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WritingLevel 1
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2 • Writing
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Writing • 3
HI!! Let me introduce myself to you. My name isEdWIN, and I will be your guide through Writing.Look for me to pop up throughout your lessons togive you a helpful tip, suggestion, reminder, or maybeeven a writing assignment as we go along.
You are about to begin Level 1 of Writing. Now,before you start having visions of writing essays inschool, (or should I say nightmares!) let me ease yourmind about what this course is all about. We are notgoing to be writing a 1,500 page report on “Problemsin the Modern Society” or anything even remotelyresembling that. We are concerned with the skillsnecessary to communicate effectively with others as theyrelate to workplace situations.
At the workplace, written messages take the formof memos, letters, informal messages, reports, proposals,evaluations, budgets, and many other types ofcorrespondence.
You will be asked from time to time to do somewriting assignments or exercises, so I hope you will beprepared to do this as we work through this course.
It is my goal as your guide to help you develop yourwriting skills to the point that you can go into anyworkplace situation with the confidence that you canaccomplish any writing task that may be required.Working together, I know that we can succeed.
So, without further ado, let’s begin ... Are you ready?OK, then, turn the page.
INTRODUCTION
Hi, I’m EdWIN!
4 • Writing
LESSON 1 Basic Sentence Structure and Parts of Speech
LESSON 2 Rules for Capitalization
LESSON 3 Work-Related Vocabulary
LESSON 4 Synonyms, Antonyms, and Homonyms
LESSON 5 Abbreviations and Acronyms
LESSON 6 Clarity and Conciseness of Sentences
LESSON 7 Combining Sentences
LESSON 8 Work-Related Documents
LESSON 9 Posttest
REFERENCE Test-Taking Tips
OUTLINE
Writing • 5
BASIC SENTENCE STRUCTURE ANDPARTS OF SPEECH
One of the first things to remember as you go withme through this course is simple sentence structure.Simple sentences consist of one subject and one verb.Subjects are usually a noun or a pronoun.
Examples:
Children play.(subject/noun + verb)
I work.(subject/pronoun + verb)
John slept.(subject/noun + verb)
They ran.(subject/pronoun + verb)
Every complete sentence has a subject and a verb.So, check your sentences for these basic elements. Aswe study the parts of speech, you will see that the otherparts of speech can be added to this basic sentence struc-ture. Before we move on, let’s practice identifying thesubject and verb in a variety of sentences.
LESSON 1
Always check sentencesfor a subject and verb.
6 • Writing
EXERCISE – SUBJECT AND VERB
Instructions: Underline the subject and circle the verb in the following sentences.
1. I agree.
2. Neighbors visit.
3. Jack walked.
4. Diane spoke.
5. They applauded.
6. Jeremy called.
7. He left.
8. Bill hammered.
9. She screamed.
10. Lions growl.
LESSON 1
Writing • 7
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LESSON 1
8 • Writing
ANSWERS TO EXERCISE – SUBJECT AND VERB
1. I agree.
2. Neighbors visit.
3. Jack walked.
4. Diane spoke.
5. They applauded.
6. Jeremy called.
7. He left.
8. Bill hammered.
9. She screamed.
10. Lions growl.
LESSON 1
Writing • 9
Words are usually grouped into one of the eightparts of speech. In our first lesson, we will look at thesebasic building blocks of writing. They are nouns,pronouns, verbs, adjectives, adverbs, prepositions,conjunctions, and interjections. We will only covernouns and verbs in detail with a brief overview of theother parts of speech.
NOUNS
Nouns are always persons, places, things, animals,or ideas. Examples of these are boy, girl, house, woman,man, kindness, money, love, electricity, etc. Nouns arethe words that tell what is being talked about or thesubject of the sentence.
Example:
Men like to relax.
OK, now I’m sure you probably know quite a bitabout nouns, but just for practice, let’s do some exercisesjust to brush up on these. We will be doing somepractice on all of the parts of speech in this level, sosharpen that pencil, and don’t skip the work!
LESSON 1
10 • Writing
EXERCISE – NOUNS
Instructions: Write all the nouns in the following sentences. I will give you the answers atthe end so that you can check your work, but don’t peek beforehand!
1. The janitor set up tables in the lunchroom.
____________________________________________________________
2. My friend bought a parrot with beautiful feathers.
____________________________________________________________
3. Another employee brought photos in an album.
____________________________________________________________
4. Two girls hung a plant from the ceiling.
____________________________________________________________
5. The message in the bottle had washed up on the beach.
____________________________________________________________
6. The painting was a picture of a kitten.
____________________________________________________________
7. A folder of old coins lay open on the shelf.
____________________________________________________________
8. Hamsters and gerbils exercise in cages.
____________________________________________________________
9. Only one person brought a picture of an airplane.
____________________________________________________________
LESSON 1
Writing • 11
10. The room was finally ready for the meeting.
____________________________________________________________
11. A line formed in the hallway.
____________________________________________________________
12. A person at the door took each ticket.
____________________________________________________________
13. In the kitchen, the leader was pouring coffee.
____________________________________________________________
14. Two teams brought supplies from home.
____________________________________________________________
15. A small girl carried a large picture.
____________________________________________________________
16. Local groups had decorated the walls with art.
____________________________________________________________
17. The guests thought every hobby was interesting.
____________________________________________________________
18. The prize was in a box by the window.
____________________________________________________________
LESSON 1
12 • Writing
ANSWERS TO EXERCISES – NOUNS
1. The janitor set up tables in the lunchroom.
Answer: janitor, tables, lunchroom
2. My friend bought a parrot with beautiful feathers.
Answer: friend, parrot, feathers
3. Another employee brought photos in an album.
Answer: employee, photos, album
4. Two girls hung a plant from the ceiling.
Answer: girls, plant, ceiling
5. The message in the bottle had washed up on the beach.
Answer: message, bottle, beach
6. The painting was a picture of a kitten.
Answer: painting, picture, kitten
7. A folder of old coins lay open on the shelf.
Answer: folder, coins, shelf
8. Hamsters and gerbils exercise in cages.
Answer: hamsters, gerbils, cages
9. Only one person brought a picture of an airplane.
Answer: person, picture, airplane
LESSON 1
Writing • 13
10. The room was finally ready for the meeting.
Answer: room, meeting
11. A line formed in the hallway.
Answer: line, hallway
12. A person at the door took each ticket.
Answer: person, door, ticket
13. In the kitchen, the leader was pouring coffee.
Answer: kitchen, leader, coffee
14. Two teams brought supplies from home.
Answer: teams, supplies, home
15. A small girl carried a large picture.
Answer: girl, picture
16. Local groups had decorated the walls with art.
Answer: groups, walls, art
17. The guests thought every hobby was interesting.
Answer: guests, hobby
18. The prize was in a box by the window.
Answer: prize, box, window
How did you do? Got’em all I’ll bet. Now let’s move on to other types of nouns.
LESSON 1
14 • Writing
SINGULAR AND PLURAL NOUNS
A singular noun names one person, place, thing,animal, or idea.
A plural noun names more than one person, place,thing, animal, or idea.
How do you make singular nouns plural? Goodquestion, let’s review the rules.
1. Add s to form the plural of most nouns.
Examples:
boy to boys, girl to girls, flower to flowers
2. Add es to form the plural of nouns that end in ch,sh, s, x, or z.
Examples:
lunch to lunches, box to boxes, beach to beaches
3. If a noun ends in a consonant and y, change the yto i and add es.
Examples:
lady to ladies, body to bodies, family to families
LESSON 1
Writing • 15
4. Some plurals are formed by changing the spellingof the singular noun.
Examples:
man to men, tooth to teeth, ox to oxen, childto children
5. Last but not least, some nouns are spelled the same,either way you go!
Examples:
moose, deer, sheep, elk, reindeer
Let’s practice identifying plurals.
Lunch to lunches ... soundsgood to me!
LESSON 1
16 • Writing
EXERCISE – IDENTIFYING PLURALS
Instructions: Look at the words below and write which are singular and which are plural.
1. patch 2. buses
3. eggs 4. trowels
5. flowers 6. tables
7. company 8. foxes
9. radish 10. buoy
11. geese 12. child
13. business 14. libraries
15. women 16. oxen
17. feet 18. guard
19. parties 20. factory
LESSON 1
Writing • 17
Instructions: Correct the following sentences.
21. Bear hibernate in the winter.
____________________________________________________________
____________________________________________________________
22. Our boss gave all the lady flower for their birthday.
____________________________________________________________
____________________________________________________________
23. The mouse were running all over the houses.
____________________________________________________________
____________________________________________________________
24. Most person work for a living.
____________________________________________________________
____________________________________________________________
25. Oxes are very strong animals.
____________________________________________________________
____________________________________________________________
LESSON 1
18 • Writing
ANSWERS TO EXERCISE – IDENTIFYING PLURALS
1. patch 2. buses
Answer: singular Answer: plural
3. eggs 4. trowels
Answer: plural Answer: plural
5. flowers 6. tables
Answer: plural Answer: plural
7. company 8. foxes
Answer: singular Answer: plural
9. radish 10. bouy
Answer: singular Answer: singular
11. geese 12. child
Answer: plural Answer: singular
13. business 14. libraries
Answer: singular Answer: plural
15. women 16. oxen
Answer: plural Answer: plural
LESSON 1
Writing • 19
17. feet 18. guard
Answer: plural Answer: singular
19. parties 20. factory
Answer: plural Answer: singular
21. Bear hibernate in the winter.
Answer: Bears hibernate in the winter.
22. Our boss gave all the lady flower for their birthday.
Answer: Our boss gave all the ladies flowers for their birthday.
23. The mouse were running all over the houses.
Answer: The mice were running all over the house.
24. Most person work for a living.
Answer: Most persons (or people) work for a living.
25. Oxes are very strong animals.
Answer: Oxen are very strong animals.
