**Course:** Reading & Composition

**Instructor:** Ronda Critchlow

**Email**: <rondac923@yahoo.com>

*Fall 2005*

# Course Description  {#course-description .unnumbered}

**Introduction:**

The purpose of this Reading and Composition course is to improve your
English in all areas - speaking, listening, reading, and writing. I hope
that this course will be beneficial, challenging, and also a lot of fun.
It is my desire that this class be a place where you grow academically
and personally as we embark on a journey of leaning together!

This course will primarily focus on writing for an academic audience
with exemplary reading assignments that model various essay types, thus
allowing students the opportunity to imitate these writing styles. These
readings will require you to think critically, make inferences, and to
interpret the author's intent and mood. You will be encouraged to keep
your own personal dictionary of words and definitions that you find as
you do the assigned readings. This type of personal dictionary will help
you to develop your English vocabulary.

You will be introduced to the elements of good writing for an academic
American audience, use the process approach to write paragraphs,
outlines, business letters, resumes, as well as narrative,
comparison/contrast, argumentative, and literature analysis essays.
Further attention will be given to prewriting methods, functions of a
topic sentence, thesis statement, introductory, body, and concluding
paragraphs, logical organization (i.e., time order, spatial order, order
of importance, transitions) and editing techniques.

This course will also include a focus on English grammar by reviewing
elementary grammatical concepts and introduce you to more advanced ones,
such as problematic word forms, passive voice and participial
adjectives, logical connectors, sentence matters, confusing pairs of
words and idioms.

### OBJECTIVES {#objectives .unnumbered}

By the end of the course, students should be able to demonstrate the
ability to:

> 1\. use different reading strategies like previewing, predicting, and
> inferring
>
> 2\. respond to readings orally and in writing
>
> 3\. use context clues to identify word meanings
>
> 4\. keep a journal of your class assignments
>
> 5\. use present, past, and future tenses correctly in simple and
> progressive forms; use present perfect tense correctly.
>
> 6\. use passive voice, gerunds and infinitives, adjective and noun
> clauses, quoted and reported speech, and If...wish statements
> correctly.
>
> 7\. develop a paragraph and essays using the process approach
>
> 8\. analyze, revise, and edit their own writing
>
> 9\. give helpful feedback to classmates about their writing.

#### MATERIALS/SOURCES:

The main source for activities will be taken from the sources below. A
master copy of these materials will be left in the copy center called
"Copy Express" on Tsar Assen, No. 13; GSM- 08871649307. Photocopies
should be made of all the documents located in folders entitled "Ronda
Critchlow's Composition Course".

\*\*\*The other textbook that we'll be using in this course can be found
in the American Corner library in the new building on the 5^th^ floor.
Everyone should borrow a copy of

**"Houghton Mifflin English: Grammar and Composition- Fifth Course."**
If there are not enough copies, share this book with a classmate.

> 1\. Blanchard, Karen, & Christine Root. 2004. [Ready to Write More:
> From Paragraph]{.underline}
>
> [to Essay]{.underline}. Longman: White Plains.
>
> 2\. Brown, Ann Nicole, et al. 1986. [Grammar and Composition- Fifth
> Course.]{.underline}
>
> Houghton Mifflin Company: Boston.
>
> 3\. Buscemi, Santi V., & Smith, Charlotte. 2002. "75 Readings Plus,
> 6^th^ ed." McGraw Hill: Boston.
>
> 4\. Folse, Keith, Muchmore-Vokoun, A., & E. Vestri Solomon. 1999.
> [Great Essays]{.underline}

Houghton Mifflin Company: Boston.

> 5\. Folse, Keith, E. Vestri Solomon, & Barbara Smith-Palinkas. 2004.
> Top 20: Great Grammar for Great Writing.

#  {#section .unnumbered}

# **REQUIREMENTS** {#requirements .unnumbered}

Attendance is vital for success. Students are expected to be on time and
take part in all class activities. Lateness or leaving early count
toward attendance. Students who find it necessary to miss a class are
expected to follow the syllabus and turn in all assignments on time.
Please notify the instructor if an absence will cover several days. All
assignments are due on the dates specified in class by the instructor.
Late work receives reduced credit, usually minus 10 points the actual
grade. Please make an appointment to discuss questions or concerns with
the instructor.

**GRADES**

The final grade will be based on:

Attendance, class participation, and group work 20%

Grammar quizzes 20%

Homework, class work, and computer lab work 20%

Essays 40%

Final grades are A (90%), B (80%), C (70%), or I (incomplete)

**ACADEMIC INTEGRITY**

Academic integrity is expected. Students who have academic integrity do
not cheat, do not allow other students to copy their work, and do not
plagiarize. Plagiarism includes copying someone else's words exactly or
even similarly without giving credit to the original writer. It also
includes using someone's ideas without giving credit.

Students who cheat, plagiarize or help others to cheat are subject to
disciplinary action which may include failing an assignment, failing a
class, or suspension or expulsion from the University.

\*\*\*Please turn off your cell phone before class begins. Thank you.

#  Discussion Leading Language Practice 

This semester you will have the opportunity to lead 1-2 in class
discussions of the assigned readings. If you lead a discussion
successfully, the *rest* of the group should do a great deal of the
talking. The purpose is to introduce you to this particular speaking
experience.

You are not required to use visual or audio aids, but you may find that
doing so is helpful for the class.

**What to do**:

You should include the following components in your discussion, but you
may do so in any order, using any method.

**Presenter #1: ( approx. 10 minutes)**

-   Give a **BRIEF** overview of the topic to be discussed, based on the
    assigned reading.

-   Assess whether the group has read and understood the article.

-   Point out and/or teach some of the more interesting vocabulary from
    the article. Remind your fellow students to copy what you have
    pointed out into their notebooks. They will be graded on this.

**Presenter #2: ( approx. 10 minutes)**

-   Get the group's reaction to the article and lead them in
    understanding the article more thoroughly than they did on their
    first reading. To do this, create some thought provoking questions
    that generate analysis and in-depth discussion of the text. Avoid
    using questions that elicit Yes/No responses. Therefore, you are
    responsible for reading the articles ahead of time to clarify in
    your own mind what may confuse others. This will give you time to
    speak with Ms. Critchlow for assistance.

-   Incorporate any group questions into the discussion.

-   Offer any final thoughts and/or summarize the group's opinions.

NOTE: Since each article is different from the others, you should
organize a discussion that works best for your chosen piece.

