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WritingLevel 5

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2 • Writing

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Writing • 3

INTRODUCTION

HI!! It’s me again, EdWIN. Some of you know mefrom an earlier course and know I will be your guidethrough this level. Look for me to pop up throughoutyour lessons to give you a helpful tip, suggestion, orreminder as we go along.

You are about to begin the final level of Writing. Ifyou have become acquainted with me, you know I amnot a slave driver at all. I don’t believe in the “torturemethod” of learning so don’t look for a whip and chairor anything! Let me ease your mind about what thislevel is all about. We are specifically concerned withthe skills necessary to communicate effectively withothers as they relate to the workplace situation. I don’texpect you to become another Charles Dickens, oranyone even close!

In the first four levels of Writing, we covered manyof the basics of writing. In this level, we will do somereview and practice so don’t worry if you just startedworking with me. I will try to do quite a bit ofexplanation, too!

It is my goal as always to be the best guide I can beto help you develop your writing skills to the pointthat you can go into any workplace situation withconfidence. Working together, I know we can succeed.

Hi, I’m EdWIN!

4 • Writing

LESSON 1 Review Basic Parts of Speech

LESSON 2 Parallel Construction

LESSON 3 Compound and Complex Sentences

LESSON 4 Punctuation and Spelling

LESSON 5 Convey the Message Clearly

LESSON 6 Transitional Words and Phrases

LESSON 7 Effective Summaries

LESSON 8 Posttest

REFERENCE Test-Taking Tips

OUTLINE

Writing • 5

REVIEW BASIC PARTS OF SPEECH

At this level of study, you probably are alreadycompetent with the functions of the different parts ofspeech. However, I will briefly review so that we canmove on to some real work of correcting grammaticallyincorrect letters and memos.

NOUNS

Nouns are always persons, places, things, animals,or ideas. Examples of these are boy, girl, house, woman,man, kindness, money, love, and electricity. Nouns arethe words that tell what is being talked about or thesubject of the sentence.

Example:

Guys and gals enjoyed the movie.

Let’s try a few simple exercises to refresh yourmemory.

LESSON 1

Remember parts ofspeech?

6 • Writing

EXERCISE – IDENTIFYING NOUNS

Instructions: Write the nouns in the following sentences and tell whether they are beingused as the subject of the sentence, direct/indirect objects, or the objects of aprepositional phrase. (Remember prepositions? We will review them later inthis lesson ... prepositional phrases frequently begin with the words of, at, for,in, during, etc.)

1. Mariella and Pete work together in the office.

____________________________________________________________

2. Stockers at the store like to tease the people on night shift.

____________________________________________________________

3. The subject of the last seminar was computers.

____________________________________________________________

4. Do you have the minutes from the last meeting?

____________________________________________________________

5. I would like to copy them for my records.

LESSON 1

Writing • 7

LESSON 1

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8 • Writing

ANSWERS TO EXERCISE - IDENTIFYING NOUNS

1. Mariella and Pete work together in the office.

Answer: Mariella, Pete — subjectoffice — object

2. Stockers at the store like to tease the people on night shift.

Answer: Stockers — subjectstore, people, shift — objects

3. The subject of the last seminar was computers.

Answer: subject — subjectseminar, computers — objects

4. Do you have the minutes from the last meeting?

Answer: you — subjectminutes, meeting — objects

5. I would like to copy them for my records.

Answer: I — subjectrecords — object

LESSON 1

Writing • 9

PRONOUNS

Pronouns are substitutes for nouns in sentences.They change form according to their function.Pronouns provide the ability to avoid clumsiness andredundancy in sentences. An antecedent is the word orwords to which a pronoun refers.

Pronouns can be used as subjects, objects, orpossessives in a sentence. Refer to the following graphicsto review the basics of pronoun and antecedent usage.

LESSON 1

Use the appropriatepronoun.

10 • Writing

There are some pronouns which cause quite a bitof confusion. The old “that versus which” problemhaunts everybody sooner or later. Here are the two rulesto help you figure out whether a clause should startwith that or which.

If you can drop the clause and not lose the pointof the sentence, use which. If you can’t, use that.

A which clause goes inside commas. A that clausedoesn’t.

Here’s a little rhyme that might help you remember.

Commas, which cut out the fat,Go with which, never with that.

Excerpted from Woe is I by P. T. O’CONNOR, 1996, P.4.

LESSON 1

Writing • 11

A word about it. It’s about as useful as they come. Itcan stand for just about anything. It’s a very versatilepronoun. But did you notice what just happened? Weadded an s and got it’s. When do you use it’s and whendo you use its? Here’s the only rule you need: If youcan substitute it is, use it’s. Its without the apostropheis the possessive form of the pronoun it.

Who’s or Whose? As with it’s and its, rememberthat who’s is a contraction for who is and unadornedwhose is the possessive form. If you can substitute whois, then use who’s.

The same rule applies with you’re. Yours is thepossessive form of the pronoun you. If you cansubstitute you are or you were, then use the word you’re.

A person can be either a who or a that, but a thing,on the other hand is always a that.

Dogs and cats aren’t people, but they aren’t exactlythings either so which is correct? If the animal isanonymous, or we don’t use its name, then it’s a that.If the animal has a name, then we use a who.

Let’s try a few exercises using some of the trickierpronouns.

LESSON 1

12 • Writing

EXERCISE – IDENTIFYING CORRECT PRONOUNS

Instructions: Underline the correct pronouns in the following sentences.

1. Nobody likes a dog (that, which) bites.

2. Buster’s bulldog, (which, that) has one white ear, won best in show.

3. The dog (that, which) won best of breed was a German Shepherd.

4. (Its, It’s) supposed to be a good job.

5. (Who’s, Whose) tools are on my work bench?

6. (Your, You’re) my kind of people!

7. (Its, It’s) purpose is to provide safety procedures.

8. The girl (that, who) married dear old dad is my mother.

9. There’s the dog (that, who) won the Frisbee competition.

10. Morris is a cat (that, who) knows what he likes.

LESSON 1

Writing • 13

LESSON 1


14 • Writing

ANSWERS TO EXERCISE – IDENTIFYING CORRECT PRONOUNS

1. Nobody likes a dog (that, which) bites.

Answer: that

2. Buster’s bulldog, (which, that) has one white ear, won best in show.

Answer: which

3. The dog (that, which) won best of breed was a German Shepherd.

Answer: that

4. (Its, It’s) supposed to be a good job.

Answer: It’s (It is supposed to be a good job.)

5. (Who’s, Whose) tools are on my work bench?

Answer: Whose (not “who is tools ...)

6. (Your, You’re) my kind of people!

Answer: You’re (You are my kind of people.)

LESSON 1

Writing • 15

7. (Its, It’s) purpose is to provide safety procedures.

Answer: Its (not “it is purpose ...)

8. The girl (that, who) married dear old dad is my mother.

Answer: both are correct

9. There’s the dog (that, who) won the Frisbee competition.

Answer: that

10. Morris is a cat (that, who) knows what he likes.

Answer: who

LESSON 1

16 • Writing

In order to determine the appropriate pronoun tobe used in some sentences, you must ask yourself if thepronoun is the subject of the sentence. For instance,you use who as the subject and whom as the direct objector object of a preposition.

LESSON 1

Watch out for who andwhom.

Writing • 17

EXERCISE – WHO AND WHOM

Instructions: Underline the correct pronoun.

1. “Don’t ask for (whom, who) the bell tolls, it tolls for thee.”

2. For (who, whom) is the ticket to the ball game?

3. (Who, Whom) do you wish to go with?

4. (Who, Whom) is going with us?

5. The package is for (who, whom)?

6. (Who, Whom) should be rewarded?

7. To (who, whom) is the envelope addressed?

8. (Who, Whom) was your favorite teacher?

9. Janice is working for (who, whom)?

10. He is the man (who, whom) wanted the job.

LESSON 1

18 • Writing

ANSWERS TO EXERCISE – WHO AND WHOM

1. “Don’t ask for (whom, who) the bell tolls, it tolls for thee.”

Answer: whom

2. For (who, whom) is the ticket to the ball game?

Answer: whom

3. (Who, Whom) do you wish to go with?

Answer: whom

4. (Who, Whom) is going with us?

Answer: Who

5. The package is for (who, whom)?

Answer: whom

6. (Who, Whom) should be rewarded?

Answer: Who

LESSON 1

Writing • 19

7. To (who, whom) is the envelope addressed?

Answer: whom

8. (Who, Whom) was your favorite teacher?

Answer: Who

9. Janice is working for (who, whom)?

Answer: whom

10. He is the man (who, whom) wanted the job.

Answer: who

LESSON 1

20 • Writing

VERBS

Verbs show action, occurrence, or existence (stateof being). Verbs function as the predicate of a sentenceor as an essential part of the predicate. Some examplesof verbs are run, go, is, write, wrote, has written, talk,are, etc.

Examples:

Mary sings at her church. (action)John is a teacher. (state of being)

If you have been following with me throughout theWriting course, you know that we went over the basicparts of speech in the first level. Now that you are atthis level, I will discuss verbs in greater detail.

There are five kinds of verbs that allow you to makea complete statement about something or someone.

ACTION VERBS

An action verb describes the behavior or action ofsomeone or something. This can be expressed as aphysical action or a mental activity.

Examples:

The nurse ran down the hall to the patient.(Physical action))

The man thought about his project. (Mentalaction)

LESSON 1

Verbs can show action!

Writing • 21

LINKING VERBS

A linking verb connects a noun or a pronoun with aword or words that identify or describe the noun orpronoun. Forms of the verbs be and have are the mostcommon.

Examples:

Melanie was the winner of the hairstylingcontest.

Was links winner with Melanie, winner identifieswho Melanie is.

Mary has the flu.

Has links Mary with flu, and flu describes hercondition.

Some verbs can be action or linking.

Examples:

The whistle sounded an alarm. (Action)

The comments sounded sarcastic. (Linking)

LESSON 1

22 • Writing

AUXILIARY VERBS

Sometimes a verb needs the help of another verb,called an auxiliary or helping verb. The verb that it helpsis called the main verb. The helping verb and the mainverb together are called the verb phrase. Verb phrasescan have more than one helping verb.

Examples:

Will you be waiting for me after work?

Will be are auxiliary verbs and waiting is the main verb.

My sister should have taken that job.

Should have are auxiliary verbs and taken is the mainverb.

Let’s try a few exercises on verbs.

LESSON 1

Writing • 23

VERB TENSES

Verb tenses show the time when a verb’s action orbeing takes place. The three simple tenses of verbs arepresent tense, past tense, and future tense.

The present tense indicates that something ishappening now.

“Sally is a pilot.”“She flies a plane.”

The past tense indicates that something happenedin the past.

“She was a pilot.”“She flew a plane.”

The future tense indicates something will happenin the future.

“She will be a pilot when she grows up.”“She will fly a plane.”

LESSON 1

24 • Writing

EXERCISE – VERB REVIEW

Instructions: Answer the following questions about verbs.

1. ________ show action.

a. verbsb. prepositions

2. ___________ verbs describe the behavior or action of someone orsomething.

a. auxiliaryb. action

3. _________ verbs connect a noun or pronoun with a word or wordsthat identify or describe the noun or pronoun.

a. auxiliaryb. linking

4. Forms of the verbs ‘be’ and ‘have’ are the most common________verbs.

a. linkingb. auxiliary

5. Another word for a helping verb is ____________.

a. auxiliaryb. assisting term

LESSON 1

Writing • 25

6. A helping verb helps a _________ verb.

a. weakerb. main

7. A helping verb and a main verb together are called the _________.

a. combination verbsb. verb phrase

LESSON 1

26 • Writing

ANSWER TO EXERCISE – VERB REVIEW

1. ________ show action.

a. verbsb. prepositions

Answer: a. – Verbs show action, occurrence, or existence (state ofbeing). They function as the predicate of a sentence or as anessential part of the predicate.

2. ___________ verbs describe the behavior or action of someone orsomething.

a. auxiliaryb. action

Answer: b. – Action verbs describe the behavior of someone orsomething. This can be expressed as a physical action ormental activity.

3. _________ verbs connect a noun or pronoun with a word or wordsthat identify or describe the noun or pronoun.

a. auxiliaryb. linking

Answer: b. – A linking verb connects a noun or pronoun with a word orwords that identify or describe the noun or pronoun.

LESSON 1

Writing • 27

LESSON 1

4. Forms of the verbs ‘be’ and ‘have’ are the most common________verbs.

a. linkingb. auxiliary

Answer: a. – Forms of ‘be’ and ‘have’ are the most common linkingverbs.

5. Another word for a helping verb is ____________.

a. auxiliaryb. assisting term

Answer: a.

6. A helping verb helps a _________ verb.

a. weakerb. main

Answer: b. – The verb that a helping verb helps is called the mainverb.

7. A helping verb and a main verb together are called the _________.

a. combination verbsb. verb phrase

Answer: b. – Verb phrases can also have more than one helping verb.

28 • Writing

Ready for a walk ... a long walk.

EXERCISE – VERBS

Instructions: Underline the verbs in the following sentences, and tell whether they are actionor linking.

1. They have been going to the same restaurant for years.

____________________________________________________________

2. What will you be doing on Saturday?

____________________________________________________________

3. Mary and I have many common interests.

____________________________________________________________

4. Mr. Brown is a good instructor.

____________________________________________________________

5. Where are you going?

____________________________________________________________

LESSON 1

Writing • 29

Instructions: Name the main verb and auxiliary verbs in the following sentences.

