as/ tasks/ though/ there/ are/

tired/asleep/ and/a lot of.
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3.2. Make sentences about the pictures
with the suggested words

Picture 1 Picture 2
if/ practice/ good unless/ help/ fix

1.………………………………………… 3…………………………………………
….……………………………………… …………………………………………..
2.………………………………………… 4…………………………………………
….……………………………………… …………………………………………..

Picture 3:

look/ as if/ see

5…………………………………………
…………………………………………..

6…………………………………………
…………………………………………..

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3.3. Test Practice
In this part of the test, you will write ONE sentence that is based on a picture. With
each picture, you will be given two words or phrases that you must use in your sentence.
You can change the forms of the words and you can use the words in any order.

1. if/miss/ late
4. as long as /graduate/ job

……………………………………………
……………………………………………
……………………………………..
………………………………………
2. finish/ as long as/ go out
5. check/ if/break

…………………………………………… ……………………………………………
……………………………………… ………………………………………
3. unless/ lock/stolen 6. happy/ as if/ project

…………………………………………… ………………………………………….
…………………………………………… ………………………………………….
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 LESSON 5: ADVERBIAL CLAUSES 3
(REASON & RESULT)
I-LANGUAGE FOCUS
1.1. Reason clauses
An adverb reason clause answers the question “Why?” A reason clause can come before
or after the independent clause in a sentence.
Table 1.6. Reason Subordinators

Reason Subordinators
Because He lost his job because he was often late.
Since Since they live in the city, they feel very
comfortable.
As As the library is closed, the children
won’t be able to get any books.
Now that Now that the bus has arrived, he can get
aboard.

1.2. Result clauses

Table 1.7. Reason Subordinators
Result Subordinators
so + adjective/adverb + Her business is so successful that she hired three new
that employees last week.
More orders are coming in so rapidly that she has expanded
her production facilities.
such a(n) + noun + Joanne’s cookies are such a success that she is considering
that expanding the business.

so much/many + noun Doing business takes so much time that Joanne has little
+ that time for herself.
There were so many orders for her holiday cookies that her
workers were working 24 hours a day.

so little/few + noun + She has so little free time that she has not taken a vacation
that in months.
Her cookies contain so few calories that even people on diets
can enjoy them.

An adverb result clause expresses the effect or consequence of the information in the
independent clause. A result clause follows the independent clause in a sentence.

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II-LANGUAGE PRACTICE
2.1. Complete the sentences with “so/such”
1. She is...............funny! She always makes me laugh.
2. Sarah and Ed are.............crazy people! I never know what they are going to do
next.
3. James has............much money that he could actually buy that Ferrari.
4. Martha is…......a good cook that she is writing her own book of family recipes.
5. The movie was.............good that I saw it five times.
6. Terry speaks English...........fluently that I thought he was American.
7. There was.............little interest in his talk that the room was half empty by the
time he stopped speaking.
8. That new song is...........cool that it hit the top ten within a week of being released.
9. She has..........many hats that she needs two closets to store them all.
10. That takes…..........little time and effort that you might as well do it yourself.

2.2. Read each clause below. Then write another clause to complete the
sentence using the words in parentheses.
1. The woman has taken off her shoes (because/ tight)
……………………………………………………………………
2. The weather is so cold that….................................................(children/ swim)
3. She can’t print her document (as/ out of paper)
…………………………………………………………………….
4. (Now that/ spring)............................................, most of the snow has melted.
5. We ate in the garden (because/ nice day)
…………………………………………….

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III-PRACTICE IN TOEIC
3.1. Building Language
Picture 1 Picture 2 Picture 3

Complete the following about pictures 1-3 with the given words:
wedding party decorated overtime time finish late

1. The room is....................with flowers, because it is right before an important event.

2. Since there is a.............................., the meeting room is arranged.
3. Now that the man understands his manager’s instruction, he can................his work
without difficulty.
4. They have to work......................because there is much left to do.
5. He is checking the.................because the train is late.
6. The man is so.................that he is worried.

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3.2. Tactic Practice
4.2.1. Put the words in the correct order.

Picture 1 Picture 2

1. the/crowded/ playground/kids/ that/ is/

so/some/ play/ can’t. 3. finish/ they/meeting/ have to/ the/the
2. swings/ on/ the / since/ many/ slides/ time/ soon/ because/ is/ up.
kids/ are/ on/ easier/ the/ it is/ to/play. 4. they/ overtime/ they/ work/ / because/
…………………………………………… work/want/ to finish/ soon/ their.
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………

Picture 3
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
5. shaking/ now that/ they’re/
hands/reached/ the/ has been/agreement.
6. so/ both/ successful/ the/ comfortable/

