TMU ENGLISH TEST PREPARATION

WRITING
TABLE OF CONTENTS

WRITING OVERVIEW................................................................................................................1
MODULE 1: SENTENCE WRITING..........................................................................................2
MODULE 2: EMAIL WRITING..................................................................................................5
MODULE 3: PARAGRAPH WRITING....................................................................................13
MODULE 4: ESSAY WRITING................................................................................................19
SAMPLE TEST 1.........................................................................................................................24
SAMPLE TEST 2.........................................................................................................................25
SAMPLE TEST 3.........................................................................................................................26
 WRITING OVERVIEW

TEST FORMAT
The writing test consists of 2 tasks with the total time of 40 minutes.
In the first task, you have to write an email of around 80-100 words to your friend to give information, ask for
permission, tell a story or make an appointment, etc.
In the second task, you have to write an essay of about 200 words presenting the advantages and disadvantages of
something.
MARKING CRITERIA
Your writing competence is rated on 4 criteria as follows together with some advice given on how to meet each
criterion:

Task Coherence and Lexical Grammatical

achievement Cohesion (CC) Resource (LR) Range and
(TA) Accuracy (GRA)

How to how well you how well is your how good is your how good is your
interpret answer the text structured vocabulary grammar
the criteria question

How to To increase score To increase score To increase score To increase score

meet the for TA, you for CC, you for LR, you for GRA, you
criteria should: should: should: should:
 present the  manage  use a wide  use a wide range
information paragraphing range of of grammatical
accurately vocabulary structures and
 make sure that
tenses
 answer all parts each paragraph  use less
of the task has a central common lexical  manage
idea items punctuation
 provide a clear
overview  use linking  avoid errors in  avoid errors in
words and spelling and sentences
 include the
cohesive word formation
prompts in the
email (Task 1) devices
 give a clear
position (Task
2)

* Each of these criteria receives a score from 0 to 10 points. An arithmetic mean is calculated to determine
the writing total score.

MODULE 1: SENTENCE WRITING

Classified by its structure, a sentence can be of four types: simple sentences, compound sentences, complex
sentences and compound-complex sentences.

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1. SIMPLE SENTENCES
- A simple sentence contains a subject and a verb.
- It expresses a single complete thought that can stand on its own.
Examples:
1. The baby cried for food.
^ There is a subject and a verb that expresses a complete thought.
2. Professor Maple’s intelligent students completed and turned in their homework.
^ A simple sentence does not necessarily have to be short. It can have adjectives. In this case, there are two
verbs “completed” and “turned in.” However, the sentence expresses one complete thought and therefore is a
simple sentence.
3. Megan and Ron ate too much and felt sick.
^ Although there are two subjects and two verbs, it is still a simple sentence because both verbs share the same
subjects and express one complete thought.

2. COMPOUND SENTENCES
- A compound sentence has two independent clauses. An independent clause is a part of a sentence that can
stand alone because it contains a subject and a verb and expresses a complete thought.
- Basically, a compound contains two simple sentences.
- These independent clauses are joined by a conjunction (for, and, nor, but, or, yet, so – FANBOYS for short).
Examples:
1. The shoplifter had stolen clothes, so he ran once he saw the police.
^ Both sides of the conjunction “so” are complete sentences. “The shoplifter had stolen clothes” can stand
alone and so can “he ran once he saw the police.” Therefore, this is a compound sentence.
2. They spoke to him in Spanish, but he responded in English.
^ This is also a compound sentence that uses a conjunction to separate two individual clauses.

3. COMPLEX SENTENCES
- A complex sentence is an independent clause joined by one or more dependent clauses. A dependent clause
either lacks a subject or a verb or has both a subject and a verb that does not express a complete thought.
- A complex sentence always has a subordinator (as, because, since, after, although, when) or relative
pronouns (who, that, which).
Examples:
1. After eating lunch at The Cheesecake Factory, Tim went to the gym to exercise.
^ The independent clause is “Tim went to the gym to exercise.” The subordinating clause before it is
dependent on the main, independent clause. If one were to say “after eating lunch at The Cheesecake Factory,”
it would be an incomplete thought.
2. Opinionated women are given disadvantages in societies that privilege male accomplishments.