PLEASE BRING A COPY OF THE FEEDBACK SHEET TO CLASS ON THE DAY OF YOUR
PRESENTATION!!!

**What not to do**:

-   Do not summarize the article. Everyone is responsible for having
    read it before class. Those that have not read will not get credit
    for that day's class.

-   Do not present large amounts of information to us.

-   Do not teach *all* unknown vocabulary items; point out only the most
    important or interesting.

-   Do not assume that a good discussion is non-stop talking. Sometimes
    we need a few seconds of silence to reflect on a question. Also, you
    will want to see that your classmates are *listening to* each other
    not just *talking at* each other.

[Presentation Feedback Sheet]{.underline}

**Presenter #1: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ POINTS**

-   Overview of the topic /5

-   Assessment of group understanding /5

-   Teaching of important vocabulary from reading /5

> **TOTAL: \_\_\_\_\_/15**

**Presenter #2: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ POINTS**

-   Assessment of group's reaction to text /5

-   Leading of discussion with intriguing questions /5

-   Final thoughts/summary of group's opinions /5

> **TOTAL: \_\_\_\_\_/15**

[Writing workshop Essay/Assignment Schedule]{.underline}

[Wednesday 3/2]{.underline}

Overview of writing process; prewriting methods, etc.;

HW\--read narrative writing \# 1\-- *George Orwell: A Hanging; pp. 2-6*

[Wednesday 3/9]{.underline}

*Quiz 1 on narrative reading George Orwell: A Hanging; pp. 2-6;
discussion of quiz*

HW\--Narrative essay assigned Rough Draft /prewriting

[Wednesday 3/16]{.underline}

Narrative essay peer review; Turn in to me;

Presentation of vocabulary/theme of *narrative reading# 1- A Hanging;
pp. 2-6;*

*HW-* read narrative writing \# 2\-- *Maya Angelou: Grandmother's
Victory; pp. 12-16*

[Wednesday 3/23]{.underline}

Narrative essay returned w/my comments;

Quiz 2---review answers of *Maya Angelou: Grandmother's Victory; pp.
12-16;* Presentation of vocabulary/theme of *narrative reading# 2*

HW-write Final Draft; read C/C writing #1\--*Bruce Catton: Grant & Lee:
A Study in Contrasts; pp. 218-221*

[Wednesday 3/30]{.underline}

Narrative essay#1 submitted-final;

Quiz 3\-- review answers of *Grant & Lee: A Study in Contrasts; pp.
218-221;*

HW C/C essay assigned Rough Draft/prewriting

[Wednesday 4/6]{.underline}

C/C essay peer review; Turn in to me;

Presentation of vocabulary/theme of *CC reading# 1\-- Grant & Lee: A
Study in Contrasts; pp. 218-221*

HW\-- read CC writing #2\-- *Scott Russell Sanders: The Men We Carry in
Our Minds; pp.244-247*

[Wednesday 4/13]{.underline}

C/C essay returned w/my comments;

Quiz #4- review answers of *Scott Russell Sanders: The Men We Carry in
Our Minds; pp.244-247*; Presentation of vocabulary/theme of *CC reading#
2*

HW\--write CC Final Draft/read argumentative writing #1\-- *Mike
Wallace: The Press Needs a National Monitor (With a response by Don
Hewitt: Mea Culpa? Not Mea!); pp. 368-371;*

[Wednesday 4/20]{.underline}

CC essay#1 submitted-final;

Quiz 5- review answers of *The Press Needs a National Monitor (With a
response by Don Hewitt: Mea Culpa? Not Mea!); pp. 368-371;*

HW\--argument essay assigned Rough Draft/prewriting

[Wednesday 4/27]{.underline}

Argument essay peer review; Turn in to me;

Presentation of vocabulary/theme of *Arg. reading# 1\-- The Press Needs
a National Monitor (With a response by Don Hewitt: Mea Culpa? Not Mea!);
pp. 368-371;*

HW\--read arg. writing #2\-- *Joseph Pace: Let's Go Veggie! (With a
response by Alan Herscovici: Where's the Beef?); pp.404-410*

[SPRING BREAK]{.underline}: 4/29-5/02

[Wednesday 5/4]{.underline}

arg. essay returned w/my comments;

Quiz 6 on ---review answers of *Joseph Pace: Let's Go Veggie! (With a
response by Alan Herscovici: Where's the Beef?); pp.404-410*;
Presentation of vocabulary/theme of *arg. reading# 2*

HW\--write Final Draft/ read Lit. writing #1\-- *Judith Viorst: The
Truth about Lying; pp. 184-188*

[Wednesday 5/11]{.underline}

arg. essay submitted-final;

Quiz 7 on *Judith Viorst: The Truth about Lying; pp. 184-188\--*-review
answers

HW literary analysis essay assigned Rough Draft/prewriting;

[Wednesday 5/18]{.underline}

Lit. analysis peer review; Turn in to me;

Presentation of vocabulary/theme of *Lit. reading# 1\-- Judith Viorst:
The Truth about Lying; pp. 184-188*

HW- read Lit. writing #2\-- *Susan Sontag: Women's Beauty: Put Down or
Power Source?; pp. 122-124*

[Wednesday 5/25]{.underline}

Lit. analysis essay returned w/my comments;

Quiz 8 on *Susan Sontag: Women's Beauty: Put Down or Power Source?; pp.
122-124 &* review answers; Presentation of vocabulary/theme of *Lit.
reading# 2*

HW\--write Final Draft;

[Wednesday 6/1---**Last Day of class**]{.underline}

LIT. essay submitted-final

**[Presentation Schedule for Reading Assignment]{.underline}**

**[Wednesday 3/16]{.underline}:** *Narrative Reading#1: George Orwell: A
Hanging; pp. 2-6*

Presenter#1 (brief overview of topic/vocabulary):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Presenter#2 (discussion leader):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Wednesday 3/23]{.underline}**

*Narrative Reading #2: Maya Angelou: Grandmother's Victory; pp. 12-16*

Presenter#1 (brief overview of topic/vocabulary):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Presenter#2 (discussion leader):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Wednesday 4/6]{.underline}**

*Letter Writing #1: Business Letter*

Presenter#1 (brief overview of topic/vocabulary):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Presenter#2 (discussion leader):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Wednesday 4/13]{.underline}** *Letter Writing #2: Sample Resume*

Presenter#1 (brief overview of topic/vocabulary):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Presenter#2 (discussion leader):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Wednesday 4/27]{.underline}**