3
meeting/ is/ that/ sides/ feel

3
3.2.2. Make sentences about the pictures with the suggested words

1. quiet/ because/ study

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

3. such/ beach/ come

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

2. since/ nice/ park

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

3
3.3. Test Practice
In this part of the test, you will write ONE sentence that is based on a picture. With
each picture, you will be given two words or phrases that you must use in your sentence.
You can change the forms of the words and you can use the words in any order.
1. funny/ so/ laugh 4. happy/ because / promotion

…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
2. award/ because/ excellent 5. class/ so/ fall asleep

…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
3. carry/because/ heavy 6. beautiful/ such/ hike

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

3
 LESSON 6: ADVERBIAL CLAUSES
(PURPOSE, CONCESSION,
CONTRAST)
I- LANGUAGE FOCUS
1.1. Purpose clauses

An adverb purpose clause states the purpose of the action in the independent clause. A
purpose normally follows the independent clause, but you may put it at the beginning
of a sentence if you want to especially emphasize it.
Table 1.8. Purpose Subordinators

Purpose Subordinators
so that Farmers use chemical pesticides so that they can get higher crop
yields.
in order In order that consumers can enjoy perfect fruits and vegetables,
that farmers also spray their fields.

- In order that is formal.

- The modals may/might, can/could, will/would, or have to usually occur in a purpose
clause.
- We often use the phrase in order to + a base verb or simply to + a base verb when the
subjects of both the independent clause and the purpose clause are the same person or thing.
We prefer to + verb over in order to + verb because it is shorter. The first example above
could be written as follows because the two subjects (farmers and they) refer to the same
people.

Ex: Farmers use chemical pesticides in order to get higher crop yields.
Farmers use chemical pesticides to get higher crop yields.
In the second example, the two subjects (farmers and consumers) are different, so it is not
possible to use an in order to + verb or a to + verb phrase.

3
1.2. Contrast clauses
There are two types of adverb clauses that express contrast: direct opposition clauses and
concession clauses.
In this type, the information in the adverb clause and the information in the dependent
clause are in direct contrast.
Table 1.9. Direct Opposition Subordinators

Direct Opposition Subordinators

whereas San Francisco is cool during the summer, whereas Los Angeles is
generally hot.
While While most homes in San Francisco do not have air
conditioning, it
is a necessity in Los Angeles.
Table 1.10. Concession Subordinators

Concession Subordinators
although Although I had studied all night, 1 failed the test.
even Our house is quite comfortable even though it is small.
though Though the citizens had despised the old regime, they disliked the
new government even more.
Notes
1. Although, even though, and though have almost the same meaning. Though is less
formal. Even though is a little stronger than although.
2. Be careful about which clause you use the subordinator with. Sometimes you can use it
with either clause, but not always.
Incorrect: He loves sports cars, although he drives a sedan.
CORRECT: Although he loves sports cars, he drives a sedan.

3
II- LANGUAGE PRACTICE
2.1. Match sentences beginning 1-5 with the endings a-e
1. Although he is standing on a ladder, a. they still go for a walk.
2. The people seem to enjoy themselves, b. he still can’t reach the book.
3. Even though it is raining heavily, c. though the weather is terrible.
4. The woman is dressed formally, d. they still won the competition.
5. In spite of the fact that they lost the last e. whereas the man’s clothes are more
game, casual.
2.2. Fill in the gaps with “so that (in order that)/ to (in order to)/ not to (in order not
to)”
1. I'm studying very hard at the moment.............pass my exams next month.
2. I bought a dictionary............help with my vocabulary.
3. I went to bed early..............I wouldn't be tired in the morning.
4. I have to get up early. I set the alarm for five o'clock…..........oversleep.
5. I waited for an hour.................I could meet her.

3
III- PRACTICE IN TOEIC
3.1. Building Language
Picture 1 Picture 2 Picture 3

a- Give some words which may be used to describe pictures 1-3. Compare with
your friends.
b- Complete the following about pictures 1-3 sentences with the given words:
tries whereas enhance drive inside getting

1. The training staff is instructing employees to…...........their skills

2. The man is presenting,.........the others are listening.
3. He is.................out of the car so that he can get better reception.
4. Though he can listen to the phone..................the car, he gets outside.
5. A man is clearing snow away from his car in order to...........................it.
6. Although there is a lot of snow, the man still............to clear it.

4
3.2. Tactic Practice
3.2.1. Put the words in the correct
order Picture 1
Picture 2

3. takes/ Though/ it/standing/ a long time/

many/in line/ people/ are/ to get/building/
1. stay/ exercises/ she/ can/she/ regularly/ to the.
so that/ healthy.
2. busy/although/ exercise/ she/ still/ 4. in line/ People/ are/ get/ into/ waiting/
every/ with/ morning/ work/ does/is/ she. so that/ they/ can/ the building.
……………………………………………
……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………

Picture 3

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

5. The/ written/ specials/ are/ on/ so

that/read about/the board/ diners/ can/
them.

