COURSE TITLE: WRITING 4
COURSE DURATION: 60 PERIODS
COURSE BOOK : (mainly) EFFECTIVE ACADEMIC WRITING 1 by
Savage, A & Shafiei, M. (2007) Oxford
REFERENCES: GET READY TO WRITE by Blanchard. K & Root C.
(1998). Longman; READY TO WRITE- A first composition text.(2nded) by
Blanchard. K & Root C. (1994). Addison-Wesley Publishing Company ;
DEVELOPING WRITING SKILLS by Smalley, R. , Ruetten M. &
Kozyrev, J. (2007). Learners Publishing
LECTURER : CHU THI KIM PHUONG

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WEEK 1
Objectives:
After the lesson , the students:
- should have the general understanding of different kinds of paragraph
- practice writing cinquain poems
- practice free writing
Assumed knowledge:
Students are supposed to have already learnt how to wite a paragraph
Main activities:
- classroom rules
- revision
- introduction of materials (for reference)
- warm-up: cinquain poems
- groupwork: discussion about kinds of paragraph, giving definitions.
- fast writing
- Course expectations
1. Consolidation:

Why Write
Practical reasons
answer exams, write term papers
Intellectual reasons:
1. Writing helps you think
2. Writing helps you organize your thoughts
3. Writing helps you remember information:
4. Writing helps you find logical faults or gaps in your own thinking or
understanding
5. Writing helps you develop your own attitude towards a subject
6. Writing helps you synthesize large amounts of information.
7. Writing helps you record information.
8. Writing is different from speaking in that your target audience

Paragraph
What is a paragraph?
Topic sentence

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Supporting sentences
The concluding sentence
Coherence
Patterns of coherence

Time
Space
Rank order


used to present the supporting information in a paragraph coherently

Using Time Order
 Organizing ideas by time
(Chronological order)

Using Signal Words

Using Prepositions
 Organizing Ideas by Space
(Logical order)
in front of
in the middle of
On your left
behind
To the right of
Next to it,
on the north/ west
To the right of
between
 Organizing Ideas by Order of Importance (Rank Order)
+ begin with the most important idea and end with the least important idea
+ begin with the least important idea and save the most important one for last.
=> Most writing uses both facts and opinions.
What is a fact?
What is an opinion?
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Your opinion-----------------------------------------------------.

A fact is -----------------------------------------------------------Unity:
Every sentence within the paragraph should relate to the topic sentence or the
controlling idea.

2. Reference books for students
1. Oshima, A.&Hogue,A.(1997). Introduction to Academic
Writing.(2nded). Longman.
2. Blass, L.&Pike-Baky,M.(1990). Mosaic I.A Content-Based Writing
Book. McGraw Hill Book Company.
3. Truong, Q. P.(1996). College Writing. Tre Publishing House.
4. Reid,J.M.(1988). The Process of Composition.(2nded). Prentice Hall
Regents, Englewood
5. Withrow,J.(1978). Effective Writing.CUP.
3.Warm-up: Cinquain poem
War
Sad, destructive
Killing, injuring, destroying
A thing that kills life.
Terminator
(by Saud)
o The structural form
Line 1: War = 1 NOUN-A
Line 2: Sad, destructive = 2 related ADJECTIVES
Line 3: Killing, injuring, destroying = 3 descriptive GERUNDS (verb +
-ing)
Line 4: A thing that kills life. = 1 complete, related SENTENCE
Line 5: Terminator = 1 NOUN-B (a synonym of NOUN-A)
o Suggested subjects: teacher-student-university-money-love
4. Kinds of paragraphs
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a. Descriptive paragraph
b. Narrative paragraph
c. Procedural paragraph
d. Opinion paragraph
e. Comparing and contrasting paragraph
5. Fast writing
1. What I bought when I came here.
2. A typical day
3. Impressions on the first day of coming back to school.
4. Your last Tet‟s holidays