6. John and George have joined a health club.

Main: ______________________

Auxiliary: __________________

7. They will be going two days a week.

Main: ______________________

Auxiliary: __________________

8. They are hoping to improve their physical condition.

Main: ______________________

Auxiliary: __________________

9. Someday I may join one, too.

Main: ______________________

Auxiliary: __________________

10. Then maybe I can get in shape!

Main: ______________________

Auxiliary: __________________

LESSON 1

30 • Writing

Instructions: Underline the verbs in each sentence.

11. Tell me what you want to do today.

12. I have to work tomorrow, but the day after that, I am free to dowhatever I want.

13. Maybe we should go to the park for a picnic lunch.

14. I will bring the fried chicken if you will bring the potato salad.

15. After our picnic, we could go for a walk on the nature trail.

Instructions: Answer the following questions.

16. What is the verb(s) and its tense in the following sentence:

The hostess greeted me at the front door.

a. greeted/futureb. greeted/pastc. greeted/present


The students study in groups at the library.

a. study/presentb. study/futurec. study/past

LESSON 1

Writing • 31


The operators are going to help rebuild the machines.

a. are going to help/futureb. are going/pastc. to help/present


Sales will be increasing over the next three months.

a. increasing/pastb. will be/presentc. will be increasing/future


Sam has studied for the assessment for months.

a. has studied/pastb. studied/presentc. studied for/future

LESSON 1

32 • Writing

ANSWERS TO EXERCISE – VERBS

1. They have been going to the same restaurant for years.

Answer: have been going — action

2. What will you be doing on Saturday?

Answer: will be doing — action

3. Mary and I have many common interests.

Answer: have — linking

4. Mr. Brown is a good instructor.

Answer: is — linking

5. Where are you going?

Answer: are going — action

6. John and George have joined a health club.

Answer: main verb – joined; auxiliary verb – have

7. They will be going two days a week.

Answer: main verb – going; auxiliary verb – will be

8. They are hoping to improve their physical condition.

Answer: main verb – hoping; auxiliary verb – are

LESSON 1

Writing • 33

9. Someday I may join one, too.

Answer: main verb – join; auxiliary verb – may

10. Then maybe I can get in shape!

Answer: main verb – get; auxiliary verb – can

11. Tell me what you want to do today.

Answer: tell, want

12. I have to work tomorrow, but the day after that, I am free to dowhatever I want.

Answer: have, am, want

13. Maybe we should go to the park for a picnic lunch.

Answer: should go

14. I will bring the fried chicken if you will bring the potato salad.

Answer: will bring, will bring

15. After our picnic, we could go for a walk on the nature trail.

Answer: could go

LESSON 1

34 • Writing



The hostess greeted me at the front door.

a. greeted/futureb. greeted/pastc. greeted/present

Answer: b.


The students study in groups at the library.

a. study/presentb. study/futurec. study/past

Answer: a.


The operators are going to help rebuild the machines.

a. are going to help/futureb. are going/pastc. to help/present

Answer: a.

LESSON 1

Writing • 35


Sales will be increasing over the next three months.

a. increasing/pastb. will be/presentc. will be increasing/future

Answer: c.


Sam has studied for the assessment for months.

a. has studied/pastb. studied/presentc. studied for/future

Answer: a.

LESSON 1

36 • Writing

LESSON 1

ADJECTIVES

Adjectives are descriptive words that modify orqualify nouns and pronouns. A modifier is a word thatcan change the meaning of nouns, pronouns, and verbsby adding or limiting information. An adjective canadd interest, detail, color, etc., to your writing.Adjectives answer the questions which, what kind, orhow many. Imagine how boring reading, writing, orspeaking would be if we did not use descriptive wordsto add interest. In fact, without adjectives it would beimpossible to describe anything at all. For instance,tell me about a bright, blue sky on a beautiful autumnday. Can you do it without using the descriptive wordsbright, blue, beautiful, and autumn (or similar wordsthat describe)? See what I mean? You just can’t do it!Adjectives, what a boring world without them!

ARTICLES

The most frequently used adjectives are the definitearticle the and the indefinite articles a and an. Did youknow that a, an and the are adjectives? Use the word awhen the noun it modifies begins with a consonantsound and the word an when the noun it modifiesbegins with a vowel sound.

Examples:

A snowstorm is expected this week.

An electrical outage will cause problems.

Writing • 37

PROPER ADJECTIVES

Proper adjectives are simply those that are the namesof a proper noun being used as an adjective. They arealways capitalized. The names of products or placesare proper adjectives because the specific name limitsthe type of general product or place.

Examples:

The settlers dumped the tea into Boston Harbor.

Glenda always uses Luxura soap.

NOUNS USED AS ADJECTIVES

Some nouns function as adjectives without changingform.

Examples:

The whistle of the freight train alerted us to itsarrival.

The company store is located on the corner ofOak and Elm Streets.

LESSON 1

38 • Writing

POSSESSIVE ADJECTIVES

Some adjectives show possession. The words my, your,his, its, our, and their modify nouns to show possession.

Examples:

Their shouts warned us of the fire.

The cat rolled its ball across the floor.

Keith’s house is at the bottom of the hill.

The cars’ headlights bother my eyes.

Adjectives usually come before the nouns orpronouns that they modify. Sometimes they areseparated from the words that they modify by a comma.

Adjectives may follow linking verbs, modifying thesubject of the sentence.

Example:

The cat was frisky and playful.

NOTE: Do not be fooled here. The words frisky andplayful modify the noun or subject of the sentence.

LESSON 1

Writing • 39

Sometimes adjectives follow the words they modifyand are separated from them by commas.

Example:

The cat, frisky and playful, tore through thehouse.

This example points out the adjectives a little easierbecause they follow the noun they are modifying.

Ok, now that we have reviewed adjectives, let’s worksome exercises.

LESSON 1

EdWIN, fast and neat, painted the house.

40 • Writing

EXERCISE - ADJECTIVES REVIEW

Instructions: Answer the following questions about adjectives.

1. _________ are descripting words.

a. descriptorsb. adjectives

2. A _________ is a word that can change the meaning of nouns.

a. modulatorb. modifier

3. ‘A’, ‘an’, and ‘the’ are adjectives.

a. trueb. false

4. __________ adjectives are those that are the names of a proper nounbeing used as an adjective.

a. titleb. proper

5. The names of products or places are not proper adjectives.

a. trueb. false

LESSON 1

Writing • 41

6. Some nouns can function as adjectives.

a. trueb. false

7. Is there a proper adjective in this sentence?

The settlers dumped tea into Boston Harbor.

a. yesb. no


Glenda always used Luxura soap.

a. yesb. no

9. Adjectives cannot show possession.

a. trueb. false

10. Adjectives can follow the words they modify.

a. trueb. false

LESSON 1

42 • Writing

ANSWERS TO EXERCISE - ADJECTIVES REVIEW

Instructions: Answer the following questions about adjectives.

1. _________ are descripting words.

a. descriptorsb. adjectives

Answer: b. – Adjectives are descriptive words that modify or qualifynouns and pronouns.

2. A _________ is a word that can change the meaning of nouns.

a. modulatorb. modifier

Answer: b. – A modifier is a word that can change the meaning ofnouns, pronouns, and verbs by adding or limiting information.

3. ‘A’, ‘an’, and ‘the’ are adjectives.

a. trueb. false

Answer: a. – The most frequently used adjectives are the definitearticle’the’ and the indefinite articles ‘a’ and ‘an’.

4. __________ adjectives are those that are the names of a proper nounbeing used as an adjective.

a. titleb. proper

Answer: b. – Proper adjectives are simply those that are the names ofa proper noun being used as an adjective. They are alwayscapitalized.

LESSON 1

Writing • 43

5. The names of products or places are not proper adjectives.

a. trueb. false

Answer: b. – The names of products or places are proper adjectivesbecause the specific name limits the type of general productor place.

6. Some nouns can function as adjectives.

a. trueb. false

Answer: a.


The settlers dumped tea into Boston Harbor.

a. yesb. no

Answer: a. – ‘Boston’


Glenda always used Luxura soap.

a. yesb. no

Answer: a. ‘Luxura’

LESSON 1

44 • Writing

9. Adjectives cannot show possession.

a. trueb. false

Answer: b. – Some adjectives show possession, such as: my, your,his, its, our their. They modify nouns to show possession.

10. Adjectives can follow the words they modify.

a. trueb. false

Answer: a. – Adjectives can follow the words they modify and areseparated from them by commas. Example: ‘The cat, friskyand playful, tore through the house.’

LESSON 1

Writing • 45

EXERCISE – ADJECTIVES

Instructions: Underline the adjectives in the following sentences.

1. Great Expectations is a favorite movie of mine.

2. Did you visit the Washington Monument when you were in ournation’s capital?

3. I have always wanted to visit ancient Egypt; I would love to see thegreat pyramids.

4. We bought fresh vegetables at the farmers’ market.

5. Two thousand people attended the rock concert recently.

Instructions: Tell what kind of adjectives are being used in the following sentences.

6. It is an honor to serve my country.

____________________________________________________________

7. Did you find the stamps I bought yesterday?

____________________________________________________________

8. I worked for The Daily News for two years.

____________________________________________________________

LESSON 1

46 • Writing

9. All of the girls loved their bridesmaids’ gifts.

____________________________________________________________

10. The flowers were bright and beautiful.

____________________________________________________________

Instructions: Fill in the sentences with the type of adjective indicated in the parentheses.

11. The woman carried ________ purse and ________ overnight bag.(indefinite article)

12. The ________ uniforms were still in the laundry.(possessive noun, singular)

13. ________ job is very rewarding and interesting.(possessive pronoun)

14. The ________ hooves needed shoes.(possessive noun, plural)

15. The ________ car on the train rattled loudly.(noun used as adjective)

LESSON 1

Writing • 47

ANSWERS TO EXERCISE – ADJECTIVES

1. Great Expectations is a favorite movie of mine.

Answer: Great, a, favorite

2. Did you visit the Washington Monument when you were in ournation’s capital?

Answer: the, Washington, our, nation’s

3. I have always wanted to visit ancient Egypt; I would love to see thegreat pyramids.

Answer: ancient, the, great

4. We bought fresh vegetables at the farmers’ market.

Answer: fresh, the, farmers’

5. Two thousand people attended the rock concert recently.

Answer: two, thousand, the, rock

6. It is an honor to serve my country.

Answer: an — indefinite articlemy — possessive

7. Did you find the stamps I bought yesterday?

Answer: the — definite article

8. I worked for The Daily News for two years.

Answer: The Daily — proper adjectivestwo — modifies noun

LESSON 1

48 • Writing

9. All of the girls loved their bridesmaids’ gifts.

Answer: the — definite articletheir — possessivebridesmaids’ — noun used as adjective

10. The flowers were bright and beautiful.

Answer: bright, beautiful — descriptive adjectives placed after the noun

(Answers for 11-15 may vary)

11. The woman carried ________ purse and ________ overnight bag.(indefinite article)

Answer: a, an

12. The ________ uniforms were still in the laundry.(possessive noun, singular)

Answer: boy’s, team’s, girl’s, etc.

13. ________ job is very rewarding and interesting.(possessive pronoun)

Answer: My, His, Her

14. The ________ hooves needed shoes.(possessive noun, plural)

Answer: horses’

15. The ________ car on the train rattled loudly.(noun used as adjective)

Answer: freight, cattle, tank, etc.

LESSON 1

Writing • 49

ADVERBS

An adverb is also a modifying word. It is a wordthat modifies a verb, an adjective, or another adverb ina sentence. An adverb answers one of five questionsabout the word or phrase that it is modifying. Thosequestions are how, when, where, how often, or to whatextent. Let’s look at a few examples of adverbs.

Tim and Steve shook hands firmly. (how?)

We will see you soon. (when?)

Barry was rather doubtful about getting a job inthe factory. (to what extent?)

Refer to the following graphic to give you someextra review on adjectives and adverbs.

The following words always operate as adverbs:

not verynever oftenquite seldomtoo

As usual, let’s try a few exercises for practice.

LESSON 1

50 • Writing

EXERCISE – ADVERBS

Instructions: Underline the adverbs in the following sentences.

1. An Adverb is not a modifying word.

a. Trueb. False

2. Claus and Yoshio shook hands firmly.

3. Noreen looked everywhere for her lost bracelet.

4. Their family rarely eats dinner.

5. The snow covered the yard silently.

6. John discovered that the map was fairly easy to read.

Instructions: Fill in the adverb with a form of the word in parentheses.

7. John and Frank looked at each other _________. (how?)

a. yesterdayb. angrily

8. You will see me _________. (when?)

a. neverb. jumping

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Writing • 51

9. I looked and looked, but the little dog was _________ to be seen.(where?)

a. notb. nowhere

10. We _________ go to the movies. (how often?)

a. alsob. rarely

11. Barry was _____________ doubtful about getting a part in the play.(to what extent?)

a. reallyb. happily

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52 • Writing

ANSWERS TO EXERCISE – ADVERBS

1. An Adverb is not a modifying word.

Answer: b. An adverb is also a modifying word. It is a word that modifiesa verb, an adjective, or another adverb in a sentence.

2. Claus and Yoshio shook hands firmly.

Answer: firmly – ‘Firmly’ answers the question ‘how did they shakehands?’