4
6. comes/ though/is/ beautiful/ no one /
the restaurant .
3.2.2. Make sentences about the pictures with the suggested words

1. so that/ turn off/ save 3. food/ though/ want

……………………………………………
…………………………………………… ……………………………………………
2. big/ whereas/ foot ……………………………………………
……………………………………………
…………………………………………

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

4
3.3. Test Practice
In this part of the test, you will write ONE sentence that is based on a picture. With
each picture, you will be given two words or phrases that you must use in your sentence.
You can change the forms of the words and you can use the words in any order.
1. hard /even though/ can’t 4. although/ beach/ windy

…………………………………………
……………………………………………
…………………………………………
……………………………………………
.
2. although/ wet/ fast
5. although/ vacation/ work

…………………………………………. …………………………………………
…………………………………………. …………………………………………

3. modern/whereas/ / ancient 6. present/ whereas/ look

…………………………………………… …………………………………………
………………………………………….. …………………………………………
4
 UNIT 7: REVIEW

Mini-test 1

Question 1 of 5

Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

play/ while/ look

Question 2 of 5

Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

4
set/ so that/ wake up

Question 3 of 5

Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

look/ while/ presentation

Question 4 of 5

Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

jump up/ although/ catch

4
Question 5 of 5

Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

because/ meeting/ discuss

Mini-test 2
Question 1 of 5

Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

guest/ and/ serve

Question 2 of 5

4
Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

although/nervous/ presentation

Question 3 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

narrow/ full of activities

Question 4 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

4
read/ while/ wait

Question 5 of 5
Directions: Write ONE sentence based on the picture using the TWO words or phrases
under it. You may change the forms of the words and you may use them in any order.

Discuss/ and/ sit

4
Chapter 2:
RESPONDING TO A WRITTEN REQUEST
Lesson 8: Explaining a Problem
Lesson 9: Making Suggestion and
Requests Lesson 10: Commands and Soft
Commands Lesson 11: Review

4
 LESSON 8: EXPLAINING A PROBLEM

I. FOCUS: Giving explanations, descriptions.

In this part of the test, you will be asked to respond to an email giving explanations and
descriptions. You will be given specific explanation and description on what to include
in your response.
For example: Look at the e-mails and answer the questions below.
Read the e-mail

1. Who wrote the e-mail?  Peter Wands, Manger, Hardwick Hotel

2. What is the main purpose of the e-mail? To ask the reasons why Ms. Hardwick
wrote a complaint about his hotel room.
Respond to the e-mail as if you are Melanie Furmark, the recent guest at the
Hardwick Hotel. In your e-mail, describe TWO problems and make ONE suggestions.

1. Who will receive this e-mail? 

2. Why was this e-mail written? 

5
You should become familiar with the following phrases.
Table 2.1. Useful language

II. PRACTICE
2.1. Match the useful phrases (in bold ) in sentences 1-4 to their uses in a-d below.
1. The main reason I am transferring my membership is the price change.
2. I think the best way to solve the problem is by discussing the situation with all
concerned.
3. The problem is that we haven’t received any of the last six deliveries on time.
4. I’m pleased to let you know that your order will reach you today.
a. Explaining a possible solution
b. Giving an explanation
c. Describing a problem
d. Giving information
2.2. Write sentences based on the information in parentheses. Use the phrases in bold
I. 1.(inform employees that they will receive their annual bonuses next month.
2.
(explain that the solution is for everyone to work harder for a while)
3.
(say that the problem is that the part is unavailable at the moment)
4.
(the reason for not attending the meeting is a very tight deadline)
2.3. Read sentences 1-3 and match the conjunction in bold to its use, a or b
1. I will not be able to come to class on Wednesday because I have to visit my mother in
the hospital.
2. The extra expense in May is due to an increase in fuel prices.
3. I hired three new workers so that we can increase our production._

5
 LESSON 9: MAKING SUGGESTIONS AND REQUESTS

I. FOCUS: Making Suggestion and Requests

In this part of the test, you will be requested to respond to an email making suggestions and
requests. You will be given specific suggestions and requests on what to include in your
response.
For example: Look at the e-mails and answer the questions below.
Read the e-mail

1. Who wrote the e-mail?

2. What is the main purpose of the e-mail?

Respond to the e-mail as if you are looking for a house or apartment to buy. In your e-
mail, ask TWO questions and make ONE request.
Read the response e-mail:

1. Who will receive this e-mail?

2. What is this e-mail about?

5
 -When you are making suggestion and requests, you should become familiar with the
following phrases and verb forms.
Table 2.2. Requests and suggestions

II. PRACTICE

2.1. The sentence beginnings (in bold) in 1-6 show common phrases for making polite
requests. Match the beginnings to the endings a-f. The first one is done for you. The
first one is done for you.