Where there’s a will, there’s a way

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WEEK 2: DESCRIPTIVE PARAGRAPH: ORGANIZATION
Objectives:
After the lesson , the students:
- should learn the organization of descriptive paragraph and be able to analyze it
- learn how to develop ideas in descriptive writing
- learn how to describe things
Assumed knowledge:
Students are supposed to know how to use Parts of speech, especiallly adjectives
Main activities:
- Report on Course expectations
- fast writing
- Descriptive organization

- developing ideas
- practice on specific language
- using adjectives in Descriptive writing
- structures
- describing things from pictures
 Fast writing
1. Life in my country
2. Universities in VN
3. My brother/sister and I
4. My language and English
5. Myself as a child and myself now
 Revision
Kinds of paragraphs
1. Descriptive paragraph
2. Narrative paragraph
3. Procedural paragraph
4. Opinion paragraph
5. Comparing and contrasting paragraph
 Descriptive paragraph
Definition
Descriptive organization
Topic sentence
Supporting sentences
Concluding sentence

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Task 1: Work in pairs to read the paragraph and do as asked
The Long Life of my Grandfather‟s Car

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

1. Underline the topic sentence
2. What words or phrases does the author use to describe his grandfather‟s
car.
3. What words or phrases does the author use to describe his feelings about
the car.
4. Underline the concluding sentence
5. Completing the outline
Topic sentence ………………….
Item ………………….
General feeling ………………………….
Supporting sentences …………………………..
Background information about the item …………………….
Descriptive details …………………………..
Details about the feelings …………………..
Concluding sentence …………………………..
Restated idea …………………………………….
 Developing ideas

Using specific language in descriptive writing helps give the readers a clear
mental image of what/who is being described so that readers can
„see” it/him/her.

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Task 1: Read the paragraph with your partner.
My Special Treasure
My special treasure is a picture of my mother on her fifteenth birthday. This
picture was always in my house when I was growing up. Years later, when I
got married and moved to Montreal, my mother gave it to me so that I would
always remember her. Now it sits on the table next to my bed. I look at it and
imagine my mother‟s life on that day. I think she was excited because her eyes
are shining with happiness. Her smile is shy as if she were thinking about a
secret. She is standing next to a rose bush and the roses are taller than she is.
She is wearing a beautiful white lace dress and black shoes. Her hair is long
and curly. She looks lovely in this beautiful place, and I feel calm when I gaze
into her eyes at the end of my busy day. This picture of my mother is my most
valuable possession.
Task 2: Work with your partner and answer the questions
1. Underline the topic sentence. What will the writer describe?
2. Does the writer give details about how she got the picture in the first part,
the middle part, or the last part of the paragraph?
3. Does the writer describe what the picture looks like in the first part, the
middle part, or the last part of the paragraph?
4. Does the writer describe her thoughts and feelings about the picture in the
first part, the middle part, or the last part of the paragraph?
5. Underline the concluding sentence. Does it restate the idea in the topic
sentence?

6. How many sentences are there in the paragraph?

PRACTICE ON SPECIFIC LANGUAGE
Exercise 1: Read the following pairs of sentences. Put a check (√) next to the
sentence that is more specific:
1. ----------- a. I like to wear my grandmother‟s jewelry.
----------- b. I like to wear my grandmother‟s pearl necklace.
2. -----------a. My best friend gave me a novel by Chang-Rae Lee for my
birthday.
-----------b. My best friend gave me a book for my birthday.
3. -----------a. Someone lent her an umbrella.
-----------b. Her father lent her an umbrella.
4. -----------a. I inherited some furniture.
-----------b. I inherited my grandfather‟s chair.
5. -----------a. Steve has a new laptop.
-----------b. Steve has a new computer.
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6. a-----------. Jordan received a toy.
- ----------b. Jordan received a teddy bear.
Exercise 2: Rewrite the following sentences. Replace the underlined words
and phrases with words that are more specific.
1. I bought a pair of shoes.
=> I bought a pair of running shoes.
2. Maria found some jewelry in the basement.
=>
3. My mother gave me some money.
=>
4. My father enjoyed making things.

