CoverObjectivesThe Writing ProcessAddressing the PromptPrewritingWritingRevisingOriginalityTimed Writing 1Integrated Writing 1Essay Shape and OrganizationIntroduction ParagraphsBody ParagraphsConclusion ParagraphsA Shifting StructureExample EssayTimed Writing 2Integrated Writing 2Descriptive EssaysExample Descriptive EssayPrewritingWriting: Word ChoiceSources: QuotingRevisingRevise a Descriptive EssayCreative WritingTimed Writing 3Integrated Writing 3Personal StatementsExample Personal StatementTypes of Personal StatementsOrganization For Comprehensive Personal StatementOrganization for Personal Statement with PromptRevisingWriting: DevelopmentExample Personal StatementMini-Writing: Formal EmailsTimed Writing 4Integrated Writing 4Problem-Solution EssaysExample Problem-Solution EssayPrewritingWriting: UnitySources: SummarizingRevisingRevise a Problem-Solution EssayMini-Writing: ReviewsTimed Writing 5Integrated Writing 5Argumentative EssaysExample Argumentative EssayPrewritingWriting: CohesionSources: ParaphrasingRevisingRevise an Argumentative EssayReflectionsTimed Writing 6Integrated Writing 6Using SourcesFinding SourcesCitationsReference Page


You will be able to reach the following outcomes as you complete the essays that are outlined in this book. The objectives are repeated throughout the book to encourage you to master these objectives in a variety of essay types.

1. Writes level-appropriate* drafted and timed text

2. Synthesizes information from written and spoken texts

3. Effectively implements appropriate writing strategies

4. Incorporates a variety of high frequency academic vocabulary in writing

*Writing for this level can be described by the following level descriptors:

Function: Students are consistently able to meet a range of academic writing needs. They consistently write in all major time frames with good control. They use a wide range of academic syntax and vocabulary correctly. They produce personal, general, and academic texts in concrete terms and will sometimes produce texts about academic topics in abstract terms. Students have some success in adapting their language to fit the audience, material, context, and time constraints. They are able to write in most informal situations and in some formal situations.

Text: Students use a variety of cohesive devices in texts that may include several well-organized and connected paragraphs. They incorporate organizational conventions of academic writing. They provide abundant language with some elaboration to support their writing.

Comprehensibility: Students can be understood without difficulty by those unaccustomed to non-native writing. Errors do not interfere with understanding but may occasionally be distracting.