3. Noreen looked everywhere for her lost bracelet.

Answer: everywhere – ‘Everywhere’ is an adverb that answers thequestion ‘where,’ and ‘lost’ is an adjective.

4. Their family rarely eats dinner.

Answer: rarely – ‘Rarely’ is an adverb that answers the question ‘howoften’, and ‘their’ is an adjective that shows possession.

5. The snow covered the yard silently.

Answer: silently – ‘Silently’ is an adverb that answers the question‘how’.

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Writing • 53

6. John discovered that the map was fairly easy to read.

Answer: fairly – ‘Fairly’ is an adverb that answers the question ‘to whatextent’.

7. John and Frank looked at each other _________. (how?)

Answer: b. ‘Angrily’ tells how John and Frank looked at eachother.Yesterday’ tells ‘when’.

8. You will see me _________. (when?)

Answer: a. ‘Never’ answers the question ‘when’. ‘Jumping’ tells thereader what you may be seen doing, not ‘when’ you will beseen.

9. I looked and looked, but the little dog was _________ to be seen.(where?)

Answer: b. ‘Nowhere’ tells ‘where’ the dog was to be seen. ‘Not’ justexplains that the dog was not seen, but it doesn’t say ‘where’.

10. We _________ go to the movies. (how often?)

Answer: b. ‘Rarely’ answer the question ‘how often?’

11. Barry was _____________ doubtful about getting a part in the play.(to what extent?)

Answer: a. – really. How doubtful was Barry about getting the part?Really doubtful. ‘Really answers the question ‘to what extent?’

LESSON 1

54 • Writing

EXERCISE – USING ADVERBS

Instructions: Use the correct comparison adverb in the following sentences.

1. Jim is the (fast) runner on the track team.

____________________________________________________________

2. He is (good) than all the other runners.

____________________________________________________________

3. John, however, can run (far) than Jim.

____________________________________________________________

4. He is the (much) disciplined member of the team.

____________________________________________________________

5. Jim is the (little) disciplined member of the team.

____________________________________________________________

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Writing • 55

Instructions: Rewrite the sentences without the double negatives.

6. We did not find nothing on the radio worth listening to.

____________________________________________________________

7. Connie did not hardly know how to do her assignment for the project.

____________________________________________________________

8. He said he didn’t know nothing.

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9. I never knew nothing much about math, either.

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Instructions: Correct the misplaced modifiers in these sentences.

10. Strolling by the lake, a family of geese walked in front of Jamie.

____________________________________________________________

____________________________________________________________

11. Grilled over charcoal, we particularly enjoy vegetables like zucchini.

____________________________________________________________

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56 • Writing

ANSWERS TO EXERCISE – USING ADVERBS

1. Jim is the (fast) runner on the track team.

Answer: fastest

2. He is (good) than all the other runners.

Answer: better

3. John, however, can run (far) than Jim.

Answer: farther

4. He is the (much) disciplined member of the team.

Answer: most

5. Jim is the (little) disciplined member of the team.

Answer: least – ‘Little’ in the sentence does not refer to size, it tells thereader that Jim has ‘little’ discipline, or not much at all.

6. We did not find nothing on the radio worth listening to.

Answer: We did not find anything on the radio worth listening to.‘Did not’ and ‘nothing’ are both negatives.

7. Connie did not hardly know how to do her assignment for the project.

Answer: Connie hardly knew how to do her project assignment. ‘Didnot’ and ‘hardly’ are both negatives.

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Writing • 57

8. He said he didn’t know nothing.

Answer: He said he didn’t know anything. ‘Didn’t’ and ‘nothing’ are bothnegatives.

9. I never knew nothing much about math, either.

Answer: I never knew much about math, either. ‘Never’ and ‘nothing’are both negatives.

10. Strolling by the lake, a family of geese walked in front of Jamie.

Answer: Strolling by the lake, Jamie noticed a family of geese in frontof him.

Note: In this version, Jamie is doing the strolling.

In front of him, Jamie noticed a family of geese strolling bythe lake.

Note: In this version, the family of geese is doing the strolling.

11. Grilled over charcoal, we particularly enjoy vegetables like zucchini.

Answer: We particularly enjoy vegetables like zucchini grilled overcharcoal.

LESSON 1

58 • Writing

PREPOSITIONS

In many sentences, special words join or show theconnections between other words. A preposition is aconnecting word. The preposition is usually followedby a noun or a pronoun that is called the object of thepreposition. Together, the preposition, the object, andthe modifiers form a prepositional phrase.

The most common prepositions are: at, by, for, from,in, of, on, to, and with. A compound preposition consistsof more than one word. Let’s look at some examples.

Cardinals and robins nest in thickets. (simpleor singular preposition)

The Smiths bought two turkeys instead of justone. (compound preposition)

A prepositional phrase functions as an adjective ifit modifies a noun or a pronoun. It functions as anadverb if it modifies a verb, an adjective, or anotheradverb.

Their housing development has a picnic area forthe residents. (adjective phrase, modifying thenoun area)

The exhausted tennis player sat on the grass.(adverb phrase, modifying the verb sat)

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Writing • 59

Prepositions usually state time, direction, orposition.

Examples:

The deer are running toward the woods.

The audience became restless during his speech.

Please place the book on that table.

Some words can function as prepositions or asadverbs, depending on their use in a sentence.Remember that every preposition must have an object.

Examples:

Hank saw Marilyn outside the theater.(Adverb) object is theater

Please don’t go outside without your jacket.(Adverb) object is jacket

LESSON 1

Prepositions should alwayshave an object.

60 • Writing

Time for a few exercises.

Common Prepositions

aboutaboveacrossafteragainstalongamongaroundatbeforebehindbelowbeneathbesidebesidesbetweenbeyondbutbyconcerningdespitedownduringexceptexceptingforfromin

insideintolikenearofoffonontooutoutsidepastregardingroundsincethroughthroughouttilltotowardunderunderneathuntilupuponwithwithinwithout

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Writing • 61

EXERCISE – PREPOSITIONS


1. A preposition is a ______________ word.

a. connectingb. descriptive

2. The preposition is usually followed by a noun or pronoun that iscalled ______________.

a. the carrier nounb. the object of the preposition

3. A prepositional phrase cannot function as an adjective.

a. trueb. false

4. A prepositional phrase can function as an adverb.

a. trueb. false

Instructions: Underline the prepositions in the following sentences.

5. The OSHA inspectors are running around the facility this week.

6. The roads are very crowded early in the morning.

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62 • Writing

7. We had rainy weather during the trip.

8. Mr. Whitherspoon had to leave the party before dinner.

9. He had suddenly become ill with a headache.

Instructions: Underline the prepositional phrase and circle its object.

10. Loreen is interested in becoming an accounting clerk.

11. According to her teacher, she is a gifted student.

12. She worked hard throughout her accounting courses.

13. Because of her work ethic, her teacher feels she will be successfulsomeday.

14. One day you may find her in the third office.

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Writing • 63

ANSWERS TO EXERCISE – PREPOSITIONS

1. A preposition is a ______________ word.

a. connectingb. descriptive

Answer: b. In many sentences, prepositions join or show theconnections between other words. A preposition is usuallyfollowed by a noun or pronoun.

2. The preposition is usually followed by a noun or pronoun that iscalled ______________.

a. the carrier nounb. the object of the preposition

Answer: b. Together, the preposition, the object, and the modifiers forma prepositional phrase

3. A prepositional phrase cannot function as an adjective.

a. trueb. false

Answer: b. false – A prepositional phrase can function as an adjectiveif it modifies a noun or pronoun.

4. A prepositional phrase can function as an adverb.

a. trueb. false

Answer: a. true – A prepositional phrase can function as an adverb if itmodifies a verb, an adjective, or another adverb.

LESSON 1

64 • Writing

Instructions: Underline the prepositions in the following sentences.

5. The OSHA inspectors are running around the facility this week.

Answer: around – Prepositions usually state time, direction, or position.

6. The roads are very crowded early in the morning.

Answer: in – Prepositions usually state time, direction, or position. ‘In’the morning tells the time that the roads are crowded.

7. We had rainy weather during the trip.

Answer: during – ‘During’ tells when it was rainy.

8. Mr. Whitherspoon had to leave the party before dinner.

Answer: before – ‘Before’ tells when Mr. Whitherspoon had to leave.

9. He had suddenly become ill with a headache.

Answer: with

Instructions: Underline the prepositional phrase and circle its object.

10. Loreen is interested in becoming an accounting clerk.

Answer: prepositional phrase — in becoming an accounting clerkobject — clerk

11. According to her teacher, she is a gifted student.

Answer: prepositional phrase — According to her teacherobject — teacher

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Writing • 65

12. She worked hard throughout her accounting courses.

Answer: prepositional phrase — throughout her accounting coursesobject — courses

13. Because of her work ethic, her teacher feels she will be successfulsomeday.

Answer: prepositional phrase — Because of her work ethicobject — ethic

14. One day you may find her in the third office.

Answer: prepositional phrase — in the third officeobject — office

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66 • Writing

EXERCISE – USING PREPOSITIONAL PHRASES

Instructions: Underline the prepositional phrases in the following sentences and tell whetherthe prepositional phrases are being used as adjectives or adverbs.

1. The runners were all heading into the bright sunlight.

____________________________________________________________

2. The sun was glowing like a bright torch in the sky.

____________________________________________________________

3. Most of the spectators were sitting under an umbrella.

____________________________________________________________

4. Some were wading in the nearby lake.

____________________________________________________________

5. We hope to see a new park for the community.

____________________________________________________________

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Writing • 67

LESSON 1


68 • Writing

ANSWERS TO EXERCISE – USING PREPOSITIONAL PHRASES

1. The runners were all heading into the bright sunlight.

Answer: adverb, modifying the verb ‘heading’

2. The sun was glowing like a bright torch in the sky.

Answer: adjective, modifying the noun ‘torch’

3. Most of the spectators were sitting under an umbrella.

Answer: adverb, modifying the verb ‘sitting’

4. Some were wading in the nearby lake.

Answer: adverb, modifying the verb ‘wading’

5. We hope to see a new park for the community.

Answer: adjective, modifying the noun ‘park’

LESSON 1

Writing • 69

LESSON 1

CONJUNCTIONS

A conjunction is also a connecting word. It connectswords, groups of words, independent clauses, orindependent clauses with subordinate clauses. The mostcommon conjunctions are: and, but, for, nor, or, so, andyet.

John and Mary went to work.

Do you want chicken or steak for dinner?

I remembered his face, but I forgot his name.

There are three classifications of conjunctions. Theyare coordinating, correlative, and subordinating.Coordinating conjunctions connect simple sentences;correlative conjunctions are always in pairs, i.e., neither/nor, either/or, not only/but also, etc. Subordinatingconjunctions connect an independent clause with oneor more subordinate clauses.

Let’s do a few exercises to practice usingconjunctions properly.

70 • Writing

EXERCISE – CONJUNCTIONS

1. A conjunction is not a connecting word.

a. trueb. false

Instructions: Use a coordinating conjunction in the following sentences.

2. Sleet _________ snow, mixed with some rain pelted us as we walkedhome from the game.

3. The weather was bad, _________ we walked home anyway.

4. I plan on riding with John, _________ he drives a convertible!

5. He has room to take two people, _________ he doesn’t have roomfor three.

6. Jane _________ Billy will be going.

Instructions: Use correlative conjunctions in these sentences.

7. _________ sleet _________ snow, mixed with some rain, pelted usas we walked home.

8. _________ Jane _________ Billy will be going.

9. They don’t know _________ they’re coming _________ going!

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Writing • 71

10. We will have to decide _________ to go the movies _________ go tothe park.

11. We could _________ go to the park, _________ we could go to themovies.

Instructions: Use subordinating conjunctions in the following.

12. The fans were excited about seeing their favorite group _________they waited in line for hours.

13. They would not be able to get tickets to the show _________ theywere willing to wait.

14. _________ a ticket, they could not go in.

15. Fans could not go backstage _________ they had a backstage pass.

16. _________ of the excitement, everyone wanted a ticket!

LESSON 1

72 • Writing

ANSWERS TO EXERCISE – CONJUNCTIONS

1. A conjunction is not a connecting word.

a. trueb. false

Answer: b. false – A conjunction is a connecting word. It connectswords, groups of words, independent clauses, or independentclauses with subordinate clauses.

2. Sleet _________ snow, mixed with some rain pelted us as we walkedhome from the game.

Answer: and

3. The weather was bad, _________ we walked home anyway.

Answer: yet, but

4. I plan on riding with John, _________ he drives a convertible!

Answer: for

5. He has room to take two people, _________ he doesn’t have roomfor three.

Answer: but

6. Jane _________ Billy will be going.

Answer: nor, and

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Writing • 73

7. _________ sleet _________ snow, mixed with some rain, pelted usas we walked home.

Answer: Both, and

8. _________ Jane _________ Billy will be going.

Answer: Neither, norEither, or

9. They don’t know _________ they’re coming _________ going!

Answer: whether, or

10. We will have to decide _________ to go the movies _________ go tothe park.

Answer: either, or

11. We could _________ go to the park, _________ we could go to themovies.

Answer: not only, but alsoeither, or

12. The fans were excited about seeing their favorite group _________they waited in line for hours.

Answer: since

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74 • Writing

13. They would not be able to get tickets to the show _________ theywere willing to wait.

Answer: unless

14. _________ a ticket, they could not go in.

Answer: Without

15. Fans could not go backstage _________ they had a backstage pass.

Answer: unless

16. _________ of the excitement, everyone wanted a ticket!

