WRITING 4 VB1 Writing 4 VB1 Thư Viện Tài Liệu Tổng Hợp Com WRITING 4 VB1

WRITING 4 VB1 Writing 4 VB1 Thư Viện Tài Liệu Tổng Hợp Com WRITING 4 VB1 tài liệu, giáo án, bài giảng , luận văn, luận á...

COURSE TITLE: WRITING 4

COURSE DURATION: 60 PERIODS

COURSE BOOK : (mainly) EFFECTIVE ACADEMIC WRITING 1 by Savage, A & Shafiei, M (2007) Oxford

REFERENCES: GET READY TO WRITE by Blanchard K & Root C

(1998) Longman; READY TO WRITE- A first composition text.(2nded) by Blanchard K & Root C (1994) Addison-Wesley Publishing Company ; DEVELOPING WRITING SKILLS by Smalley, R , Ruetten M &

Kozyrev, J (2007) Learners Publishing

LECTURER : CHU THI KIM PHUONG

WEEK 1

Objectives:

After the lesson , the students:

- should have the general understanding of different kinds of paragraph

- practice writing cinquain poems

- practice free writing

- introduction of materials (for reference)

- warm-up: cinquain poems

- groupwork: discussion about kinds of paragraph, giving definitions

1 Writing helps you think

2 Writing helps you organize your thoughts

3 Writing helps you remember information:

4 Writing helps you find logical faults or gaps in your own thinking or understanding

5 Writing helps you develop your own attitude towards a subject

6 Writing helps you synthesize large amounts of information

7 Writing helps you record information

8 Writing is different from speaking in that your target audience

Paragraph

What is a paragraph?

Topic sentence

Using Time Order

 Organizing ideas by time Using Signal Words

 Organizing Ideas by Order of Importance (Rank Order)

+ begin with the most important idea and end with the least important idea

+ begin with the least important idea and save the most important one for last

=> Most writing uses both facts and opinions

What is a fact?

What is an opinion?

used to present the supporting information in a paragraph coherently

2 Reference books for students

1 Oshima, A.&Hogue,A.(1997) Introduction to Academic

Writing.(2nded) Longman

2 Blass, L.&Pike-Baky,M.(1990) Mosaic I.A Content-Based Writing Book McGraw Hill Book Company

3 Truong, Q P.(1996) College Writing Tre Publishing House

4 Reid,J.M.(1988) The Process of Composition.(2nded) Prentice Hall Regents, Englewood

5 Withrow,J.(1978) Effective Writing.CUP

3.Warm-up: Cinquain poem

War

Sad, destructive Killing, injuring, destroying

A thing that kills life

Terminator

(by Saud)

o The structural form

Line 1: War = 1 NOUN-A

Line 2: Sad, destructive = 2 related ADJECTIVES

Line 3: Killing, injuring, destroying = 3 descriptive GERUNDS (verb + -ing)

Line 4: A thing that kills life = 1 complete, related SENTENCE

Line 5: Terminator = 1 NOUN-B (a synonym of NOUN-A)

o Suggested subjects: teacher-student-university-money-love

4 Kinds of paragraphs

3 Impressions on the first day of coming back to school

4 Your last Tet‟s holidays

Where there’s a will, there’s a way

WEEK 2: DESCRIPTIVE PARAGRAPH: ORGANIZATION

Objectives:

After the lesson , the students:

- should learn the organization of descriptive paragraph and be able to analyze it

- learn how to develop ideas in descriptive writing

- learn how to describe things

- practice on specific language

- using adjectives in Descriptive writing

4 My language and English

5 Myself as a child and myself now

Task 1: Work in pairs to read the paragraph and do as asked

The Long Life of my Grandfather‟s Car

I own a car that has special meaning for me because it belonged to my

grandfather When he was a young man, he saved money so he could buy beautiful car to use on trips around the country He finally bought a Cadillac convertible It was white and blue with silver trim There were white circles on the tires, and it had a powerful horn that made people jump out of his way The seats were also white, but the dashboard was black The steering wheel had a brown leather cover The mats were gray and always clean My grandfather took very good care of the car, and after he died, my uncle gave it to me I am very happy because it still has the original motor, and the body is intact If it has problems, I will fix it myself I plan to take very good care of my grandfather‟s car because someday I will use it

to travel to all the states and cities that my grandfather visited when he was a young man