*Argument Reading #1: Mike Wallace: The Press Needs a National Monitor
(With a response by Don Hewitt: Mea Culpa? Not Mea!); pp. 368-371*

Presenter#1 (brief overview of topic/vocabulary):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Presenter#2 (discussion leader):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Wednesday 5/4]{.underline}**

*Argument Reading #2: Joseph Pace: Let's Go Veggie! (With a response by
Alan Herscovici: Where's the Beef?); pp.404-410*

Presenter#1 (brief overview of topic/vocabulary):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Presenter#2 (discussion leader):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[**Wednesday 5/18:**]{.underline} *Literary Analysis Reading #1: Judith
Viorst: The Truth about Lying; pp. 184-188*

Presenter#1 (brief overview of topic/vocabulary):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Presenter#2 (discussion leader):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Wednesday 5/25]{.underline}**

*Literary Analysis Reading #2: Susan Sontag: Women's Beauty: Put Down or
Power Source?; pp. 122-124*

Presenter#1 (brief overview of topic/vocabulary):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Presenter#2 (discussion leader):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

+-------------------------+------------------------+------------------+
| March 16, 2001 Ernie    | March 16, 2001         | March 16, 2001   |
| English\                |                        |                  |
| 1234 Writing Lab Lane   | Ernie English\         | Ernie English\   |
| Write City, IN 12345    | 1234 Writing Lab Lane\ | 1234 Writing Lab |
|                         | Write City, IN 12345   | Lane\            |
| Dear Mr. English:       |                        | Write City, IN   |
|                         | Dear Mr. English:      | 12345            |
| The first paragraph of  |                        |                  |
| a typical business      | The first paragraph of | Dear Mr.         |
| letter is used to state | a typical business     | English:         |
| the main point of the   | letter is used to      |                  |
| letter. Begin with a    | state the main point   |      The first   |
| friendly opening; then  | of the letter. Begin   | paragraph of a   |
| quickly transition into | with a friendly        | typical business |
| the purpose of your     | opening; then quickly  | letter is used   |
| letter. Use a couple of | transition into the    | to state the     |
| sentences to explain    | purpose of your        | main point of    |
| the purpose, but do not | letter. Use a couple   | the letter.      |
| go in to detail until   | of sentences to        | Begin with a     |
| the next paragraph.     | explain the purpose,   | friendly         |
|                         | but do not go in to    | opening; then    |
| Beginning with the      | detail until the next  | quickly          |
| second paragraph, state | paragraph.             | transition into  |
| the supporting details  |                        | the purpose of   |
| to justify your         | Beginning with the     | your letter. Use |
| purpose. These may take | second paragraph,      | a couple of      |
| the form of background  | state the supporting   | sentences to     |
| information, statistics | details to justify     | explain the      |
| or first-hand accounts. | your purpose. These    | purpose, but do  |
| A few short paragraphs  | may take the form of   | not go in to     |
| within the body of the  | background             | detail until the |
| letter should be enough | information,           | next paragraph.  |
| to support your         | statistics or          |                  |
| reasoning.              | first-hand accounts. A |      Beginning   |
|                         | few short paragraphs   | with the second  |
| Finally, in the closing | within the body of the | paragraph, state |
| paragraph, briefly      | letter should be       | the supporting   |
| restate your purpose    | enough to support your | details to       |
| and why it is           | reasoning.             | justify your     |
| important. If the       |                        | purpose. These   |
| purpose of your letter  | Finally, in the        | may take the     |
| is employment related,  | closing paragraph,     | form of          |
| consider ending your    | briefly restate your   | background       |
| letter with your        | purpose and why it is  | information,     |
| contact information.    | important. If the      | statistics or    |
| However, if the purpose | purpose of your letter | first-hand       |
| is informational, think | is employment related, | accounts. A few  |
| about closing with      | consider ending your   | short paragraphs |
| gratitude for the       | letter with your       | within the body  |
| reader's time.          | contact information.   | of the letter    |
|                         | However, if the        | should be enough |
| Sincerely,              | purpose is             | to support your  |
|                         | informational, think   | reasoning.       |
|                         | about closing with     |                  |
|                         | gratitude for the      |      Finally, in |
| Lucy Letter\            | reader's time.         | the closing      |
| 123 Winner's Road\      |                        | paragraph,       |
| New Employee Town, PA   | Sincerely,             | briefly restate  |
| 12345                   |                        | your purpose and |
|                         |                        | why it is        |
| **Block Format**        |                        | important. If    |
|                         | Lucy Letter            | the purpose of   |
|                         |                        | your letter is   |
|                         | **Modified Block       | employment       |
|                         | Format**               | related,         |
|                         |                        | consider ending  |
|                         |                        | your letter with |
|                         |                        | your contact     |
|                         |                        | information.     |
|                         |                        | However, if the  |
|                         |                        | purpose is       |
|                         |                        | informational,   |
|                         |                        | think about      |
|                         |                        | closing with     |
|                         |                        | gratitude for    |
|                         |                        | the reader's     |
|                         |                        | time.            |
|                         |                        |                  |
|                         |                        | Sincerely,       |
|                         |                        |                  |
|                         |                        | Lucy Letter      |
|                         |                        |                  |
|                         |                        | **Semi-block     |
|                         |                        | Format**         |
+-------------------------+------------------------+------------------+

![](media/image1.png){width="6.75in" height="8.625in"}

**[Sample Business Letter]{.underline}**

http://www.gmu.edu/departments/writingcenter/letter.html\
\
Mrs. Clara Winters \-\-\-\-\-\-\--[Return
Address](http://www.gmu.edu/departments/writingcenter/business.html#return)\
12187 S. Polo Dr.\
Fairfax, VA 22030\
   \
May 26, 1998 \-\-\-\-\-\-\--
[Date](http://www.gmu.edu/departments/writingcenter/business.html#date)\
\
The Tiny Tots Toy Company \-\-\-\-\-\-\-- Inside Address\
15456 Pyramid Way\
College Park, FL 33133

Dear Customer Service Representative: \-\-\-\-\-\-\--
[Salutation](http://www.gmu.edu/departments/writingcenter/business.html#salutation)

I recently purchased one of your Tiny Tents (Model \# 47485) for my
three-year old. Unfortunately, afterviewing the components that came
with the product, I discovered that four of the parts were missing.
Also, the instructions that came with the tent are incomplete. Both of
these situations have resulted in the tent remaining unassembled and
unacceptable as a toy for my daughter.