1. Please send us… c

2. Could you tell me where…
3. Would it be possible to have a …
4. I was wondering if it would be possible to…
5. I would appreciate it if you could have…
6. Would you mind…
a. repair person come to fix the air conditioner?
b. get some samples of your product.
c. three boxes of white letterhead paper.
d. your delivery staff use the black entrance.
e. postponing our meeting until the end of May?
f. I could have my car repainted?

5
2.2. Write the number of each completed sentence (1-6) from I next to the matching
description and recipient (a-f) below.

a. A request for a recommendation of an automobile service ( to the representative of an

auto association).
b. A request to change a scheduled appointment(to a coworker from another department)
c. An order for office supplies ( to a stationery store)
d. A request for examples of a company’s products ( to a manufacturing company)
e. A request for repairs ( to the superintendent of your apartment building)
f. A request about how a delivery should be made ( to a supplier’s shipping department)

2.3. Use phrases 1-6 in I to complete requests 1-3. Change the period to a question
mark if appropriate.

1. Making ONE request for information about a course you are interested in taking ( to
a community college).
information on schedules and
costs for your certificate course on network management.
2. Order ONE product from a catalog ( to a garden supply company)
one 25 kg bag of garden fertilizer
3. Make ONE request for details on the advertised job ( to a company hiring new
employees)
the training opportunities
offered by your company?

5
 LESSON 10: COMMANDS AND SOFT COMMANDS

I. FOCUS: Commands and soft command in the response e-mail.

In many cases, the e-mail requesting information will essentially ask for instructions.
Therefore, you will need to respond using commands. The following are commands: go to
bed! And Be quiet!
Commands are easy to form in English. They are simply the infinitive form of the verb,
without to. For example, the command form of the verb to go is go. The command form of
the verb to be is be. Commands do not have a subject with them- they always refer to the
person you’re talking to.
In addition to straight commands, native speakers often use soft commands, or slightly
more polite ways to suggest that someone do something. Some common ways of suggesting
that someone go to the store include:
 Will you please go to the store?
 Why don’t you go to the store?
 Could you go to the store?
 You should (probably) go to the store.
 You could go to the store.
 You might try going to the store.
Although the question forms are very common in spoken English, they don’t quite as well
in e- mail because they implicitly ask for a response from the other person. Therefore, for
the remainder of this chapter we will use only the final three forms from above:
 You should (probably) go to the store.
 You could go to the store.
 You might try going to the store.
II. PRACTICE TACTICS
2.1. Convert each command below into a soft command using one of the forms
above.
1. Take a trash out.
2. Make an appointment with the secretary.
3. Buy a guidebook.
4. Pay the phone bill today.
5. Talk to Mary at Bon Voyage Travel.
6. Speak French while you’re in Paris.
7. Start the engine again.
8. Give it to me.

5
9. Put your coat on.
10. Go to the bathroom before we leave.

2.2. Look at the e-mails and underline soft commands.

The response e-mail

To: James Gordon
Re: presentation
Dear Mr. Gordon,
Thank you for your work.
I read through the copy you sent me but there are two things I do not like.
First, I think you should use shorter sentences in your presentation. Long ones could
make listeners confused.
Second, we need some more graphics to show that we want to say in a clear and simple
way.
Apart from those, you did a great job.
Please correct what I have suggested and sent the new version of this presentation until
tomorrow.
Thank you and regards,
Michelle Kurt

5
 LESSON 11: REVIEW
I- FOCUS
- Explaining a Problem
- Making Suggestion and Requests
- Commands and Soft Commands
II- PRACTICE
2.1. Write one request to each person or company below.
1. an office supply company
2. a client who owes you money _
3. a school where you would like to
study
4. a company where you would like to work

5. an employee who is late submitting a

project
2.2. Write one suggestion for each person or company below.
1. the manager of a restaurant with a rude
waiter
2. a person who wants to hire an office
assistant _
3. a company that delivers orders
late
4. the manager of a store with long checkout
lines
5. An out –of –town colleague needing a place to stay in
your city
2.3. Write two or three possible explanation for each problem.
1. A health club manager wants to know why you canceled your membership.

_
_
_
2. A customer wants to know why your company delivered the wrong merchandise.
_
_
_
_ _

5
3. Your neighborhood dry cleaners wants to know why you no longer use its service.
_
_
_
_ _
4. A painting company wants to know why you have not made the final payment for
its service.
_
_
_
_ _

5. A job applicant wants to know why he has not received a response to his application.
_
_
_
_ _

2.4. Directions: In this part of the test, you will show how well you can write a response
to an e-mail.
Your response will be scored on: the quality and variety of your sentences, vocabulary, and
organization.
[You will have 10 minutes to read and answer each e-mail]
Directions: Read the e-mail below.
From: Carla Sondheim
To: Edward McCurdy
Subject: Car for sale
Sent: May 2, 8:26 a.m.
Edward,
I am interested in the 94 Toyota you have for sale. Could you tell me when the last
maintenance work was done on it? Does it need any repairs now (including body work)?
Also, when would be a good time for me to come and see it?

