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Grammar for great writing book a Grammar for great writing book a Grammar for great writing book a Grammar for great writing book a Grammar for great writing book a Grammar for great writing book a Grammar for great writing book a Grammar for great writing book a
NATIONAL oe CENGAGE 2017 | PDF | 227 Pages GEOGRAPHIC ** Learning’ LEARNING buihuuhanh@gmail.com a 8 ;— on, _ | a o` e ee a ì ` b SS a " S ‘ he k¿ h NATIONAL + ¿ CENGAGE GEOGRAPHIC «© Learning LEARNING THE PERFECT COMBINATION FOR YOUR GRAMMAR AND WRITING COURSE Grammar for Great Writing Great Writing Grammar for Great Writing Grammar for Great Writing Student Book Student Book Student Book + Great Writing Student Book + Great Writing Grammar for Great Writing A be Student Book Package Student Book + Great Writing 978-1-337-11583-4 Online Workbook Package 978-1-337-49517-2 GraformGrm eataWrir ting B rE 494-3 | 978-1-337-49523-3 978-1-337-11860-6 Grammar for Great Writing C 978-1-337-11861-3 COVER IMAGE: '©KEITH LADZINSKI/AUR0RA PHOTOS Sunrise on the crest of frost-covered sand dunes in Great Sand Dunes National Park, Colorado, USA GRAMMAR FOR GREAT WRITING A SERIES CONSULTANT: KEITH S FOLSE LAURIE BLASS KEITH S FOLSE DEBORAH A MITCHELL NATIONAL | „ GEOCGRAPHIC | 2 CENGAGE LEARNING «© Learning’ Australia + Brazil s Mexico * Singapore + United Kingdom « United States NATIONAL ¢ » CENGAGE GEOGRAPHIC «© Learning LEARNING Grammar for Great Writing: © 2018 National Geographic Learning, a part of Cengage Learning Student Book A, First Edition Laurie Blass « Keith S Folse ALL RIGHTS RESERVED No part of this work covered by the copyright herein ¢ Deborah A Mitchell may be reproduced or distributed in any form or by any means, except as permitted by U.S copyright law, without the prior written permission of the Publisher: Sherrise Roehr Executive Editor: Laura Le Dréan copyright owner Senior Development Editor: Jennifer Bixby “National Geographic’, "National Geographic Society" and the Yellow Border Design are registered trademarks of the National Geographic Society Media Researcher: Leila Hishmeh ® Marcas Registradas Senior Technology Product Manager: Scott Rule For product information and technology assistance, contact us at Director of Global Marketing: lan Martin Cengage Learning Customer & Sales Support, cengage.com/contact For permission to use material from this text or product, Product Marketing Manager: Dalia Bravo submit all requests online at cengage.com/permissions Further permissions questions can be emailed to Sr Director, ELT & World Languages: Michael permissionrequest@cengage.com Burggren Student Edition: Production Manager: Daisy Sosa ISBN: 978-1-337-11583-4 Content Project Manager: Beth Houston National Geographic Learning 20 Channel Center Street Senior Print Buyer: Mary Beth Hennebury Boston, MA 02210 USA Composition: SPi-Global Cover/Text Design: Brenda Carmichael National Geographic Learning, a Cengage Learning Company, has a mission Art Director: Brenda Carmichael to bring the world to the classroom and the classroom to life With our English Cover Image: Keith Ladzinski ©Keith Ladzinski/ language programs, students learn about their world by experiencing it Through Aurora Photos; Sunrise on the crest of frost- covered sand dunes in Great Sand Dunes our partnerships with National Geographic and TED, they develop the language National Park, Colorado and skills they need to be successful global citizens and leaders Locate your local office at international.cengage.com/region Visit National Geographic Learning online at NGL.cengage.com/ELT Visit our corporate website at www.cengage.com Printed in the United States of America Print Number: 02 Print Year: 2017 Scope and Sequence iv Overview vi Acknowledgements _ viii Credits ix Unit1 Using Bein Sentences 2 Unit2 Using Have in Sentences 16 Unit3 Writing with the Simple Present 28 Unit4 Writing with the Present Progressive 40 Unit5 Writing with the Simple Past 54 Unit6 Writing with the Past Progressive 68 Unit7 Writing about the Future 80 Unit8 Writing with Subject-Verb Agreement 92 Unit9 Writing with Prepositions and Prepositional Phrases 106 Unit 10 Writing with Modals 120 Unit 11 Using Simple Sentences 134 Unit 12 Using Compound Sentences 148 Unit 13 Writing with Adjectives 162 Unit 14 Writing with Articles 176 Unit 15 Writing with Adverbs 190 Appendix 1: Building Greater Sentences 206 Appendix 2: Useful Language Terms 207 Appendix 3: Capitalization and Punctuation 208 Appendix 4: Irregular Verbs 210 Appendix 5: Prepositions 211 Appendix 6: Sentence Problems 212 Appendix 7: Paragraphs 213 Appendix 8: Academic Word List 214 scope and Sequence Common Err abulary in A: 1.1 Does the verb agree with the 1 Adjectives Frequently Used with Be