I am writing to request replacements for the missing parts, and a copy
of the full set of assembly directions for the model I purchased. If
reasonable arrangements are not made within ten business days, I will
return the tent to the store I purchased it from and expect a full
refund. To assist you in processing my request, I am including a copy of
my sales receipt and a list of the missing parts.

I have purchased other toys manufactured by your company in the past,
and have always been impressed with the quality and selection Tiny Tots
has made available to its customers. I sincerely hope this is a one-time
incident, and that any future purchases I make will live up to the
standard my family has come to expect from your company.\
\
Sincerely,\-\-\-\-\-\-\--
[Closing](http://www.gmu.edu/departments/writingcenter/business.html#closing)

[Signature](http://www.gmu.edu/departments/writingcenter/business.html#signature)

Clara Winters \-\-\-\-\-\-\-- [Typed Name and
Position](http://www.gmu.edu/departments/writingcenter/business.html#typed)

Enclosures: 2 \-\-\-\-\-\-\--
[Abbreviations](http://www.gmu.edu/departments/writingcenter/business.html#abbreviations)

**Sample 3.1 --- Letter of application, hard copy version:**
[http://www.career.vt.edu/JOBSEARC/coversamples.htm#Sample%203.4](http://www.career.vt.edu/JOBSEARC/coversamples.htm#Sample 3.4)

**Sample 3.2  ---  Letter of application, e-mail version**

**Sample 3.3 --- Letter of application, e-mail version**

March 14, 2003

Ms. Charlene Prince\
Director of Personnel\
Large National Bank Corporation\
Roanoke, VA 24040\
cprince@largebank.com

Dear Ms. Prince:

As I indicated in our telephone conversation yesterday, I would like to
apply for the marketing research position you advertised in the March
12th edition of the [Roanoke Times and World News]{.underline}. With my
undergraduate research background, my training in psychology and
sociology, and my work experience, I believe I could make a valuable
contribution to Large National Bank Corporation in this position.

In May I will complete my Bachelor of Science in Psychology with a minor
in Sociology from Virginia Polytechnic Institute and State University.
As part of the requirements for this degree, I am involved in a senior
marketing research project that has given me experience interviewing and
surveying research subjects and assisting with the analysis of the data
collected. I also have completed a course in statistics and research
methods.

In addition to academic work, my experience also includes working
part-time as a bookkeeper in a small independent bookstore with an
annual budget of approximately \$150,000.  Because of the small size of
this business, I have been exposed to and participated in most aspects
of managing a business, including advertising and marketing.  As the
bookkeeper, I produced monthly sales reports that allow the owner/buyer
to project seasonal inventory needs. I also assisted with the
development of ideas for special promotional events and calculated book
sales proceeds after each event in order to evaluate its success.

I believe that the combination of my business experience and social
science research training is well-suited to the marketing research
position you described.  I have enclosed a copy of my resume with
additional information about my qualifications.  Thank you for your
consideration.  I look forward to receiving your reply.

Sincerely,\
Jessica Lawrence\
250 Prices Fork Road\
Blacksburg, VA 24060\
(540) 555-1234\
<ghijkl@vt.edu>

**Sample 3.4 --- Letter of application, hard copy version**

1000 Terrace View Apts.\
Blacksburg, VA 24060\
(540) 555-4523\
stuvw@vt.edu

March 25, 2003

Mr. John Wilson\
Personnel Director\
Anderson Construction Company\
3507 Rockville Pike\
Rockville, MD 20895

Dear Mr. Wilson:

I read in the March 24th [Washington Post]{.underline} classified
section of your need for a Civil Engineer or Building Construction
graduate for one of your Washington, DC, area sites. I will be returning
to the Washington area after graduation in May and believe that I have
the necessary credentials for the project.

I have worked at various levels in the construction industry every
summer since the 8th grade. As you can see from my resume, I worked
several summers as a general laborer, gradually moved up to a carpenter,
and last summer I worked as assistant construction manager on a 100
million dollar job.

In addition to this practical experience, I will complete requirements
for my Building Construction degree in May.  As you may know, Virginia
Tech in one of the few universities in the country that offers such a
specialized degree for the construction industry. I am confident that my
Building Construction degree, along with my years of construction
industry experience, make me an excellent candidate for your job.

The Anderson Construction Company projects are familiar to me, and my
aspiration is to work for a company that has your excellent reputation. 
I would welcome the opportunity to interview with you. I will be in the
Washington area during the week of April 12th and would be available to
speak with you at that time. In the next week to ten days I will contact
you to answer any questions you may have.

Thank you for your consideration.

Sincerely,\
(handwritten signature) \
Steve Mason

Enclosure

**Sample 3.5 --- Letter of inquiry about employment possibilities,
e-mail version**

December 12, 2002

Mr. Robert Burns\
President, Template Division\
MEGATEK Corporation\
9845 Technical Way\
Arlington, VA 22207\
burns@megatek.com

Dear Mr. Burns:

I learned of MEGATEK through online research using the CareerSearch
database through Career Services at Virginia Tech where I am completing
my Master\'s degree in Mechanical Engineering. From my research on your
web site, I believe there would be a good fit between my skills and
interests and your needs. I am interested in a software engineering
position upon completion of my degree in May 2003.

As a graduate student, I am one of six members on a software development
team where we are writing a computer aided aircraft design program for
NASA. My responsibilities include designing, coding, and testing of a
graphical portion of the program which requires the use of GIARO for
graphics input and output. I have a strong background in computer aided
design, software development, and engineering, and believe that these
skills would benefit the designing and manufacturing aspects of Template
software.  Enclosed is my resume which further outlines my
qualifications.

My qualifications make me well suited to the projects areas in which
your division of MEGATEK is expanding efforts.  I would appreciate the
opportunity to discuss a position with you, and will contact you in a
week or ten days to answer any questions you may have and to see if you
need any other information from me such as a company application form or
transcripts.  Thank you for your consideration.