5
Directions: Read the e-mail below.

Directions: Respond to the e-mail as if you are Edward McCurdy. In your e-mail, answer
Carla’s questions. Your e-mail should include at least THREE pieces of information and
ONE question.
(write your response here)

From: James Cohen

To: Briana Nelson
Subject: Apartment for rent
Sent: April 13, 1:11 p.m.
Ms. Nelson,
I am interested in the apartment you have for rent. Can you tell me how big it is, and if it
has any yard? Also, what is the neighborhood like, in terms of nearby stores and safety? I
am free any day next week to come and see it, so let me know when is a good time for
you.

Thank you!

5
 Directions: Respond to the e-mail as if you are Briana Nelson. In your e-mail, answer
James’s questions. Your e-mail should include at least THREE pieces of information.

(write your response here)

Directions: Read the e-mail below.

From: James Cohen

To: Briana Nelson
Subject: Apartment for rent
Sent: April 13, 1:11 p.m.

To whom it may concern,

I am interested in adopting a dog, and saw one on your website that I’d like to know more
about. It’s the 4- year- old male golden retriever mix. Can you tell me when I could come
in to meet him? Do I need to bring anything with me when I come? And how do I get to
the adoption center?

Thanks in advance!

6
Directions: Respond to the e-mail as if you are a manager at Four Paws Adoption
Center. In your e-mail, answer Carton’s questions. Your e-mail should include at least
THREE pieces of information and ONE question.

(write your response here)

6
Chapter 3: WRITING AN OPINION ESSAY
Lesson 12: Developing the thesis statement
Lesson 13: Using connectors between key ideas
Lesson 14: Making outline from key ideas (1)
Lesson 15: Review

6
 LESSON 12: DEVELOPING THE THESIS STATEMENT

I. The thesis statement

- states the main topic

- lists the subdivisions of the topic
- may indicate the method of organization of the entire paper
- is usually the last sentence in the introductory paragraph

The thesis statement is the most important sentence in the introduction. It states the specific
topic and often lists the major subtopics that will be discussed in the body of the essay.
Furthermore, it may indicate the method of organization such as chronological order of
importance.

Here are two examples of thesis statements. Each subdivision will itself become the topic
of a separate paragraph in the body of the essay. The topics of each paragraph are
underlined.

1. The most recent significant discoveries to benefit humankind in modern times are in
the fields of television and computer technology.

The possible topic sentences for each topic underlined are:

- A popular form of instant communication all over the world is television.
- In the last few decades, computer technology has made tremendous progress
in the world of communication to benefit humankind.

2. Aggressive drivers react foolishly toward others in several dangerous ways.

The possible topic sentences for the topic underlined are:

- An angry driver may react is to cut off another motorist.
- An angry driver may tailgate the other car.
- Aggressive drivers often use rude language or gestures to show their anger.

6
II. Practice
2.1. Practice 1 Write the topic sentence for each subdivision from the following
thesis statements. The first one has been done for you as an example.

1. Sports encourage people to get exercise, they provide opportunities for interacting
with others, and they give a sense of belonging to a group.

Topic sentence 1: An interest in sports encourages people to get exercise.

Topic sentence 2:
……………………………………………………………………….................
.........................................................................................................

Topic sentence 3:
……………………………………………………………………….................
.........................................................................................................
2. In my opinion, employers should not allow workers to listen to music at the office
because it is distracting, it hurts teamwork, and it can lead to disagreements.

Topic sentence 1: I think that listening to music at work is distracting for

employees.

Topic sentence 2:
……………………………………………………………………….................
.........................................................................................................

Topic sentence 3:
……………………………………………………………………….................
.........................................................................................................
3. There are several advantages to living near the office, including saving time and
money, and being very convenient.

Topic sentence 1: Living near the office can help save time because employees
spend less time driving back and forth from work every day.

Topic sentence 2:

6
 ……………………………………………………………………….................
.........................................................................................................
Topic sentence 3:
……………………………………………………………………….................
.........................................................................................................

4. Changes in our society in recent years have weakened family life.

Topic sentence 1: Today’s mothers spend much less time with their children.
Topic sentence 2:
……………………………………………………………………….................
.........................................................................................................
Topic sentence 3:
……………………………………………………………………….................
.........................................................................................................

5. There are several factors to consider when you choose a university to attend.
Topic sentence 1: One thing you must consider is the quality of the university’s
educational program.
Topic sentence 2:
……………………………………………………………………….................
.........................................................................................................

Topic sentence 3:
……………………………………………………………………….................
.........................................................................................................