LESSON 1
20 • Writing
COMMON NOUNS AND PROPER NOUNS
A common noun names any person, place, or thing.A proper noun names a particular person, place, orthing.
About the easiest way to tell the difference betweenproper nouns and common nouns in sentences is thefact that proper nouns are always capitalized. Someproper nouns, such as Mississippi River, have more thanone word. It would be incorrect to write Mississippiriver. You have to capitalize both words as they are bothpart of the name. If you were to write “the river” notnaming any particular river, the word “river” wouldnot be capitalized. Let’s practice.
EXERCISE – PROPER NOUNS
Instructions: Write the proper nouns in the following sentences.
1. Savannah was once the capital of Georgia.
2. Last year, we visited Washington, D.C.
3. Atlanta is on a ridge in the foothills of the Blue Ridge Mountains.
4. We hope to visit the Black Hills next year.
5. The nickname of Georgia is the Peach State.
LESSON 1
Writing • 21
Instructions: Correct the sentences by capitalizing the proper nouns.
6. We took our dog, sparky, to the vet recently.
____________________________________________________________
____________________________________________________________
7. In tennessee, you will find the great smoky mountains national park.
____________________________________________________________
____________________________________________________________
8. Dr. jones is our family physician.
____________________________________________________________
____________________________________________________________
9. His offices are located on state street.
____________________________________________________________
____________________________________________________________
10. Have you ever seen the washington monument?
____________________________________________________________
____________________________________________________________
LESSON 1
22 • Writing
ANSWERS TO EXERCISE – PROPER NOUNS
1. Savannah was once the capital of Georgia.
Answer: Savannah, Georgia
2. Last year, we visited Washington, D.C.
Answer: Washington, D.C.
3. Atlanta is on a ridge in the foothills of the Blue Ridge Mountains.
Answer: Atlanta, Blue Ridge Mountains
4. We hope to visit the Black Hills next year.
Answer: Black Hills
5. The nickname of Georgia is the Peach State.
Answer: Georgia, Peach State
6. We took our dog, sparky, to the vet recently.
Answer: We took our dog, Sparky, to the vet recently.
LESSON 1
Writing • 23
7. In tennessee, you will find the great smoky mountains nationalpark.
Answer: In Tennessee, you will find the Great Smoky MountainsNational Park.
8. Dr. jones is our family physician.
Answer: Dr. Jones is our family physician.
9. His offices are located on state street.
Answer: His offices are located on State Street.
10. Have you ever seen the washington monument?
Answer: Have you ever seen the Washington Monument?
LESSON 1
24 • Writing
SINGULAR POSSESSIVE AND PLURALPOSSESSIVE NOUNS
A possessive noun shows ownership. It can be eithersingular or plural. Let’s review the rules for formingpossessives in both singular and plural nouns.
1. To form the possessive of a singular noun, add anapostrophe and s. (’s)
Examples:
child’s toy — baby’s cry
2. To form the possessive of a plural noun that endsin s, add an apostrophe.(s’)
Examples:
swimmers’ cap — mothers’ concerns
3. To form the possessive of a plural noun that doesnot end in s, add an apostrophe and s. (’s)
Examples:
men’s department — children’s toys
Let’s try a few exercises practicing this skill.
Diving into possessivenouns
swimmer’smen’smother’s
children’s
LESSON 1
Writing • 25
EXERCISE – POSSESSIVE NOUNS
Instruction: Write the possessive form of each singular or plural noun.
1. Jim
_________________________________________________________
2. vehicle
_________________________________________________________
3. merchants
_________________________________________________________
4. tree
_________________________________________________________
5. room
_________________________________________________________
6. drivers
_________________________________________________________
7. years
_________________________________________________________
8. ladies
_________________________________________________________
9. life
_________________________________________________________
10. women
_________________________________________________________
LESSON 1
26 • Writing
ANSWERS TO EXERCISE – POSSESSIVE NOUNS
1. Jim
Answer: Jim’s
2. vehicle
Answer: vehicle’s
3. merchants
Answer: merchants’
4. tree
Answer: tree’s
5. room
Answer: room’s
6. drivers
Answer: drivers’
7. years
Answer: years’
8. ladies
Answer: ladies’
9. life
Answer: life’s
10. women
Answer: women’s
LESSON 1
Writing • 27
EXERCISE – USING THE POSSESSIVE FORM
Instructions: Complete the following sentences using the possessive form of each noun inparentheses.
1. Newborns need a __________ care. (mother)
2. Many times a __________ motivation is from greed or fear. (person)
3. I liked the __________ color. (glass)
4. The __________ togas were like draped sheets.(Romans)
5. Mrs. __________ favorite nickname is Barney. (Barnes)
6. __________ clothes were just like those of the adults. (Children)
7. The __________ birthplace is __________ highplains. (gerbil) (Asia)
8. Ancient __________ tunics were loose coverings. (Greeks)
9. The __________ masks were happy or sad faces. (actors)
10. __________ wigs were large and costly in the Middle Ages.(Gentlemen)
LESSON 1
28 • Writing
ANSWERS TO EXERCISE – USING THE POSSESSIVE FORM
1. Newborns need a __________ care. (mother)
Answer: mother’s
2. Many times a __________ motivation is from greed or fear. (person)
Answer: person’s
3. I liked the __________ color. (glass)
Answer: glass’s
4. The __________ togas were like draped sheets. (Romans)
Answer: Romans’
5. Mrs. __________ favorite nickname is Barney. (Barnes)
Answer: Barnes’s
6. __________ clothes were just like those of the adults. (Children)
Answer: Children’s
7. The __________ birthplace is __________ highplains. (gerbil) (Asia)
Answer: gerbil’s — Asia’s
8. Ancient __________ tunics were loose coverings. (Greeks)
Answer: Greeks’
9. The __________ masks were happy or sad faces.(actors)
Answer: actors’
10. ____________ wigs were large and costly in the Middle Ages.(Gentlemen)
Answer: Gentlemen’s
LESSON 1
Writing • 29
Well, this completes the section on nouns. Wow,I’ll bet you didn’t realize there was so much to knowabout a word that points out a person, place, or thing,did you? Actually, you probably did know, you justhad forgotten all or some of this (or wished you could!).
Time to move on topronouns.
LESSON 1
30 • Writing
PRONOUNS
Pronouns are substitutes for nouns in sentences.They change form according to their function. Someexamples of pronouns are:
he/him her/shethem ityou I/me/minewe/us everyone
By using pronouns, your sentences will seem lessclumsy and you can use more varitety in your language- instead of repeating a particular noun.
When you are speaking, you do not repeat a person’sname over and over in a sentence or group of sentencesbecause it quickly becomes awkward and bulky. Forexample, if I were to tell you, “Mary went back toMary’s house because Mary had to pick up Mary’sthings that Mary needed for Mary’s trip.” Wow, that’snot just awkward, it’s absolutely annoying!
Let’s work on an exercise that will help us recognizepronouns.
LESSON 1
Writing • 31
EXERCISE – PRONOUNS
Instructions: Write the pronouns in the following sentences.
1. Shirley saves the reports she has given.
____________________________________________________________
2. They are working on a project together.
____________________________________________________________
3. He went with us to the seminar.
____________________________________________________________
4. She works at the corner grocery store.
____________________________________________________________
5. He and I like to visit the museum.
____________________________________________________________
LESSON 1
32 • Writing
ANSWERS TO EXERCISE – PRONOUNS
1. Shirley saves the reports she has given.
Answer: she
2. They are working on a project together.
Answer: they
3. He went with us to the seminar.
Answer: he, us
4. She works at the corner grocery store.
Answer: she
5. He and I like to visit the museum.
Answer: he, I
Now that was pretty simple to figure out, wasn’t it?I knew you would have no trouble. Next, let’s look atverbs.
LESSON 1
Writing • 33
VERBS
Verbs show action, occurrence, or existence (stateof being). Verbs function as the predicate of a sentenceor as an essential part of the predicate. Some examplesof verbs are run, go, is, write, wrote, has written, talk,are, etc.
Examples:
Mary sings at her church. (action)John is a teacher. (state of being)
ACTION VERBS
Remember that an action verb shows somethingbeing done, or logically, an action of some kind.
Examples:
I go to the store.I buy groceries.
LINKING VERBS
Linking verbs show state of being. They tell whatthe subject is or was instead of showing action. Someof these verbs are: was, were, is, am, and are.
Example:
The machine was simple to use.It is a bit strange to us.
Let’s do some exercises using action and linking verbs.
LESSON 1
34 • Writing
EXERCISE – ACTION AND LINKING VERBS
Instructions: Underline the action verbs in the following sentences.
1. The marchers listened to the bugle.
2. They started down Pennsylvania Avenue.
3. They marched all the way to the White House.
4. When they arrived, they met the President of the United States.
5. They cheered loudly when he arrived.
LESSON 1
Writing • 35
Instructions: Underline the verbs in the following sentences and state if they are action orlinking (state of being) verbs.
6. In 1813, houses were cold in the winter.
____________________________________________________________
7. Mr. Greeley invented a foot warmer.
____________________________________________________________
8. John is a senior in high school.
____________________________________________________________
9. He goes to college in the fall.
____________________________________________________________
10. He takes special pre-college courses now.
____________________________________________________________
11. Do you want to go to the movies?
____________________________________________________________
12. The theater is very nice.
____________________________________________________________
13. We decided to go on Saturday.
____________________________________________________________
14. The movie was very good.
____________________________________________________________
LESSON 1
36 • Writing
ANSWERS TO EXERCISE – ACTION AND LINKING VERBS
1. The marchers listened to the bugle.
Answer: listened
2. They started down Pennsylvania Avenue.
Answer: started
3. They marched all the way to the White House.
Answer: marched
4. When they arrived, they met the President of the United States.
Answer: arrived, met
5. They cheered loudly when he arrived.
Answer: cheered, arrived
6. In 1813, houses were cold in the winter.
Answer: were — linking
7. Mr. Greeley invented a foot warmer.
Answer: invented — action
LESSON 1
Writing • 37
8. John is a senior in high school.
Answer: is — linking
9. He goes to college in the fall.
Answer: goes — action
10. He takes special pre-college courses now.
Answer: takes — action
11. Do you want to go to the movies?
Answer: want — action
12. The theater is very nice.
Answer: is — linking
13. We decided to go on Saturday.
Answer: decided — action
14. The movie was very good.
Answer: was — linking
LESSON 1
38 • Writing
HELPING VERBS
Verbs can be more than one word. A main verb isthe most important verb. A helping verb works withthe main verb. The helping verb adds more informationto the main verb.
