Introduction
Writing for an assignment can be an extremely desperate,frustrating, and lonely experience. We often feel at a loss as towhere to begin, what to include, and how to complete it. We feel
exasperated about the form our writing should take and whether ourresults are comprehensible to readers. To compound our distress, we
may feel reluctant to consult peers about our assignment because
it must be original. These aspects of writing can give substantial
stress to writers and even impede the creative process, but it neednot be so. The aim of Writing Together is to provide learners witha strong foundation for understanding the individual componentsof paragraphs, the foundations of process writing, the standardsof paragraph structure, as well as show students the benefits ofinteracting with others to make writing more reasonable if notpleasant.
In the Getting Started sections of this book, the writing topic andmain feature of each unit are introduced to learners in the form ofquestions. Questions about the topic are aimed at helping students
begin to think about their upcoming writing project in a casual,enjoyable, and unthreatening manner. In addition to jumpstarting
thoughts about the unit’s topic, this section introduces students tothe unit’s featured aspect of paragraph writing. Here, they view
writing samples then answer questions which help them notice andidentify key elements of paragraph writing. In other words, before
they receive more structured training in paragraph writing, theGetting Started section eases students into the unit so they canstart out comfortably and on their own terms.
Learners are obliged to grasp the concepts of paragraph structure
if they are ever to master paragraph writing. However, before
students actually write passages of decent quality, they must know
the rules governing paragraph structure. The next section of each
unit, Writing Focus, provides a brief explanation of the featured
aspect of paragraph writing as well as a list of guidelines writers
should follow. However, simply knowing the rules does not makesomeone a master of anything besides “knowing the rules.” Sincewriting is a combination of quantity and quality, learners must beable to recognize whether writing samples not only have all of thenecessary components, but also judge the quality of the writing before
they can create their own legitimate paragraphs. Consequently,
activities in the next section of this book, Guided Writing, help
students discern whether writing samples contain proper elements
and whether they follow the guidelines for quality.
Since undisciplined processes often end in undisciplined results,
it is important that students learn the controlled habits of process
writing. The standards of process writing provide a guide for writers
to reach their goal in a logical and efficient fashion. In the first stageof process writing, they plan what they will write about. In the secondstage, they write drafts, improving contents each time. In the thirdstage, they proofread their writing and produce a final draft. The
Writing in Action sections of this book, with its subsections Prewriting, Writing, and then the following section, Editing, provide
learners constant, habit-forming practice with these steps.
While the methods of process writing give learners a foundation
in how to write, the conventions of paragraph structure offer a form
for their writing. Without an established pattern to follow, newwriters may feel helpless, not to mention create paragraphs thatappear more like diary entries than disciplined writing. To givelearners a good sense of form, the first half of this book is dedicatedto paragraph structure. It introduces topic, supporting, detail, andconcluding sentences and shows how students can improve thesefour features of structure. The second half of the book focuses on theconcepts of writing style including unity, coherence, cohesion, andhow learners can edit their writing more effectively.
Skills in process writing and paragraph structure help learners
create decent passages, but writing can still be a very lonely process.
Furthermore, without constant feedback from others it is easy for
writers to get off track and to forget that they are writing for a specificaudience. To solve these problems, this book gives learners ample
opportunity to communicate during each stage of process writing.
From brainstorming to editing, students are required to collaborate
in generating ideas, planning their writing, creating drafts, andediting. In addition, each unit concludes with Communicative

Activity where students share their writing with a partner, a smallgroup, or the entire class.
Writing for assignments can be a painful experience for students,
but it truly does not have to be that way. Familiarity with theindividual components of paragraphs gives new writers confidence.
Process writing provides a path and a compass writers can use
to navigate their way to completing an assignment. Paragraphstructure serves as a logical, recognizable, and repeatable template
students can use to construct their writing. Communicating withothers helps writers focus on their message and stay true to theirtarget audience throughout the writing process. Writing for anassignment is never easy, but Writing Together gives learners theskills and strategies they need to write successfully and perhaps
even enjoyably.