2.2. Practice 2 Write the topic sentencefrom the following thesis statements.

1. Advances in technology have made the world seem smaller.

2. There are several ways people can conserve natural resources.

3. Vegetables and fruits are an important part of a healthy diet.

4. Students who learn how to write well will earn better grades in most classes.

5. Student success at university is the result of a number of inter-related factors.

6
 LESSON 13: USING CONNECTORS BETWEEN KEY IDEAS

Connectors (Transition signals) are important not only within paragraphs but also
between paragraphs. If you write two or more paragraphs, you need to show the
relationship between your first and second paragraph, between your second and third
paragraph, and so on.
Think of connectors between paragraphs as the links of a chain. The links of a chain
connect the chain; they hold it together. Similarly, a connector between two paragraphs
links your ideas together.
Two paragraphs are linked by adding a connector to the topic sentence of the second
paragraph. This connector may be a single word, a phrase, or a dependent clause that
repeats or summarizes the main idea in the first paragraph

I. TYPES OF TRANSITION SIGNALS

Transition signals can be categorized into three groups by grammatical function. The
three groups are sentence connectors (including transition phrases and conjunctive
adverbs), clause connectors (including coordinating conjunctions and subordinating
conjunctions), and a mixed group called others.

1.1. TRANSITION SIGNALS FOR GENERAL USE

Table 3.1. Transition signals

Meaning/
Function Sentence Connectors Clause Connectors
Others
Transition Conjunctive Coordinating Subordinating
Phrases Adverbs Conjunctions Conjunctions
To introduce in addition furthermore And another
an additional moreover
(+noun)
idea besides
also an additional
too
(+noun)

6
To introduce an on the other however but although in spite of
opposite idea hand nevertheless yet though
(+noun)
in contrast instead even though
still whereas despite
nonetheless while
(+ noun)
To introduce a otherwise Or if
choice or unless
alternative
To introduce a in fact that is
restatement or indeed
explanation
To introduce an for example an example of
example for instance
(+ noun)
such as
(+ noun)
To introduce a in conclusion
conclusion or in summary
summary in brief
in short
indeed
To introduce a accordingly therefore so
result as a result consequently
as a hence
consequence thus

1.2. Useful Language

Table 3.2. Useful language

Functions Examples of Language to Use
Stating an opinion  In my opinion, …
 I feel that …
 Personally, I feel / believe / prefer …
 It is my opinion that …

6
Showing sequence  First, / First of all, …; Second, …; Third, …
 Next, …
 Then, …
 After that, …
 Finally, …
 To summarize, …
 In conclusion, …

6
 Transitioning into a new paragraph  In general, …
 Generally, …
 Overall, …
Adding information  Furthermore, …
 Additionally, …
 Also, …

Study the following model, and notice how the paragraphs are linked by a single word, a
phrase, or a clause.

1.3. Paragraph connectors

Aggressive Drivers
Introductory paragraph
The number of vehicles on freeways and streets is increasing at an alarming rate.
This influx of motor vehicles is creating hazardous conditions. Moreover, drivers are in
such a rush to get to their destinations that many become angry or impatient with other
motorists who are too slow or who are in their way. Aggressive drivers react foolishly
toward others in several dangerous ways.
TRASITION WORDS
Body paragraph 1
One way an angry driver may react is to cut off another motorist.
(+ supporting sentences) …………………………………………………………….
………………………………………………………………………………………………
…………………………………………………………………………………
TRASITION WORDS
Body paragraph 2
Another way is to tailgate the other car. (+ supporting sentences)

………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………..
6
7
TRANSITION PHRASE
Body paragraph 3

In addition to cutting off and tailgating other cars,aggressive drivers often use rude
language or gestures to show their anger. (+ supporting sentences)

………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………..

TRANSITION CLAUSE
Body paragraph 4
Although law enforcement authorities warn motorists against aggressive driving,
the number who act out their angry impulses has not declined. (+ supporting sentences)
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………..
Concluding paragraph
To conclude, aggressive drivers are endangering everyone because they create
hazardous conditions by acting and driving foolishly. They should control their anger and
learn to drive safely. After all, the lives they save could be their own.

II. PRACTICE

2.1. Practice 1 Put the paragraphs in this essay in the correct order (1-5). Make
sure to notice the structure of each of the paragraphs.

Firstly, industry accounts for a large proportion of the greenhouse gas emissions,
and this can only be controlled by government action. Measures could be taken to
discourage pollution, such as limiting or taxing the use of fossil fuels. Alternatively,

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subsidies could be

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offered to industries to clean up their production processes. If these ideas were adopted, I
believe that businesses would regard pollution as a financial issue.

In addition, I think individual attitudes to transport need to change. Instead of

making short tips by car, people could choose to walk, cycle, or take a bus. Since cars are a
major source of the problem, changing our behaviour in this area would have a major
impact.