Here are some helpful rules for using helping verbs:
1. When the helping verb is am, is, are, was, or were,the main verb ends in ing.
Examples:
I am watching.Bears are hibernating.They were sleeping.
2. When the helping verb is has, have, or had, the mainverb often ends in ed.
Examples:
The company has moved.We have escaped.I had dreamed it.
Let’s practice this skill.
I am helping.(see the helping verb?)
LESSON 1
Writing • 39
EXERCISE – MAIN VERBS AND HELPING VERBS
Instructions: Select the main verb and the helping verb in the following sentences.
1. Those tanks are cooling.
Main _____________
Helping ___________
2. The football teams have huddled together.
Main _____________
Helping ___________
3. The managers are adjusting their prices.
Main _____________
Helping ___________
4. I have wondered how the equipment still runs.
Main _____________
Helping ___________
5. More than one of us is hoping to find out.
Main _____________
Helping ___________
LESSON 1
40 • Writing
ANSWERS TO EXERCISE – MAIN VERBS AND HELPING VERBS
1. Those tanks are cooling.
Answers: main – coolinghelping – are
2. The football teams have huddled together.
Answers: main – huddledhelping – have
3. The managers are adjusting their prices.
Answers: main – adjustinghelping – are
4. I have wondered how the equipment still runs.
Answers: main – wonderedhelping – have
5. More than one of us is hoping to find out.
Answers: main – hopinghelping – is
LESSON 1
Writing • 41
EXERCISE – HELPING VERBS
Instructions: Write the proper helping verb (are or have) in the following sentences.
1. Sunny January days __________ warmed everything in Florida.
2. Employees __________ cooling off after the heated discussion.
3. The drivers __________ turned away from that route.
4. Four bank tellers __________ attending the meeting.
5. The florists __________ arranging silk flowers.
LESSON 1
42 • Writing
ANSWERS TO EXERCISE – HELPING VERBS
1. Sunny January days __________ warmed everything in Florida.
Answer: have
2. Employees __________ cooling off after the heated discussion.
Answer: are
3. The drivers __________ turned away from that route.
Answer: have
4. Four bank tellers __________ attending the meeting.
Answer: are
5. The florists __________ arranging silk flowers.
Answer: are
LESSON 1
Writing • 43
TENSES OF VERBS
The tense of a verb shows the time of the action. Itcan show past, present, or future action. The tense canbe shown with one main verb or with a main verb anda helping verb.
1. A verb in the present tense shows action that happensnow.
Examples:
We enjoy going to the beach.We like to play in the water.We are going to the beach.
2. A verb in the past tense shows action that has alreadytaken place.
Examples:
We enjoyed going to the beach.We liked playing in the water.We went to the back.
LESSON 1
44 • Writing
3. A verb in the future tense shows action that willtake place at a later time. Future tense will alwaysuse a helping verb.
Examples:
We will enjoy going to the beach.We will like playing in the water.
Try these exercises.
LESSON 1
Writing • 45
EXERCISE – VERB TENSE
Instructions: Underline the verbs in these sentences. Tell whether they are present, past, orfuture tense.
1. Wanda talks to us about embroidery.
__________________________________________________________
2. First, you choose a pattern.
__________________________________________________________
3. You will pick one of your favorite colors.
__________________________________________________________
4. You will use it several times.
__________________________________________________________
5. Your voice will set the mood of a conversation.
__________________________________________________________
6. You have thought about the people in the factory.
__________________________________________________________
LESSON 1
46 • Writing
7. You will focus on the project.
__________________________________________________________
8. Nate and Lenoir practiced punching plastic parts.
__________________________________________________________
9. They watched themselves in a mirror.
__________________________________________________________
10. They will tell their progress to the others.
__________________________________________________________
Instructions: Change the following verbs to the tense in parentheses.
11. We will be going to Sea World. (present)
__________________________________________________________
12. We plan on going in the fall. (future)
__________________________________________________________
13. We expect to have a good time. (past)
__________________________________________________________
LESSON 1
Writing • 47
14. We want to visit some other attraction in the area also. (future)
__________________________________________________________
15. We will be going with friends. (present)
__________________________________________________________
16. We plan on going by air. (past)
__________________________________________________________
LESSON 1
48 • Writing
ANSWERS TO EXERCISE – VERB TENSE
1. Wanda talks to us about embroidery.
Answer: talks — present
2. First you choose a pattern.
Answer: choose — present
3. You will pick one of your favorite colors.
Answer: will pick — future
4. You will use it several times.
Answer: will use — future
5. Your voice will set the mood of a conversation.
Answer: will set — future
6. You have thought about the people in the factory.
Answer: have thought — past
7. You will focus on the project.
Answer: will focus — future
8. Nate and Lenoir practiced punching plastic parts.
Answer: practiced — past
LESSON 1
Writing • 49
9. They watched themselves in a mirror.
Answer: watched — past
10. They will tell their progress to the others.
Answer: will tell — future
11. We will be going to Sea World. (present)
Answer: are going
12. We plan on going in the fall. (future)
Answer: will plan
13. We expect to have a good time. (past)
Answer: expected
14. We want to visit some other attraction in the area also. (future)
Answer: will want
15. We will be going with friends. (present)
Answer: are going
16. We plan on going by air. (past)
Answer: planned
LESSON 1
50 • Writing
ADJECTIVES
Adjectives are descriptive (graphic) words thatmodify or qualify nouns and pronouns. A modifier isa word that can change the meaning of nouns,pronouns, and verbs by adding or limiting information.An adjective can add interest, detail, color, etc., to yourwriting. Adjectives answer the questions which, whatkind, or how many. Imagine how boring reading,writing, or speaking would be if we did not usedescriptive words to add interest. In fact, withoutadjectives, it would be impossible to describe anythingat all. For instance, tell me about a bright, blue sky ona beautiful autumn day. Can you do it without usingthe descriptive words bright, blue, beautiful, andautumn (or similar words that describe)? See what Imean? You just can’t do it! Adjectives, what a boringworld without them!
Let’s practice recognizing adjectives in the followingexercise.
Imagine language withoutadjectives!
LESSON 1
Writing • 51
EXERCISE – ADJECTIVES
Instructions: Underline the adjectives in the following sentences.
1. The bright red balloon flew high in the air.
2. It was a beautiful day.
3. We saw a red-tailed hawk flying high.
4. Clowns dress in outrageous costumes.
5. They usually wear bright colors and big floppy shoes.
6. Sometimes they wear silly flowers that squirt cold water.
LESSON 1
52 • Writing
ANSWERS TO EXERCISE – ADJECTIVES
1. The bright red balloon flew high in the air.
Answer: bright, red
2. It was a beautiful day.
Answer: beautiful
3. We saw a red-tailed hawk flying high.
Answer: red-tailed
4. Clowns dress in outrageous costumes.
Answer: outrageous
5. They usually wear bright colors and big floppy shoes.
Answer: bright, big, floppy
6. Somtimes they wear silly flowers that squirt cold water.
Answer: silly, cold
LESSON 1
Writing • 53
ADVERBS
An adverb is also a modifying word. It is a wordthat modifies a verb, an adjective, or another adverb ina sentence. An adverb answers one of five questionsabout the word or phrase that it is modifying. Thosequestions are how, when, where, how often, or to whatextent. Let’s look at a few examples of adverbs.
Examples:
Tim and Steve shook hands firmly. (How?)We will see you soon. (When?)Barry was rather doubtful. (To what extent?)
...Moving on to adverbs!
LESSON 1
54 • Writing
One last thing for now about adverbs. The wordnot is an adverb; it means no.
Never use two words that mean no in the samesentence. This is called a double negative and is nevercorrect. Study the paragraph below for clarification ofthis.
Example:
Incorrect – We don’t have no frame for thispicture.
Correct – We don’t have a frame for this picture.
Study the paragraph below to see how negatives canbe written in various ways.
We had not decided on a place for our vacation.We didn’t want to go camping again. We had no otherplace in mind, though. Nobody had any ideas about it.None of us had ever been to the beach. “I never thoughtof going there,” said Stacy. “Nothing would be better,”said Keith.
Each sentence in the paragraph has only one wordthat means no. Two words that mean “no” cannot beused in the same sentence.
LESSON 1
Writing • 55
EXERCISE – ADVERBS
Instructions: Write the adverbs in the following sentences. Name the verb that it modifies.
Adverb Verb
1. The shortstop threw wildly. __________ __________
2. The sun shone brightly. __________ __________
3. The home team ran eagerly. __________ __________
4. An umpire shouted loudly. __________ __________
5. Their manager waved impatiently. __________ __________
6. The man politely tipped his cap. __________ __________
7. Their pitcher threw hard to first base. __________ __________
8. Our manager watched helplessly. __________ __________
9. Cheetahs often dwell in game parks. __________ __________
LESSON 1
56 • Writing
ANSWERS TO EXERCISE – ADVERBS
Adverb Verb
1. The shortstop threw wildly. wildly threw
2. The sun shone brightly. brightly shone
3. The home team ran eagerly. eagerly ran
4. An umpire shouted loudly. loudly shouted
5. Their manager waved impatiently. impatiently waved
6. The man politely tipped his cap. politely tipped
7. Their pitcher threw hard to first base. hard threw
8. Our manager watched helplessly. helplessly watched
9. Cheetahs often dwell in game parks. often dwell
LESSON 1
Writing • 57
EXERCISE – DOUBLE NEGATIVE
Instructions: Underline the correct word in the following sentences.