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 ^ The subject is “opinionated women” and the verb is “are given.” The first part of the sentence “opinionated
women are given disadvantages in societies” is an independent clause that expresses a complete thought. The
following “that privilege male accomplishments” is a relative clause that describes which types of societies.
3. The woman who taught Art History 210 was fired for stealing school supplies.
^ The dependent clause in this sentence is “who taught Art History 210” because if removed, the rest of the
sentence would stand as an independent clause. “Who taught Art History 210” is an adjective clause that
provides necessary details about the subject, woman.
4. COMPOUND-COMPLEX SENTENCES
- A compound-complex sentence has two independent clauses and at least one dependent clause.
Examples:
1. After the two soccer players lost their game, they joined their other teammates for lunch, and they went to
the movies.
^ If we remove the dependent clause “after the two soccer players lost their game,” we have a compound
sentence. The dependent clause makes this sentence compound-complex.
2. The man believed in the system, and he knew that justice would prevail after the murderer was sent to jail.
KEY POINTS TO REMEMBER: A summary to help you remember the four types of sentences

Type of sentence Independent clauses Subordinate clauses

Simple One None

Compound Two or more None

Complex One One or more

Compound-Complex Two or more One or more

PRACTICE:
Identify whether the sentences are simple, complex, compound or compound-complex.
Please underline dependent clauses where it applies.

1. Vampires Dairies is my favorite television show, but I also love True Blood.
2. The student wiped the white board that was filthy with last week’s notes.
3. The trendy fashion designer released her new line on Wednesday.
4. Trina and Hareem went to a bar in Hollywood to celebrate their anniversary.
5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.
6. While waiting for the paint to dry, Angela went to Home Depot, and Martin organized the kitchen appliances.
7. After listening to the Kanye West CD, I have new respect for his music.
8. After the teacher chose groups, John and Sara were selected as partners for a project, yet Sarah did most of the
work.
9. She smiled sweetly, and he grinned shyly.
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10. Mary and Tom agreed to meet after school.
11. I had a poor background, and the subject was quite difficult; however, the teacher explained the concepts very
clearly.
12. Because the store was closed, we returned home. Complex
13. The old prospector was discouraged; however, when I suggested giving up, he was indignant.
14. Although my friends were lost for a while, they eventually found the restaurant that you recommended.
15. The runner, who had trained for many months, won the race easily.

MODULE 2: EMAIL WRITING

Email is a system of sending written messages electronically from one computer to another. Email is an
abbreviation of ‘electronic mail’. (Collins)
1. INSTRUCTIONS FOR WRITING AN EMAIL
In this part of the test, you are given an email from an English friend or relative, and you are asked to respond
to it in about 100 words. This email contains annotations which help you identify exactly what you need to
respond to.
As regards the topics, they are usually not very difficult, as you are expected to write at an intermediate level
about topics you are familiar with: sports, hobbies, TV programmes, weather, your town / city, best friend etc.
Here is a sample email:

You must answer this question. Write your answer in about

100 words on the answer sheet.

Read this email from your English-speaking friend Sandy

and the notes you have made.

From: Sandy
Subject: Your visit!

Hi,
Me too I’m so excited that you’re coming to stay with me for a week!

On your first evening here, there’s a rock concert in our town.

Would you like to go to the concert or would you prefer us to Say which
relax at home?
No, I prefer
Also, shall we go climbing in the mountains while you’re here?
Because
Let me know if you have any questions. Ask Sandy…
See you soon

Write your email to Sandy using all the notes

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 As you can see in the example above, we have received an email from a person so-called Sandy, who is a
friend of ours. In addition, we have made some annotations, which are the points we need to address in your
email:
 Me too!
 Say which I prefer
 No, because…
 Ask Sandy…
2. EMAIL STRUCTURE
The first thing you need to know is the different parts of an email, and these are:
 Greetings: we greet the other person (i.e. say “hi” or “hello”)
 Opening paragraph: we react to the other person’s news and ask them how they are feeling and whatever
else you feel is appropriate.
 Main paragraph 1: in this paragraph we deal with the first important point, which we can identify in the
instructions.
 Main paragraph 2: if there is a different point to deal with, this paragraph will do so.
(We might have more main paragraphs, depending on the task.)
 Closing paragraph: in this paragraph we “start” to say goodbye by wishing the other person well and
asking them to reply to your email.
 Goodbye: we use a short expression to say goodbye.
 Signature: we sign the email with our name.
3. SAMPLE EMAIL
Let’s take a look at the following example of the email where we can see an answer to the sample task we saw
above:

Greeting Hi Sandy,

Opening p Thanks a lot for writing back. I’m also really excited about visiting you!