1 Underline the topic sentence

2 What words or phrases does the author use to describe his grandfather‟s car

3 What words or phrases does the author use to describe his feelings about the car

4 Underline the concluding sentence

5 Completing the outline

Topic sentence ………

Item ………

General feeling ………

Supporting sentences ………

Background information about the item ………

Descriptive details ………

Details about the feelings ………

Concluding sentence ………

Restated idea ………

 Developing ideas

Using specific language in descriptive writing helps give the readers a clear mental image of what/who is being described so that readers can

„see” it/him/her

Task 1: Read the paragraph with your partner

My Special Treasure

My special treasure is a picture of my mother on her fifteenth birthday This picture was always in my house when I was growing up Years later, when I got married and moved to Montreal, my mother gave it to me so that I would always remember her Now it sits on the table next to my bed I look at it and imagine my mother‟s life on that day I think she was excited because her eyes are shining with happiness Her smile is shy as if she were thinking about a secret She is standing next to a rose bush and the roses are taller than she is She is wearing a beautiful white lace dress and black shoes Her hair is long and curly She looks lovely in this beautiful place, and I feel calm when I gaze into her eyes at the end of my busy day This picture of my mother is my most valuable possession

Task 2: Work with your partner and answer the questions

1 Underline the topic sentence What will the writer describe?

2 Does the writer give details about how she got the picture in the first part, the middle part, or the last part of the paragraph?

3 Does the writer describe what the picture looks like in the first part, the middle part, or the last part of the paragraph?

4 Does the writer describe her thoughts and feelings about the picture in the first part, the middle part, or the last part of the paragraph?

5 Underline the concluding sentence Does it restate the idea in the topic sentence?

6 How many sentences are there in the paragraph?

PRACTICE ON SPECIFIC LANGUAGE

Exercise 1: Read the following pairs of sentences Put a check (√) next to the

sentence that is more specific:

1 - a I like to wear my grandmother‟s jewelry

- b I like to wear my grandmother‟s pearl necklace

2 -a My best friend gave me a novel by Chang-Rae Lee for my

birthday

-b My best friend gave me a book for my birthday

3 -a Someone lent her an umbrella

-b Her father lent her an umbrella

4 -a I inherited some furniture

-b I inherited my grandfather‟s chair

5 -a Steve has a new laptop

-b Steve has a new computer

6 a - Jordan received a toy

- -b Jordan received a teddy bear

Exercise 2: Rewrite the following sentences Replace the underlined words

and phrases with words that are more specific

1 I bought a pair of shoes

=> I bought a pair of running shoes

2 Maria found some jewelry in the basement

6 We always have vegetables with dinner

Using adjectives in Descriptive writing

Adjectives are words that describe nouns Writers use adjectives to give the readers a more complete picture of the people, places, and things they want to describe

Examples

A bicycle-> a racing bicycle

A desk-> a large, metal desk

A violin -> an antique violin

Two bracelets -> two lovely bracelets

Structures

 Be + noun

- He is a waiter

- I am not an honest man

- She is not a dancer

- There are a dozen of eggs in the fridge

- There is a red pen on the table

Kinds of descriptive paragraphs

Task 4: Write a paragraph to describe the conical leaf hat

Homework: write a paragraph to describe the alarm clock

Pour oil on the flame

WEEK 3: DESCRIPTIVE PARAGRAPH: describing people

Objectives:

After the lesson , the students:

- learn to analyse paragraph using checklist

- should learn how to describe people

- learn adjectives and phrases to describe people

- learn sub-skill: observation

- practice writing paragraph

Assumed knowledge:

Students are supposed to tell as many adjectives related to describe both

appearance and personality as possible

3 Love at high school

4 What makes a good friend?

Hair: dark; black; blond; brown;

straight; wavy; dark-haired; curly;

fuzzy; long; short; shoulder-length

Face: square; round; oval; long; thin

Eyes: large; small; narrow; wide;

slanting; twinkling; starry;

Eyebrows: thin; thick; bushy

Shy; reserved; quiet; calm; thoughtful; moody; unsociable; introverted;

outgoing; friendly; sophisticated; cheerful; sensitive; strong-willed; irritable; bad-tempered; hot-tempered; good-humoured; parsimonious;

- easy/difficult to get on with

Nose: straight; pointed; snub; hooked;

crooked;