1. He never makes (anything, nothing) with vinegar.
2. Joe never adds (any, no) pickles either.
3. Nobody can (ever, never) say there’s too little food at our picnics.
4. We couldn’t find (anybody, nobody) to take the leftovers.
5. There (was, wasn’t) no place to put it all.
6. I hadn’t (ever, never) seen so much food!
7. We ate so much we couldn’t go (anywhere, nowhere)!
8. At least there (were, weren’t) no dishes to do!
LESSON 1
58 • Writing
ANSWERS TO EXERCISE – DOUBLE NEGATIVE
1. He never makes (anything, nothing) with vinegar.
Answer: anything
2. Joe never adds (any, no) pickles either.
Answer: any
3. Nobody can (ever, never) say there’s too little food at our picnics.
Answer: ever
4. We couldn’t find (anybody, nobody) to take the leftovers.
Answer: anybody
5. There (was, wasn’t) no place to put it all.
Answer: was
6. I hadn’t (ever, never) seen so much food!
Answer: ever
7. We ate so much we couldn’t go (anywhere, nowhere)!
Answer: anywhere
8. At least there (were, weren’t) no dishes to do!
Answer: were
LESSON 1
Writing • 59
PREPOSITIONS
In many sentences, special words join or show theconnections between other words. A preposition is aconnecting word. The preposition is usually followedby a noun or a pronoun that is called the object of thepreposition. Together, the preposition, the object, andthe modifiers form a prepositional phrase.
The most common prepositions are: at, by, for, from,in, of, on, to, and with.
Examples:
Their housing development has a picnic area for the residents.
The exhausted tennis player sat on the grass.
Tennis anyone?
LESSON 1
60 • Writing
CONJUNCTIONS
A conjunction is also a connecting word. It connectswords, groups of words, or clauses. The most commonconjunctions are: and, but, for, nor, or, so, and yet.
Examples:
John and Mary went to school.Do you want chicken or steak for dinner?I remembered his face, but I forgot his name.
Let’s do a couple of exercises to give you somepractice recognizing prepositions, prepositional phrases,and conjunctions.
LESSON 1
Writing • 61
EXERCISE – PREPOSITIONS
Instructions: Write the prepositional phrases in each sentence. Tell which is the prepositionand which is the object of the preposition.
1. The boy dived into the water.
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2. He tested the temperature before he dived.
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3. He swam toward the opposite shore.
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4. He kept going in spite of the cold.
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5. He made it to the other side of the lake.
____________________________________________________________
6. The latest results of the election appeared.
____________________________________________________________
LESSON 1
62 • Writing
ANSWERS TO EXERCISE – PREPOSITIONS
1. The boy dived into the water.
Answer: preposition — intoobject — water
2. He tested the temperature before he dived.
Answer: preposition — beforeobject — dived
3. He swam toward the opposite shore.
Answer: preposition — towardobject — shore
4. He kept going in spite of the cold.
Answer: preposition — in and ofobject — spite and cold
5. He made it to the other side of the lake.
Answer: preposition — to and ofobject — side and lake
6. The latest results of the election appeared.
Answer: preposition — ofobject — election
LESSON 1
Writing • 63
EXERCISE – CONJUNCTIONS
Instructions: Write the conjunctions in the following sentences.
1. She and I left the movie.
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2. We didn’t want to leave, but I had gotten a headache.
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3. This fruit is not tasty or fresh.
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4. Both oaks and elms grow in the park.
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5. The weather was dry but cold.
____________________________________________________________
Instructions: Fill in a conjunction in the following sentences. (and, but, or, nor, for, so,yet).
6. They have just arrived __________ will soon speak.
7. We have foggy mornings __________ sunny afternoons.
8. It eats very ripe seeds __________ very fresh leaves.
9. They did not see us, __________ did we see them.
LESSON 1
64 • Writing
ANSWERS TO EXERCISE – CONJUNCTIONS
1. She and I left the movie.
Answer: and
2. We didn’t want to leave, but I had gotten a headache.
Answer: but
3. This fruit is not tasty or fresh.
Answer: or
4. In the park grow both oaks and elms.
Answer: and
5. The weather was dry but cold.
Answer: but
6. They have just arrived _________ will soon speak.
Answer: and
7. We have foggy mornings _________ sunny afternoons.
Answer: and (or) but
8. It eats very ripe seeds _________ very fresh leaves.
Answer: and (or) or
9. They did not see us, _________ did we see them.
Answer: nor
LESSON 1
Writing • 65
INTERJECTIONS
There are many words or phrases that are used toexpress strong feelings. Words that function in thismanner are called interjections. They can stand alone,(usually followed by an exclamation point) or they canbe used within a sentence, set off by commas.
Examples:
Wow! What a nice day.Oh, please excuse me.
Although interjections come in handy when youwant to show strong emotion in your writing, theyshould not be overused. You should use your sentencestructure, and the words you choose to show strongfeeling more than just a liberal use of interjections alone.
Remember, we are concentrating on writing inregard to the workplace. In writing for businesspurposes, too many interjections can take away fromthe message. Creative writing will use the interjectionmore often in many cases, and this is permissiblebecause this type of writing has a different purpose andaudience. But for most business purposes, use of theinterjection should be limited.
Let’s practice using interjections in the followingexercise.
EdWIN
Whew! Writing can bechallenging!
LESSON 1
66 • Writing
EXERCISE – INTERJECTIONS
Instructions: Write the interjection in each sentence.
1. Wow! Is that a filthy floor!
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2. Oh my, this is a beautiful day.
____________________________________________________________
3. Peter said softly, “Please, don’t cry.”
____________________________________________________________
4. As the show ended, everyone shouted, “Bravo!”
____________________________________________________________
5. Well, I think I’ll go to the library.
____________________________________________________________
LESSON 1
Writing • 67
Instructions: Write a sentence choosing an interjection that will fit the following sentenceswith the emotion in the parenthesis. (Answers may vary.)
6. (Thrill) A ride on a roller coaster.
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7. (Pain) An elbow has been bumped.
____________________________________________________________
8. (Astonishment) The water in the pool is very cold.
____________________________________________________________
9. (Happiness) A vacation has begun.
____________________________________________________________
10. (Exhaustion) Many laps were run on a track.
____________________________________________________________
LESSON 1
68 • Writing
ANSWERS TO EXERCISE – INTERJECTIONS
1. Wow! Is that a filthy floor!
Answer: Wow
2. Oh my, this is a beautiful day.
Answer: Oh my
3. Peter said softly, “Please, don’t cry.”
Answer: Please
4. As the show ended, everyone shouted, “Bravo.”
Answer: Bravo
5. Well, I think I’ll go to the library.
Answer: Well
LESSON 1
Writing • 69
6. (Thrill) A ride on a roller coaster.
Answer: Wow! What a great ride.
7. (Pain) An elbow has been bumped.
Answer: Ouch! I cracked my funny bone.
8. (Astonishment) The water in the pool is very cold.
Answer: Unbelievable! This water is freezing.
9. (Happiness) A vacation has begun.
Answer: Hooray, we’re ready to go!
10. (Exhaustion) Many laps were run on a track.
Answer: Whew, am I worn out.
LESSON 1
70 • Writing
RULES FOR CAPITALIZATION
Almost nothing is more confusing, time consumingand frustrating than trying to read a note, memo orletter that does not use proper capitalization. Capitalletters denote importance of a particular word and alsoenable the reader to recognize main words in sentencesat a glance. In other words, it makes a specific wordstand out from the rest. To illustrate my meaning, lookat the sentence below.
Example:
mary went to Europe last year with john andsaw the eiffel tower.
You probably had to read that sentence twice tofully understand its meaning. Now look at it withproper capitalization.
Example:
Mary went to Europe last year with John andsaw the Eiffel Tower.
I’ll bet you only had to read it once, didn’t you?
LESSON 2
Ticket to Paris,please!
Writing • 71
All proper nouns (names of persons, places, orthings) are capitalized. Also, the first word in a sentenceis always capitalized whether it is a proper noun ornot.
Other uses for capitalization are:
• The first word of a direct quotation containedwithin another sentence
• The names of groups, associations, and businesses
• The letters of some abbreviations
• All historic events, buildings, monuments, anddocuments
• Titles used with proper nouns
• The first, last, and important words in titles ofprinted texts
Prepositions, articles, and conjunctions are not capi-talized unless they are the first or last word of the title.
General MotorsNASA (National Aeronautics & SpaceAdministration)World War IIDeclaration of IndependenceDr. BrownSenator DouglasOf Mice and Men
LESSON 2
72 • Writing
EXERCISE – CAPITALIZATION
Instructions: Rewrite the following sentences with the appropriate capitalization.
1. Mr. jones had to make a trip to boston.
____________________________________________________________
2. In new mexico, we visited carlsbad caverns.
____________________________________________________________
3. Beyond the rocky mountains is the pacific ocean.
____________________________________________________________
4. Is peru east or west of the andes mountains?
____________________________________________________________
5. The virgin islands lie in the caribbean sea.
____________________________________________________________
6. the Washington monument is in Washington, d.c.
____________________________________________________________
7. The Name of the carved monument of the four Presidents ismount rushmore.
____________________________________________________________
LESSON 2
Writing • 73
LESSON 2
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74 • Writing
LESSON 2
ANSWERS TO EXERCISE – CAPITALIZATION
1. Mr. jones had to make a trip to boston.
Answer: Mr. Jones had to make a trip to Boston.
2. In new mexico, we visited carlsbad caverns.
Answer: In New Mexico, we visited Carlsbad Caverns.