Descriptive: The Republic of Using Bein subject? Maldives Sentences 1.2 _ |s your sentence complete? available important similar 1.3 Do you need be or have? consistent likely useful Definition: Plagiarism 2 different necessary Using Have 2.1 Does the verb agree with the willing Comparison: The Japanese subject? essential and American Systems in Sentences of Government 2.2 Do you need have or be? Nouns Frequently Used with Have 3 access difficulty opportunity Comparison: Bees and Writing with 3.1 Do the subject and the verb benefits effect right Wasps the Simple agree? consequences meaning time Present control Cause-Effect: The Keys to 3.2 Is the verb be missing? Happiness 3.3 Is the adverb in the correct Adverbs + Verbs Frequently Used in the Present always seem often find sometimes make Opinion: Digital Books vs position? always take often use usually mean Printed Books never get sometimes feel usually occur never know Descriptive: Bike-Friendly Cities 4 4.1 Is the present progressive Verbs Frequently Used in Present Progressive Wri g with form correct? become make use Cause-Effect: Changes in the Present begin take work the American Diet 4.2 Is the spelling correct? do try a 4.3 Do you need simple present Narrative (Biography): /bn Progressive Verbs Frequently Used in Simple Past Battuta, World Traveler or present progressive? associate have provide 5 44 Isita tative verb? base include report Narrative (Biography): Marie Wri be make say Curie the Simple 5.1 Do you need simple present or Past simple past? do Narrative (Biography): Marianna Yampolsky 6 5.2 Do you use the correct form? Verbs Frequently Used with While in the Past Writing with 5.3 Are your verb tenses Progressive Narrative: The First and Last the Past try Trip of the Titanic consistent? attend read use ä 5.4 Is the negative form correct? do take Descriptive: Doctors’ work Appointments in the Progressive 6.1 Do you have the correct past Future progressive form? Cause-Effect: The Dangers 6.2 Do you need simple past or of Plastic Garbage in past progressive? the Oceans learn teach Descriptive: The Amazing mata Jindo-Modo Land Bridge 7 7.1 Do you have the correct form Verbs Frequently Used with May Writing about | with will or may? be include provide Descriptive: Animal the Future find lead result 7.2 Doyouhave the correct future | have need seem Communication form? help 8 8.1 _ Is the verb form correct? Verbs from the Academic Word List (Sublist 1) 8.2 Does the verb agree with the Writing with assume function occur Subject-Verb subject? create indicate require distribute vary Agreement involve estimate iv Scope and Sequence Common Error Writing 9.1 Do you have the correct 9 Frequently Used Adjective + Preposition Combinations Narrative (Biography): Steve Writing with preposition? Jobs Prepos 9.2 Do you have a gerund after a aware of involved in concerned about related to Narrative (Biography): and preposition? different from responsible for William Shakespeare 9.3 Is there an error with for? interested in similar to Prepositional Process: How to Starta 10.1 Is the form of the modal Verbs Frequently Used with Can Phrases be lead see Community Garden correct? do make take Cause-Effect: Dangers of 1 0 10.2 Do you need a modal? have provide use 10.3 Is it the correct modal? help Medicines for Babies Writing with Descriptive: The Valuable Modals 11.1 Is there a complete verb Words from the Academic Word List (Sublist 2) form? affect focus and Spicy Chili Pepper 1 1 categories previous Descriptive: Results of Using Simple 11.2 Is there a subject? complex primary Sentences 11.3 Do you have the correct consequences region Commuting Survey design strategies 1 2 punctuation for items in a Descriptive: The Science series? Using 11.4 Is there a comma after an Behind a Roller Compound Coaster introductory phrase? Phan pm The FIFA World Sentences 12.1 Is there a coordinating Words from the Academic Word List (Sublist 3) Up 1 3 document negative sequence conjunction? initial outcomes sufficient Narrative (Science Report} Writing with 12.2 Isa comma missing? instance removed task The Effect of Sunlight Adjectives 12.3 Can you use a compound location on Plant Growth 1 4 sentence? Comparison: Alligators and Writing with 12.4 Does the sentence begin with Articles Crocodiles a coordinating conjunction? Descriptive: Pearls 1 5 Writing with 13.1 Is the adjective in the correct Frequently Used Adjectives public Definition: Farming for Fish Adverbs position? different new significant Opinion: Kevin Durant: A 13.2 Is the adjective correct? high other social True Sportsman 13.3 Is the comparative form important political international Process: Collecting Water correct? from the Air 14.1 Do you use a/an/the Nouns Frequently Used with An attempt explanation object correctly? effort increase element instrument opportunity 14.2 Do you use a/an with a non- overview count noun? examination 14.3 Do you need the? 15.1 Do you use the adverb form of | Adverbs Frequently Used with Very the word? carefully likely recently 15.2 Is the adverb of manner in the clearly often slowly correct position? closely quickly well 15.3 Is the frequency adverb in the far correct position? 