Sincerely,\
William Stevens\
123 Ascot Lane\
Blacksburg, VA 24060\
(540) 555-2556\
abcd@vt.edu

<http://www.career.vt.edu/JOBSEARC/Resumes/Samples/Barbour.doc>

+-----------------------------------+----------------------------------+
| Sarah M. Barbour                  |                                  |
+-----------------------------------+----------------------------------+
| Current Address:                  | Permanent Address:               |
|                                   |                                  |
| 100 Houston Street                | 22141 Cabin Road                 |
|                                   |                                  |
| Blacksburg, VA 24060              | Square, VA 23456                 |
|                                   |                                  |
| \(540\) 555-6666                  | \(703\) 555-1234                 |
|                                   |                                  |
| smbarbour@vt.edu                  |                                  |
+-----------------------------------+----------------------------------+

+-------------+--------------------------------------------------------+
| **          | To obtain a governmental affairs position utilizing    |
| OBJECTIVE** | language skills                                        |
+-------------+--------------------------------------------------------+
| **          | **BACHELOR OF ARTS, INTERNATIONAL STUDIES AND          |
| EDUCATION** | POLITICAL SCIENCE**, May 2003                          |
|             |                                                        |
|             | Virginia Polytechnic Institute and State University    |
|             | (Virginia Tech), Blacksburg, VA                        |
|             |                                                        |
|             | **Minor -- Spanish** Overall GPA: 2.9/4.0; Dean\'s     |
|             | List last 3 semesters                                  |
|             |                                                        |
|             | **VIRGINIA TECH'S "WASHINGTON SEMESTER,"** Alexandria, |
|             | VA, Summer 2002                                        |
|             |                                                        |
|             | -   In conjunction with internship with US Agency for  |
|             |     International Development: senior seminar in US    |
|             |     public policy and political institutions.          |
|             |                                                        |
|             | -   Site visits at the Environmental Protection        |
|             |     Agency, Senator John Warner's office, the Campaign |
|             |     Center and the Library of Congress.                |
|             |                                                        |
|             | **CENTER FOR EUROPEAN STUDIES AND ARCHITECTURE**, Riva |
|             | San Vitale, Switzerland, Fall 2001                     |
|             |                                                        |
|             | -   Studied Italian, Roman history, humanities and     |
|             |     art.                                               |
|             |                                                        |
|             | -   Traveled to Spain, Germany, Austria, France, Italy |
|             |     and England studying culture, art, history,        |
|             |     politics and languages.                            |
+-------------+--------------------------------------------------------+
| **LANGUAGE  | -   Written and oral fluency in Spanish.               |
| SKILLS**    |                                                        |
|             | -   Basic writing skills and conversational            |
|             |     proficiency in German, French, and Italian.        |
+-------------+--------------------------------------------------------+
| **RELATED   | **INTERN, US Agency for International Development**    |
| E           | Summer 2002                                            |
| XPERIENCE** |                                                        |
|             | -   Assisted in the creation of an agency-wide         |
|             |     database.                                          |
|             |                                                        |
|             | -   Performed technical analysis of various agency     |
|             |     programs and communicated their status to USAID    |
|             |     missions throughout the world.                     |
|             |                                                        |
|             | -   Attended USAID and State Department meetings       |
|             |     concerning global environmental issues.            |
+-------------+--------------------------------------------------------+
| **OTHER     | Receptionist, George Mason University School of Law,   |
| E           | Arlington, VA Summer 2001                              |
| XPERIENCE** |                                                        |
|             | -   Processed and filed incoming student applications  |
|             |     and sent brochures to prospective students.        |
|             |                                                        |
|             | Receptionist, Chesapeake Materials, Inc. Dumfries, VA  |
|             | Summer 2000                                            |
|             |                                                        |
|             | -   Organized the filing system for a branch office,   |
|             |     performed general office work and made bank        |
|             |     deposits.                                          |
|             |                                                        |
|             | Office Assistant, Cedar Systems, Inc. (through         |
|             | Temporary Solutions) Woodbridge, VA Summer 1999        |
|             |                                                        |
|             | -   Awarded August "Temp of the Month."                |
|             |                                                        |
|             | -   Assisted in the organization of the company's      |
|             |     computer classes and performed general office      |
|             |     work.                                              |
+-------------+--------------------------------------------------------+
| **A         | Phi Beta Delta International Honor Society             |
| CTIVITIES** |                                                        |
|             | International Studies Organization                     |
|             |                                                        |
|             | Spanish Club of Virginia Tech                          |
|             |                                                        |
|             | Dance Company of Virginia Tech, Stage Manager 2002-03  |
+-------------+--------------------------------------------------------+

## Sample Professional Résumé   

**Trina Teen\
56156 Poway Unified Drive\
Our Town, CA 92555\
(858) 555-5203**

**OBJECTIVE**

Interested in a child-care position. Offering excellent skills in
tending to the needs of children and assisting in the management of a
child-care program. Very enthusiastic, creative, and dependable.

**EDUCATION AND TRAINING**

  ----------------------------------- -----------------------------------
  Poway High School                   August 1998-present

  R.O.P Child Care Occupations        August 2000-June 2002
  ----------------------------------- -----------------------------------

**PROFESSIONAL EXPERIENCE**

  --------------------- -------------------------------------------------
    **Preschool Aide**  High School R.O.P Program, September 2000-present

                        Write lesson plans, develop and implement
                        activities for preschool age children, supervise
                        children, set up and clean up activity areas, and
                        help prepare snack.

  **Teacher's Aide**    Valley Elementary School, Poway, CA, January 2001
                        to present

                        Assist teacher, supervise children, help children
                        with homework, and assist with set up and clean
                        up.

  **Babysitter**        Johnson's Day Care, Poway, CA, June 1999 to
                        December 2000

                        Watched children, helped with homework, and
                        helped prepare meals.

  **Waitress**          Hamburger Factory, Poway, CA, June 1999-August
                        1999

                        Took orders, served food, and helped with clean
                        up.
  --------------------- -------------------------------------------------

**ACTIVITIES, ACHIEVEMENTS, AND SKILLS**

R.O.P. Child Care Occupations Certificate\
Junior Class President\
Peer Counselor\
CPR Certificate\
National Award for Community Services\
Certificate of Recognition for volunteer work from St. Michael's Church

**REFERENCES**

Available upon request

## Thomas Teen 56156 Poway Unified Drive Our Town, CA 92555 (858) 555-5203

**Statistics**

  ------------------------ ----------------------------------------------
  GPA                      2.5294

  SAT                      450 Verbal and 450 Math

  ACT                      19 Composite score

  Class Rank               500 of 732
  ------------------------ ----------------------------------------------

**Advanced Classes/Noteworthy Classes**

  -----------------------------------------------------------------------
  AP Computer Science (C++) 