3. Beyond the rocky mountains is the pacific ocean.
Answer: Beyond the Rocky Mountains is the Pacific Ocean.
4. Is peru east or west of the andes mountains?
Answer: Is Peru east or west of the Andes Mountains?
5. The virgin islands lie in the caribbean sea.
Answer: The Virgin Islands lie in the Caribbean Sea.
6. the Washington monument is in Washington, d.c.
Answer: The Washington Monument is in Washington, D.C.
7. The Name of the carved monument of the four Presidents ismount rushmore.
Answer: The name of the carved monument of the four presidentsis Mount Rushmore.
Writing • 75
WORK-RELATED VOCABULARY
In discussing this concept, it would be impossiblefor me to list all the words that you may be required toknow in the way of vocabulary in your particularworkplace. That is not the specific objective here. Therewill undoubtedly be certain terminology that you willneed to know in order to perform your specific jobdescription, but you will learn it or be taught it on thejob. Basically, all you really need is a typical speakingvocabulary to be able to communicate in the workplace.
It is important, however, to be able to communicateeffectively with your employer, co-workers, and others.There are some guidelines to remember so that youcan be efficient in this skill regardless of the workplacesetting.
LESSON 3
76 • Writing
When dealing with co-workers, customers, youremployer, sales people, etc., remember the four “Cs”of effective communication:
• Clear: When writing in the workplace, make yournotes, memos, letters, and reports as easy tounderstand as possible. They should be free ofcomplicated words, sentences, or paragraphs. Theyshould be well organized and specific.
• Concise: Your written communications shouldcontain only information related to the message youare trying to get across. It should be free ofunnecessary words or phrases, and it should be directand to the point. Unnecessary information orcomments make the communication more difficultto interpret and waste time for the reader.
• Correct: This, of course, should be a given. Yourwriting should be factual, grammatical, and free ofany typographical errors.
• Conversational: Workplace writing should bewritten in a relaxed manner. It should be free ofcomplex words or “jargon” with which the readermay not be familiar. In other words, try to write inmuch the same manner as you would speak. Leaveout “flowery” sentences that are unnatural sounding.
The best way to check yourself for the four “Cs” isto always study the material and put yourself in theplace of the person who will be reading it. If it doesnot meet these guidelines, you should notice itimmediately. Then you can edit your work beforesending it on to the person for whom it is intended.
LESSON 3
Writing • 77
Look at the example below:
This memo breaks every rule and guideline we havediscussed so far (and several we haven’t discussed). Infact, unless you have more specific information fromsomeone concerning this, I doubt you could figure outanything at all from it!
The writer would be the only one who understoodits meaning. This may be all right for the writer’spersonal notes, but certainly not acceptable to sendout as a communication to others. No offense intended,but the only thing this memo would communicate isthat the writer hasn’t a clue about communicating! Wewill go into more detail later in this level to preventthis from happening to you.
Let’s practice the four Cs now by doing some simpleexercises.
The discounting ends thes year - will besending out orders next 5 years. And ourcatalog. On sale next month Chaina dishes50% off. Using recycling boxes as we use the old in two weeks. Be sure to Phips.
©1994 by ACT, Inc. All rights reserved. Reproduced with permission
LESSON 3
78 • Writing
EXERCISE – USING THE FOUR Cs
Instructions: Using the details below, write a short paragraph to a co-worker. Hint: I havenot put the information in order as to how it should be placed in the para-graph. The important thing is to include all the necessary information. Goahead and compose your paragraph.
Details:
1. meeting on Thursday 2. electrician foreman, Bill 3. Feb. 3, 1998 4. request reply 5. your name and title 6. time of meeting: 10:00 a.m. 7. concerning wiring of new office
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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LESSON 3
Writing • 79
LESSON 3
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80 • Writing
ANSWER TO EXERCISE – USING THE FOUR Cs
Answer:
Your paragraph will not match mine word for word, but compare them. Isyour memo clear, concise, correct, and conversational?
Dear Bill:
I wanted to notify you that there will be a meeting held withall of your staff electricians on Thursday, Feb. 3, at 10:00 a.m.The subject will be the wiring of the new office. We need todiscuss and make our plans to coordinate the completion ofthis project.
Would you please reply as soon as possible, letting meknow if this date and time will fit your schedule? If so, pleasenotify your staff to attend.
Thanks,EdWINMaintenance Coordinator
How did you do on that? Did you remember thefour Cs? Let’s try another one.
LESSON 3
Writing • 81
EXERCISE – USING THE FOUR Cs II
Instructions: Correct the following paragraph as best you can with the information I havegiven. Good luck!
There is a problem. Get back with me on this. sometime tomorrow,maybe after lunch. We need to have a meeting with whoever cantake care of the computers. Thanks.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
LESSON 3
82 • Writing
ANSWER TO EXERCISE – USING THE FOUR Cs II
There is a problem. Get back with me on this. sometime tomorrow,maybe after lunch. We need to have a meeting with whoever cantake care of the computers. Thanks.
Answer:
Boy, did that make a lot of sense? I don’t think so… You may gather that thereis a problem with the computers. Other than that, everything else in thisparagraph is pretty much left to guessing! What did you find wrong with this?Well, first of all, who am I writing this to? Who wrote it in the first place?Here is my idea on how this should have been done.
Dear Bill:
I have been notified by our office staff that there have beensome problems with the computer system. Could you pleasecontact me as soon as possible to schedule a meeting withyour staff on solving this? I will be free after lunch for adiscussion. Let me know if we can get together then tocoordinate.
Thanks,EdWINMaintenance Coordinator
LESSON 3
Writing • 83
SYNONYMS, ANTONYMS, ANDHOMONYMS
Synonyms are words having the same or nearly thesame meaning in one or more senses. Take the wordbeautiful, for example. Some words that would besynonymous (mean the same as beautiful) would bepretty, handsome, attractive, comely, etc. Thesesynonyms all have one characteristic in common: theyall, in one or more senses, have the meaning or nearlythe same meaning as the word beautiful.
Synonyms add variety to your writing. Instead ofusing the same word over and over, you have manyother words to choose from which portray similarmeaning.
Antonyms are words that have opposite meaning.
Examples:
cold — hotup — downgood — bad
These are all examples of antonyms. These wordsare usually the easiest to spot or use in your writingsimply because they are opposites. In fact, I think thatspelling the word “antonym” is harder thanremembering the meaning!
LESSON 4
Rich Poor
84 • Writing
Homonyms are possibly the most difficult toremember of the three words in this lesson. Once youhave recalled the meaning of this word, you can usuallythink of many examples, but for some reason, the worditself is hard to recall.
Homonyms are words that are pronounced thesame, but have different meanings and spellings.Remember it now? I thought you would!
Some common examples of homonyms (also knownas homophones) are:
aisle — isleflour — flowerknow — nocellar — sellerwood — wouldguest — guessedthrew — through
Homophones are also the most commonly misusedor misspelled in writing. They are also the chief culpritfor those who are trying to learn to speak and write theEnglish language. There are literally hundreds of wordsthat are pronounced the same, but have completelydifferent meanings and spellings. Always take care inyour writing to avoid this common mistake.
Let’s try a few exercises using synonyms, antonyms,and homonyms.
LESSON 4
Writing • 85
EXERCISE – SYNONYMS, ANTONYMS, AND HOMONYMS
Instructions: Identify each pair as synonyms or antonyms.
1. hot and cold ________________
2. bright and intelligent ________________
3. fast and quick ________________
4. real and unreal ________________
5. wide and narrow ________________
6. broad and wide ________________
7. short and tall ________________
8. large and big ________________
9. long and short ________________
LESSON 4
86 • Writing
Instructions: Underline the correct homonym for each sentence.
10. The rain falls mainly on the (plane, plain).
11. Your report is due next (week, weak).
12. Don’t leave your coat (their, there).
13. The two countries signed a (piece, peace) treaty.
14. The bridge is made of (steal, steel).
15. That book is on (lone, loan) from the library.
16. I don’t think this test is (fair, fare).
17. I wonder (whether, weather) that airplane is safe.
18. Barney (eight, ate) all of his lunch.
LESSON 4
Writing • 87
ANSWERS TO EXERCISE – SYNONYMS, ANTONYMS, ANDHOMONYMS
1. hot and cold
Answer: antonyms
2. bright and intelligent
Answer: synonyms
3. fast and quick
Answer: synonyms
4. real and unreal
Answer: antonyms
5. wide and narrow
Answer: antonyms
6. broad and wide
Answer: synonyms
7. short and tall
Answer: antonyms
8. large and big
Answer: synonyms
9. long and short
Answer: antonyms
LESSON 4
88 • Writing
10. The rain falls mainly on the (plane, plain).
Answer: plain
11. Your report is due next (week, weak).
Answer: week
12. Don’t leave your coat (their, there).
Answer: there
13. The two countries signed a (piece, peace) treaty.
Answer: peace
14. The bridge is made of (steal, steel).
Answer: steel
15. That book is on (lone, loan) from the library.
Answer: loan
16. I don’t think this test is (fair, fare).
Answer: fair
17. I wonder (whether, weather) that airplane is safe.
Answer: whether
18. Barney (eight, ate) all of his lunch.
Answer: ate
LESSON 4
Writing • 89
ABBREVIATIONS AND ACRONYMS
Abbreviations are commonly used to shorten ourwriting. People the world over are always looking forways to save time and effort in every way, includingcommunicating with each other.
Just as man has always invented machines for timeand labor saving purposes, he has also invented waysto communicate faster and more effectively … takenames, for instance. I have a bad habit of shorteningjust about everyone’s name without first checking tosee if they approve of it. I have to remind myself not toautomatically assume that if a man’s name is William,that he minds being called “Bill.” We shorten Samuel,to “Sam,” Richard to “Dick,” etc. Whencommunicating with others, never take nicknames forgranted.
