SFL/METU

Dept. of B.E.
WHO 1

October 2015

INTERMEDIATE GROUP
A. WRITING SKILL INPUT
Writing requires certain skills. These skills include sentence structure (how to arrange words in a sentence),
organization (how to arrange ideas in a paragraph), correct language and punctuation.
The writing handouts in this span aim to help you gain these necessary skills while you are writing by moving
from sentences to paragraphs.
THE SENTENCE
A sentence is a group of words that expresses a complete thought. A simple sentence generally includes a
SUBJECT and a VERB.
Examples:
* Good students work hard.
subject

verb

* Frank and Joe are very successful architects.

subject

verb

CAPITALIZATION AND PUNCTUATION:

You should capitalize:
the first word of a sentence
the first-person singular pronoun (I)
proper nouns (specific people, places and organizations) (Kate, London, British Council, etc.)
days of the week and months of the year (Friday, September, etc.)
You should end a sentence with one of the following:
a period/ full stop (.)
a question mark (?)
an exclamation mark (!)
WRITING SENTENCES
Although it seems easy to form sentences, people may not write sentences correctly; i.e. they use sentence
fragments, they run them together without using appropriate punctuation, they form unparallel structures, or
they use a plural noun with a singular verb or a singular noun with a plural verb.
COMMON MISTAKES WHEN FORMING SENTENCES
a. Sentence Fragments:
If a group of words does not have a subject or a verb, it is a fragment, not a sentence. In other words, a
fragment is an incomplete statement that is written as if it were a sentence.
Examples:
* Turkish and Finnish two closely related languages.
(fragment - no verb)
Turkish and Finnish are two closely related languages. (sentence)
*
*

From Paris to London.

They flew from Paris to London.
Because he couldn't find a job.
He was distressed because he couldn't find a job.

(fragment - no subject; no verb)

(sentence)
(fragment - not a complete thought)
(sentence)
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TASK 1. Read each group of words and decide which ones are complete sentences and which ones are
not. Correct the incomplete sentences and write them in the blanks.
Example:
() I covering the windows with wood.
I am covering the windows with wood.
1. () In Kenya, wild animals and interesting scenery.
In Kenya, there are wild animals and interesting scenery.
2.

() The decrease in poverty is a direct result of industrialization.

3. () Cities are a universal symbol of civilisation.

4. () The best movie that I saw last year.
Birdman was the best movie that I saw last year.
5. () Working during the morning and attending classes in the evening.
After a long holiday, he found working during the morning and attending classes in the evening
difficult.
b. Run-on Sentences and Comma Splices:
When we join sentences together, it is important to use the correct punctuation or a linking word.
Sentences that run together without these are called run-on sentences. When sentences are joined with
only a comma, this is called a comma splice. A comma does not provide adequate punctuation, so we
should avoid combining sentences with only a comma. In order to avoid writing run-on sentences or having
a comma splice, first identify the separate ideas, and then use either the correct punctuation, a linking word
or a transition.
Examples:
* My uncle is losing money on his business he refuses to sell it. (a run-on sentence)
* My uncle is losing money on his business, he refuses to sell it. (a comma splice)
* My uncle is losing money on his business. He refuses to sell it.
* My uncle is losing money on his business, but he refuses to sell it.
* My uncle is losing money on his business; however, he refuses to sell it.
TASK 2. Use any of the three ways to correct comma splices and run-ons in these sentences.
1. There are several ways to prepare for a hurricane, here is one of them.
There are several ways to prepare for a hurricane. Here is one of them.
2. Nuclear power plants can be run safely this is what many people think.
Nuclear power plants can be run safely. This is what many people think.
3. My father hates music, but my mother enjoys it I find that curious.
My father hates music, but my mother enjoys it. I find that curious.
4. No one took responsibility for the accident, therefore, they were all arrested.
No one took responsibility for the accident; therefore, they were all arrested.