15.4 Is the adverb of degree correct and in the correct position? Scope and Sequence V Overview ABOUT THE GRAMMAR FOR GREAT The resulting grammar syllabus is based on WRITING SERIES actual student needs, not a pre-determined list of Grammar for Great Writing is a three-book series grammar points All the grammatical structures that helps students with the specific grammar they actually need to strengthen their academic writing included in this series meet at least one of these Activities feature academic vocabulary and content, two criteria: (1) nonnative writers make errors providing clear models for good academic writing using the structure, or (2) nonnative writers tend to avoid using the structure Ideal for the grammar component of a writing and The material taught in all three books is corpus- grammar class, Grammar for Great Writing may be informed, using a variety of corpora or corpus- used as a companion to the Great Writing series or in conjunction with any academic writing textbook based resources, including the Academic Word List This series consists of three levels: A, B, and C (Coxhead, 2000), the Corpus of Contemporary English (Davies, 2008-), the Michigan Corpus of UpperLevel Book A is for low intermediate students and is Student Papers (Adel & Rémer, 2012), student papers designed to complement the writing and grammar found in Great Writing 2 from our own courses, as well as empirical research Book Bis for intermediate students and is studies of nonnative student writing Because designed to complement the writing and grammar vocabulary is such an integral part of good academic found in Great Writing 3 writing, we have also included a corpus-informed vocabulary section, Academic Vocabulary, in each unit Book Cis for upper intermediate to advanced students and is designed to complement the ORGANIZATION writing and grammar found in Great Writing 4 Each of the three books in this series consists THE RESEARCH BEHIND THIS SERIES of 15 units, and each unit focuses solidly on one One of the most important differences between area of grammar that causes problems for ESL and Grammar for Great Writing and more traditional EFL writers These 45 grammar points have been selected based on input from experienced English grammar series is the research base that informed language teachers and student writers Although our grammar choices as we developed this series many grammar points appear in only one book, A traditional grammar series starts with a list of pre- others are so important that they appear in more determined grammar points that will be covered, and then exercises are developed for those than one book Students work with the grammar grammar points For Grammar for Great Writing, point in increasingly more complex sentences and however, we started by reviewing academic writing rhetorical modes as they progress through the by both nonnative and native students We looked different levels of the series at ESL and EFL student writing to identify the The units have been carefully designed so most common grammar challenges At the same that they may be taught in any order In fact, it is possible to skip units if teachers believe that a time, we looked at papers by students in university classes to identify grammatical structures that are particular grammar point is not problematic for their common in academic writing but not sufficiently students In other words, teachers should review used in our students’ writing the Scope and Sequence, which calls out the common student errors addressed in each unit, and carefully choose which of the 15 grammar topics to present and in which order vi Overview CONTENTS OF A UNIT Academic Vocabulary Each of the six sections in a unit contains Academic vocabulary is a unique feature of this series Using corpus and frequency data, we have presentation and practice Although each unit has a identified vocabulary that most naturally combines specific grammatical focus, the following sections with the grammar focus of the unit The Vocabulary appear in every unit: in Academic Writing activity presents items from a broad range of academic subject areas What Do You Know? Put It Together This opening activity is designed to grab the students’ attention and help them assess their The Review Quiz gives teachers a chance to understanding of the grammar point What Do You quickly check how much students have