Secondly, only discussion between governments can ensure that solutions are
successful. The Kyoto agreement, for example, tried to reach global agreement on how to
address the problem. Without such co-operating, it seems to me that efforts to reduce fuel
consumption are unlikely to be effective.

Recently scientists worried about climate change have urged governments to

introduce measures to reduce the greenhouse gas emissions that are seen as its main cause.
Simoultaneouslty, politicians and environmentalists have urged individuals to make
changes to their lifestyle. I shall argue that governments and individuals should take join
responsibility for this problem.

In conclusion, I would maintain that only a combination of international

agreement, national policies, and changes in individual behaviour will succeed in
preventing further damage to the environment.

However, national and international policies will only secceed if individuals also
change their lifestyle. For example, people could think more carefully about how they use
energy in their homes. By using less electricity, installing energy-efficient light bulbs and
electrical appliances, or investing in solar panels, individuals can make a real difference.

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2.2. Practice 2 Complete the following essays with appropriate connectors

Essay 1

Nowadays, technological advances and their rapid and wide applications are having
a significant impact on a nation’s traditional skills and ways of life. Some argue that such
impact is so extraordinary that it would make conventional skills and life styles
obsolete.However,I believe they would continue to thrive by providing alternatives to
modern ways of life, and innovative ideas for modern technologies.

(1) ………………………., traditional skills and ways of life are becoming an

alternative solution to the problems caused by “mainstreamed” ways of life which are
greatly influenced by modern technologies.For instance, a cozy restaurant where traditional,
home- brewed beer is served, offers another experience to people who are bored with
branded beers that have the same flavor and come out of mass production with new
technologies. It is in such a venue where traditional skills are preserved, people become
relaxed and educated. Providing diversity and thus enriching modern ways of life, such
traditional skills and ways of life would continue to have their place.

(2) ………………………, conventional skills provide innovative ideas to the

development of modern technologies.For example, sparkled by how the word “Love” is
traditionally knitted into a sweater by some ethnic minority women in some parts of Asia,
some business managers from textile industry have developed some production lines by
applying the traditional skills to Computer-Aided Designs (CAD). The products have
boosted the companies’ sales which in turn have increased their investment in preserving
traditional skills for further developing their technologies.

(3), traditional skills and life styles are increasingly becoming

a useful alternative to the homogeneity brought by global applications of modern
technologies. However, the evolution of technologies is a selection process, whereby some
would become obsolete, but there is no doubt that some would thrive when their roles are
appreciated.
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Essay 2

Nowadays modern technology has totally changed our approach to study. In many
countries students no longer have to copy notes by hand from the blackboard; instead the
teacher gives them a photocopy. Rather than messy ink and pen, students present a typed-
up copy of their assignments. Their computer even checks their spelling as they go. In fact,
some people believe that modern technology does a lot of our thinking for us and, as a
result, we are going to lose our ability to think for ourselves.

(1) , spelling skills have definitely deteriorated in recent years. So

many young people use mobile phones to send text messages where speed and conciseness
are more important than spelling or grammar. Some teachers complain that these students
take the same attitude toward their assignments.
(2) , typed assignments are much easier to read and are much neater.
Frankly, I find some notes or texts which are handwritten almost impossible to read.
Doctors, for example, have a reputation for illegible handwriting, which could lead to
disastrous medical mistakes. Perhaps it is time we focused not on handwriting but on
presenting information as accurately as possible.
(3) ……………………………………… access to the Internet has opened up a
new world of learning for us.We no longer have to wait for a book that has already been
borrowed from the library before we do our research. In fact, the Internet can clearly be
used to research information in the same way as a library but more conveniently.
(4) , rather than holding students back, I believe modern technology
has actually improved standards of education considerably.

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Essay 3

It is true that the population ‘explosion’ which has taken place over the last century,
is a very serious problem. One of the main reasons for this unacceptable population growth
is a lack of understanding about the environment. Over-population is the major reason for
water, soil and air pollution. It is also often the cause of starvation and even wars. Experts
have put forward many suggestions to address this problem. The following are just a few of
these.

(1) ………………………………………….. we have to fight population growth

is education. This should start at a very early age i.e. before children even go to school. TV
cartoons and children’s programs can be used to educate the very young. At high school level,
students can be taught about the problem more directly. At university level, scholarships
should be made available to students who wish to study further in this field. International
exchange groups may also help to increase awareness.
(2)of controlling population growth is to
disadvantage people who have more than one or two children. This can be done, as it is in
China, by means of a higher tax. Although it is controversial, persons who come forward to
be sterilized could be given a sum of money. It may also be possible to make it
advantageous for people to have only one child by giving such couples a special tax
deduction.

