Contents

Language and
Unit Academic Focus Rhetorical Focus Grammar Focus

1
Writing • Paragraph structure • Simple and compound
• The topic sentence sentences
• Unity and • Run-on sentences
coherence • Dependent clauses
Paragraph to • The paragraph
Short Essay and short essay
• Short essay
page 1 organization

2
Culinary Arts • Descriptive • Prepositional phrases
and Nutrition organization in descriptive writing
• Details in sentences
• Similes and simile structure
Descriptive • Adjectives in
Essays descriptive writing

page 27

3
Psychology • Narrative • Sequence in narrative essays
organization • Subordinating conjunctions
• Details in essays
• The past continuous
Narrative in narrative essays
Essays • Past time clauses
• Simultaneous activities
page 53

4
Travel and • Comparison- • Comparison and
Tourism contrast contrast connectors
organization • Comparatives in
comparison-contrast essays
Comparison- • Comparatives in sentences
Contrast
Essays
page 79

iv  Contents © Oxford University Press 2012

 Language and
Unit Academic Focus Rhetorical Focus Grammar Focus

5
Technology • Opinion • Quantity expressions
organization in opinion essays
• Facts and opinions • Connectors to show
• Counter-argument support and opposition
Opinion and refutation
Essays
page 103

6
Education and • Cause-and-effect • Phrasal verbs
Economics organization • The future with will
• Clustering • Will with so that
information • Future possibilities with
Cause-and- if clauses
Effect Essays
page 129

Appendices

Appendix I: The Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Appendix II: Punctuation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Appendix III: Connectors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Appendix IV: Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Appendix V: Correlation to Grammar Sense 2.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

© Oxford University Press 2012 Effective Academic Writing  v

Welcome to Effective Academic Writing

Effective Academic Writing, Second Edition instills student confidence

and provides the tools necessary for successful academic writing.

Developing Ideas Intro The Paragraph 1 The Short Essay 2 The Researched Essay 3
EffEctIvE EffEctIvE EffEctIvE EffEctIvE
Academic Writing Academic Writing Academic Writing Academic Writing
SECOND EDITION SECOND EDITION SECOND EDITION SECOND EDITION
Includes Includes Includes Includes
Student Access Student Access Student Access Student Access
Code to Code to Code to Code to

Alice Savage Alice Savage Rhonda Liss

Alice Savage 2 Masoud Shafiei 2 Patricia Mayer 2 Jason Davis 2

Introductory Level Level 1 Level 2 Level 3

Developing Ideas The Paragraph The Short Essay The Researched Essay

■ Step-by-step Writing Process guides and refines writing skills.

■ Timed writing practice prepares students for success on high-stakes tests.

■ Online Writing Tutor improves academic writing inside and outside the classroom.

Online Writing Support for all Levels

GO ONLINE

vi  Introduction © Oxford University Press 2012

Overview
Effective Academic Writing, Second Edition delivers practice that will
improve your students’ writing.
■ NEW! The new Introductory Level provides students with the support and instruction
they need for writing success in the lowest-level writing courses.
■ NEW! More content-area related assignments with more academic vocabulary and
readings prepare students for the challenges of the academic classroom.

Writing Process Step 1 Stimulating Ideas

m sig m s e i g t w t g
Writing
mak th Process
re der feel as i Step
he or h 2
is Brainstorming
nt in he s ene and Outlining Each unit introduces an
academic content theme
and writing task and
Writing Process Step 3 Developing Your Ideas guides students through
the Writing Process.

Writing Process Step 4 Editing Your Writing

Rhetorical
Exercise Focus
1 Think  
Concise and effective language and
pp
Narrative Organiza ion
A. Disc
A narrative is a story. It has an dintroduction
h
that
e c q e t a i grammar presentations develop
Wher j engages
y u think this pla
typ osthe i e is?s the
ll reader’s interest,
i
details about the main event
the outcome.
Ima or action
ine th t in
there were
tory,
u w re in andmany
Wh s pl c
crabs wa that
a conclusion kingdescribes
sl wly on
students’ understanding and improve

Introduction their accuracy.
• The hook gets the reader’sWhat do yo
att ntion.
• I
mag
• The middle sentences introduce ne th
s u anageevent (thel a tas
t you co Hee bec
ne ome he fru
to y) ts
thou ht pul.oviding
at do s
the trap tiohe ff shy
the smell by
ade he crab
background information Dabout
oes this look like a place y
the people, the c u would
Usepland and the tke to
o separate me.
tw
y p e w e p was sick and tir
• The thesis statement prepares the reader for the He action that follows.
D
Body Paragraphs Exe
• The body paragraphsB describe
Make notwhat s about a fav rit
happened in pheace wh
story. Language and Grammar Focus
we i ,, y w
• They include details that bringadthe story
t le to dlife.
th ts f Using the Past Continuous in Narrative Essays
Exercise
paper
• They often use time order to explain the event.I
GO ONLINE In a narrative, you often need to describe actions in progress or to describe
Conclusion background actions.
bo ed cr
• A conclusion describes the outcome of the event.
they To form the past continuous, use was/were and the base form of the verb + -ing.
2 h t i
• Narrative essays often end with a commentan about
p n ishtheand tender.
e ent’s import tasnce
e inweethe
3 W t do y u w 1nt The
y beach wa oqui t and
le rn r mst ll din Use the past continuous to talk about activities that were in progress at a specific
writer28s life.
U 2
time in the past. The activities began before the specific time and may also have
continued after that time.
At three o’clock we were walking home from school. My friend was
riding his bicycle.
Also use the past continuous to describe background actions.
The sun was going down, and the children were still playing on the grass.

Each unit addresses a particular

rhetorical mode and provides
! We don’t usually use stative verbs (be, know, own, mean, seem, understand, love,
believe, etc.) in the past continuous. We use the simple past instead.

I didn’t know John then.

user-friendly guidance to help x I wasn’t knowing John then. (incorrect)

students master the form.

Timed writing prepares students for

Timed Writing Preparing for Academic Success
exams and high-stakes tests.

© Oxford University Press 2012 Introduction  vii

 Effective Academic Writing on oxfordlearn
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For the Student

■ Online Writing Tutor helps students retain and apply their writing skills.
• Models of the unit writing assignments demonstrate good writing
and allow students to understand how each text is constructed.
• Writing frameworks help students with organizing and structuring,
for the sentence level, paragraph level, and the text as a whole.
• Students can plan, structure, and write their own texts, check
their work, then save, print, or send directly to their teacher.
■ Extensive Online Grammar Practice and grammar term glossary support
students in using grammar structures appropriately and fluently in
their writing.
■ Comprehensive Peer Editor’s Checklists support collaborative learning.
■ Printable Outline Templates support the writing process.

For the Teacher

■ Timed IELTS-style, TOEFL-style, and TOEIC-style online writing tests
can be customized and printed.
■ Online test rubrics make
grading easy.
■ Online Grammar Practice is
automatically graded and entered
into the online grade book.
■ Answer keys makes grading easy.
■ The online management system
allows you to manage your
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all class and student reports.

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viii  Introduction © Oxford University Press 2012