  Computer Aided Drafting

  3D-Computer Animation (Computer Design and Virtual Reality)
  -----------------------------------------------------------------------

**Awards/Honors/Recognition**

  ------------------------ ----------------------------------------------
  March 2007               Red Ribbon So.Cal. Battle Bot Tournament 

  10^th^ and 11^th^ grades PTSA Recognition (math and U.S. History)

  Feb. 2005                Eagle Scout, Tech Lab Project
  ------------------------ ----------------------------------------------

**Extracurricular Activities**

  ------------------------ ----------------------------------------------
  8^th^ through 12^th^     "Teen Machine" Church Youth Group
  grades                   

  11^th^ and 12^th^ grades Battle Bots Club (secretary, treasurer)

  9^th^ through 11^th^     Club Soccer
  grades                   
  ------------------------ ----------------------------------------------

**Work Experience**

  ------------------------ ----------------------------------------------
  Feb. 2007 -- Present     Data Entry, Human Resources Dept., Hewlett
                           Packard

  Jan. -- July 2006        Server/Cashier at Taco Time. Prepared and
                           served food, operated cash register,
                           maintained cleanliness of restaurant

  Jan. 2005 -- Jan. 2006   Newspaper Carrier. Folded and delivered 150
                           newspapers every morning at 4:30 a.m.,
                           collected monthly bill
  ------------------------ ----------------------------------------------

**Community Involvement**

+-----------------------+----------------------------------------------+
| Sept. -- Oct. 2006    | Preteen Middle School After school computer  |
|                       | lab aide\                                    |
|                       | Helped students with homework and lab        |
|                       | projects                                     |
+-----------------------+----------------------------------------------+
| Jan. -- June 2006     | "Tech in Training" Enrichment Class\         |
|                       | Volunteer assistant to high school computer  |
|                       | technician                                   |
+-----------------------+----------------------------------------------+
| **Travel**            | Maui (annual family reunion)                 |
|                       |                                              |
| Spring Break (yearly) |                                              |
+-----------------------+----------------------------------------------+
| April 2006            | Oaxaca, Mexico (house framing)               |
+-----------------------+----------------------------------------------+
| May 2004              | Baja California, Mexico (fishing)            |
+-----------------------+----------------------------------------------+

**Future Plans**

  ------------------------ ----------------------------------------------
  College Goal             B.S. in Computer Design and Computer Graphics 

  Career Goal              Video Game Designer
  ------------------------ ----------------------------------------------

[Grammar Practice]{.underline}

[**http://www.learn4good.com/languages/toefl/toefl_stan_test3.htm**](http://www.learn4good.com/languages/toefl/toefl_stan_test3.htm)

**Directions:** The questions here test your knowledge of English
grammar. Each question consists of a short written conversation, part of
which has been omitted. **Choose the word or phrase that will correctly
complete the conversation**. Click on the answer you think is correct.

Top of Form

  ---------------- ----------------------------------------------------------------------
  **1. I am slow   
  to \_\_\_\_\_.** 

                   express my opinion

                   express my viewing

                   make my views

                   make my opinion

  **2. I have to   
  have this report 
  finished         
  \_\_\_\_\_.**    

                   by Friday

                   until Friday

                   Friday before

                   Friday beginning

  **3. We were     
  fortunate enough 
  to visit the     
  Grand Canyon. It 
  has              
  \_\_\_\_\_.**    

                   beautiful scenery that is much

                   many beautiful landscapes

                   many beautiful sceneries

                   much beautiful scenery

  **4. The car was 
  parked directly  
  \_\_\_\_\_ the   
  diner.**         

                   before

                   ahead of

                   in front of

                   preceding

  **5. The ski     
  resorts are      
  usually crowded. 
  There are many   
  people           
  \_\_\_\_\_       
  skiing.**        

                   enjoy

                   that enjoying

                   who enjoy

                   who enjoying

  **6. It is       
  already 3        
  o\'clock. Can    
  you \_\_\_\_\_   
  time to catch    
  the bus?**       

                   have enough

                   have it in

                   make in

                   make it in

  **7. I went to   
  have my glasses  
  \_\_\_\_\_.**    

                   fit

                   fitted

                   fit on

                   fitted on

  **8. Mary\'s     
  house is         
  \_\_\_\_\_ the   
  hair salon. Do   
  you think you    
  can find it?**   

                   along

                   near to

                   against

                   next to

  **9. The burning 
  stick was very   
  hot. He let      
  \_\_\_\_\_ just  
  in time.**       

                   alone it

                   go alone it

                   go it

                   go of it

  **10. Do we have 
  \_\_\_\_\_ money 
  to last us the   
  week?**          

                   a lot of

                   plentiful

                   plenty of

                   enough

                   

  **11. John       
  decided          
  \_\_\_\_\_ golf  
  on weekends.**   

                   to begin

                   to commence

                   to take up

                   to start up

  **12. It         
  \_\_\_\_\_ to me 
  whether we meet  
  them or not.**   

                   makes no difference

                   makes not a difference

                   is indifferent

                   is not a difference

  **13. We were    
  \_\_\_\_\_ after 
  all the hard     
  work.**          

                   wear out

                   outworn

                   weary out

                   worn out

  **14. We saw     
  \_\_\_\_\_ wild  
  animals while on 
  vacation.**      

                   quite a few

                   quite much

                   quite many

                   quite some

  **15. They are   
  late as usual. I 
  don\'t think we  
  should           
  \_\_\_\_\_       
  them.**          

                   await for

                   wait for

                   await on

                   wait on

  **16. Are you    
  \_\_\_\_\_ the   
  competition?**   

                   enter

                   going entering

                   go to enter

                   going to enter

  **17. You had    
  better           
  \_\_\_\_\_ the   
  tourist          
  information      
  office.**        

                   inquire at

                   inquiring at

                   inquire to

                   inquiring at

  **18. Ireland    
  was part of the  
  UK,              
  \_\_\_\_\_?**    

                   didn\'t it

                   wasn\'t it

                   hasn\'t it

                   weren\'t it

  **19. They will  
  be \_\_\_\_\_ at 
  the party.**     

                   present

                   presents

                   presenting

                   at present

  **20. Will they  
  go \_\_\_\_\_    
  this summer?**   

                   swim

                   to swim

                   swimming

                   to swimming

  **21. The New    
  York police were 
  very anxious     
  \_\_\_\_\_ about 
  the crime.**     

                   more learn

                   learn more

                   to more learn

                   to learn more

  **22. Many       
  excited women    
  could \_\_\_\_\_ 
  at the           
  department store 
  sale.**          

                   seen

                   be seen

                   be seeing

                   be see

  **23. The sink   
  in the locker    
  room  tends to   
  \_\_\_\_\_ .**   

                   flow

                   overflow

                   flow over

                   over flowing

                   