Answer: Because

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Writing • 75

INTERJECTIONS

There are many words or phrases that are used toexpress strong feelings. Words that function in thismanner are called interjections. They can stand alone,(usually followed by an exclamation point) or they canbe used within a sentence, set off by commas.

Examples:

Wow! What a nice day.Oh, please excuse me.

Although interjections come in handy when youare wanting to show strong emotion in your writing,they should be used sparingly. You should use yoursentence structure, ideas you express, and the wordsyou choose to show strong feeling more than just aliberal use of interjections alone.

Remember, we are concentrating on writing inregard to the workplace. In writing for businesspurposes, too many interjections can be a hindrance.Creative writing will use the interjection more oftenand this is permissible because this type of writing hasa different purpose and audience. But for most businesspurposes, use of the interjection should be limited.

LESSON 1

“Fore!”

76 • Writing

EXERCISE – INTERJECTIONS

Instructions: Rewrite the following memo correcting all the errors you find.

To: All Gorgia Electric PersonalFrom: Monica Flores accounting departmentSubject: Chili CookofDate: october 12 1998

Wow! Our first annuall chilli cookoff will be held on fridayoctober 24 one the tenth floor parking deck. Cooking willbegin a 1 pm. Please, bring you favorite receipt and all themingredients; cooking faculties will be provided. Juging willbe held at 6 p.m.

This even will be very, very fun. I now we have lots and lots ofgormet chilli chefs out their; here is your chance to proove it!

LESSON 1

Writing • 77

LESSON 1

____________________________________________________________

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78 • Writing

ANSWERS TO EXERCISE – INTERJECTIONS

Suggested memo (answers may vary):

To: All Georgia Electric PersonnelFrom: Monica Flores, Accounting DepartmentDate: October 12, 1998

Subject: Chili Cookoff

Our first annual chili cookoff will be held on Friday, October 24,on the tenth floor parking deck. Cooking will begin at 1:00 p.m.Bring your favorite recipe and all the ingredients; cookingfacilities will be provided. Judging will be held at 6:00 p.m.

This event will be fun. I know we have a lot of gourmet chefs outthere, so here is you chance to prove it.

mf/ch

LESSON 1

Writing • 79

Instructions: Underline the interjections in the following sentences.

1. Boy, oh boy, they really had a great ball game!

2. Don’t go out without your coat, please.

3. Well, I need to get to my homework now.

4. Oh no! I locked myself out of the car.

5. Oh, I’m sorry I didn’t see you there.

LESSON 1

80 • Writing

ANSWERS TO EXERCISE– INTERJECTIONS (CONTINUED)

1. Boy, oh boy, they really had a great ball game!

Answer: boy, oh boy

2. Don’t go out without your coat, please.

Answer: please

3. Well, I need to get to my homework now.

Answer: Well

4. Oh no! I locked myself out of the car.

Answer: Oh no

5. Oh, I’m sorry I didn’t see you there.

Answer: Oh

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Writing • 81

Instructions: Rewrite the following paragraph removing any unnecessary interjections.

Dear Sir:

Wow! What a day I had today. My trip to Atlanta was a greatsuccess. Boy, the sales that I made were the best day I havehad in a long time. It was a super day. The purchasingdepartment down there were begging me, please, please, getas many widgets to us as soon as possible.

Hot dog, they said they were selling them like crazy. I toldthem I would get them 10,000 more by Thursday.

Sincerely,

EdWIN

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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82 • Writing

ANSWER TO EXERCISE– INTERJECTIONS (CONTINUED)

Suggested letter (answers may vary):

Dear Sir:

I would like to let you know that I had a very successful trip toAtlanta recently. The sales that I made there were the best Ihave had in a long while. The purchasing department could notkeep our widgets in stock.

They requested that I get as many of them as I could as soonas possible. I told them I would ship 10,000 more by thisThursday.

Sincerely,

EdWIN

LESSON 1

Writing • 83

PARALLEL CONSTRUCTION

When writing documents for business, it is importantto be consistent in your wording. Parallel Constructionis using the same pattern of words to show that two ormore ideas have the same level of importance. Whenyou are sharing ideas in writing that have equal valueor weight, parallel sentence structure helps reinforcethat fact. It also offers balance and rhythm to yourwriting style.

Parallel Construction can happen at various levels –word, phrase, clause, or list. Let’s look at some examples.

Words & Phrases just don’t mix…

Incorrect:Her responsibilities at the plant include

spinning, weaving and to ship products.

Correct:Her responsibilities at the plant include

spinning, weaving, and shipping of products.

OR

Her responsibilities at the plant are to spin, weave, andship products.

Incorrect:The shipping clerk was asked to write the report

quickly, accurately, and in a detailed manner.

Correct:The shipping clerk was asked to write the report

quickly, accurately, and thoroughly.

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84 • Writing

CLAUSES…

If a clause begins a parallel construction, then clausesmust be used throughout the sentence. If the writerchanges to another pattern, the parallelism will bebroken. Remember, a clause is a group of words withits own subject and verb. (We discussed subordinateand independent clauses earlier during this lesson.)

Incorrect:The sales manager told the new sales associates thatthey should practice their presentation, that they shouldpractice cold calls, and to make a list of potentialcontacts.

Correct:The sales manager told the new associates that theyshould practice their presentation, that they shouldpractice cold calls, and that they should make a list ofpotential contacts.

LISTS AFTER A COLON…

All elements in a list should be kept in the same form.

Incorrect:A Material Safety Data Sheet (MSDS) is designed toprovide the following information to both workers andemergency personnel: physical data, health effects,storage, disposal, protective equipment, and theprocedures for a spill or leak.

Correct:A Material Safety Data Sheet (MSDS) is designed toprovide the following information to both workers andemergency personnel: physical data, health effects,

LESSON 2

Writing • 85

storage, disposal, protective equipment, and spill/leakprocedures.

NOTE: By changing the wording of “spill/leakprocedures” it gives balance to the items in the list.

BULLETED LISTS…

Incorrect:

• Prepare a weekly shipping report• Material purchasing and shipping• Record OSHA regulated documents• Change shipping orders

Correct:

• Prepare a weekly shipping report• Handle Material purchasing and shipping• Record OSHA regulated documents• Change shipping orders

NOTE: Each bullet begins with a verb. This providesequal weight or value to each bullet.

LESSON 2

86 • Writing

EXERCISE – PARALLEL STRUCTURE

Instructions: The following sentences have parallel structure problems. Make the best choicefor a correct sentence.

1. My education, co-op experience and my training in the dye househave helped me advance my career.

a. My education, co-op experience and my training in the dye househave helped to advance my career.

b. My education, my co-op experience and my training in the dyehouse have helped me advance my career.

c. Education, co-op experience and my training in the dye househave helped advance my career.

2. Susan is responsible for selling, training, and creates a marketingplan.

a. Susan is responsible for selling, training, and creating a marketingplan.

b. Susan is responsible for to sell, training and creates a marketingplan.

c. Susan is responsible for selling, present training, and creates amarketing plan.

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Writing • 87

3. The teacher said his grades were falling because he waited until thelast minute to study for exams, finished lab problems carelessly,and his motivation was low.

a. The teacher said grades were falling because he waited until thelast minute to study for exams, finished lab problems carelessly,and his motivation was low.

b. The teacher said his grades were falling because he waited untilthe last minute to study for exams, he finished lab problemscarelessly, and his motivation was low.

c. The teacher said her grades were falling because he waited untilthe last minute to study for exams, finished lab problems carelessly,and his motivation was low.

4. Allison, the shift manager, was asked to write the reprimand quickly,accurately, and include all the details.

a. Allison, the shift manager, was asked to write the reprimand quicklyand accurately, and include all the details.

b. Allison, the shift manager, was asked to write the reprimand quicklyand accurately and to include all the details.

c. Allison, the shift manager, was asked to write the reprimandquickly, accurately, and thoroughly.

LESSON 2

88 • Writing

5. The following bulleted list on observation strategies has errors inparallel structure. Select the best answer to correct the bulleted list.

Observation Strategies• Pay attention• Main ideas• Key words• Observe body language• Signal words

a. Observation Strategies• Pay attention• Look for main ideas• Watch for key words• Observe body language• Listen for signal words

b. Observation Strategies• Attention• Main ideas• Key words• Observe body language• Signal words

c. Observation Strategies• Pay attention• Main ideas• Key words• Body language• Signal words

LESSON 2

Writing • 89

ANSWERS TO EXERCISE – PARALLEL STRUCTURE

Instructions: Correct the following sentences using parallel structure.

1. My education, co-op experience and my training in the dye househave helped me advance my career.

Answer: b. – My education, my co-op experience and my training inthe dye house have helped me advance my career.

Continue the pattern of using ‘my’ at the beginning of eachclause and the subject ‘me’ with the verb ‘advance’.

2. Susan is responsible for selling, training, and creates a marketingplan.

Answer: a. – Susan is responsible for selling, training, and creating amarketing plan.

The words and phrase don’t mix in the original sentence. Thepattern of the verbs ‘selling’ and ‘training’ is broken when using‘creates a’. Using ‘creating’ continues the pattern.

3. The teacher said his grades were falling because he waited until thelast minute to study for exams, finished lab problems carelessly,and his motivation was low.

Answer: b. – The teacher said his grades were falling because hewaited until the last minute to study for exams, he finishedlab problems carelessly, and his motivation was low.

4. Allison, the shift manager, was asked to write the reprimand quickly,accurately, and include all the details.

Answer: c. – Allison, the shift manager, was asked to write thereprimand quickly, accurately, and thoroughly.

LESSON 2

90 • Writing

5. The following bulleted list on observation strategies has errors inparallel structure. Select the best answer to correct the bulleted list.

Observation Strategies• Pay attention• Main ideas• Key words• Observe body language• Signal words

Answer: a. – Continue the pattern by beginning each bullet with a verb.

a. Observation Strategies• Pay attention• Look for main ideas• Watch for key words• Observe body language• Listen for signal words

LESSON 2

Writing • 91

LESSON 3

Take note of theseconjunctions. You will be

needing them.

COMPOUND AND COMPLEX SENTENCES

If you followed along with me in Level 1 of thiscourse, you know we covered the basics of coordinatingand subordinating conjunctions. However, in this level,we will review them as I explain complex andcompound sentence structure.

This concept can be a bit confusing, so I will trymy best to explain it so that you can understand thedifferences. Since this can get rather complicated, I willnot expect you to have mastery of it in this level, justdevelop a better understanding and ability to usecoordination and subordination in your sentences.

COORDINATING CONJUNCTIONS

The simplest way of combining sentences is calledcompounding. Compounding combines sentences byjoining them together with coordinating conjunctions.The most common coordinating conjunctions are:

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

There are a variety of ways to create a compoundsentence using these conjunctions.

Example:

My father is a dentist.My mother is a writer.Combined: My father is a dentist, and mymother is a writer.

92 • Writing

Notice the comma placed before the coordinatingconjunction. When combining two complete sentences(also called independent clauses) you always place acomma before the conjunction. Different conjunctionsmay be used.

Example:

My father is a dentist, but my mother is a writer.

You may also use conjunctions to combine sentenceparts, but they do not make a compound sentence.

Example:

The departing guests smiled.The departing guests waved.Combined: The departing guests smiled andwaved.

These two sentences have been compounded byjoining the verbs. Notice that there is no comma placedin front of the conjunction when the sentences arejoined.

Example:

The day was bright.The day was sunny.Combined: The day was bright and sunny.

LESSON 3

Writing • 93

In this example we joined the adjectives to combinethe sentences, but we do not have two independentclauses.

Notice once again that there is no comma in frontof the conjunction since we did not join two completesentences or thoughts.

Remember the main purpose of a comma is to showa pause in the writer’s thoughts. Without any pauses,reading would be very confusing. A comma makeswriting easier to understand. A common error inwriting is to use too many commas. If you are in doubtabout a particular sentence, and you cannot recall thespecific rule, read the sentence aloud and see if it needsa pause. Frequently, you will be able to tell if a pause isneeded, and where it should be in the sentence.

SUBORDINATING CONJUNCTIONS

A complex sentence is one in which oneindependent clause is joined with one or moresubordinate clauses to form a sentence.

A subordinate clause is one that cannot stand aloneas a sentence as it does not express a complete thought.Subordinating conjunctions usually show relationshipsof time, manner, cause, condition, comparison, orpurpose. The most common subordinatingconjunctions are provided.

• Time: after, as, as long as, as soon as, before, since,until, when, whenever, while

• Manner: as, as if, as though

• Cause: because

LESSON 3

94 • Writing

• Condition: although, as along as, even if, even though,if, provided that, though, unless, while

• Comparison: as, than

• Purpose: in order that

Example:

I cannot go to the movies because I have nomoney.

Because is a subordinating conjunction showingcause.

Example:

Until you balance your checkbook, you cannotwrite another check.

Notice the punctuation in the previous twoexamples. When the subordinate clause is followingthe independent clause in this manner, there is nocomma placed in front of the subordinatingconjunction. BUT, when the subordinate clause is atthe beginning of the complex sentence, there is acomma placed between the two clauses.

Now, look at the examples again, and I will attemptto clear up a common confusing element concerningthe difference between an independent clause and asubordinate clause.