c. Unparallel Structures:
Parallelism is an important element in writing, especially when you are listing items or ideas. Parallelism
means that each item in a list follows the same grammatical pattern. If, for example, you are writing a list
and the first item in your list is a noun, you have to write the following items as nouns. When you are
listing items or ideas using and, but, and or, each item in your sentence should have the same
grammatical pattern.
NOTE TO THE INSTRUCTOR: The use of and, but, and or will be dealt in more detail in WHO2.
Notice how the rule of parallelism is followed in the second sentence in each of the following sets:
Not parallel My English conversation class is made up of Chinese, Italian, and some are from Japan.
Parallel My English conversation class is made up of Chinese, Italian, and Japanese. (three
adjectives)
Not parallel Successful students attend lessons regularly, they do their homework, and practice speaking
English.
Parallel Successful students attend lessons regularly, do their homework, and practice speaking
English. (three verbs)
Not parallel Which outdoor sports do people enjoy watching or take part in?
Parallel Which outdoor sports do people enjoy watching or taking part in? (two verbs)
Not parallel My parents were poor but happily.
Parallel My parents were poor but happy. (two adjectives)
TASK 3. Connect the sentences so that the structures in each sentence are parallel. There is more than
one way to connect some of these sentences.
e.g. Julie is a good singer and dances beautifully.
Julie is a good singer and a beautiful dancer. OR Julie sings well and dances beautifully.
1. In the summer we like going to the beach and to play tennis.
In the summer we like going to the beach and playing tennis.
2. She loves mountain biking and ride a horse.
She loves mountain biking and horse riding.
3. He wants to be a doctor, a social worker or teach English.
He wants to be a doctor, a social worker or an English teacher.
4. White-water rafting is an interesting but danger sport.
White-water rafting is an interesting but dangerous sport.
5. The students tried to finish their assignment quick and accurately.
The students tried to finish their assignment quickly and accurately.
6. During a job interview, you must be well-dressed, nice, and you should behave politely.
During a job interview, you must be well-dressed, nice and polite.

TASK 4. Use a parallel structure to complete each sentence.

(Answers may vary)
1. Most people want to find a job that is well-paying and ________________________________________.
2. Traveling to a foreign country and _______________________________ can be a wonderful experience.
3. To learn a foreign language, you must practice speaking, reading, and ____________________________.
4. Smoking is a bad habit and ______________________________________________________________.
5. Computers are easy for young people to use but _____________________________________________.
6. To earn money during the summer holiday, students can work at a caf, or _________________________.
d. Subject-Verb Agreement:
When writing a sentence, you should make sure that you include a subject and a verb and that the verb
agrees with the subject of the sentence. If the subject of the sentence is singular, it must be followed
by a singular verb. Similarly, a plural subject must be followed by a plural verb.
Examples:
* One of John's brothers lives in Boston. (singular subject - singular verb)
* A number of students are absent today. (plural subject - plural verb)
* The number of employees in my company is approximately ten thousand. (singular-subject - singular
verb)
TASK 5. Underline the correct verb.
1. The professor and the student agrees/agree on that point.
2. Making cakes is/are Mrs. Reed's specialty.
3. Getting to know students from all over the world is/are one of the best parts of my job.
4. Why was/were Susan and Alex late for the meeting?
5. A number of factors needs/need to be considered.
6. Is/Are having the responsibility for taking care of pets good for your children?
7. One of the chief materials in bones and teeth is/are calcium.
8. The number of votes was/were twenty.
TASK 6. Some of the sentences below are incorrect. Write (S/V) next to the ones that have subjectverb disagreement, and (F) next to those that are fragments. Then write the correct forms in the spaces
below. Put a check () if the sentences are correct.
(Suggested answers)
_ F _ 1.

An unreasonable price for the necklace.

Twenty dollars is an unreasonable price for the necklace.

_ F_

Mathematics, biology, and physics.

Mathematics. biology, and physics are my favorite subjects.

2.

_F __ 3.

From San Francisco to New York.

A plane journey from San Francisco to New York takes 5 hours.