                   

  **24. How long   
  did the baseball 
  game             
  \_\_\_\_\_?**    

                   last

                   endure

                   survive

                   continue

                   

                   

  **25. We must    
  \_\_\_\_\_ the   
  annual board     
  meeting          
  tomorrow.**      

                   attend

                   attend to

                   attend in

                   attending
  ---------------- ----------------------------------------------------------------------

<http://www.nonstopenglish.com/allexercises/advanced-008.asp>

  ----------- -----------------------------------------------------------
  left out    She spoke so quickly I couldn\'t \_\_\_\_\_\_\_\_\_\_ her
              address before she hung up.

  made up     Dad wondered where I\'d been, and I \_\_\_\_\_\_\_ a story
              about being at Grandma\'s

  went        The student handed in a poem and the professor promised to
  through     \_\_\_\_\_\_ it \_\_\_\_\_\_\_ .

  get along   The twins seem to \_\_\_\_\_\_\_\_ each other just fine.
  with        

  kept on     He was getting very heavy, but he just \_\_\_\_\_\_\_\_\_\_
              eating.

  take down   I don\'t know how he managed, but he \_\_\_\_\_\_\_\_\_\_ a
              million dollars in less than year.

  get away    Students knew the paper was due on Monday, but they
  with        \_\_\_\_\_\_\_\_\_\_\_ their study session until it was too
              late.

  take after  The audience became upset when the pianist \_\_\_\_\_\_\_\_
              the third movement of the sonata.

  put off     John does \_\_\_\_\_\_\_\_ his father, doesn\'t he?

  look over   I don\'t know how those thieves think they can
              \_\_\_\_\_\_\_\_\_ a robbery in broad daylight like that
  ----------- -----------------------------------------------------------

<http://cctc2.commnet.edu/grammar/quizzes/phrasal/phrasal_frame2.html>

<http://cctc2.commnet.edu/grammar/quiz_list.htm>

**English Basics\
www.rhlschool.com**

## Analogies

***Complete each analogy by writing the best word in the blank. You may
use a dictionary.***

1\. **Find** is to **lose** as **construct** is to
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

  ----------------- ----------------- ----------------- -----------------
  build             demolish          misplace          materials

  ----------------- ----------------- ----------------- -----------------

2\. **Find** is to **locate** as **feign** is to
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

  ----------------- ----------------- ----------------- -----------------
  pane              pretend           line              mean

  ----------------- ----------------- ----------------- -----------------

3\. **Find** is to **kind** as **feign** is to
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

  ----------------- ----------------- ----------------- -----------------
  pane              pretend           line              mean

  ----------------- ----------------- ----------------- -----------------

4\. **Pane** is to **pain** as **weigh** is to
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

  ----------------- ----------------- ----------------- -----------------
  scale             pounds            weight            way

  ----------------- ----------------- ----------------- -----------------

5\. **Bring** is to **brought** as **sing** is to
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

  ----------------- ----------------- ----------------- -----------------
  sang              melody            song              record

  ----------------- ----------------- ----------------- -----------------

6\. **Dime** is to **tenth** as **quarter** is to
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

  ----------------- ----------------- ----------------- -----------------
  twenty-five       fourth            home              coin

  ----------------- ----------------- ----------------- -----------------

7\. **Plates** is to **dishes** as **arms** is to
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

  ----------------- ----------------- ----------------- -----------------
  legs              hands             farms             weapons

  ----------------- ----------------- ----------------- -----------------

Usage

<http://www.edhelper.com/language/usage_problems6507.html>

Directions: Circle the word that best completes each sentence.

+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|                                                                       |
|  1.    Her popularity **(among, between)** friends was very important |
|         to her.                                                       |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|                                                                       |
| 2.    **(Sit, Set)** the picture frame on the mantel above the living |
|         room fireplace.                                               |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|                                                                       |
|  3.    Grandma sent me a card, a **(pair, pairs)** of earrings, and a |
|         necklace for my birthday.                                     |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|   4.    The old adage \"Early to bed and early to rise\...\" **(can,  |
|         may)** have some truth to it.                                 |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|   5.    Historians constantly puzzle over how Hitler managed to       |
|         **(raise, rise)** to such an exalted position.                |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|   6.    They talked **(among, between)** themselves.                  |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|                                                                       |
| 7.    Laura graphed three ordered **(pair, pairs)** in the coordinate |
|         plane.                                                        |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|   8.    A good historian makes the **(passed, past)** come alive.     |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ----- --------------------------------------------------------------- |
|   9.    Did the sad movie **(affect, effect)** you? It made me cry.   |
|                                                                       |
|                                                                       |
| ----- --------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   10.    I studied a lot for my test, and I\'m sure that will         |
|          **(affect, effect)** my grade.                               |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   11.    His job was to **(lie, lay)** track for the new railway.     |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|                                                                       |
|  12.    My little sister likes to sit **(among, between)** my mom and |
|          dad.                                                         |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   13.    We should always applaud someone **(who, whom)** tries, even |
|          if they do not succeed.                                      |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|                                                                       |
|  14.    We had a miscellaneous assortment of **(good, well)** food at |
|          our party.                                                   |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   15.    The boat created waves that made a rippling **(affect,       |
|          effect)** across the water.                                  |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   16.    In times **(passed, past)**, sealing wax and a signet ring   |
|          were used to close envelopes.                                |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   17.    The school will adopt a new **(sit, set)** of rules.         |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   18.    Alex\'s reading skills are **(good, well)** above average    |
|          among students of his age.                                   |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   19.    Most of Yellowstone\'s roads, as **(good, well)** as Teton   |
|          Park Road, are closed in winter.                             |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+
|                                                                       |
| ------ -------------------------------------------------------------- |
|   20.    It takes excellent balance to be able to walk on a **(pair,  |
|          pairs)** of stilts.                                          |
|                                                                       |
|                                                                       |
| ------ -------------------------------------------------------------- |
+-----------------------------------------------------------------------+

# 

# [Editing & Correcting]{.underline} ([**http://www.usingenglish.com/handouts/307.html**](http://www.usingenglish.com/handouts/307.html))

Q1 - Take the letter with you in case you will see him.