The same rule applies to abbreviations. Incorrectabbreviations, your own personal abbreviations, orabbreviating words that commonly are not abbreviatedcan cause miscommunication and unnecessary errors.For clarity’s sake, it is better to take the time to spellout the word if you do not know its properabbreviation, or if there is a chance of misinterpretation.Also, in letter writing especially, abbreviations are notto be used in many cases even if you do know the correctform.
LESSON 5
90 • Writing
Many abbreviations are simply the first two or threeletters of the whole word. However, it may be the first,middle and last letter of the whole word, or anycombination in between. Some may be properlyabbreviated using letters that are not even in the spellingof the word. Look at this example:
manufacturer — mfg.
Because of this diversity, it is always better to beclear rather than brief.
Of course, there are always exceptions to the rule.Some abbreviations are commonly used as a substitutefor the whole word in all uses. Some of these examplesare:
Dr., Mr., Mrs., Sen.
These are used in letter writing as well as addressingpeople because they are titles of respect or position andare accepted as correct.
Acronyms, on the other hand, are a different story.They are widely accepted in any application. Anacronym is a word that is usually made up of the firstinitials of a name. You probably use many acronyms indaily communication without even realizing it becausethey are accepted as a word in themselves. For instance,instead of saying the North Atlantic TreatyOrganization we simply refer to it as NATO.
LESSON 5
Writing • 91
NASA, scuba, MADD, and AIDS are examples. Infact, some acronyms are so commonly known thatmany people do not even know the name it represents.An example of this is scuba. Most children are taughtthis one in elementary school because it is one of thebest examples. When they learn that it is an acronymfor self-contained underwater breathing apparatus, itis a revelation!
As you can see, acronyms are a very useful tool forclear and concise communication. Properly used, theyreally do save much time and effort, and they are noteasily (if ever) misunderstood.
Many acronyms are pronounced as a word, butacronyms can also be pronounced alphabetically. I havelisted below some of each. Some you may already knowand others may be new to you.
• light amplification by stimulated emission ofradiation (laser)
• National Odd Shoe Exchange (NOSE)• Acquired Immune Deficiency Syndrome
(AIDS)• absent without leave (AWOL)• random access memory (RAM)• World Health Organization (WHO)• National Biscuit Company (NABISCO)• Mobile Army Surgical Hospital (MASH)• quasi-stellar radio source (quasar)• American Express (AMEX)
LESSON 5
92 • Writing
CLARITY AND CONCISENESS OFSENTENCES
Sentences can be written in a number of ways toexpress the same meaning. The important thing toremember is that you want to get the point across toyour reader in the clearest possible way. With this ideain mind, refer to the four Cs of writing: clarity,conciseness, correctness, and conversational.
Most ideas are presented best when placing thesubject, verb and object in one, two, three order. Lookat these examples of the same idea presented in differentways:
Example:
The quarterback threw the ball into the end zonefor a touchdown.
This sentence has the subject (quarterback), verb(threw) and object (ball) in one, two, three order. Itexpresses the point clearly and concisely.
Example:
The ball was thrown into the end zone for atouchdown by the quarterback.
Notice how the words have been rearranged. Theoriginal object (ball) is now the subject, the tense ofthe verb has changed, (was thrown), and the originalsubject (quarterback) is now the object of aprepositional phrase.
LESSON 6
Writing • 93
The sentence has exactly the same meaning, but itis not nearly as concise as it could be. In fact, it nowreads rather awkwardly.
Example:
The quarterback threw the ball for a touchdown.
In this revision, the prepositional phrase “into theend zone” has been eliminated completely. Since it isonly logical that the ball would have to be thrown intothe end zone to be a touchdown, this phrase is notnecessary.
Example:
The ball was thrown for a touchdown.
In yet another revision, we have simplified thesentence even more. Assuming that the quarterback isthe one who would normally be throwing the ball, (oreven that it really doesn’t matter who threw the ball)and that it would have to be thrown “into the end zone”to be a touchdown, we have eliminated both parts ofthe original sentence to communicate the same point.
As you can see, the example sentence has beenwritten four different ways but has the same meaningeach time. It is up to you, the writer, to decide whichversion follows to the four Cs rule best and choose theone that fits your application. Please tell me you didn’tchoose the second one!
LESSON 6
94 • Writing
I haven’t asked you to write anything at all, have I?I didn’t think so, but now I will. You will need thisskill, and it’s better to learn it now than later. We’re onthe honor system here anyway, since I can’t come andstand over your shoulder. It’s up to you to do the work.Of course, I know you will, so get your pencil.
Example:
The following persons need to be at the nextmeeting: John, Bill, Joe, Mary, Susan, Bobbie,Jennifer, Carl, Jason, Tom, Casey, and Robert.
Combining sentences is yet another way to save timeand promote efficiency. Imagine receiving a memo thatreads like this:
John needs to be at the next meeting. Bill needsto be at the next meeting. Joe needs to be at thenext meeting. Mary needs to be at the nextmeeting. And on, and on, and on… Use a colon,make a list, give us a break!
LESSON 6
Writing • 95
COMBINING SENTENCES
Most of our writing should be done in astraightforward manner with simple subject, verb, andobject construction. Most readers prefer this kind ofsentence because it is easier to read and understand.However, inserting a compound or complex sentencebreaks up the monotony of the simple sentence format.
This is the reasoning behind combining simplesentences. It makes the material more interesting andtherefore will hold the reader’s attention moreeffectively. In this lesson, we will practice combiningsentences for effective and interesting communication.
Coordinating simply means to connect two simplesentences using a coordinating conjunction such as:
and orbut norfor yetso
Example (simple):
Today is a beautiful day.Yesterday was cold and rainy.Combined: Today is a beautiful day, butyesterday was cold and rainy.
TIP: Take note of theseconjunctions. You will need
them to combinesentences.
LESSON 7
96 • Writing
Notice that we combined each complete sentencewith the word “but.”
Example (simple):
Finish your breakfast.Then we can go.Combined: Finish your breakfast, and then wecan go.
When using coordinating conjunctions to combinesentences in this way, it is important to note that eachpart of the sentence is an independent clause. This meansthat it can stand alone as a complete sentencecontaining a subject, verb, and forming a completethought or idea.
You already know that every sentence has to have aperiod at the end. Punctuation in these sentencesrequires a comma to be placed after the first sentence,and before the coordinating conjunction. Look againat the examples.
LESSON 7
Writing • 97
A semicolon can be used to substitute for theconjunction when connecting sentences, but never acomma. A comma used without the conjunction wouldcreate a comma splice, which is never correct.
Examples:
Finish your breakfast; then we can go.(semicolon)
Finish your breakfast, and then we can go.(conjunction)
Punctuation may also be used to help you write ina clear and concise manner (remember these are twoof the four C’s). Colons are often used at the end of asentence to indicate a list. If you have several ideas orpoints to get across, you may want to create a list ratherthan construct an extremely long and awkwardsentence.
Examples:
John, Bill, Joe, Mary, Susan, Bobbie, Jennifer,Carl, Jason, Tom, Casey, and Robert need to beat the next meeting.
It would be much more concise and clear to use acolon here.
The following people need to be at the nextmeeting: John, Bill, Joe, Mary, Susan, Bobbie,Jennifer, Carl, Jason, Tom, Casey, and Robert.
LESSON 7
98 • Writing
A subordinating conjunction introduces a subordinateclause, which is a clause that cannot stand by itself as acomplete sentence. A subordinating conjunctionconnects the subordinate clause to an independentclause, which, as previously discussed, can stand aloneas a complete sentence. Subordinating conjunctionsusually show relationships of time, manner, cause,condition, comparison, or purpose.
Examples:
time — after, as, as long as, as soon as, before, since, until, when, whenever,while
manner — as, as if, as thoughcause — becausecondition — although, as along as, even if, even though, if, provided that,
though, unless, whilecomparison — as, thanpurpose — in order that
Look at the following sentences to see howsubordinating conjunctions work to combine anindependent clause with a subordinate clause.
Examples:
As tall as Adam is, Betty is taller.
Because the sneakers are expensive, we cannotafford to buy them.
The stores are extremely crowded with shoppersunless you go very early.
LESSON 7
Writing • 99
A word of caution here: When studying thesesentences, you may think that without thesubordinating conjunction because the rest of the wordsin the clause can stand alone as a complete sentence.You may think that it is an independent clause just as“we cannot afford to buy them” is independent. BUTHERE IS THE DIFFERENCE: The word “because”denotes cause and is part of the whole clause and is nota simple connecting word; therefore, it cannot beseparated from the rest of the words. “Because thesneakers are expensive,” is an incomplete idea andcannot stand alone as a sentence.
Also, the sentence meaning could not be modifiedwithout the word “because” and the rest of the clause.It would just be two simple sentences that could beconnected with a coordinating conjunction. The word“because” modifies the sentence to give a reason whyyou cannot buy the sneakers, not just a statement offact.
Look at the last example and apply the samethinking. “Unless (denoting condition) you go early” isan incomplete thought and cannot stand alone;therefore, it is a subordinate clause. This concept maybe a bit confusing for you to grasp. If so, go back nowand study this lesson again to reinforce the differences.
LESSON 7
100 • Writing
The punctuation for subordinate clauses is basicallythe same as for coordinating conjunctions, with theexception of the semicolon.
• A period is placed at the end of a sentence.
• A comma is placed between the subordinate andindependent clauses when the subordinate clauseis first.
Example:
Before I went to work, I took my kids to school.
• No comma is used if the subordinate clause is last.
Example:
I took my kids to school before I went to work
LESSON 7
Writing • 101
• Semicolons are not used with subordinate clausesas they are substitutions for coordinatingconjunctions, not subordinating conjunctions.Look at the following example to see this.
Examples:
The stores are very crowded with shoppers; yougo very early.
As you can see, the semicolon used here is incor-rect. It cannot properly replace the subordinate con-junction “unless.”