LESSON 3

Writing • 95

You will notice in the examples “because I have nomoney” and “until you balance your checkbook” bothcontain a subject, verb, and an object. If you droppedthe subordinating conjunction, they could stand aloneas complete sentences. Since the conjunction adds acondition, time, or cause to the meaning of “I have nomoney” and “you balance your checkbook,” they are apart of the whole phrase and cannot be dropped. Theydo not carry a complete thought or idea by themselves.These clauses cannot stand alone. In other words, theyneed something else to finish the idea. The “somethingelse” they need is the accompanying independent clauseto form a complete thought. I hope I made that clear.

Let’s practice by combining some simple sentencesinto compound and complex sentences usingcoordinating and subordinating conjunctions.

Now, don’t skip these writing exercises. They’re foryour own good!

LESSON 3

Dive into ...

this exercise!

96 • Writing

EXERCISE – IDENTIFYING COMPOUND AND COMPLEX SENTENCES

Instructions: Determine whether the following sentences are compound or complex.

1. I need to wear a sweater today because it is a little chilly.

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2. Even though I studied hard for the test, I barely moved up a level.

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3. I studied hard for the test, yet I barely moved up a level.

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4. John often loans people money; he also gives practical suggestionsor advice.

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5. Benjamin Franklin once owned a newspaper, but not everyone knowsthis.

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Instructions: Underline the subordinate clause in the following sentences.

6. Because he was interested in art, Joe took all the classes he couldthat pertained to it.

7. Without the proper educational background, it would be hard forhim to get a scholarship to an art school.

8. We finally found the office building after following the specificdirections.

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Writing • 97

9. We arrived there as if we knew the location all along.

10. They served refreshments while the meeting was in session.

Instructions: Underline the independent clause in the following sentences.

11. I will schedule my vacation to begin in August while the orders aredown.

12. It all depends upon the weather at that time of year becausehurricanes can be a problem.

13. We like to go to the beach whenever it is cold in the winter where welive.

14. On the other hand, when it is hot where we live, we like to go to themountains.

LESSON 3

Ahhh, I love vacations!

98 • Writing

Instructions: Rewrite the following news article, using a combination of compound andcomplex sentences to make it more interesting.

Washington-President Clinton is shaken by scandal. Hesought to reassert his authority. He made the State of theUnion address Tuesday. He told Congress to “save SocialSecurity first.” He said to do this before spending any budgetsurpluses.

Republicans want to use the expected windfall for tax cuts.Terence Hunt, AP White House correspondent

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Writing • 99

ANSWERS TO EXERCISE – IDENTIFYING COMPOUND ANDCOMPLEX SENTENCES

1. I need to wear a sweater today because it is a little chilly.

Answer: complex – The sentence is complex because an independentclause is joined with a subordinate clause. Subordinateclauses cannot stand alone as a sentence. The clause‘because it is a little chilly’ is not a complete thought.

2. Even though I studied hard for the test, I barely moved up a level.

Answer: complex – The sentence is complex because an independentclause is joined with a subordinate clause. Subordinateclauses cannot stand alone as a sentence. The clause ‘eventhough i studied hard for the test’ is not a complete thought.

3. I studied hard for the test, yet I barely moved up a level.

Answer: compound – The sentence is compound because it joins twosentences with a coordinating conjunction (yet). ‘Yet’ is acommon coordinating conjunction.

4. John often loans people money; he also gives practical suggestionsor advice.

Answer: compound – The sentence is compound because it joins twosentences with a semicolon.

5. Benjamin Franklin once owned a newspaper, but not everyone knowsthis.

Answer: compound – The sentence is compound because it joins twosentences with a coordinating conjunction (but).

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100 • Writing

6. Because he was interested in art, Joe took all the classes he couldthat pertained to it.

Answer: Because he was interested in art‘Because’ is the subordinating conjunction.

7. Without the proper educational background, it would be hard forhim to get a scholarship to an art school.

Answer: Without the proper educational background‘Without’ is the subordinating conjunction.

8. We finally found the office building, after following the specificdirections.

Answer: after following the specific directions

9. We arrived there as if we knew the location all along.

Answer: as if we knew the location all along – ‘As if’ is the coordinatingconjunction showing manner.

10. They served refreshments while the meeting was in session.

Answer: while the meeting was in session – ‘While’ is the subordinatingconjunction showing time.

11. I will schedule my vacation to begin in August while the orders aredown.

Answer: ‘I will schedule my vacation to begin in August’ can standalong by itself, therefore it is the independent clause.

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Writing • 101

12. It all depends upon the weather at that time of year becausehurricanes can be a problem.

Answer: It all depends upon the weather at that time of year – ‘becausehurricanes can be a problem’ is not a complete though andcannot stand alone as a sentence

13. We like to go to the beach whenever it is cold in the winter where welive.

Answer: We like to go to the beach – ‘It is cold in the winter where welive’ is actually part of the subordinate clause with thesubordinating conjunction.

14. On the other hand, when it is hot where we live, we like to go to themountains.

Answer: we like to go to the mountains

Article Rewrite:

Suggested article (answers may vary):

Washington-Shaken by scandal, President Clinton sought toreassert his authority with a State of the Union address Tuesdaytelling Congress to, “save Social Security first” before spendingany budget surpluses.

The Republicans want to use the expected windfall for tax cuts.Terence Hunt, AP White House correspondent

LESSON 3

102 • Writing

EXERCISE – CORRECTING A MEMO

Instructions: Read the memo and rewrite it in the proper format, correcting all errors thatyou find.

To, Office Administration Faculty from L. Rainwater dateNovember 6, 1998, subject is moving to New Offices Youscheduled to move to you new office locations the dates ofDecember 10, 11 and 12 please begin boxing all instructionalmaterials you is not currently using. One the enclosed formindicate weather or not yo;u would like the maintenance staffeto assist you and the appropriate date december 10, 11 or 13)thaat you would like to move into his new office as soon aspossible.

Pleas let me know if you have any questions about the.many of you has commented that you are looking forward toour all being together in the new Skool of Business officesuite

LESSON 3

Writing • 103

LESSON 3

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104 • Writing

Suggested memo (answers may vary):

To: Office Administration FacultyFrom: Dean L. RainwaterDate: November 6, 1998

Subject: Move to new offices

You are scheduled to move to your new offices from December10 thru December 12. Please begin packing all instructionalmaterials you are not currently using.

Please note below whether you would like the maintenance staffto assist you in moving, and if so, note the date that you wouldprefer. Please return your preference as soon as possible so thatwe may schedule maintenance.

If anyone has any questions concerning the move, please let meknow. I know you are all looking forward to having our officescentrally located in the Business Office Suite.

jm

-—————————————————————-Please mark and return this portion as soon as possible.

Maintenance assistance Yes _____ No _____Dates:

December 10 _____December 11 _____December 12 _____

LESSON 3

Writing • 105

PUNCTUATION AND SPELLING

As we have studied in other levels of Writing,problems with punctuation and spelling can be one ofthe easiest errors to make and also overlook whenproofreading. We will review these briefly now.

Comma Review

1. Use a comma before a coordinating conjunction whichjoins independent clauses.

Coordinating Conjunctions:

and nor but foror so yet

2. Use a comma after a dependent clause when it is at thebeginning of a sentence.

Subordinating conjunctions introduce dependent clauses.

These are some of the subordinating conjunctions:

after although as as ifbecause before even though ifin order that rather than since thanthat though unless untilwhen where whether while

Example:

— After Jones took charge, he doubled sales.

(continued)

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106 • Writing

3. Do not use a comma when a dependent clause is at theend of a sentence.

Example:

— Jones doubled sales after he took charge.

4. Use a comma after an introductory word group.

Examples:

— Oh, did the report come in?— After smoking, the nurse returned to her patient.— Hearing his name called, he turned around.

5. Use commas with dates, addresses, titles, and numbers.

Examples:

— She was born on October 12, 1995.— The boy lives at 1818 Crest Drive, Nashville, Tennessee

32216.— The doctor was born in Nashville, Tennessee, in

December.— Jennifer Oakley, M.D., performed the surgery.— There were 100,000 pamphlets in the box and 5,000,000

stamps.

LESSON 4

Writing • 107

Spelling problems can usually be solved with a gooddictionary. Always keep yours handy in order to avoidany spelling errors in your work. There are someguidelines you can use to help you proofread for spellingerrors, though, and I will elaborate on them here.

Have you ever written a letter, memo, or report andeven after extensive rereading for errors, you find onein the finished copy? Boy, is that irritating, or what?Not only is it irritating, but it is also very timeconsuming. To avoid this, try using the guidelines belowto proofread for spelling errors.

Proofreading for Spelling

• Slow down your reading speed so that you can concentrate onindividual letters of words rather than on the meaning of thewords.

• Stay within your “visual span,” the number of letters you canidentify with a single glance (for most people, about 6 letters).

• Put a ruler or large index card under each line as you proofread,to focus your concentration and vision.

• Read each paragraph backwards, from the last sentence to thefirst. This method helps to prevent your being distracted by themeaning of the material.

OK, now let’s try some practice using punctuationand spelling.

LESSON 4

108 • Writing

EXERCISE – PUNCTUATION AND SPELLING

Instructions: Put in the proper punctuation in the following sentences.

1. Jocelyn wanted to get her paper done on time but she knew shewould have to work into the night

2. You will need to have these things on hand pencil paper calculatorand scratch paper

3. Whatever you do don’t make careless mistakes always double checkyour answers

4. When we got back from the beach we were too tired to eat dinner

5. As always he does his job with speed and efficiency

6. The man asked, “How do I get to Carter Street from here”

7. “Oh my” she replied “I haven’t the slightest idea

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Writing • 109

Instructions: Underline the spelling errors in these sentences. (Watch out, I have used somecommonly misspelled ones!) Rewrite the misspelled words with the correctspelling in the space provided.

8. His abcence was noticed by everyone in the room.

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9. He guarenteed that he would be there, irregardless of his tightschedule.

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10. The town leaders voted to erect a statute of the founder of thecomunity.

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11. The city goverment had already approved the expentiture in its yearlybudget.

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12. There were a varitey of suggestions on exactly what type of statuteto put up.

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LESSON 4

110 • Writing

ANSWERS TO EXERCISE – PUNCTUATION AND SPELLING

1. Jocelyn wanted to get her paper done on time but she knew she

would have to work into the night

Answer: Jocelyn wanted to get her paper done on time, but she knew

she would have to work into the night.

2. You will need to have these things on hand pencil paper calculator

and scratch paper

Answer: You will need to have these things on hand: pencil, paper,

calculator, and scratch paper.

3. Whatever you do don’t make careless mistakes always double check

your answers

Answer: Whatever you do, don’t make careless mistakes; always

double check your answers.

4. When we got back from the beach we were too tired to eat dinner

Answer: When we got back from the beach, we were too tired to eat

dinner.

5. As always he does his job with speed and efficiency

Answer: As always, he does his job with speed and efficiency.

LESSON 4

Writing • 111

6. The man asked, “How do I get to Carter Street from here”

Answer: The man asked, “How do I get to Carter Street from here?”

7. “Oh my” she replied “I haven’t the slightest idea

Answer: “Oh my!”, she replied, “I haven’t the slightest idea.”

8. His abcence was noticed by everyone in the room.

Answer: absence

9. He guarenteed that he would be there, irregardless of his tightschedule.

Answer: guaranteed, regardless

10. The town leaders voted to erect a statute of the founder of thecomunity.

Answer: statue, community

11. The city goverment had already approved the expeniture in its yearlybudget.

Answer: government, expenditure

12. There were a varitey of suggestions on exactly what type of statuteto put up.

Answer: variety, statue

LESSON 4

112 • Writing

EXERCISE – CORRECTING A PARAGRAPH

Instructions: The following paragraph contains both punctuation and spelling errors. Rewriteit, correcting any errors.

News stories compose a large partition of daily newspapersand they don’t include the writers opinion It contains factsthat can be proven or checked News stories are written toinform quickly efficiently and accurately.

Fact in a news story therefore are presented in the order ofthere importance

The most important facts are presented first less importantnext and so on in descending order This arrangement allowsnews editors to shorten storied quickly without leaving outvital facts

LESSON 4

Writing • 113

LESSON 4

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114 • Writing

ANSWERS TO EXERCISE – CORRECTING A PARAGRAPH

Suggested paragraph (answers may vary):

News stories compose a large portion of daily newspapers,and they don’t include the writer’s opinion. They contain facts thatcan be proven or checked. News stories are written to informquickly, efficiently, and accurately.

Facts in a news story, therefore, are presented in the order oftheir importance.

The most important facts are presented first, less important next,and so on in descending order. This arrangement allows newseditors to shorten stories quickly without leaving out vital facts.

LESSON 4

Writing • 115

CONVEY THE MESSAGE CLEARLY

Writing and Revising Review

For some individuals, writing comes as easy asbreathing. However, for many of us, it is a challengingchore. There are a few tips that can be invaluable inmaking the chore bearable.

There are three main steps in the writing process. Theyare planning, drafting, and revising. Let’s review theWriting Process. Study the following outline. If youfeel you need more review in this area, I wouldrecommend WIN Instruction Solution Writing Level4.

The Writing ProcessI. Planning

A. Know your audience and purpose1.Inform and persuade2.Tailor content and style to your audience

B. Get your ideas on paper1.Jot down all ideas2.List things you know about the topic3.Visualize similar ideas together4.Ask pertinent questions about the topic5.Use notes from meetings, phone conversations, conferences, etc.