Scope and Sequence
UnitTitle

Topic

Writing Focus

Process writing,paragraph format,
paragraph structure

Pre-Writing

Editing

Communicative Activity–––p.1

1Starting from Scratch

Introduction toprocess writing,paragraph format,
and paragraphstructurep.7

2Home Is Where Your
Heart Is

Hometown

Creating topic
sentences

Discussion

Capitalization andpunctuation

Find the author

p.13

3You Only Live Once

Lifestyle

Improving topic
sentences

Listing activities
and adjectives

Verb tense andtime expressions

Choose the best topic
sentence

p.19

4

The Apple of YourEyeInfluential people

Creating supporting
sentences

Freewriting

Present tense andplural “s”

Read aloud

p.25

5

Actions Speak Louder
than Words

Character

Improving supporting
sentences

Listing supporting
examplesSubject-verb
agreement

Discuss supporting
examplesp.31

6Once in a Blue Moon

Memorable events

Creating detailsentences

Listing details

Past tenseClassmate comments

p.37

7

Saved by the Bell

Impressions ofschool life

Improving detailsentences

Word maps“Be” verbs

Guess supporting
detailsp.43

8“X” Marks the Spot

Favorite places

Creating concluding
sentences

Outlining

Time prepositions

Guess the author

p.49

9Format & Structure
ReviewReview

p.53

10Variety Is the Spiceof Life

Styles & fads

Unity

Listing

Coordinating
conjunctions

Check a partner’s unity

p.59

11It’s All Greek to Me

Impressions ofculture

Coherence

Organizing yourparagraph

Adjectives andadverbs

Group reading forcoherence

p.65

12Everything but theKitchen Sink

Important things

Cohesion

Pair interviews

Pronouns

Check a partner’scohesion

p.71

13

Haste Makes Waste

Decisions

Editing techniquesYour choice

Using editing
techniques

Peer editing

p.77

14

Style Review

Review

p.81

15

Bigger Is Better

Introduction toessay writing––Elements of essay
writing–––––––––

UNIT

4

The Apple of Your Eye

The Apple of Your Eye

Getting Started

A Tell a partner about three people who’ve influenced you.
1. Describe them.
2. What is interesting about them?
3. In which ways have they influenced you?

B Read the paragraph and answer the questions with a partner.

DL 09

CD 09

My high school soccer coach, Ms. Turner, showed me how playing
sports can help me become a better student. First, she taught me toconcentrate on studying the same way I concentrate on sports. Also, sheshowed me how to keep going even though I am tired and want to takea rest. Finally, she taught me never to give up even when I think I will fail.
1. What is the topic of the paragraph?
2. What is the writer’s main idea?
3. How does the writer show his or her main idea is true?

19UNIT 4

Writing Focus: Creating Supporting Sentences
Supporting sentences follow the topic sentence. They offer support to aparagraph’s main idea and help explain why it is true with details andclear examples. There are usually at least three in a paragraph. Supportingsentences support the main idea much as legs support a chair.
Good supporting sentences follow these rules:
They must only contain information that supports the main idea.
They must contain clear examples.
They usually begin with sequence expressions.

Guided Writing
Topic Sentences or Supporting Sentences?

A Write TS next to topic sentence and SS next to supporting sentences.
1.

SSI learned how to take care of myself by living alone in a smallapartment.

2.

I had to manage my own living costs for the first time in my life.

3.

I got my first part-time job and earned my first paycheck.

4.

I feel that last year was when I changed from a teenager to anadult.

5.

I went on a trip without my parents for the first time.

Supporting the Main Idea

B If the supporting sentence is well-connected to the main idea, write anin theblank, if it is not, write an .

Topic sentence: Getting my driver’s license was the hardest thing
I have ever done.
1.
2.

My dream is to buy a sports car five years from now.
I had to take a long and difficult paper test that I studied allnight for.

3.

The driving test made me nervous and I thought I would havean accident.