=>
5. My grandfather collected souvenirs.
=>
6. We always have vegetables with dinner.
Using adjectives in Descriptive writing
Adjectives are words that describe nouns. Writers use adjectives to give the
readers a more complete picture of the people, places, and things they want to
describe.
Examples
A bicycle-> a racing bicycle
A desk-> a large, metal desk
A violin -> an antique violin
Two bracelets -> two lovely bracelets

-

Structures
 Be + noun
He is a waiter.
I am not an honest man.
She is not a dancer.
 Be + Adjective
My teacher is creative.
They are young.
I am strong.
 There + be
There are a dozen of eggs in the fridge.
There is a red pen on the table.

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Kinds of descriptive paragraphs
Describing people
Describing places
Describing things

A. Describing things
Task 3: Look at the pictures and work with you friends to generating
ideas for the two topics below
- alarm clock
- conical leaf hat

REMEMBER
Shape
Size
Colour
Texture/material, etc.

Task 4: Write a paragraph to describe the conical leaf hat
Homework: write a paragraph to describe the alarm clock

Pour oil on the flame

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WEEK 3: DESCRIPTIVE PARAGRAPH: describing people
Objectives:
After the lesson , the students:

- learn to analyse paragraph using checklist
- should learn how to describe people
- learn adjectives and phrases to describe people
- learn sub-skill: observation
- practice writing paragraph
Assumed knowledge:
Students are supposed to tell as many adjectives related to describe both
appearance and personality as possible.
Main activities:
- fast writing
- peer evaluation
- teacher‟s comments
- revision
- language focus
- writing from pictures
 Fast writing
1. Pets
2. My first friend
3. Love at high school
4. What makes a good friend?
5. A person I know
 Peer evaluation
 Teacher’s comments
 Revision
Describing things
 Describing people
Physical appearance

Personalities


Hair: dark; black; blond; brown;

Shy; reserved; quiet; calm; thoughtful;

straight; wavy; dark-haired; curly;

moody; unsociable; introverted;

fuzzy; long; short; shoulder-length

outgoing; friendly; sophisticated;

Face: square; round; oval; long; thin

cheerful; sensitive; strong-willed;

Eyes: large; small; narrow; wide;

irritable; bad-tempered; hot-tempered;

slanting; twinkling; starry;

good-humoured; parsimonious;

Eyebrows: thin; thick; bushy

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easy/difficult to get on with



Nose: straight; pointed; snub; hooked;

-

hard/easy to please

crooked;

-

of a pleasant personality

Lips: full; thin

-

find fault with

Chin: pointed; cleft; double

-

keep someone at a distance

Complexion: fair; dark; swarthy

-

to flaunt one‟s wealth


Height: about 6ft tall, short

-

keep up with the Joneses

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

-

slender; thin
Special features: beard; moustache;
sideburns; mole; dimple; wrinkles;
freckles

Structures:
1. Age
-

a child of six

-

a man over/under 25

-

at the age of


-

in his thirties

-

a forty-year-old woman

-

a woman, aged forty, ..

Examples:
 PRACTICE
1. Describe someone from the picture
2. Describe someone whom you love/hate.
 HOMEWORK:
Find information about a place where you have visited or you would like to
visit .
- Where it is
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-

How far it is
How to get there
What is special there

(Searching on the Internet is reccomended)

No bees no honey,
no work no money

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WEEK 4: DESCRIPTIVE PARAGRAPH: describing places
Objectives:
After the lesson , the students:
- learn to analyse paragraph using checklist
- should learn how to describe places
- learn steps of writing
- learn language focus: phrases and structures to describe places
- practice sub-skill: speaking
- practice generating ideas
Assumed knowledge:
Students are supposed to have some background knowledge of their favourite
places
Main activities:
- fast writing
- peer evaluation
- teacher‟s comments
- revision
- language focus
- practice
 Fast writing
1. the best thing my teacher ever told me
2. My favourite subject
3. the worst thing about my primary school
4. reading books

 Peer evaluation
 Teacher’s comments
 Revision
Describing people
 Describing places