Lips: full; thin

Chin: pointed; cleft; double

Complexion: fair; dark; swarthy

Height: about 6ft tall, short

Build: an athlete type; well-built; frail;

slender; thin

Special features: beard; moustache;

sideburns; mole; dimple; wrinkles;

- find fault with

- keep someone at a distance

- to flaunt one‟s wealth

- keep up with the Joneses

-

Examples:

 PRACTICE

1 Describe someone from the picture

2 Describe someone whom you love/hate

 HOMEWORK:

Find information about a place where you have visited or you would like to visit

- Where it is

- How far it is

- How to get there

- What is special there

(Searching on the Internet is reccomended)

No bees no honey,

no work no money

WEEK 4: DESCRIPTIVE PARAGRAPH: describing places

Objectives:

After the lesson , the students:

- learn to analyse paragraph using checklist

- should learn how to describe places

- learn steps of writing

- learn language focus: phrases and structures to describe places

- practice sub-skill: speaking

- practice generating ideas

WHAT KIND OF PLACE IS IT?

- a small , quiet, sleeping village

- a coastal town with a population

of

- a thriving city

- a summer/winter resort

- a mountain/sea resort

- a frequently visited spot

- a place of historical interest

- a place of tourist interest

- an administration centre

WHERE IS IT?

- It‟s in the South

- It‟s west of Hochiminh City

- It‟s about 30km from HCM city

- It‟s by the sea

- It‟s situated

- It‟s located

HOW TO GET THERE?

- It can be reached by rail or road

- We can get there by bus

- Two hours‟ flight will take us to the place

- The place is accessible by air, road or rail

HOW FAR IS IT?

- It‟s very near the central city

- It‟s not far from the central city

- It‟s a three-minute walk from the

central city

- It‟s twenty minutes away by bus

- It‟s about 400 km from HCM

- Initially/ At the beginning

 Writing the first draft

Topic sentence that names the place and gives a main idea about it

Use some kinds of space order

Use prepositional phrases at the beginning of their sentences

Write several sentences that give descriptive details (Be specific- Use adjectives

to describe)

 Checking

Use the Paragraph checklist to check then edit

 Writing the final draft

Write a neat final draft to hand in your teacher

SPACE ORDER

In space order, you might describe something:

-from top to bottom

- from left to right

- from outside to inside

- faraway objects first and close-up objects last

PREPOSITIONAL PHRASE OF PLACE

(Usually: Pre + noun)

At home

On the desk

Next to the window

Opposite the door

Around the corner

Along the street

Under the bed

Outside the garden

In front of the cinema

 PRACTICE

Exercise 1:

Ask your neighbour the questions and write down the answers

1 Where have you visited so far?

2 Among them which is your favourite place?

3 When did you go there?

4 How did you go there?

5 how long did it take you to go there?

6 How was the scene?

7 What was the weather like?

8 What is famous/special there?

9 How are the people there?

10 How far is it?

11 What did you do there?

12 How long did you stay there?

13 Where did you stay?

Exercise 2:

In five minutes, write down some interesting places (at least 3) you have visited

In ten minutes, write down some specific details about each place

Exercise 3: Write an outline : 20 minutes

From the table, choose a place where you would like to write a descriptive

paragraph about Write an outline for your paragraph

Topic sentence

Topic

-

-

General feeling about the

topic -

-

Supporting sentences Background

information -

-

Details that describe the

topic -

-

Details that describe how you feel about the

topic -

-

Concluding sentence

-

-

 Writing Exercise 3: Write the paragraph from the outline -

Never put off till tomorrow what you can do today

WEEK 5: NARRATIVE PARAGRAPH: ORGANIZATION

Objectives:

After the lesson , the students:

- learn to analyse paragraph using checklist

- should learn narrative organization

- should learn how to analyze narrative paragraphs

- develop groupwork skill

4 What should we teach children?

5 How to overcome sadness?

Examples of narratives: fairy tales, autobiographies History books are partly narratives

Organization

Topic sentence

The topic sentence tells the readers what the story will be about

It may also tell when and where the story took place

The topic sentence should capture the reader‟s interest

The concluding sentence “wraps up” the story It may include a comment about why the experience was important or how the writer felt about it

disappeared, I ran all the way home and called my best friend When she picked

up the phone, I couldn‟t say anything I knew she would think I was crazy I never told anyone about my UFO sighting