The stores are very crowded with shoppers unlessyou go very early.
Now it is time for you to work a little.
LESSON 7
102 • Writing
EXERCISE – CONJUNCTIONS
Instructions: Look at the following sentences and fill in the proper coordinating or subordi-nating conjunction.
1. We took a long walk ____________ it was a lovely day.
2. Jerry likes to swim ____________ he likes to play tennis.
3. The cat will sit quietly ____________ its chin is tickled.
4. Will you give the money to charity ____________ you win?
5. We missed the kickoff ____________ we were late.
6. ____________ I have finished my special project, I can go home.
7. Jo worked hard ____________ soon the bookcase was finished.
8. She measured the wall ____________ she drew a design.
9. Jo wanted a bookcase ____________ she decided to build it.
10. ____________ she cut the pieces, she measured the wall.
LESSON 7
Writing • 103
Instructions: Now, construct some of your own sentences using coordinating and subordi-nating conjunctions. If you need help remembering them, go back to the list atthe beginning of this lesson.
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LESSON 7
104 • Writing
ANSWERS TO EXERCISE – CONJUNCTIONS
1. We took a long walk ____________ it was a lovely day.
Answer: because, since, and, …
2. Jerry likes to swim ____________ he likes to play tennis.
Answer: and
3. The cat will sit quietly ____________ its chin is tickled.
Answer: when, while, as long as, …
4. Will you give the money to charity ____________ you win?
Answer: if, when, provided that, …
5. We missed the kickoff ____________ we were late.
Answer: because, since, …
6. ____________ I have finished my special project, I can go home.
Answer: When, Since, Because, …
7. Jo worked hard ____________ soon the bookcase was finished.
Answer: and, so, …
8. She measured the wall ____________ she drew a design.
Answer: before, and, …
9. Jo wanted a bookcase ____________ she decided to build it.
Answer: so, and, …
10. ____________ she cut the pieces, she measured the wall.
Answer: Before, When, …
LESSON 7
Writing • 105
WORK-RELATED DOCUMENTS
We will now put what we have learned to good use. We will practice our writing skills, concentrating on typical work-related documents.
This is the type of writing you will be expected to do on the Ready to Work Writing assessment. Instead of reading a scenario, you will be expected to listen to an audio of dialogue from workplace situations. You will be asked to write brief memos, notes, or messages. So, let’s discuss how to effectively record essential information (such as names, phone numbers, etc.) before communicating it to the reader in sentence format. In other words, at this stage you will only need to concentrate on gathering and recording the most important details of the passage.
One of the most common ways of recording and organizing primary information is in the form of an outline (as shown below). Another great way to record main details is to map them on a visual diagram which you will see on the following page. First, let’s examine the outline technique. Read the following message and notice how the essential components are organized in an outline in the box below it.
Brandon will be playing the viola for theorchestra, soccer and basketball, and singing inchoir.
I. Brandon will be playingA. viola
i. orchestraB. soccerC. basketballD. singing
i. choir
Map out your thoughts.
LESSON 8
106 • Writing
Mapping main ideas and information (in circles)and supporting details (on lines) helps organizeinformation before putting it on paper. This type ofnote-taking often helps the learner make sense of maindetails and also helps eliminate mistakes when writinga finished message, memo, or letter. Notice that wehave taken the same important details and supportingideas from the outline on the previous page andrecorded them in the form of a mind map above.
Mapping your thoughts may be easier for peoplewho work best with visual information. These writingtechniques, mapping and outlining, are effective toolsfor note-taking and pre-writing. I encourage you topractice using them.
LESSON 8
Example of a visual mind map:
BRANDON
viola orchestra
choir
soccer
basketball
singing
Brandon will be playing the viola for theorchestra, soccer and basketball, and singing inchoir.
Writing • 107
Martha has just been assigned to attend the annual conference for IT professionalsand is responsible for arranging all of the equipment and materials for the tradebooth. She will need to rent all the audio, video, and lighting equipment from AURental. She has to order all the print materials from the Marketing Department. Theprint materials include 500 brochures, 2000 business cards each for Cheryl Al andLionel Shep, and 500 copies of all equipment specifications. The conference is Feb 3-5 in Las Vegas.
LESSON 8
Let’s practice a more complex example together.
108 • Writing
LESSON 8
We have placed supporting detail on the lines extending from our main thought.Using the circles at the end of the lines allows us to identify specific information aboutthe place and time and the kind of items we need to take care of for the conference. Youwill develop how you prefer to map as you practice this skill.
Additional details, such as where to rent and order the items from, are also mapped
Writing • 109
LESSON 8
We complete the mind map by adding the specific items that we need to rent fromAU Rental and also the print materials to order from the Marketing Department.
110 • Writing
Now do you see how laying out a map causes youto organize your information? It makes writing so mucheasier and it will generally be more effective if you takethis valuable bit of advice and learn to first organizeinformation before writing.
Try using mind mapping and outlining in thefollowing exercise.
Mind mapping helps meorganize my thoughts.
LESSON 8
Writing • 111
EXERCISE – ORGANIZING INFORMATION
Instructions: Read the following passage and organize your thoughts through an outlineand a mind map.
You work at a factory and are to write a summary of newcompany procedures.
(Female voice) We will be discontinuing the Royal china patternat the end of this year. That means we need to put that noticein our next catalog. We also need to send out letters tocustomers who have ordered the Royal pattern within the last5 years.
(Male voice) That way they can order extra pieces if they wish.I remember my grandmother was heartbroken when a piece ofher china was missing. We want our dishes to be used, not putaway in a cupboard somewhere.
(Female voice) We will be putting the Royal pattern on sale, too,starting next month. Everything will be marked down to 50%off the catalog price.
(Male voice) Maybe we should also tell customers that we aregoing to be switching to completely recyclable packing boxes.We plan to begin just as soon as we have the old boxes usedup. I think that should be within the next two weeks. Checkwith Philip Zemoulk on that.
LESSON 8
©1994 by ACT, Inc. All rights reserved. Used with permission.
112 • Writing
Compose outline here:
Draw mind map here:
LESSON 8
Writing • 113
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LESSON 8
114 • Writing
ANSWERS TO EXERCISE – ORGANIZING INFORMATION
Answer: I. Royal china patternA. Discontinued
1. End of yearB. Notice in next catalogC. Letters to customers who ordered within last 5 years
II. Packing BoxesA. Switching
1. To completely recyclable boxes2. In approximately 2 weeks
a. Check with Philip Zemoulk
After organizing the information, your summary may looksimilar to mine.
LESSON 8
Adapted from WorkKeys® Targets for Instruction: Writing, © 1994 by ACT, Inc.
Writing • 115
EXERCISE – WRITING A MEMO
Instructions: Reread the dialogue and write a memo to a co-worker summarizing whattook place in the meeting. You may want to substitute a name for the female,and you play the male part, or vice versa. Remember the four Cs we havelearned. Space for writing is provided on the following page.
You work at a factory and are to write a summary of newcompany procedures.
(Female voice) We will be discontinuing the Royal china patternat the end of this year. That means we need to put that noticein our next catalog. We also need to send out letters tocustomers who have ordered the Royal pattern within the last5 years.
(Male voice) That way they can order extra pieces if they wish.I remember my grandmother was heartbroken when a piece ofher china was missing. We want our dishes to be used, not putaway in a cupboard somewhere.
(Female voice) We will be putting the Royal pattern on sale, too,starting next month. Everything will be marked down to 50%off the catalog price.
(Male voice) Maybe we should also tell customers that we aregoing to be switching to completely recyclable packing boxes.We plan to begin just as soon as we have the old boxes usedup. I think that should be within the next two weeks. Checkwith Philip Zemoulk on that.
LESSON 8
116 • Writing
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LESSON 8
Writing • 117
LESSON 8
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118 • Writing
ANSWER TO EXERCISE – WRITING A MEMO
Suggested memo:
To: Bill StephensFrom: Esther JonesDate: March 3Subject: Summary of New Procedures
The Royal China (R. C.) pattern will be discontinued at theend of the year, so we need to make our customers aware byputting a notice in the next catalog. Customers who haveordered this pattern within the last five years should receivea letter informing them that all R.C. pieces will be marked50% off the catalog price beginning April 1.
As soon as the packing boxes are used up, all orders will bepackaged in recyclable boxes. We will inform customers ofthis switch; Philip Zemoulk should be able to tell us when toexpect the change.
LESSON 8
Adapted from WorkKeys® Targets for Instruction: Writing, © 1994 by ACT, Inc.
Writing • 119
Put yourself in the place of the intended reader.Does it make sense and get the ideas presented in aclear, concise fashion? Is it conversational or does itseem complicated or tense? Are there any sentences thatrun on too long? Have you used any unnecessarily longor easily misunderstood words? Are there anysynonyms, antonyms, homonyms, or acronyms usedincorrectly? Did you check any abbreviations or capitalsthat were used? Don’t forget punctuation.
If you are satisfied with your work, go on to thenext lesson. If not, keep working to make it better. Itrust your judgment on this. You will know if it looksand reads correctly if you put yourself in the place ofthe reader.
LESSON 8
120 • Writing
It is time now for a little test. Oh no, not a test! Ohyes. But, don’t worry, if you are not ready for this, goback, review, and reinforce all that has been discussedin this level. Then come back and give the posttest atry. Remember, you are learning this at your own pace,so take the time you need to feel comfortable with theinformation presented.
The answers are in the back, but please, don’t givein to the temptation to look ahead, especially thewriting exercises, as this will not help you to developyour own creative thinking. There is no doubt thatyou will not write any particular memo, report, note,etc., exactly the way I would write it, so don’t copymine! Besides, I won’t be with you on the job to helpyou out! I don’t expect your writing to mirror mine;the main idea is that it is correctly done, not that it isword for word as the answer suggests. OK?
Don’t peek!