___ 4.

The poor are helped by government programs.

no change

_ _ 5.

English is not my native language.

no change

_S/V_ 6.

A high fever and an upset stomach is symptoms of the disease.

A high fever and an upset stomach are symptoms of the disease.
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B. PRE-WRITING TASK
*

Study the following paragraph in which a student has described the important qualities of a good
manager. There are SIX ERRORS in it. Underline them and write your corrections in the blanks
provided next to the line containing the error.
There is certain qualities that good managers have in common. First of all, (1) are
good managers have good communication skills. they convey their needs, (2) They
expect, and opinions to their employees clearly. As a result, the employees (3) expectations
know what is expected from them and behave accordingly. Secondly, good
leaders are confident. They are not afraid of making mistakes, and to believe (4) they believe
in themselves and their team. Finally, good managers are flexible They find (5).
it easy to adapt to changing situations. When necessary, they take initiative
to make necessary changes in their plans they act accordingly. In short, (6) , and
these qualities are essential to be a good manager.

C. WRITING TASK
You are asked to write a paragraph in a magazine which is published for university students.
Choose one of the following and write about their important qualities in minimum 10 sentences:

a good friend
a good teacher
a good student
a good flatmate or a roommate.

While writing your paragraph, you can revisit the sections in your book LL-Int. UNIT 1 for the appropriate
language structures and vocabulary.

I. PRE-WRITING
You are going to write about the qualities of a good ____________. Before you start to write your
paragraph, you should plan it by filling in the outline below with NOTES about him/her. (You dont
need to write complete sentences.) After you have completed the outline, go over it, choose your best
ideas, decide on the order you are going to present them in your paragraph and write about him/her in
one paragraph.
Qualities of a good _______________:
1. _____________________________________________

_______________________________________

_______________________________________

2. _____________________________________________

_______________________________________

_______________________________________

3. _____________________________________________

_______________________________________

_______________________________________

4. _____________________________________________

_______________________________________

_______________________________________

II. FIRST DRAFT

A good _________ has several important qualities. _______________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________________________ .
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III. SELF CHECKLIST

Before you write the second draft, use the checklist below to go over your work. Put a tick () in the
relevant box. Then, write your second draft and hand it in to your instructor.
WRITING OUTPUT:
I described a good______________.
Mechanics:
All the words are spelled correctly.
All the sentences are punctuated correctly.
There are no capitalization mistakes.
All the sentences have a SUBJECT and a VERB.
There are no fragments or run-on sentences.
There are no unparallel structures.
The subjects of the sentences agree with the verbs.
Grammar and Vocabulary:
I have used the simple present tense correctly.
I have used the following vocabulary from LL Int. UNIT 1 correctly:
___________________
___________________
___________________
___________________

___________________

___________________

Organization:
I have made use of the pre-writing activities.
The paragraph is within the sentence limit. (minimum 10 sentences)
I have used the following linkers correctly:
___________________

___________________

___________________

IV. SECOND DRAFT

Correct your work according to the checklist. Then, re-write and hand it in to your instructor. Your
instructor will provide feedback on the content of your work.

V. NOTES FOR SELF-REFLECTION ASSIGNMENT

Look at the checklist and take notes in the table so that you can recognize your strengths and
weaknesses to improve your writing and help you reflect on your performance.
YOUR WORK & EFFORT
Did you allocate sufficient time
and energy for the tasks?

THE HANDOUT &

ITS CONTENT
ONE thing that you believe you
learned and put into practice
well:

OVERALL EVALUATION
Are you satisfied with your writing
outcome?

_________________________
_________________________

Did you make use of the selfchecklist?

ONE thing that you need to work

on and improve:

Did you notice any improvements

in your writing?

_________________________
If yes, how?

If yes, what?
_________________________

_________________________

_________________________
_________________________

_________________________

_________________________

_________________________

_________________________

If no, why?

If no, why?

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

VI. FINAL DRAFT

Write your final draft and put it in your portfolio.