- •Т. А. Бойцова, а. В. Соснин
- •© Т.А. Бойцова, а.В. Соснин, 2012
- •Part II English Punctuation
- •Capitalization.................................................................................................44 Part III Structural Aspects of Writing
- •Part IV Some Notes on Style
- •Using Jargon Appropriately.........................................................................88
- •What kind of skill is writing ?
- •Exercises
- •Insert the missing letters for [f]:
- •The Phoneme [k] – (c, k, ck, ch, qu(e))
- •Exercises
- •Insert the missing letters for [k]:
- •Exercises
- •Insert the missing letters: (tch, ch, t)
- •The Phoneme [g] – (g, dg(e), j)
- •Exercises
- •Insert the missing letters:
- •The Reduplication of Consonants
- •Exercises
- •Insert the missing letters:
- •Insert the missing letters for the sounds given in brackets:
- •The Final Letter “y”
- •Exercises
- •Insert the missing letters “y” or “I”:
- •The Mute Final “e” The mute Final “e” and its Functions
- •Exercises
- •Insert the letter “e”where necessary:
- •Affixation (Prefixation and Suffixation)
- •I. Prefixation
- •Negative prefixes
- •Exercises
- •II. Suffixation
- •The Suffix -tion, -sion
- •To scan – scansion
- •Write corresponding nouns from the following verbs by adding the suffixes -tion, -sion:
- •Exercises
- •Insert the missing letters “a” or “e”:
- •The Suffixes -able, -ible
- •Guiding Principles
- •If the stem ends in [s] -c or [d] -g, the final mute letter “e” is retained before -able:
- •Exercises
- •The Suffix -ous (-ious, -eous, -uous)
- •Study and Memorize the Following List
- •Exercises
- •Insert e or I :
- •Insert the proper vowel wherever necessary:
- •General Review
- •Part II English Punctuation Punctuation marks
- •Exercises
- •Apostrophe
- •Quotation Marks
- •Punctuation of Compound and Complex Sentences Comma and Semicolon
- •Capitalization
- •Exercises
- •Part III structural aspects of writing paragraph
- •2. A) Read the following passage.
- •Description
- •Technical description a Sitting Room
- •Description of a place or scene (Suggestive Description)
- •1. A) Read the above passage carefully paying attention to the choice of the
- •Vocabulary.
- •Character Sketch
- •Description of an Old Man
- •1. Study the passage below and describe the impression Charles Strickland produced on the author at their first meeting.
- •4. Write a descriptive sketch of a) your relative; b) an interesting person whom you know. Summary
- •How to Avoid Foolish Opinions
- •2. Study the following article carefully and make an outline of its essential points. Modern Constitutions
- •3. Consider a summary of this article written in Russian. Does it cover all the key points of the article? Write a summary in English.
- •Words and Phrases to Use in a Résumé
- •1. Make a résumé of the article below. The following questions might help you:
- •How to find true love Or, Rather, How It Finds You
- •Composition and essay
- •Technical / scientific essay
- •Important Development Projects in Russia: their Impact on the Area and People’s Lives. The Shtokman Gas Field – Thinking the Unthinkable
- •References
- •Part IV some notes on style active or passive voice ?
- •Avoiding male-only pronouns
- •Writing With Finesse
- •Suggestions on self-assessment
- •Supplement Words Frequently Misspelt
- •Wednesday
- •Word List For Special Study
- •References
- •Татьяна Алексеевна Бойцова
Part III structural aspects of writing paragraph
A paragraph consists of a number of sentences, which are closely related and deal with the same topic.
A well-constructed paragraph should possess a) unity, b) logical sequence of thought, c) variety of length and structure.
By unity we mean that one main theme is dealt with. This theme may either be expressed or understood.
The main information is usually conveyed in the topic sentence. The remainder of the paragraph is an enlargement of this. A paragraph lacks unity when two different topics are treated in it. The topic sentence can be expressed by the first sentence, then comes the development, and the last sentence rounds off the whole. The topic sentence may be expanded in a number of ways or it may come as the climax of a series of preparatory sentences.
Logical sequence of thought. A paragraph cannot be regarded as satisfactory unless its sentences are arranged in a clear and logical order. Each sentence must lead to the following and all must be linked up. The connection between the sentences will be shown by their logical order. Certain pronouns, adverbs and conjunctions are frequently used (thus, hence, therefore, further(more), moreover, consequently, however, nevertheless, nonetheless, etc.).
Varying length and structure. It is impossible to say how long a paragraph should be. The length of a paragraph is largely determined by its purpose and by the length of the work which it is a part of. The variation of paragraph length is as important as the variation of sentence length within the paragraph. It creates a sense of rhythm and movement which helps the reader.
The paragraph itself is part of a larger unit of a section or chapter, and must, therefore, fit neatly into that unit. It must also show some reference to the preceding and following paragraphs, perhaps by introducing a series of ideas or by summing up a collection of statements. This means that a paragraph may have not only a topic sentence but also a linking sentence, which takes up the thread of previous paragraphs, or which states the theme to be developed in the next one.
1. Examine the opening paragraph paying attention to its unity and logical sequence of thought. The topic sentence conveying the main information is given in bold type.
Once upon a starless midnight there was an owl who sat on a branch of an oak-tree. Two ground moles tried to slip by, unnoticed. “You!” said the owl. “Who?” they replied, in fear and astonishment, for they could not believe it was possible for anyone to see them in thick darkness. “You, two”, said the owl. The moles hurried away and told the other creatures of the field and forest that the owl was the greatest and wisest of all animals because he could see in the dark and because he could answer any question. “I’ll see about that”, said the secretary bird, and he called on the owl one night when it was again very dark. “How many claws am I holding up?” said the secretary bird. “Two”, said the owl and that was right.
(After James Thurber)