LESSON 9
Writing • 121
EXERCISE – POSTTEST
1. What are the eight main parts of speech?
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2. Define noun, pronoun, and verb.
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3. What are the two parts of speech that are modifiers?
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POSTTEST
122 • Writing
4. What are the two parts of speech that are used as connecting words?
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5. What does an interjection do?
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6. Capitalize the following:
internal revenue service ____________________
federal bureau of investigation ____________________
the white house ____________________
much ado about nothing ____________________
dr. john blankenship ____________________
mrs. smith ____________________
7. Abbreviate the following:
doctor ____________________
manufacturer ____________________
senator ____________________
mister ____________________
POSTTEST
Writing • 123
8. What are the four Cs of effective communication?
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9. Define synonym, antonym, homophone (homonym), and acronym.
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10. Give an example of an acronym.
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11. What is the difference between a coordinating and a subordinatingconjunction?
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12. Define subordinate clause.
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POSTTEST
124 • Writing
13. Subordinating conjunctions can also combine independent clauses.True or False?
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Instructions: The next few exercises are writing assignments. Remember that your workwill vary from the answer key.
14. Write a memo reminding employees of a staff meeting.
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15. Write a short negative response letter concerning no available ticketsfor a particular sporting event.
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POSTTEST
Writing • 125
16. Rewrite the note below, correcting, and clarifying.
dear repair guy washing machine broek can you fix it it is in thelaundry rom and the door is unloked just go in..leave me bill on top.thank, joe
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POSTTEST
126 • Writing
ANSWERS TO POSTTEST
1. What are the eight main parts of speech?
Answer: nouns, pronouns, verbs, adjectives, adverbs, conjunctions,prepositions, interjections
2. Define noun, pronoun, and verb.
Answer: Noun — denotes persons, places, things, ideas or animals3. Pronoun — substitutes for nouns
Verb — a word that shows action, occurrence, state of being
3. What are the two parts of speech that are modifiers?
Answer: adjectives and adverbs
4. What are the two parts of speech that are used as connecting words?
Answer: prepositions and conjunctions
5. What does an interjection do?
Answer: shows strong emotion
6. Capitalize the following:
Answers:internal revenue service — Internal Revenue Servicefederal bureau of investigation — Federal Bureau of
Investigationthe white house — The White Housemuch ado about nothing — Much Ado About Nothingdr. john blankenship — Dr. John Blankenshipmrs. smith — Mrs. Smith
POSTTEST
Writing • 127
7. Abbreviate the following:
Answers: doctor — Dr.manufacturer — mfg.senator — Sen.mister — Mr.
8. What are the four Cs of effective communication?
Answer: clear, concise, correct, and conversational
9. Define synonym, antonym, homophone (homonym), and acronym.
Answer: Synonyms — words that are similar in meaningAntonyms — words that are opposite, or nearly opposite inmeaningHomonyms or homophones — words that sound alike, buthave different spellings and different meanings
10. Give an example of an acronym.
Answer: NASA, scuba, AIDS, NATO, etc. (answers will vary)
11. What is the difference between a coordinating and a subordinatingconjunction?
Answer: A connecting conjunction joins two independent clauses.A subordinate conjunction joins an independent clause anda subordinate clause.
12. Define subordinate clause.
Answer: A subordinate clause is one that cannot stand alone as asentence. It does not contain a complete thought or idea.
POSTTEST
128 • Writing
13. Subordinating conjunctions can also combine independent clauses.True or False?
Answer: False — subordinating conjunctions always combine anindependent clause and a subordinate clause.
14. Write a memo reminding employees of a staff meeting.
Answer: There will be a staff meeting in the conference room Tuesday,Nov. 18 at 9:00 a.m. Please be sure you attend.
15. Write a short negative response letter concerning no available ticketsfor a particular sporting event.
Answer: Dear Sir,
I am sorry to inform you that there are no tickets available forthe football game on Saturday, Nov 22. Those tickets weresold out several weeks in advance. If we can be of help to youin the future, please do not hesitate to let us know.
Sincerely,Your Name
POSTTEST
Writing • 129
16. Rewrite the note below, correcting, and clarifying.
dear repair guy washing machine broek can you fix it it is in thelaundry rom and the door is unloked just go in..leave me bill on top.thank, joe
Answer: Dear Repairman,
My washing machine has broken. I hope you can fix it. It islocated in the laundry room, and I have left the door unlockedso that you can go in. Please leave the bill on top of themachine when you have finished.
Thanks, Joe
POSTTEST
130 • Writing
Well, how did you do on the Posttest? If you scored 94% or higher, you have a reasonable chance to pass Level 1 of the Ready to Work Writing assessment. Remember the basic steps for writing complete sentences. Take your time and listen to each question, and you will do fine. You may want to complete Level 2 of Writing with me before you take the assessment. Hope to see you there.
Now don’t be discouraged if you scored below 94%. There is a lot of information to remember. Practice the exercises in this course. You can do it! And, your enhanced work skills will pay off in the long run.
Take time to review the Test-Taking Tips provided at the end of this workbook. Good luck improving your work skills and attaining your goals!
Good job!
SUMMARY
Writing • 131
EDWIN’S TEST-TAKING TIPS
Preparing for the test . . .Complete appropriate levels of the WIN Instruction Solution self-study courses.Practice your writing skills until you feel comfortable with your ability to listen toa message, take notes, and compose written messages conveying what you haveheard.
Get a good night’s rest the night before the test and eat a healthy breakfast on testday. Your body (specifically your mind) works better when you take good care ofit.
Allow adequate time to arrive at the test site. Being in a rush or arriving late willlikely upset your concentration when you actually take the test.
The answers must be written in blue or black ink, so if you have a favorite pen,you may want to take it with you. However, the test administrator will have pensavailable for your use.
About the test . . .Writing and listening skills are both assessed in one test, but are scored separately. You will listen to an audiotape of work-related messages and compose written messages to communicate the information to someone else. You are asked to play the role of an employee who receives messages from customers, co-workers, and suppliers. The Ready to Work Writing assessment will not measure accuracy or completeness of message. Scoring will be based on writing mechanics, such as sentence structure and grammar, and on your writing style. Listening score is based on the accuracy of the message.
The Assessment includes 6 workplace communications that begin with one speaker’s brief message; gradually, the messages become longer, more detailed, and include two speakers. You will listen to each message twice and are encouraged to take notes as you listen. You will be given 2 to 6 minutes to write your version of each message after the second reading; the time is dependent upon the difficulty of the message. There will be adequate time to write your responses to each message if you have taken proper notes as you listen. You may work on previous messages at any time during the test. The entire Assessment takes approximately 40 minutes.
REFERENCE
132 • Writing
Make sure your work is legible for the grader to read your work. Since you mustwrite in pen, you will not be able to erase. Do not worry if you have to mark outmistakes. Cross through the incorrect word one time (mistake) without making amess (mistake). You will not be penalized for marking through words to correctsentences.
During the test . . .Listen to the instructions carefully. Do not hesitate to ask the administratorquestions if you do not understand what to do. Make sure you can hear theaudiotape clearly from where you are sitting.
Your test booklet will provide space for you to take notes and for you to composeyour written messages. Do not try to write every word that is spoken on theaudiotape. As you listen, write key words in your notes to help you rememberwhat is being said. Please notice that the workplace situation does not includeyou, so your written messages should not include the word “I.” Remember also toavoid writing or drawing anything on the message page that is not appropriate forthe business setting.
Dealing with test anxiety . . .Being prepared is one of the best ways to reduce test anxiety. Study the WINInstruction Solution course material. Practice will increase confidence in your writingand reduce your test anxiety.
Do not think negatively about the test. The story about the “little engine thatcould” is true. You must, “think you can, think you can, think you can.” If youprepare yourself by writing clear, concise, and complete sentences, there is noreason why you cannot be successful. Don’t get discouraged; be persistent. It iseasy to become frustrated on this test while listening to details. If you do notremember names or dates, then make up information in order to write clear,concise sentences. If you do not do well with one workplace situation, do not letthat interfere with how you do on the next ones.
Writing • 93
COMBINING SENTENCES
Most of our writing should be done in astraightforward manner with simple subject, verb, andobject construction. Most readers prefer this kind ofsentence because it is easier to read and understand.However, inserting a compound or complex sentencebreaks up the monotony of the simple sentence format.
This is the reasoning behind combining simplesentences. It makes the material more interesting andtherefore will hold the reader’s attention moreeffectively. In this lesson, we will practice combiningsentences for effective and interesting communication.
Coordinating simply means to connect two simplesentences using a coordinating conjunction such as:
and orbut norfor yetso
Example (simple):
Today is a beautiful day.Yesterday was cold and rainy.Combined: Today is a beautiful day, butyesterday was cold and rainy.
TIP: Take note of theseconjunctions. You will need
them to combinesentences.
LESSON 7
REFERENCE
Writing • 133
If you have extra time after one message, you may go back and check punctuation,spelling, etc. from other messages. If time allows, ask yourself the followingproofreading questions:
• Does each sentence begin with a capital letter?• Does each sentence have ending punctuation?• Have you used “I” in the message? If so, and you have time, change this.• Is there a subject and a verb in each sentence?• Do the subject and verb agree?
Prior to the test, relax, close your eyes, take several deep breaths, and think of arelaxing place or a favorite activity. Visualize this setting for a minute or twobefore the test is administered.
Studying with a partner is another way to overcome test anxiety. Encouragementfrom each other helps to increase your confidence.
REFERENCE
134 • Writing
REFERENCE
RESOURCES
ACT, Inc. (1994). WorkKeys® Targets for Instruction: Writing. Iowa City, IA: ACT.
Worldwide Interactive Network, Inc.1000 Waterford Place Kingston, TN 37763
Toll-free 888.717.9461Fax 865.717.9461 www.w-win.com
WIN Career Readiness Courseware - ©2008 Worldwide Interactive Network, Inc. All rights reserved.