On my first evening, I’d like to relax at home. I will probably be very tired from the trip,
Main p.1 so I need to rest and get ready for the other days. Is that okay?

Main p.2 As for climbing, I’m afraid I can’t. I forgot to tell you, but I hurt my knee last week, so I
can’t do sport now.

Main p.3 How about visiting some art galleries in your town? If you want, we could go. You know I
love art! What do you think?

Closing p. Well, I have to go now, but please let me know what you think.

Farewell Take care,

Luis
Signature

In the example above, the different parts of an email are well defined. It’s important that the writing is
visually appealing, apart from having good grammar and vocabulary. This means that the paragraphs should
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 be well defined, with a space in between, and that you should know when to break lines. This is especially
important after greetings, after opening and closing paragraphs, and after saying goodbye. This will make your
text visually appealing, as it will look like a real email.
4. EXPRESSIONS TO USE IN AN EMAIL
In this section, we are going to focus on different expressions to use in the different parts of the email.
While the main paragraphs will vary completely depending on the topic of the writing, most of the other parts
in the email can be practised and memorized almost completely. Let’s take a look:
4.1. GREETINGS
In order to start the email, we can used different expressions, which are really typical and easy to remember.
We have 3 basic ways to greet in this kind of writing, which is usually for a friend or family member:
 Hi John,
 Hello John,
 Dear John,
Note: Notice how “Hi” is less formal than “Hello” or “Dear”. Also, don’t forget to write a comma (,) right
after greeting your friend or relative. After greeting the addressee (i.e. the person who will read the email), you
must start the opening paragraph in a new line.
4.2. OPENING PARAGRAPH
The opening paragraph is the place to react to your friend’s or relative’s email. In order to do so, you can use
a number of different expressions. Here we have some examples:
 It’s nice / great / good to hear from you.
 It’s nice / great / good to read your email.
 I’m glad to hear your news.
 I’m excited about … (your news.)
 It’s great to hear that…
 I’m sorry to hear that…
 I’m really sorry to read your news.
 Thanks a lot for writing!
 It was good to receive your email.
 Thank you very much for your email.
Also, it’s a good idea to ask your friend or relative how they are feeling, which you can do like this:
 Hope you are doing well.
 How’s it going?
 How are you (doing)?
 How are things (going)?
You can also add some information that you think is relevant or necessary, but don’t expand this paragraph
very much, because the important information must go in the main paragraphs.
4.3. MAIN PARAGRAPHS
For the main paragraphs, there aren’t any fixed expressions which you must use, as it depends mostly on what
you have to write about. However, you should try to make use of connectors and appropriate punctuation.
So let’s take a look at common useful connectors and the punctuation we use them with:
 …and…: to connect two similar things or ideas.
I love reading and listening to music.
My favourite meal is fish and chips.
 …, but…: to connect two contrasting ideas.
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 I love watching TV, but I don’t have a favourite show.
I am reading a book, but I don’t remember the title.
 However,…: to connect contrasting ideas.
Last month, I went to the cinema. However, I didn’t enjoy the movie.
I am a very big fan of this author. However, I haven’t read his last novel.
 Moreover,…: to add more information about something.
 … because…: to justify an opinion or idea.
My mum is the perfect cook because she knows a lot of recipes and has plenty of experience. Moreover,
she experiments with different ingredients all the time.
 Because of that,…: to justify an opinion, fact or idea.
My mum likes to cook using new ingredients all the time. Because of that, she creates original dishes
every month.
 As for…/ Regarding…: to switch to a new topic. For instance, you can use this connector to start the
second main paragraph.
As for/Regarding why I like this cookery show, I think because it’s a great way to see new recipes.
 Time linkers: then, after that, yesterday, this morning, last summer, etc.
Last night, I watched a very good action film.
With many connectors, we typically use a comma (,) after it when we start a sentence (e.g.: However, Last
night, Moreover, etc.).
4.4. CLOSING PARAGRAPH
As we mentioned earlier, a closing paragraph in this Writing part 3 is used to start saying goodbye to the
addressee and to ask for a response to your email. So we can use the following expressions:
 Well, it’s time to say goodbye.
 Anyway, I have to go now.
 Well, it’s time to go.
 Anyway, gotta go.
 I really hope to hear from you soon.
 I’m looking forward to hearing from you.
 I hope you write back soon.
 Make sure you write back soon.
Also, if you still have to write more words, you can add a question for a subsequent email. This question
should be related to the topic of your piece of writing.
4.5. SAYING GOODBYE
There are many ways in English to close an informal email. The most frequent used ones are the following:
 Best wishes,
 Best,
 Sincerely,
 Take care,
 All my love,
 Love,
 Lots of love,
 See you soon,
 Regards,
Notice how there is a comma (,) after each of the phrases. Also, after writing any of these sentences, make
sure you write your name on a different line. And write your name without a full stop!
WRITING PRACTICE
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 Now that we know what expressions we should be using in our writing, we are going to take a look at another
task and then practice your writing:
Read this email from your English-speaking college classmate Alex and the notes you have made. Write
your email to Alex using all the notes.
From: Alex
Subject: College science presentation
Hi,
It’s great that we are going to work together on the college science presentation. Do you think we should
choose the rainforest as our topic?
No, but…
We only have two weeks to prepare, so can we start tomorrow? Where can we go to prepare the
presentation? My cousins are staying at my house at the moment, so we can’t work there because it’s too
noisy.
Sorry… Suggest…
We can give our presentation to the class either in the morning or the afternoon. Which would you prefer?
Let me know
Tell Alex
Alex
Sample answer:
Hi, Alex
I’m very glad to work with you. I think we shouldn’t choose the rainforest as our topic because I’m not
good at this topic. I would like to prepare the science presentation about deserts. In my opinion, it will be
interesting.
Sorry, but my parents have gone to another town and I must look after my little brother so we can’t start to
prepare tomorrow. What about starting in 2 days?
We can prepare the presentation in my house because no one will disturb us.
I would prefer to give our presentation to the class in the afternoon as this is the most convenient time. Best
wishes