C. Narrow your topic1.Make sure topic is specific enough to be covered thoroughly inyour letter or memo

D. Determine your main idea1.Determine the main point you want to make

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116 • Writing

III. Drafting

A. Outline your ideas1.Eliminate unnecessary or weak ideas2.Organize the rest in order of presentation

B. Write your first draft

III. RevisingA. Revise and rewrite

1.When possible, take a break between writing first and second drafts.2.Check for content and logic3.Check for style and word choice4.Keep your audience in mind

B. Proofread1. Check for the following:

a. Spelling and punctuationb. Grammar and sentence structurec. Capitalizationd. Omitted wordse. Typos

Are you ready for some practice? Don’t forget the threesteps – plan, draft, and revise. Finally, always followup your revisions by proofreading. Let’s see how youdo.

LESSON 5

Writing • 117

EXERCISE – WRITING AND REVISING REVIEW

Instructions: Write a letter of acceptance for a position you have been offered as a customerservice representative. Use the details below that pertain to acceptance of theposition. As you are planning the letter, keep in mind everything we’ve discussedduring this segment of the lesson.

Details:

• letter of acceptance• position as a customer service representative• J. & B. Consulting• contact person at the company is Mr. Samuel Smithards• if you accept the position report to work on May 27 at 8 a.m.

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118 • Writing

SOLUTION TO EXERCISE – WRITING AND REVISING REVIEW

SUGGESTED LETTER OF ACCEPTANCE:

Dear Mr. Smithards:

I am delighted to accept the position of Customer ServiceRepresentative at J&B Consulting. As you suggested, I will reportto your department at 8 a.m. on May 27th.

I enjoyed meeting you and your team, and I am looking forward tojoining your staff.

Sincerely yours,

Edwin

LESSON 5

Writing • 119

TONE OF THE MESSAGE

Many times our environment determines our behavior.When we are in a formal setting, we behave differentlythan when we are having fun somewhere with friends.Or at least our mothers hope we do. Did your motherever tell you to watch the tone in your voice? Minedid. Just like the tone of our voice makes a differencein the words we speak, the tone in our writing makes adifference in the words we write. Tone in writingconveys the attitude of the writer towards the readerand the topic of the message.

When considering the tone of the message, start byasking yourself some questions.

• Why is the document being written?

The writer should always consider the purpose ofthe document in order to determine how to conveythe message.

• Who is the document being written for and whatdo they need to know?

Understanding who a document is intended forprior to writing it is essential in order for it to beeffective. By tailoring a document to reach a specificaudience, the message is easier to understand.

• What is the tone that should be used?

When writing a business message, the writer shouldtry to convey confidence, courtesy, and sincerity.Non-discriminatory language should be used andthe message needs to be written at an appropriatelevel of difficulty.

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120 • Writing

Try to follow these guidelines when considering whattone to use for a business document.

• Be courteous and sincereCourtesy and sincerity in a written message willincrease the chances of the reader accepting themessage, even if it is negative

• Be confidentConfidence can be a persuasive tool. A reader ismore inclined to accept a message from a writerthat appears confident and sure of himself.

• Use emphasis when appropriate

Emphasis in writing can be accomplished severalways:1. Place information to be emphasized in first and

last paragraph.2. Place ideas to be emphasized in short sentences.3. Provide more detail on topics you wish to

emphasize.4. Use appropriate phrases to add emphasis –

“major”, “priority” 5. Repeat ideas that need to be emphasized.

• Use non-discriminatory language

Non-discriminatory language is language that treatsall individuals equally. It is important, especiallywhen writing business documents, that allindividuals are treated equally and respectfully.

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Writing • 121

• Emphasize the benefits for the reader

Try to tailor a document from the perspective ofthe reader. Most individuals want to know what’sin it for them. Write in a way that shows the readerjust that.

• Write at an appropriate level of difficulty

By writing at an appropriate level of difficulty, youensure your message is conveyed clearly. Alwaysconsider the audience before writing a document.Try not to use complex terms that the reader willnot understand, but also do not use simple terms ifthe reader can understand your writing. A goodwriter will work on matching the needs and abilitiesof the reader with an appropriate level of writing.

Let’s practice what we’ve learned.

LESSON 5

122 • Writing

EXERCISE – TONE OF THE MESSAGE

Instructions: Write a letter to include the information given. Remember the informationwe’ve discussed in maintaining an appropriate tone throughout the message.It is up to you to convey a clear, concise message in a business-like manner.Remember, your work will not duplicate mine word for word.

Included Information:

1. letter of recommendation2. to a prospective employer3. for a former co-worker (Ms. Allison Weatherby)4. qualifications of candidate: punctual, organized, efficient,

easy to work with, dependable5. worked with her for 3 years

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Writing • 123

LESSON 5

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124 • Writing

SOLUTION TO EXERCISE – TONE OF THE MESSAGE

SUGGESTED LETTER:

Dear Sir:

I would like to recommend Ms. Allison Weatherby for a position inyour company.

Having worked with Ms. Weatherby for three years, I can say thatshe is an efficient and qualified worker. She is one that is veryeasy to get along with. Her workplace behavior is dependable,organized, and punctual.

I would not hesitate to work wit her again at any time.

Sincerely,

Edwin

LESSON 5

Writing • 125

REVIEW OF FORMAL AND INFORMALWRITING STYLE

In a workplace, a certain amount of seriousness andprofessionalism is expected and required. For businesspurposes, the formal method of constructing letters,reports, memos, etc., is the accepted form to use.

There are many reasons for maintaining professionalismand formality in the workplace. Formality keeps theinformation on a non-personal level. For example, youwould never begin a letter to the CEO of a companywith a salutation such as “Dear Mike”. This would makethe assumption that you know him on a personal level.The same would be true of anyone whom you are notpersonally acquainted. Many people do not appreciatethis presumption. Remember, one of the main reasonsfor workplace correspondence is to persuade. If youmistakenly used the informal salutation, the reader maynot place much importance in your argument. If thepurpose of the message is to inform, the reader maynot assign much credibility to your information. Aninsult is like building a brick wall. If your salutationbuilds that wall, nothing else in your correspondencewill get through.

Formality also conveys to the reader that you respecthis/her person and title. Even if you do know themwell enough to call them by their first name in aninformal or social setting, using a formal address statesto them that you acknowledge their importance andtheir position in the business setting.

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126 • Writing

Business correspondence should always be professional.That’s not to say that it has to be cold, stuffy, or boring.You can make your writing businesslike and stillconstruct interesting sentences to relay information.

By maintaining a professional tone, you increase yourcredibility to the reader. You want this person to seeyou as an organized, well-informed, and competentperson who understands the workplace environmentand tailors his/her correspondence accordingly. Thiswill increase the confidence of your reader in yourknowledge of the subject. He or she will then be morelikely to accept your argument or information as beingaccurate, complete, and worth consideration. You showthe reader consideration when you avoid jargon andtechnical language that do not apply.

Jargon is the technical terminology of a special activityor group. This can include acronyms or terms thathave specific meaning within a specific context. Forexample “your computer has died; reboot windows.”Although for many of us, computer terminology andjargon has become familiar, think about the messagefrom a “computer challenged” individual. They maybe surprised to know that their computer is alive andfind it somewhat challenging to put a boot on awindow. I know this sounds silly, but hopefully youget the point.

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Writing • 127

Have you ever received a letter or had a conversationwith someone who wanted to impress you with theirknowledge of a particular subject? Not too impressiveare they? Remember, most of the time, the purpose ofthe message is not to impress the reader, but to persuadeor inform the reader. When relating information of atechnical nature, be considerate of your reader and tailorthe information accordingly. If you do not, you maymake a negative impression, even though that wouldcertainly not be your intention. A negative impressionis very difficult to overcome. Professionals should nevermake their reader feel insulted.

Another measure of formality is the use of contractions.We use contractions all the time in casual conversation.The use of contractions conveys an informal quality.If the writer wants to elevate the style of the message,he/she can start by eliminating the contractions.Remember, there is nothing wrong with contractedverbs; however, they are one hallmark of informalityand you may want to avoid using them when writing abusiness message.

It’s that time again. It is time for you to practice whatwe’ve learned. Are you ready? Remember, state theinformation clearly and concisely, using terminologythat is appropriate, and always keep your audience inmind.

LESSON 5

128 • Writing

EXERCISE – REVIEW OF FORMAL AND INFORMAL WRITING STYLE

Instructions: Rewrite the following business letter to Ms. Susan Jones in a formal style.

Original letter:

Susan,I’ve been meaning send some information to you about the statusof your customer’s order. We’re running behind schedule, so theorder will be delayed.

Quality seems to be our number one issue. There are many streaksand taglines causing the color of the material to be off. Slubs inthe yarn have also been an issue.

We’ve hoping to have these issues resolved soon. I’ll call youwhen I have more information.

Edwin

Throughout this lesson we have covered severalimportant points that will help us learn to write businessdocuments that are concrete, simple, and using theappropriate business tone. Let’s try one more example.Remember everything we’ve covered. Look back overthe material if you need to review.

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Writing • 129

LESSON 5

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130 • Writing

EXERCISE – REVIEW OF FORMAL AND INFORMAL WRITING STYLE

SUGGESTED LETTER:

Dear Ms. Jones:

The information contained in this letter is in regards to the statusof your customer’s order. We are running behind on schedule sothe order will be delayed.

As you are aware, quality for our customers is important to us. Weare experiencing some issues with the color of the material andalso with the yarn being used.

We are working to resolve these issues as quickly as we can. Iwill call you as soon as I have more information.

Thank you.

Sincerely,

EdWIN

LESSON 5

Writing • 131

EXERCISE – CONVEY THE MESSAGE CLEARLY

Instructions: The following cover letter was written by Susan Halbrook. She is inquiringabout a position as a Sales Representative for a Dollars magazine. Rewrite theletter using the appropriate tone in the space provided on the following page.

Original letter:

Dear James:

I am interested in applying for the position of SalesRepresentative for Dollars magazine. I read youradvertisement and although I’ve had limited experience, Ithink I’ll be helpful to the magazine.

Working as a Sales Representative for Dollars magazine reallysounds interesting to me. I hope you will contact me for aninterview.

Thanks,

Susan Halbrook

LESSON 5

132 • Writing

LESSON 5

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Writing • 133


LESSON 5

134 • Writing

SOLUTION TO EXERCISE – CONVEY THE MESSAGE CLEARLY

SUGGESTED SOLUTION:

Dear Mr. Matthews:

I am interested in applying for the position of Sales Representativefor Dollars magazine. Upon investigation of the sales representativeposition at your magazine, I believe that I can make a substantialcontribution to your team.

A career as a sales representative for Dollars magazine would beespecially appealing to me. I am particularly interested in yourfirm because I perform best in energetic, creative workenvironments.

I would like an opportunity to discuss career possibilities for me atDollars magazine. I look forward to hearing from your office to seewhat our next step should be.

Thank you.

Sincerely,

Susan Halbrook

LESSON 5

Writing • 135

POINT OF VIEW

I, you, he, she, it, we, they, who, everybody are examplesof personal pronouns. Personal pronouns can becharacterized or distinguished by person.

First person is writing from your own point of viewabout yourself. It refers to the writer. Examples offirst person pronouns would include I, me, and mine.Second person refers to the person or people beingwritten to. Second person pronouns include suchwords as you, your, and yours. Third person indicatesthat the writer is writing to an audience about someoneelse. These pronouns include he, she, and they.

Many times in a business environment, you may haveto document someone else’s words and not interjectyour thoughts. Switching back and forth from firstperson to third person is a good way to confuse yourreader. This is very easy to do without even realizingit. For example, you may be asked to write a memo tothe plant associates conveying the informationdiscussed during the previous board meeting. Althoughyou may want to interject your thoughts and opinions(first person), your task is to write a memo about whatthe topics discussed during the board meeting.

Let’s put what we’ve learned into practice.

LESSON 5

136 • Writing

EXERCISE – POINT OF VIEW

Instructions: The following memo was sent to the employees of a local retail store from thestore manager. Read the memo. Underline the sentences that are written infirst person. Then rewrite the memo in third person.

Original Memo:

MEMOTo: All EmployeesFrom: Margaret Wilson (store manager)

Several complaints from customers regarding the company’sreturn policy have been received. These customers believethere should not be a limit on the number of weeks they haveto return an item. As you are aware, the policy limits thereturn time to two weeks. I believe this in not a reasonableamount of time for an individual to have in order to returnmerchandise. I would like to see this policy changed. Duringthe next board meeting, a proposal will be made to changethis policy. I would like for you to support these changes.

LESSON 5

Writing • 137

LESSON 5

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138 • Writing

SOLUTION TO EXERCISE – POINT OF VIEW


Several complaints from customers regarding the company’sreturn policy have been received. These customers believe thereshould not be a limit on the number of weeks they have to returnan item. As you are aware, the policy limits the return time to twoweeks. I believe this in not a reasonable amount of time for anindividual to have in order to return merchandise. I would like tosee this policy changed. During the next board meeting, a proposalwill be made to change this policy. I would like for you to supportthese changes.

Rewritten in third person:


Several complaints from customers regarding the company’s returnpolicy have been received. These customers believe there shouldnot be a limit on the number of weeks they have to return an item.As you are aware, the policy limits the return time to two weeks.This does not appear to be a reasonable amount of time for anindividual to have in order to return merchandise. This policy needsto be changed. During the next board meeting, a proposal will bemade to change this policy. Your support of these changes isrequested.