Questions:

1 Which sentence is the topic sentence?

2 How is this paragraph developed?

a by telling a story

b by giving reasons

c by describing objects

3 What does the second sentence (“It was house”) do?

a It gives details about the topic sentence

b It tells the reader when and where the event happened

c It lets the readers know the paragraph will talk about UFOs

4 Is the last sentence a concluding sentence?

ANALYSIS

A narrative paragraph usually starts with background information

to set the scene for the story and provide context

It can tell when and where a story happened

The strangest experience

in my life happened a year before I graduated from high school I was sixteen years old and my best friend mark was 15 years old He invited me

to visit him during the summer

Beginning of the story The beginning of a

narrative tells what happened first in the

I was staying with his farmhouse in the middle

of the countryside I

story shared a room with Mark,

and our beds were separated by a table Every morning, Mark‟s mom brought us a cup of hot tea in bed after we woke up

Middle of the story The middle of the

narrative is usually the main part and tells most

of the events in the story

While we were sleeping one night, I could feel my bed moving I thought I was dreaming The next morning, Mark‟s mother brought us hot tea as usual When she turned

on the light, we saw that our beds were pushed together and the table had moved

End of the story The end of the narrative

concludes the story It tells the final event, and has a concluding remark

Mark said he didn‟t do it, and I didn‟t do it We still

do not know how the beds moved! What do you think?

Task 2: Work in pairs and read parts of the paragraph given below, then decide if

the parts are background information, from the beginning of the story, from the middle of the story and from the end of the story

a A few days later, my father was able to go to the window to look for

himself But all he could see was an ugly brick wall

b A strange thing happened to my father when he was in the hospital to have

asleep Before my father woke up, the man left the hospital

e After his operation, my father woke up, sharing a room with another man The other‟s man bed was next to the window

Task 3: Do the same as in task 2

Note: the middle parts are not complete

A fright in the forest A strange day in class

a Suddenly, I felt very cold and scared a I have been studying English for a

few years and I really enjoy the classes

b I grew up in a small town in the

countryside Near my house was a large

forest, and my parents told me not to

d One day, I was playing in the forest

with some of my school friends

d The teacher was explaining grammar when I saw something strange out of the window

Task 4: Work in groups Write more sentences to complete the middle part of

WEEK 6: NARRATIVE: Using Sensory and Emotional Details

Sequence words

Objectives:

After the lesson , the students:

- should learn how to develop narrative paragraph by using sensory and emotional

details

- learn to make the paragraph coherent by using sequence words

- develop groupwork skill

4 What is the most important in life?

5 Working for foreign companies or working for domestic ones?

 Peer evaluation

 Teacher’s comments

 Revision : Narrative paragraph organization

Using Sensory and Emotional Details Exercise 1: Identifying sensory and emotional details

Read the sentences below Write an S next to sentences that have sensory details Write an E next to the sentences that have emotional details

1 The morning mist brought in the smell of the ocean

2 We were very nervous, so we called the police

3 I had never felt such happiness

4 The dates were sticky and sweet, and they were a delicious compliment to the hot, bitter tea

5 I felt a sharp pain in my ankle, and I recognized the sting of a jellyfish

6 We could hear the roar of the waterfall for a long time before we actually saw it

Exercise 2: Practicing with sensory details

Use sensory details to support the following sentences

1 Our guide had an interesting fashion sense He wore the same khaki pants everyday, but his shirt always had colourful patterns of flowers, dancers, or other tropical scenes

2 We ate a wonderful -

meal. -3 The flower garden was delightful -My father taught me to swim in a river behind our house -My mother‟s kitchen was everyone‟s favourite room -

-Exercise 3: Practicing with emotional details

Use emotional details to support the following sentences

1 I would like to forget my first job interview I was so nervous, my hands were

wet, and so was my shirt

2 I met my girlfriend on the Internet -

-3 At first, I did not like the puppy, but after a while, I changed my mind -

-4 I began to walk down the aisle towards my future husband -I walk into the cold dark cave -