Language study
WHAT KIND OF PLACE IS IT?
WHAT‟S IT LIKE?
- a small , quiet, sleeping village
- Among its many attractions is a
- a coastal town with a population
monument.
of
- The most striking feature is the
- a thriving city
pagoda with the purely Asian
- a summer/winter resort
style architecture
- a mountain/sea resort
- It‟s a structure made of stone
- a frequently visited spot
- a place of historical interest
- a place of tourist interest
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-

an administration centre


WHERE IS IT?
- It‟s in the South
- It‟s west of Hochiminh City
- It‟s about 30km from HCM city
- It‟s by the sea.
- It‟s situated
- It‟s located

HOW TO GET THERE?
- It can be reached by rail or road
- We can get there by bus
- Two hours‟ flight will take us to
the place
- The place is accessible by air,
road or rail.

HOW FAR IS IT?
- It‟s very near the central city
- It‟s not far from the central city
- It‟s a three-minute walk from the
central city
- It‟s twenty minutes away by bus
- It‟s about 400 km from HCM
City
- It‟s half an hour‟s flight from

ITS HISTORY
- This town was
founded/built/established in . . .

by..
- Initially/ At the beginning . . .
- But then . .

 Steps:
 Getting ideas
Listing
Clustering
 Outlining
Organizing ideas
 Developing outline
 Writing the first draft
Topic sentence that names the place and gives a main idea about it
Use some kinds of space order
Use prepositional phrases at the beginning of their sentences
Write several sentences that give descriptive details. (Be specific- Use adjectives
to describe)
 Checking
Use the Paragraph checklist to check then edit.
 Writing the final draft
Write a neat final draft to hand in your teacher.
SPACE ORDER
In space order, you might describe something:
-from top to bottom
- from left to right
- from outside to inside
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- faraway objects first and close-up objects last


PREPOSITIONAL PHRASE OF PLACE
(Usually: Pre. + noun)
At home
On the desk
Next to the window
Opposite the door
Around the corner
Along the street
Under the bed
Outside the garden
In front of the cinema
 PRACTICE
Exercise 1:
Ask your neighbour the questions and write down the answers.
1. Where have you visited so far?
2. Among them which is your favourite place?
3. When did you go there?
4. How did you go there?
5. how long did it take you to go there?
6. How was the scene?
7. What was the weather like?
8. What is famous/special there?
9. How are the people there?
10. How far is it?
11. What did you do there?
12. How long did you stay there?
13. Where did you stay?

Exercise 2:

In five minutes, write down some interesting places (at least 3) you have visited
In ten minutes, write down some specific details about each place.

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Exercise 3: Write an outline : 20 minutes
From the table, choose a place where you would like to write a descriptive
paragraph about. Write an outline for your paragraph.
Topic sentence
Topic ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------General feeling about the topic------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Supporting sentences
Background information-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Details that describe the topic--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Details that describe how you feel about the topic---------------------------------------------------------------------------------------------------------------------------------------------------------Concluding sentence ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Writing
Exercise 3: Write the paragraph from the outline
----------------------------------------------------Never put off till tomorrow what you can do today

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WEEK 5: NARRATIVE PARAGRAPH: ORGANIZATION
Objectives:
After the lesson , the students:
- learn to analyse paragraph using checklist
- should learn narrative organization
- should learn how to analyze narrative paragraphs
- develop groupwork skill

- practice writing
Assumed knowledge:
Students are supposed to know how to use past tenses
Main activities:
- fast writing
- peer evaluation
- teacher‟s comments
- revision
- paragraph analysis
- practice
 Fast writing
Education in Vietnam
2. My best teacher
3. My idol
4. What should we teach children?
5. How to overcome sadness?
 Peer evaluation
 Teacher’s comments
 Revision : Describing places
 New lesson:
NARRATIVE PARAGRAPH
Narratives tell stories.
Examples of narratives: fairy tales, autobiographies. History books are partly
narratives.
Organization
Topic sentence
The topic sentence tells the readers what the story will be about.
It may also tell when and where the story took place.
The topic sentence should capture the reader‟s interest.
Supporting sentences

The supporting sentences tell the details of the story, including the sequence of
events.
They also include sensory details, such as what the author saw, heard, smelled or
tasted.
Supporting sentences may also tell about the writer‟s feelings during the events.
Concluding sentence
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The concluding sentence “wraps up” the story. It may include a comment about
why the experience was important or how the writer felt about it.