LESSON 5

Writing • 139

TRANSITIONAL WORDS AND PHRASES

Being able to write with variety is a major factor inkeeping your writing interesting. Even in businesswriting, you don’t want your reader to fall asleep athis/her desk! In most cases, there are many ways towrite a sentence without changing its meaning. Everheard this one? “It’s not what you said, it’s the way yousaid it.” I’m sure you have. Well, that’s the truth. Thereare many ways to say the same thing.

Look at the following examples to understand what Imean:

Examples:

The announcement about the meeting was madeby the moderator to the members.

The moderator made the announcement aboutthe meeting to the members.

The meeting announcement was made by themoderator.

The members heard the announcement aboutthe meeting from the moderator.

Notice these sentences all mean the same thing butare written in different ways. Some of them may workbetter than others. Which one do you think works best?Sometimes sentence variety is achieved through the useof transitional words. Review the list of transitionalwords and phrases before you begin the next exercise.

LESSON 6

Learn to write usingtransitions.

140 • Writing

LESSON 6

Writing • 141

EXERCISE – SENTENCE VARIETY

Instructions: Look at the following sentences. They are all simple sentences, and frankly,they make a very boring letter. Rewrite the letter using transitional words orphrases to supply sentence variety.

Dear Shawn,

My mother and father are having a Labor Day picnic. Theyasked me to invite you. I hope you will come. We can makegreat meals. Can you forget that last Thanksgiving dinner?I’m sure you remember it. We remember it. No one could eatdessert. They were all too full. I made pumpkin pie. We willhave another great meal. I hope you can come.

Heather

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LESSON 6

142 • Writing

ANSWER TO EXERCISE

Suggested rewrite (answers may vary):

Dear Shawn,

My mother and father are having a Labor Day picnic and you areinvited. I hope you will come because we have great meals.

Do you remember our last Thanksgiving dinner? We were all toofull to eat the pumpkin pie that I made. I’m sure we will have anothergreat meal, so I hope you can come.

Heather

How did you do? Did you combine some of thesentences to make a more interesting letter? I hope sobecause it was a real “yawn” in its original form!

Let’s try another one for reinforcement of this skill.Once again, using transitional words and phrases,rewrite this letter to provide variety and interest.

LESSON 6

Writing • 143

Dear Mr. Brown:

I will be in town on Tuesday. I will be coming to show you mysamples. They will be on our new line of widgets. The newestmodels are now in production. I hope you will be interestedin them. I hope you will buy from our company again thisyear. We appreciate your business. I can only be there onTuesday. I am looking forward to seeing you on Tuesday. Wecan go to lunch if you like.

Sincerely,James C. Covington

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Remember, your writing will differ from mine, sodon’t expect them to match word for word.

LESSON 6

144 • Writing

ANSWER TO EXERCISE


Dear Mr. Brown:

Tuesday I will be in town to show you samples of our newest lineof widgets which are now in production. I hope that you will beinterested in seeing them and will purchase from our companyagain this year. As always, our company appreciates your business.

Even though I will only be in town on Tuesday, I was hoping thatwe might get together for lunch if your schedule would permit. Ilook forward to seeing you.

Sincerely,James C. Covington

This is something you can practice without evenknowing it. The next time you are reading a magazinearticle, book, newspaper story, etc., notice how theparagraphs are constructed. Notice how the writermoves from one main idea to another using transitionalwords or phrases. See if you can take one or twosentences and mentally note how you might write themdifferently. You might be surprised at how quickly youcan develop an “eye” for improvements or changes youcould make. Why, you could become a critic with alittle practice!

Let’s do a few more exercises to practice usingtransitional words and phrases.

LESSON 6

Writing • 145

EXERCISE – TRANSITIONS

Instructions: Underline the transitions in the following sentences.

1. Immediately following the meeting, there will be refreshmentsprovided in the main conference room.

2. We will have to consider all of our options further on down the line.

3. As a result of the meeting, everyone decided to compile a list of hisown suggestions.

4. To illustrate my point, I will show you some slides of our project asit stands now.

5. I, however, could not wait for the meeting to end.

LESSON 6

146 • Writing

Instructions: Write the relationship of the transitional word(s) underlined in the followingsentences.

6. In conclusion, we will notify each person of the time and place ofthe next meeting.

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7. Everyone was beginning to get tired and hungry. For this reason,we decided to adjourn until after lunch.

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8. We all went out to lunch; while we were away, the hotel staff came inand straightened up the room.

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9. Besides straightening up, they also vacuumed the carpets.

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10. To illustrate their efficiency, they had done all of this in less than anhour.

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LESSON 6

Writing • 147

ANSWERS TO EXERCISE – TRANSITIONS

1. Immediately following the meeting, there will be refreshmentsprovided in the main conference room.

Answers: Immediately

2. We will have to consider all of our options further on down the line.

Answer: further on

3. As a result of the meeting, everyone decided to compile a list of hisown suggestions.

Answer: As a result

4. To illustrate my point, I will show you some slides of our project asit stands now.

Answer: To illustrate

5. I, however, could not wait for the meeting to end.

Answer: however

LESSON 6

148 • Writing

6. In conclusion, we will notify each person of the time and place ofthe next meeting.

Answer: to summarize or conclude

7. Everyone was beginning to get tired and hungry. For this reason,we decided to adjourn until after lunch.

Answer: to show logical relationship

8. We all went out to lunch; while we were away, the hotel staff came inand straightened up the room.

Answer: to show time

9. Besides straightening up, they also vacuumed the carpets.

Answer: to show addition

10. To illustrate their efficiency, they had done all of this in less than anhour.

Answer: to give examples

LESSON 6

Writing • 149

EXERCISE – WRITING SENTENCES

Instructions: Rewrite the following sentences using transitions where appropriate.

1. I was away from home and I lost my wallet and I needed money for atelephone call to my parents and I saw a stranger nearby so I askedhim for money.

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2. My father was painting the house but he was too close to the edgeof the roof and the ladder fell and he was clinging to the ledge so Icalled for help.

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3. My best friend and I went camping but she stepped into quicksandand I tried to help her but I had a great deal of difficulty.

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LESSON 6

150 • Writing

4. An automobile accident occurred at the corner of Elm andWashington Streets and a man was injured but no one could identifyhim.

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5. The young woman saw the accident and the young woman reportedthe accident but she was very upset and the police officer could notcalm her.

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LESSON 6

Writing • 151

LESSON 6


152 • Writing

ANSWERS TO EXERCISE – WRITING SENTENCES

1. I was away from home and I lost my wallet and I needed money for atelephone call to my parents and I saw a stranger nearby so I askedhim for money.

Answer: Recently, I was away from home when I lost my wallet. Ineeded money to call my parents. Eventually, I saw a strangernearby, so I asked him for money to use the phone.

2. My father was painting the house but he was too close to the edgeof the roof and the ladder fell and he was clinging to the ledge so Icalled for help.

Answer: One day my father was painting the house when the ladderfell because he was too close to the edge of the roof. Whilehe was clinging to the roof, I called for help.

3. My best friend and I went camping but she stepped into quicksandand I tried to help her but I had a great deal of difficulty.

Answer: My best friend and I were camping when she stepped intoquicksand; meanwhile, I had a great deal of difficulty helpingher.

4. An automobile accident occurred at the corner of Elm andWashington Streets and a man was injured but no one could identifyhim.

Answer: An unidentified man was injured when an automobile accidentoccurred on the corner of Elm and Washington Streets.

5. The young woman saw the accident and the young woman reportedthe accident but she was very upset and the police officer could notcalm her.

Answer: The young woman saw the accident and reported it.Consequently, she was so upset the police officer could notcalm her.

LESSON 6

Writing • 153

EFFECTIVE SUMMARIES

The ability to effectively summarize is an importantskill in the workplace. Have you ever been given amemo or letter that rambled on and on, either repeatingthe same information, or including needlessinformation? Did you find yourself scanning throughthe document trying to make a mental summary?Didn’t you wish the writer had done that?

Oh yes, an even better example ... Have you everheard a young child tell you a story about an event, ormovie, or book? After about ten minutes, weren’t youbeginning to wonder if he would ever get to the end?Of course, this is common to us all. That’s why wenever ask a child to tell us about a movie! We knowbetter. Most children are not very good at summarizing,but then again, many adults are not very good at iteither!

In this lesson we will look at a few guidelines tofollow for effective summarizing, a skill your employerand co-workers will appreciate in you!

• Identify the main points and condense them without losing theessence of the material.

• Use your own words to condense the message.

• Avoid plagiarism – taking another’s idea, writing, etc., as yourown.

• As you take notes, record all documentation facts about yoursource so that you can prevent plagiarism.

From Handbook for Writers by Simon and Schuster, 1993, p. 568.

LESSON 7

154 • Writing

EXERCISE – SUMMARY OF MEETING

Instructions: Summarize the account of this meeting in as few words as you can and stillconvey the important facts.

A meeting was held at the bank building on Friday, Dec. 18,1998 concerning the organizing of a neighborhood watchcommittee. About 100 people were there, including Mr. andMrs. Dunlap, longtime residents. There were many differentideas on how to run the group including having rotating shifts,volunteers only, mandatory participation of residents, etc. Avote was held on a motion to appoint several residents to acommittee to survey all of the residents as to what theythought the best approach would be. The vote carried andMr. Dunlap, Mr. Alvarez, Mr. Smith, Mrs. Sands, and Mrs. Baileywere appointed to the committee. They will give us their reportat the next meeting to be held on Jan. 15. Also, we will takenominations and hold election of officers.

S. Dunlap, acting secretary

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LESSON 7

Writing • 155

LESSON 7


156 • Writing

LESSON 7

Suggested summary (answers may vary):

A neighborhood watch organizational meeting was held onFriday, December 18. A vote was held to appoint severalresidents to a committee to take a survey of the arearesidents’ ideas on how to operate the watch. They were:Mr. Dunlap, Mr. Alverez, Mr. Smith, Mrs. Sands, and Mrs.Bailey.

They will give their report at the next meeting scheduled forJanuary 15. Election of officers will also be held at thatmeeting.

S. Dunlap, Acting Secretary

Could you summarize this meeting in just one or two short paragraphs? Thisexample is one that you do not have to worry about plagiarizing any publishedsources, but you should have noted the acting secretary as your informationsource. When summarizing from a published source, always be sure to footnoteyour sources appropriately. After all, let’s give credit where credit is due!

Ok, let’s try a few more.

Writing • 157

EXERCISE – SUMMARIZING AN ARTICLE

Instructions: Summarize the following news article.

Associated Press

Livingston, Tn.-Tennessee isn’t about to displace Texas orAlaska as an oil state, but plenty of people believe there’suntapped black gold in the state.

Permits for oil wells increased 44 percent last year, thoughproductions fell by 4 percent to 366,000 barrels. Statewide,there are about 800 wells, mainly on the Cumberland Plateau,dividing East and Middle Tennessee.

Oil was discovered in Tennessee 20 years before it was foundin Texas. The volume from Tennessee wells is much lowerthan that in Texas: an average of 1.7 barrels per day comparedwith 9 for Texas.

With oil selling for about $17.50 a barrel, a 20 barrel per daystrike can justify the $50,000 cost of drilling a well.Landowners get to keep 12.5 percent of the revenue from oilfound on their property.

LESSON 7

158 • Writing

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LESSON 7

Writing • 159

LESSON 7


160 • Writing

ANSWERS TO EXERCISE – SUMMARIZING AN ARTICLE


Associated PressLivingston, TN – Permits for oil wells in Tennessee increased 44percent last year. Statewide, there are about 800 wells, mainly onthe Cumberland Plateau.

Oil sells for about $17.50 per barrel, with the landowners keeping12.5 percent of the revenue from oil found on their property. Thecost of drilling a well averages around $50,000.

LESSON 7

Writing • 161

EXERCISE – LETTER SUMMARY

Instructions: List four main points of the following letter.

Dear Sir:

I would like to inform you that the package that I receivedfrom your company on May 9, was damaged in shipping.

I had ordered several pieces of merchandise from yourcompany including a dress, hat, shoes, and handbag andother accessories.

When I opened the package, the dress and handbag appearedto have some type of damage (possibly water damage)because of the broken package.

Can I return the damaged merchandise for exchange? I wouldprefer to be reimbursed for shipping charges if that ispossible.

Please reply as soon as possible.

Sincerely,

EdWINa

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2. ________________________________________________________

3. ________________________________________________________

4. ________________________________________________________

LESSON 7

162 • Writing

Instructions: Now write a letter summarizing the main points.

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LESSON 7

Writing • 163

LESSON 7


164 • Writing

ANSWERS TO EXERCISE – LETTER SUMMARY

1. damaged merchandise2. seeks exchange3. would like to be reimbursed for shipping charges4. request immediate reply

Dear Sir:

I recently received merchandise from your company that wasdamaged during shipping.

I would like to exchange the damaged goods as soon as possibleand also be reimbursed for the shipping charges.

Please reply as soon as possible.

Sincerely,

EdWINa

LESSON 7

Writing • 165

Well, that’s it for the last level of Writing. The onlything left now is to test your knowledge and skill inthese areas. No, you didn’t read that wrong; I did saytest. Of course, if you have been with me through earlierlevels, you know I always finish up with a posttest.This is to help you realize whether you have understoodthe material to your satisfaction. If you can do well onthe test, you can have confidence that you do knowyour stuff!

As always, I will caution you not to cheat yourselfby looking at the answer key before you complete theposttest.