-5 The test was over, and I had earned the highest score -

-Showing Order of Events

Meanwhile While

At the same time that

I made coffee Meanwhile, my brother tried to distract my brother

Exercise 4: Identifying order of events

Read the following sentences Then number them in the order you think they occurred

a A few year ago, my two older brothers and I went trekking in the

mountains

b Finally, I found the muddy trail, and we made it back to our base camp

c Soon we were hiking through thick pine forests

d We set out from our base camp on a bright winter morning

e After that experience, I realized it is very important to be very careful when hiking in the mountains

f A little while later, we stopped to eat, and my oldest brother said we should turn around because we were losing the trail in the snow

g Eventually, it began to snow, and visibility became poor

h Going back down the mountain was harder because it was icy and slippery, and we could not find the way We became tired, cold and thirsty

Write a fairy tale based on your imagination

As a teacher, I would prefer formal style

Choose one topic to write

1 an important moment in your childhood

2 a humorous experience

3 a memorable experience such as a wedding, a birth, a graduation

4 a problem you had at school

-

Judge a man by his work

WEEK 7: HYPOTHETICAL NARRATIVES

Objectives:

After the lesson , the students:

- should learn how to write hypothetical narratives

- develop groupwork skill: pairwork

 a period of great change in your life

 a traumatic experience, such as an accident, a death, a time of depression

 A moment of great insight or understanding

Read the paragraph

A Day Without Gas or Electricity

In industrialized countries, people are highly dependent on petroleum fuel Without gas or electricity, in particular, a person‟s daily routine would be considerably different Each winter morning, it would be necessary to build a fire in a fireplace or wood stove; this would warm the house In the summer it would be necessary to bring the bedding in from the porch, or wherever people slept to keep cool There would, of course, no fans or air conditioners

Breakfasts would be cooked over a fire Moreover, a person would travel to school or work by bicycle, by horse or on foot At school or at an office, there would no copy machines, no computers or even no coffee makers On the whole, all the modern conveniences that make life easier would be missing, that is an awesome thought!

When you think and write about past, present or future possibilities, you are

hypothesizing Hypothesizing can be fun or serious

Ex

What would you do if someone gave you a million dollars?

What would happen to Los Angeles if its source of water were cut off?

Language focus:

-2 How would your daily life be different if you had three or more children? -

3 What would your typical day if you did not go to university?

-

-4 How would our daily lives if there were no system of currency?

-

-5 How would our life be affected if there were no cars, motorbikes, buses, trains or planes?

-

-6 If you were Prime Minister for one month, what would you do first?

-

-7 If you were the rector of this university, what would you do to balance the benefits of both students and the school?

-

-8 If there were no competition, what would life change?

-

WEEK 8:

Objectives:

After the lesson , the students:

- should learn how to write process paragraph

- should learn to analyze the organization of process paragraph

- develop groupwork skill: pairwork

1 What government should do to limit unemployment?

2 What I want to do next week

3 Endangered species: Measurements

4 Pollution: Practical measurements

5 If you were the Minister of Education, what should you do to improve our situation now?

A process paragraph explains how to do something step by step The reader should

be able to follow the steps to get a desired result

Examples:

- how to get to your house

- how to cook a special dish

- how to change a tire

Style: imperatives

Exercise1: Reading Comprehension

1 Sharks sometimes attack swimmers or scuba divers in the ocean What is the most important thing to do if a shark attacks you?

2 Reading the passage below and do as directed

How to Fight Off a Shark

Most shark attacks occur near land, typically near or between sandbars where sharks feed Attacks also happen in areas with steep drop-offs Sharks gather in these places because their natural prey is there Almost any large shark, around six feet or longer in total length, is a danger to humans

If a shark is coming toward you or attacks you, use anything you have in your possession to hit the shark‟s eyes or gills These are the areas most

sensitive to pain Make quick, sharp, repeated jabs in these areas Sharks are predators and will usually only follow through on an attack if they have the advantage, so making the shark unsure of its advantage in any way possible will increase your chances of survival Contrary to popular opinion, the shark‟s nose is not the area to attack, unless you cannot reach the eyes or gills Hitting the shark simply tells it that you are not defenseless

If a shark shows itself to you, it might just be curious and may swim on and leave you alone If you are under the surface and lucky enough to see an

attacking shark then you do have a good chance of defending yourself if the shark is not too large

 Write T for true and F for false for each statement

1 Sharks come close to land when they are hungry

2 Sharks always attack people who are far away from the beach

3 Most sharks will not attack humans

4 If a shark attacks you, you should hit in the nose

5 if a shark sees you, it will probably attack you