learned Know has two parts First students are directed about forming and using the grammar point In this to look at the unit opening photo and think about short activity of only eight items, students answer how it is related to the topic of the paragraph They five multiple-choice questions and then identify and discuss two questions related to the photo that are correct errors in three items designed to elicit use of the target grammar Then students read the paragraph that has two common In Building Greater Sentences, students combine errors in it The paragraph has aclear rhetorical style Students work together to find the grammar three or more short sentences into one coherent errors and explain the corrections sentence that uses the target grammar structure Grammar Forms Steps to Composing is an engaging and Clear charts present and explain the form of the interactive activity in which students read a unit's grammar focus Follow-up activities focus paragraph consisting of 8 to 12 sentences The students’ attention on the grammar form paragraph models a specific rhetorical style While none of the sentences contain outright errors, the Common Uses writing can be improvedT.o this end, there are 10 steps that instruct the student in how to improve How the grammar is used in writing is a the sentences Most of the time the instructions unique part of the series The common use charts are very specific (for example, combine sentences explain how 2 and 3 with the word because) Other times they in academic the grammar point is actually used are intentionally more open in order to challenge writing A follow-up activity provides the student (for example, add a descriptive practice adjective to the sentence) Common Errors Finally, Original Writing consists of a writing Here students are presented with a series of two to five of the most common errors that assignment connected to the grammar topic, student writers typically make with the unit focusing on a specific rhetorical style of writing There are three example sentences to give the grammar point The focus is on errors found in student ideas for a topic The amount of writing academic writing, and each error chart is followed by an activity that is required will depend on the student, the teacher, and the objectives for the course Overview vii | am grateful to the many people who have Timothy Fojtik, Concordia University Wisconsin, worked so hard on the development and Wisconsin production of Grammar for Great Writing, including Laura Le Dréan and Jennifer Bixby of National Janile Hill, DePaul University English Language Geographic Learning, and authors Laurie Blass and Academy, Illinois Deborah Mitchell Ultimately, everyone's ideas and feedback have been instrumental in the design of Elizabeth Kelley, University of California, San this work Diego Language Institute, California Grammar for Great Writing is the result of many Toby Killcreas, Auburn University at years of teaching academic writing to students Montgomery, Alabama all over the world Therefore, | would also like to acknowledge the input from the thousands of ESL Lisa Kovacs, University of California, San Diego and EFL students that | have taught throughout my Language Institute, California teaching career This series is very much based on learner needs, particularly grammar problems that | Maria Lerma, Orange Coast College, California have seen students struggle with as they are trying to improve their academic writing in English These Wendy McBride, Spring International Language classroom experiences have been instrumental in Center, Arkansas shaping which grammar is covered as well as how it is presented and practiced Kathy Najafi, Houston Community College, Texas Finally, many thanks to the following reviewers who offered important ideas and helpful Anne Politz, Drexel University, Pennsylvania suggestions that shaped the Grammar for Great Writing series: Wendy Ramer, Broward Community College, Florida Nancy Boyer, Golden West College, California Helen Roland, Miami Dade College, Florida Tony Carnerie, University of California, San Diego Language Institute, California Kody Salzburn, Auburn University at Montgomery, Alabama Angela Cox, Spring International Language Center, Arkansas Gail Schwartz, University of California, Irvine, California Luke Daly, Harold Washington College, Illinois Karen Shock, Savannah College of Art and Rachel Dictor, DePaul University English Design, Georgia Language Academy, Illinois Adriana Treadway, Spring International lan Dreilinger, Center for Multilingual Language Center, Arkansas Multicultural Studies, Florida Anne McGee Tyoan, Savannah College of Art Edward Feighny, Houston Community College, and Design, Georgia Texas —Keith S Folse Series Consultant viii Acknowledgements