LESSON 8

166 • Writing

EXERCISE – POSTTEST

PART I

Instructions: Complete the following exercises using coordinating, correlative, andsubordinating conjunctions. Underline the coordinating or correlativeconjunctions in the following sentences.

1. She and I left.

2. Was it you or he?

3. Neither they nor we understood it.

4. Both oaks and elms grow in that park.

5. He never comes to work early or leaves late.

6. Not only does she sing, but she also plays the piano.

7. The station wagon needed both oil and gas.

8. We have foggy mornings but sunny afternoons.

9. She skipped quickly and happily.

10. In prehistoric times, people could neither read nor write.

POSTTEST

Writing • 167

Instructions: Circle the subordinating conjunction in these sentences and underline thedependent clause that it connects. Remember the dependent clause cannotstand alone.

11. Unless we leave right away, we will be late.

12. I could not go because I had the flu.

13. Your life will remain the same as long as you never try new things.

14. Although the day was cold and damp, we enjoyed our trip to thebeach.

15. John will be ready as soon as he finishes the project.

16. If you are willing to wait in long lines, you will be able to get a ticketto see Elton John.

17. Someone stole his car while he was in the department store.

18. Even if you go to school, you have to work hard to be successful.

19. He spoke as though he knew what he was talking about.

20. We always have a good time whenever we go out.

POSTTEST

168 • Writing

Instructions: Underline the nouns and list the verbs and adjectives in the spaces provided.

21. High winds and heavy seas delayed the cruise ship’s departure.

Verb(s):_________________________________________________

Adjective(s):_____________________________________________

22. Flowers, bright and fragrant, bloomed there.

Verb(s):_________________________________________________

Adjective(s):_____________________________________________

23. She gave complete answers to both questions.

Verb(s):_________________________________________________

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24. A warm welcome awaits another new customer.

Verb(s):_________________________________________________

Adjective(s):_____________________________________________

Instructions: Underline the adverbs in the following sentences.

25. John rushed in and called my name loudly.

26. The huge crowd was shouting wildly and enthusiastically.

27. He went overboard with the criticism.

28. Why are you worried now?

POSTTEST

Writing • 169

Instructions: Underline the preposition in each sentence.

29. Mary dived into the new job.

30. Before the driving test, we must review the manual.

31. A column of smoke rose from the chimney.

32. A large picture of an eagle with silver feathers hung above the mantle.

33. Maria read a book on critical attitudes.

Instructions: Underline the interjections in these sentences.

34. Ouch! My dog bit me!

35. Well, I think I’ll go to the store.

36. Peter said softly, “Please, don’t cry.”

37. Man, it sure is cold outside!

Instructions: Combine the following sentences into compound or complex sentences.

38. He lent them money.He gave them practical suggestions and good advice.

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39. Mary Jones had a serious problem.She was in a great deal of debt.

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40. You may become a successful journalist in the future.You write well now.

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POSTTEST

170 • Writing

PART II

Instructions: Rewrite the following paragraph correcting all punctuation, spelling,capitalization, etc. Also use transitional words or phrases to combine a varietyof sentences.

41. do not use too many short or simple sentences writing can often beimproved. two simple sentences into one cmplex sentence. first lookfor two sentences whose ideas are closely related then use aconjunction to cobine the thoughts into a complex or compoundsntence. Whn making complex sentences one idea must bedependent to the toher thoght

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POSTTEST

Writing • 171

Instructions: Summarize the following news report into one or two short paragraphs.

42. NEW YORK (AP) Those looking for Alice need not go so far asWonderland. The Alfred Berol collection of Lewis Carroll materialsincluding original editions of Alice in Wonderland, Through theLooking Glass and other writings by Carroll have been donated toNew York University’s Bobst Library.

This is one of the most extensive collections of Carroll material inthe world and contains many of his photographs as well. Carrollwas considered to be one of the great pioneers of early photography.

He wrote his first book at the age of 14 and went to teach math atChrist Church College, Oxford, where he met the real Alice, AliceLiddell, daughter of one of the deans. The collection contains lettersto Alice Liddell from Carroll and photographs he took of her.

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POSTTEST

172 • Writing

ANSWERS TO EXERCISE – POSTTEST

PART I

1. She and I left.

2. Was it you or he?

3. Neither they nor we understood it.

4. In that park grow both oaks and elms.

5. He never comes to work early or leaves late.

6. Not only does she sing, but she also plays the piano.

7. The station wagon needed both oil and gas.

8. We have foggy mornings but sunny afternoons.

9. She skipped quickly and happily.

10. In prehistoric times people could neither read nor write.

11. Unless we leave right away, we will be late.

12. I could not go because I had the flu.

13. Your life will remain the same as long as you never try new things.

14. Although the day was cold and damp, we enjoyed our trip to thebeach.

15. John will be ready as soon as he finishes the project.

16. If you are willing to wait in long lines, you will be able to get a ticketto see Elton John.

POSTTEST

Writing • 173

17. Someone stole his car while he was in the department store.

18. Even if you go to school, you have to work hard to be successful.

19. He spoke as though he knew what he was talking about.

20. We always have a good time whenever we go out.

21. High winds and heavy seas delayed the cruise ship’s departure.

Verb: delayedAdjectives: high, heavy, cruise ship’s

22. Flowers, bright and fragrant, bloomed there.

Verb: bloomedAdjectives: bright, fragrant

23. She gave complete answers to both questions.

Verb: gaveAdjectives: complete, both

24. A warm welcome awaits another new customer.

Verb: awaitsAdjectives: warm, another, new

25. John rushed in and called my name loudly.

26. The huge crowd was shouting wildly and enthusiastically.

27. He went overboard with the criticism.

28. Why are you worried now?

POSTTEST

174 • Writing

29. Mary dived into the new job.

30. Before the driving test, we must review the manual.

31. A column of smoke rose from the chimney.

32. A large picture of an eagle with silver feathers hung above the mantle.

33. Maria read a book on critical attitudes.

34. Ouch! My dog bit me!

35. Well, I think I’ll go to the store.

36. Peter said softly, “Please, don’t cry.”

37. Man, it sure is cold outside!

38. He lent them money.He gave them practical suggestions and good advice.

Answer: He lent them money before he gave them practicalsuggestions and good advice. (complex)

He lent them money, and he gave them practical suggestionsand good advice. (compound)

39. Mary Jones had a serious problem.She was in a great deal of debt.

Answer: Mary Jones had a serious problem when she was in a greatdeal of debt. (complex)

Mary Jones had a serious problem, and she was in a greatdeal of debt. (compound)

POSTTEST

Writing • 175

40. You may become a successful journalist in the future.You write well now.

Answer: Since you write well now, you may become a successfuljournalist in the future. (complex)

You may become a successful journalist in the future, but youwrite well now. (compound)

PART II

41. do not use too many short or simple sentences writing can often beimproved. two simple sentences into one cmplex sentence. first lookfor two sentences whose ideas are closely related then use aconjunction to cobine the thoughts into a complex or compoundsntence. Whn making complex sentences one idea must bedependent to the toher thoght


Writing can often be improved if you do not use too many shortand simple sentences. In order to combine two simple sentencesinto a complex sentence, you must first look for two sentenceswhose ideas are closely related. Then use a conjunction to combinethe thoughts into a complex or compound sentence. When writingcomplex sentences, one idea must be dependent on the otherthought.

POSTTEST

176 • Writing

42. NEW YORK (AP) Those looking for Alice need not go so far asWonderland. The Alfred Berol collection of Lewis Carroll materialsincluding original editions of Alice in Wonderland, Through theLooking Glass and other writings by Carroll have been donated toNew York University’s Bobst Library.

This is one of the most extensive collections of Carroll material inthe world and contains many of his photographs as well. Carrollwas considered to be one of the great pioneers of early photography.

He wrote his first book at the age of 14 and went to teach math atChrist Church College, Oxford, where he met the real Alice, AliceLiddell, daughter of one of the deans. The collection contains lettersto Alice Liddell from Carroll and photographs he took of her.


The Alfred Berol collection of Lewis Carroll materials includingoriginal editions of Alice in Wonderland and Through the LookingGlass, have been donated to New York University’s Bobst Library.This extensive collection contains many of his photographs sincehe is one of the great pioneers of early photography.

Carroll wrote his first book at the age of 14. He met Alice Liddellwhen he went to teach math at Christ Church College in Oxford;the real Alice was the daughter of one of the deans. His letters toher and photographs of her are also in the collection.

POSTTEST

Writing • 177

Calculate your score counting the number of questions you answered correctly inPart I. If a problem asked you to list several items or steps and you missed one or more,count the question as answered incorrectly. Divide the number of your correct answersby 40. Change the decimal answer to a percentage by moving the decimal two places tothe right.

Make sure you did well on Part II of the Posttest since the Ready to Work Writing assessment will be contain writing samples such as problems 41 and 42.

CALCULATING YOUR SCORE

178 • Writing

SUMMARY

Congratulations! You havecompleted the highest

level of Writing!

Well, how did you do on the Posttest? If you scored 90% or higher, you have a reasonable chance to pass the Ready to Work Writing Assessment. Remember the basics of writing, take your time and think about each question, and you will do fine.

Now, don’t be discouraged if you scored below 90%. There is a lot of information to remember. Practice the exercises in this course. You can do it! And, your enhanced work skills will pay off in the long run. Practice makes perfect… and good luck on the assessment.

Take time to review the Test-Taking Tips provided at the end of this workbook. Good luck improving your work skills and attaining your goals!

Writing • 179

EDWIN’S TEST-TAKING TIPS

Preparing for the test . . .Complete appropriate levels of the WIN Instruction Solution self-study courses.Practice your writing skills until you feel comfortable with your ability to listen toa message, take notes, and compose written messages conveying what you haveheard.

Get a good night’s rest the night before the test and eat a healthy breakfast on testday. Your body (specifically your mind) works better when you take good care ofit.

Allow adequate time to arrive at the test site. Being in a rush or arriving late willlikely upset your concentration when you actually take the test.

The answers must be written in blue or black ink, so if you have a favorite pen,you may want to take it with you. However, the test administrator will have pensavailable for your use.

About the test . . .Writing and listening skills are both assessed in one test, but are scored separately. You will listen to an audiotape of work-related messages and compose written messages to communicate the information to someone else. You are asked to play the role of an employee who receives messages from customers, co-workers, and suppliers. The Ready to Work Writing Assessment will not measure accuracy or completeness of message. Scoring will be based on writing mechanics, such as sentence structure and grammar, and on your writing style. Listening score is based on the accuracy of the message.

The Ready to Work Writing Assessment includes 6 workplace communications that begin with one speaker’s brief message; gradually, the messages become longer, more detailed, and include two speakers. You will listen to each message twice and are encouraged to take notes as you listen. You will be given 2 to 6 minutes to write your version of each message after the second reading; the time is dependent upon the difficulty of the message. There will be adequate time to write your responses to each message if you have taken proper notes as you listen. You may work on previous messages at any time during the test. The entire Ready to Work

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180 • Writing

Writing Assessment takes approximately 40 minutes.

Make sure your work is legible for the grader to read your work. Since you mustwrite in pen, you will not be able to erase. Do not worry if you have to mark outmistakes. Cross through the incorrect word one time (mistake) without making amess (mistake). You will not be penalized for marking through words to correctsentences.

During the test . . .Listen to the instructions carefully. Do not hesitate to ask the administratorquestions if you do not understand what to do. Make sure you can hear theaudiotape clearly from where you are sitting.

Your test booklet will provide space for you to take notes and for you to composeyour written messages. Do not try to write every word that is spoken on theaudiotape. As you listen, write key words in your notes to help you rememberwhat is being said. Please notice that the workplace situation does not includeyou, so your written messages should not include the word “I.” Remember also toavoid writing or drawing anything on the message page that is not appropriate forthe business setting.

Dealing with test anxiety . . .Being prepared is one of the best ways to reduce test anxiety. Study the WIN Ready to Work Instruction Solution course material. Practice will increase confidence in your writing and reduce your test anxiety.

Do not think negatively about the test. The story about the “little engine that could” is true. You must, “think you can, think you can, think you can.” If you prepare yourself by writing clear, concise, and complete sentences, there is no reason why you cannot be successful. Don’t get discouraged; be persistent. It is easy to become frustrated on this test while listening to details. If you do not remember names or dates, then make up information in order to write clear, concise sentences. If you do not do well with one workplace situation, do not let

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Writing • 181

that interfere with how you do on the next ones.

If you have extra time after one message, you may go back and check punctuation,spelling, etc. from other messages. If time allows, ask yourself the followingproofreading questions:

• Does each sentence begin with a capital letter?• Does each sentence have ending punctuation?• Have you used “I” in the message? If so, and you have time, change this.• Is there a subject and a verb in each sentence?• Do the subject and verb agree?

Prior to the test, relax, close your eyes, take several deep breaths, and think of arelaxing place or a favorite activity. Visualize this setting for a minute or twobefore the test is administered.

Studying with a partner is another way to overcome test anxiety. Encouragementfrom each other helps to increase your confidence.

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182 • Writing

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RESOURCES

ACT, Inc. (1994). WorkKeys® Targets for Instruction: Writing. Iowa City, IA: ACT.

Worldwide Interactive Network, Inc.1000 Waterford Place Kingston, TN 37763

Toll-free 888.717.9461Fax 865.717.9461 www.w-win.com

WIN Career Readiness Courseware - ©2008 Worldwide Interactive Network, Inc. All rights reserved.

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