![](media/image2.png){width="0.1875in" height="0.15625in"}the\
![](media/image2.png){width="0.1875in" height="0.15625in"}in\
![](media/image2.png){width="0.1875in" height="0.15625in"}will

Q2 - The first time I have tried it was last year.

![](media/image2.png){width="0.1875in" height="0.15625in"}The\
![](media/image2.png){width="0.1875in" height="0.15625in"}have\
![](media/image2.png){width="0.1875in" height="0.15625in"}was\
![](media/image2.png){width="0.1875in" height="0.15625in"}last

Q3 - That\'s the house where I was born in.

![](media/image2.png){width="0.1875in" height="0.15625in"}the\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}where\
![](media/image2.png){width="0.1875in" height="0.15625in"}was\
![](media/image2.png){width="0.1875in" height="0.15625in"}in

Q4 - She has decided a couple of weeks ago.

![](media/image2.png){width="0.1875in" height="0.15625in"}has\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}a\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}of

Q5 - That\'s the guy who my dog bit him.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}the\
![](media/image2.png){width="0.1875in" height="0.15625in"}who\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}him

Q6 - I\'ve told you a hundred of times not to do that.

![](media/image2.png){width="0.1875in" height="0.15625in"}a\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}of\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}to\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}that

Q7 - I don\'t think so that she\'s coming.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}so\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}that

Q8 - She\'s got a long hair.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}got\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}a

Q9 - Despite of the cold, they insisted on a table in the garden.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}of\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}on\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}a

Q10 - Susie, who lives in Melbourne, she is forty.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}who\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}in\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}she

Q11 - In case of she comes, I\'ll leave her a note.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}in\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}case\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}of\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}her\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}a

Q12 - I haven\'t seen either of them since the last week.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}of\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}them\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}since\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}the

Q13 - I have made up my mind ages ago.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}have\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}my\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}ago

Q14 - I like it the game.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}it\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}the

Q15 - There was too much more food than necessary at the party.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}too\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}much\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}more\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}the

Q16 - How long time did it take you to learn to use the software
proficiently?

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}long\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}time\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}it\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}you\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}the

Q17 - As far as that I know, she\'s a lot better.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}As\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}as\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}that\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}a

Q18 - She wrote down everything what the lecturer said.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}what\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}the

Q19 - They didn\'t let them to bring the animal indoors.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}them\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}to\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}the

Q20 - I paid for the bill and hurried back to the office.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}for\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}the\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}back\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}to

Q21 - I don\'t think so that they\'ll still be there at this time.

![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}so\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}that\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}still\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}there\
![](media/image2.png){width="0.18888888888888888in"
height="0.15555555555555556in"}this

<http://www.usingenglish.com/handouts/>

[Commonly confused words #1]{.underline}

<http://cctc2.commnet.edu/grammar/quiz_list.htm>

***Choose the correct \"confusing\" word from the pair to complete the
sentence.***

Top of Form

1.  The (audience / spectators) applauded enthusiastically after the
    performance was finished.

2.  I haven\'t seen him (since / for) over five years.

3.  (Besides / Beside) the fact that it was difficult, the exam also
    included questions that we had never studied before.

4.  I told my boss that I wanted a big (rise / raise).

5.  The article\'s (title / headline) read \"Politician Wants Answers\".

6.  His opinion had no (effect / affect) on my decision.

7.  He (lay / lie) down for a short nap.

8.  Could you give me the (receipt / recipe) for that wonderful dessert?

9.  They (controlled / inspected) his passport on entering the country.

10. Please finish your work (by / until) five o\'clock.

[Commonly confused words #2]{.underline}

1.  1\. 11He was cooking dinner (while / during) the football match.

2.  Could you go the store and get me some (stationary / stationery)?

3.  I need to (sow / sew) a new button onto my shirt.

4.  You will find the book (beside / besides) the lamp on the table.

5.  You can choose from between / among) four prizes!

6.  It\'s so hot! I need to find some (shadow / shade).

7.  (Although / Despite) his having studied French, he found the course
    very difficult.

8.  The movie was (such / so) boring he fell asleep!

9.  Try to use your (phantasy / imagination) when answering this
    question.

10. I (wandered / wondered) about how my friend was doing in Rotterdam.

[Commonly confused words #3]{.underline}

Top of Form

1.  He should be arriving (briefly / shortly).

2.  They went to a basketball (play / game) on Saturday night.

3.  Unfortunately, unemployment is on the (rise / raise) again.

4.  I wasn\'t able to do any work because of the (continual /
    continuous) interruptions.

5.  You can\'t wear those trousers! There are (creased / crinkled).

6.  Did Henry Ford (invent / discover) the car?

7.  The car needs to have its (breaks / brakes) repaired.

8.  (As long as / As far as) I\'m concerned, you can come along.

9.  (Despite / Although) he was reluctant to help, he finally lent a
    helping hand.

10. The (principle / principal) of the school welcomed the new students
    to classes.

[Commonly confused words #4]{.underline}

Top of Form

1.  Olympia is the (capital, capitol) of Washington State.

2.  That painting by Picasso is (worthless / priceless).

3.  Have you decided (weather / whether) you would like to come?

4.  You shouldn\'t leave litter (laying /lying) on the ground.

5.  I spent my evening (looking at / watching) television.

6.  The political situation is (actually / currently) very unstable.

7.  Art (objection / criticism) is a very subjective matter.

8.  The car tried to (overcome / overtake) the bus on the freeway.

9.  You will just have to (except / accept) his decision.

10. Could you wait a moment? I would like stop (to telephone /
    telephoning) my mother.

11. 

Bottom of Form

[Commonly confused words #5]{.underline}

Top of Form

1.  Could you give me some (advice / advise) on this problem?

2.  Please (remember / remind) me to pick up some bread at the market.

3.  John (borrowed / lent) me \$50 until next Monday.

4.  He (said / told) us about his trip to Chicago.

5.  His help with the contract was (invaluable / valueless).

6.  He is a very (sensible / sensitive) person. He always has time to
    listen to people\'s problems.

7.  Jack went to the library to (lend / borrow) the latest Stephen King
    novel.

8.  Mary (assured / ensured) us we had made a good decision.

9.  He (laid / lay) the book on the table.

10. Unfortunately, he made quite a serious (fault / mistake) while
    working on the plumbing. Bottom of Form

Bottom of Form