Task 1:
Read with your friends and then answer the questions below.
A UFO Sighting
I never believed in aliens before one night last year. It was a cold, dark
winter evening, and I was walking home from a friend‟s house. I stopped to tie my
shoe. When I looked up again, I saw a round object coming toward me. It was
very large and shiny. I couldn‟t believe what I was seeing. Before I could shout or
run, the object suddenly moved and then disappeared. After the object
disappeared, I ran all the way home and called my best friend. When she picked
up the phone, I couldn‟t say anything. I knew she would think I was crazy. I never
told anyone about my UFO sighting.
Questions:
1. Which sentence is the topic sentence?
2. How is this paragraph developed?
a. by telling a story
b. by giving reasons
c. by describing objects
3. What does the second sentence (“It was. . . house”) do?

a. It gives details about the topic sentence.
b. It tells the reader when and where the event happened.
c. It lets the readers know the paragraph will talk about UFOs.
4. Is the last sentence a concluding sentence?

ANALYSIS

ANALYSIS
EXPLANATION
A narrative paragraph
usually starts with
background information
to set the scene for the
story and provide context.
It can tell when and
where a story happened .

Beginning of the story

The beginning of a
narrative tells what
happened first in the
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SAMPLE
The strangest experience
in my life happened a
year before I graduated
from high school. I was
sixteen years old and my

best friend mark was 15
years old. He invited me
to visit him during the
summer.
I was staying with his
farmhouse in the middle
of the countryside. I


story.

Middle of the story

End of the story

The middle of the
narrative is usually the
main part and tells most
of the events in the story.

The end of the narrative
concludes the story. It
tells the final event, and
has a concluding remark.

shared a room with Mark,
and our beds were
separated by a table.
Every morning, Mark‟s
mom brought us a cup of

hot tea in bed after we
woke up.
While we were sleeping
one night, I could feel my
bed moving. I thought I
was dreaming. The next
morning, Mark‟s mother
brought us hot tea as
usual. When she turned
on the light, we saw that
our beds were pushed
together and the table had
moved.
Mark said he didn‟t do it,
and I didn‟t do it. We still
do not know how the
beds moved! What do
you think?

Task 2: Work in pairs and read parts of the paragraph given below, then decide if
the parts are background information, from the beginning of the story, from the
middle of the story and from the end of the story.
a. A few days later, my father was able to go to the window to look for
himself. But all he could see was an ugly brick wall.
b. A strange thing happened to my father when he was in the hospital to have
an operation.
c. The next day he asked the nurse why the man described a beautiful park.
The nurse looked confused and told my father, “ That man was blind”.
d. My father didn‟t feel well. He asked the other man to describe the view
outside the window because he wanted to feel better. After the man talked

about the beautiful view from the window, my father was able to fall
asleep. Before my father woke up, the man left the hospital.
e. After his operation, my father woke up, sharing a room with another man.
The other‟s man bed was next to the window.
Task 3: Do the same as in task 2.
Note: the middle parts are not complete
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A fright in the forest
a. Suddenly, I felt very cold and scared.
b. I grew up in a small town in the
countryside. Near my house was a large
forest, and my parents told me not to
play there.
c. After that day, I never went back to
the forest.
d. One day, I was playing in the forest
with some of my school friends.

A strange day in class
a. I have been studying English for a
few years and I really enjoy the classes.
b. I heard everyone laughing. I woke up
and realized it was a dream.

c. One day something unusual happened
in class.
d. The teacher was explaining grammar
when I saw something strange out of the

window.

Task 4: Work in groups. Write more sentences to complete the middle part of
each story.
 Writing
Brainstorming by making a list or a word map to the following topics
1. A coincidence
2. A strange experience
3. A funny story
Share ideas with your friends.