20

The Apple of Your Eye
4.

I drove for hours with three of my friends to go swimming inthe sea.

5.

It cost much more than I planned because I failed the paper testtwice.

Clear Examples

C If the supporting sentence contains clear examples, write anin the blank, if it

does not, write an .

Topic sentence: My uncle Thomas is the most exciting person inmy family.
1.
2.

He has had various experiences during his long life.
Thomas hiked through the Amazon forest when he was a student.

3.

My uncle often tells me stories about his life.

4.

He started skydiving when he was a high school student.

5.

He drives a very fast red European car.

Sequence Expressions

D Circle the sequence expressions you find in the following paragraphs.
1.
I hope to live in a big city after I graduate from college. First,
there are lots of concerts and events in Tokyo or Osaka. Second, I
can understand different points of view from many people. Third, I
can enjoy shopping, eating, and movies every day of the week.

2.
Ramen is the best food for poor university students. First of all, it
is usually cheaper than other types of food students like. Also, it’scheap but with noodles, vegetables, and meat, it is nutritious. Finally, students can buy instant ramen and eat it at home any timethey like.

21

UNIT 4Consolidation

E Decide what is wrong with each supporting sentence and list one or more of thefollowing reasons.

• Doesn’t support the main idea
• Doesn’t contain clear examples• Doesn’t begin with sequence expressions

Topic sentence: I’m not perfect, so I want to improve myself inthree ways.
1. I want to be much kinder to my family.

Reason(s): doesn’t begin with sequence expression.
2. Next, improving myself is very important.

Reason(s):3. Also, I want to enjoy.

Reason(s):4. I really think I should study.

Reason(s):5. No one in the world is perfect.

Reason(s):22The Apple of Your Eye

Writing in Action
Pre-writing: Freewriting
Freewriting can help you start moving ideas from your brain to your paper.
UÊ7ÀÌiÊ>ÃÊÕV Ê>ÃÊÞÕÊV>ÊvÀÊwÛiÊÀÊÌiÊÕÌiÃ°UÊ7ÀÌiÊÜÌ ÕÌÊÃÌ««}°UÊ ½ÌÊÕÃiÊ>ÊiÀ>ÃiÀÊÀÊ`VÌ>ÀÞ°UÊ ½ÌÊÜÀÀÞÊ>LÕÌÊÃ«i}ÊÀÊ}À>>À°Think about the writing topic then write down everything that comes to yourmind. It’s OK if your paper is messy. Just write as much as you can.

A On a separate sheet of paper, freewrite about people who have influenced you.
Use the suggestions below for ideas.
familyfriends

teachers

actorsmusicians

athletes

B Look at your freewriting, underline the good ideas and cross out ideas you don’t
want to use.

Writing

C Using ideas from your freewriting, create a topic sentence.
D Write three supporting sentences for your topic sentence.
1.
2.
3.

23

UNIT 4

Editing: Present Tense and Plural “s”
Remember these common grammar points:
Previous: capitalization, punctuation, verb tense and time
expressions
Present tense “s”—use “s” with he, she, and it in the present tense.
Plural “s”—use “s” to show more than one.

A Proofread these sentences for the grammar points listed above.
1. Also, he teaches me how to get better scores on my tests.
2. my wonderful grandfather influenced me more than anyone else thesedays
3. in addition, she takes me to the museum three time last year
4. furthermore, my father take me to baseball game twice a month
5. although she is a famous singer, she spend a lot of time with poorpeople.

B Edit and revise your topic and supporting sentences for the following points andwrite them in paragraph form on a new sheet of paper.
Topic SentencePrevious Grammar Points

Supporting Sentences

New Grammar Points

Well-connected to the main idea

Plural “s”

Contain clear examples

Present tense he, she, it “s”

Contain sequence words

Communicative Activity: Read Aloud
Write your final draft on a new sheet of paper. Form groups of three or four
students and read your paragraph aloud. Other students should ask you questions
about your paragraph.

24