(3) ........................................................................This problem is a very difficult one

to address but we should make every effort to do so. There are many other problems which
are related to over-population such as increasing crime, illiteracy and pollution. So by
addressing one problem we would be addressing the others as well.

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 LESSON 14: MAKING OUTLINE FROM KEY IDEAS
I. OUTLINE

An outline is the first step in developing your ideas and organizing your essay. This chart is
a guide for creating your outline.
Table 3.3. Structure of an essay
Parts of the Essay What to include
Thesis Statement Use the one-sentence thesis that you wrote while you were
brainstorming. Remember, this sentence should state your
position on the given topic.
Key Idea 1 Write what the key idea of each paragraph in the body will
Key Idea 2 be. You should also write down any examples and details
Key Idea 3 you might use to support the key ideas of the body
paragraphs.
Concluding Statement Restate your position on the given topic.

After you have written a basic outline, check the organization of your respond. Make sure
that the response is logical and that the ideas flow naturally from one paragraph to the next.
Also, make sure that your outline contains all of the information you want to include in
your essay.

Sample Outline 1

Thesis statement: It is my belief that learning an additional language is a great way to

improve one’s chances of getting a job.

Key idea 1: Access to more jobs

Example / Details: many jobs require more than one language

Key idea 2: Create new opportunities

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 Example / Details: friend who speaks German was able to bring in
new contact with German companies

Key idea 3: Become indispensable to your employer

Example / Details:
- friend is the only one who speaks German in his office
- he’s necessary part of communicating with important clients

Sample Outline 2

Thesis statement: I think that references from previous employers are important to some
bosses for a number of reasons.
Key idea 1: Helps employers understand the applicant’s personality
Example / Details: I’m very helpful and friendly, but there’s no place
on an application for that

Key idea 2: Tests honesty

Example / Details: When my boss was hiring a new employee, she
called the references for one application. Boss found out that the
applicant had lied on the application.

Key idea 3: Explains why person left former job

Example / Details: Employers might not want to hire someone who
was fired from the last job, but someone who was laid off might work
out well.

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II. Practice Make an outline from the following thesis statements

1. Personally, I prefer to work in a small office rather than at a large company for
several reasons.
2. There are several advantages of living near the office.
3. My opinion is that it is a bad idea for employers to allow workers to listen to music
at the office.
4. Encouraging children to go to pre-school is the wrong way to improve our
educational system.
5. Making it illegal to breed pit bulls would decrease the number of very aggressive
dogs without burdening dog lovers very much.

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 LESSON 15: REVIEW

I. Write the topic sentence from the following thesis statements.

1. Students who learn how to write well will earn better grades in most classes.

2. Student success at university is the result of a number of inter-related factors.

II. Choose the correct words or phrases from the box to complete the sample
essay. In some cases, more than one answer is possible.

Conversely Personally Next Also

To summarize Lastly On the other hand First of all

Today, people have many choices about where they work. People can work
for large companies with equally large offices or at smaller offices. (1)
……………………, I prefer to work in a small office rather than at a large company
because working in a small office means more interaction with managers, better
relationships with co-workers, and faster promotions.
(2)…................................, I think that by working in a small office, I can spend more
time with managers. This is a good thing because managers have a lot to teach,
and interacting with them often means that I can get better training and improve
my skills. (3) ……………………….., I don’t think that people at bigger
companies have that kind of opportunity.
(4)……………………, working at a small office usually leads to strong, close
relationships with co-workers. I had a friend who worked for a company with
over 100 employees. She told me that she never had any friends there because
there were simply too many people. (5) ……………………, she said that they
were really far away from each other because the building was so big. I like
having friends where I work, so this would be a bad thing for me. Clearly,
working at a small office is much better.
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(6)………………………, I’ve found that it’s possible to earn promotions faster at
smaller companies than at huge companies. The reason for this is that there isn’t
as much competition. I had worked at my job at a small office for only six
months before I got my first promotion. (7)......., I know people who have
worked
at big companies for more than three years and have never gotten a promotion.
(8)......................................., my preference is to work in a small office rather than at
a big one, I think employees have more time with managers, have better
relationships with their co-workers, and get promoted faster. For me, these three
things are really important, and that’s why I’ll always choose a small office over
a big one.

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 REFERENCE
1. Oshima, A. & Hogue, A. (2006). Writing academic English (phiên bản 4). New
Jersey,U.S.A.: Pearson Longman.

2. Boswell J. & Hyejeong, L. & Hyeonju, K. & McCormick, D. S. (2009) . Tomato TOEIC
writing flow. Hồ Chí Minh,Việt Nam: Nhà xuất bản Tổng hợp Thành phố Hồ Chí Minh.

3. Koo, J. (2012). New TOEIC – writing coach. Hồ Chí Minh,Việt Nam: Nhà xuất bản
Tổng hợp Thành phố Hồ Chí Minh.