------------------------A storm in a tea cup

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WEEK 6: NARRATIVE: Using Sensory and Emotional Details
Sequence words
Objectives:
After the lesson , the students:
- should learn how to develop narrative paragraph by using sensory and emotional
details
- learn to make the paragraph coherent by using sequence words
- develop groupwork skill
- practice writing
Assumed knowledge:
Students are supposed to be able to tell the differences between formal writing and
informal writing
Main activities:
- fast writing

- peer evaluation
- teacher‟s comments
- revision
- Using Sensory and Emotional Details
- Sequence words
- practice
 Fast writing
What is a good job?
2. Future career
3. Money
4. What is the most important in life?
5. Working for foreign companies or working for domestic ones?
 Peer evaluation
 Teacher’s comments
 Revision : Narrative paragraph organization
Using Sensory and Emotional Details
Exercise 1: Identifying sensory and emotional details
Read the sentences below. Write an S next to sentences that have sensory details.
Write an E next to the sentences that have emotional details.
1. The morning mist brought in the smell of the ocean.
2. We were very nervous, so we called the police.
3. I had never felt such happiness.
4. The dates were sticky and sweet, and they were a delicious compliment to
the hot, bitter tea.
5. I felt a sharp pain in my ankle, and I recognized the sting of a jellyfish.
6. We could hear the roar of the waterfall for a long time before we actually
saw it.
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Exercise 2: Practicing with sensory details
Use sensory details to support the following sentences.
1. Our guide had an interesting fashion sense. He wore the same khaki pants
everyday, but his shirt always had colourful patterns of flowers, dancers, or
other tropical scenes.
2. We ate a wonderful meal.--------------------------------------------------------------------------------------------------------------------------------------------------------------------3. The flower garden was delightful. ----------------------------------------------------------------------------------------------------------------------------------------------------------My father taught me to swim in a river behind our house. ------------------------------------------------------------------------------------------------------------------------------My mother‟s kitchen was everyone‟s favourite
room. -----------------------------------------------------------------------------------------------------------------------------------Exercise 3: Practicing with emotional details
Use emotional details to support the following sentences
1. I would like to forget my first job interview. I was so nervous, my hands
were
wet, and so was my shirt.
2. I met my girlfriend on the Internet. --------------------------------------------------------------------------------------------------------------------------------------------------------3. At first, I did not like the puppy, but after a while, I changed my mind. ------------------------------------------------------------------------------------------------------------4. I began to walk down the aisle towards my future husband. ----------------------------------------------------------------------------------------------------------------------------I walk into the cold dark cave. -------------------------------------------------------------------------------------------------------------------------------------------------------------Page 24 of 62


5. The test was over, and I had earned the highest score. -----------------------------------------------------------------------------------------------------------------------------------Showing Order of Events
Sequence words
(chronological
time order)
Next
Finally
After that
Afterwards
Eventually
A little while
later
Then
Soon
later

Examples


Simultaneous
words

Examples

We unpacked the
car and set up our
tent. After that, we
built a fire and
cooked our food.

Meanwhile
While
At the same time
that

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

Exercise 4: Identifying order of events
Read the following sentences. Then number them in the order you think they
occurred.
a.
b.
c.
d.

e.
f.
g.
h.

A few year ago, my two older brothers and I went trekking in the
mountains.
Finally, I found the muddy trail, and we made it back to our base camp.
Soon we were hiking through thick pine forests.
We set out from our base camp on a bright winter morning.
After that experience, I realized it is very important to be very careful
when hiking in the mountains.
A little while later, we stopped to eat, and my oldest brother said we
should turn around because we were losing the trail in the snow.
Eventually, it began to snow, and visibility became poor.
Going back down the mountain was harder because it was icy and
slippery, and we could not find the way. We became tired, cold and
thirsty.

Writing:
Writing collaborately
Pre-writing:
Work in groups of five. Generating ideas on the topic: A fairy tale
While –writing
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