TOP 5 TIPS FOR WRITING AN EMAIL

1. Learn and memorize a set of expressions. Make sure you already know a set of expressions to use in your
greetings, opening and closing paragraphs, and to say goodbye. This will save you a lot of time while doing a task,
and you will avoid making silly mistakes as you will already know the expressions by heart.
2. Write a well-structured and visually-appealing email. One of the things the examiners pay attention to is the
organization of your piece writing, so make sure not to write a messy email. Also, remember that punctuation
matters, so be sure to separate your sentences with stops and commas and don’t write excessively long sentences.
3. Brainstorm, write, read and edit. Before starting to write your email, brainstorm a couple of things and write
down some ideas. This can include vocabulary related to the topic. For example, if you have to write about TV
shows, you can write down things like “contestants”, “cookery show”, “prize”, etc. Then, write your email. After
that, read it and look for possible mistakes or opportunities for improvement (e.g.: adding descriptive adjectives,
rephrasing sentences, etc.).
4. Read carefully and identify the task. Don’t start writing right away. Make sure you read the task carefully and
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 that you identify exactly what you are being asked. Sometimes, we don’t pay attention to the instructions and we
end up writing about something different. This will mean losing points, in a very silly way.
5. Experiment at home, be conservative in the exam. Homework is the best chance to be creative and
experiment different ways to express yourself. So make sure you try your hardest to keep improving when you
write at home. On the other hand, when you’re doing an exam, don’t risk trying out new words or expressions, as
you may be making a terrible mistake. So be safe in your exam and stick to what you already knows works.

FURTHER PRACTICE
Read this email from your English teacher Miss Jones and the notes you have made. Write your email to
Miss Jones using all the notes.

From: Miss Jones

To: All students
Subject: Visitor to English class
Dear students,
I’m planning to invite a well-known person to come into our English class and give a talk.
I’d like to invite either a scientist or an actor. Which would be better?
I hope that each student will have a question to ask this person – what would you like to ask?
We want our visitor to enjoy the day with us – what do you think we can do to entertain the visitor after the
talk?
I’m looking forward to receiving your ideas!
Miss Jones

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Read this email from your English-speaking friend Grace and the notes you have made. Write your email to
Grace using all the notes.

From: Grace
To: Nick
Subject: Family dinner
Hi Nick,
We’re having a family dinner for my mum’s birthday next week
My brothers and I are each going to cook a course. Do you think I should make the starter, the main course or
the dessert?
Where can I find some good recipes?
Have you ever made anything for your family? What did you make? Was it a success?
Love
Grace

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MODULE 3: PARAGRAPH WRITING

A paragraph is a series of sentences that are organized and coherent, and are all related to a single topic.
Almost every piece of writing you do that is longer than a few sentences should be organized into paragraphs. This
is because paragraphs show a reader where the subdivisions of an essay begin and end, and thus help the reader see
the organization of the essay and grasp its main points.
Paragraphs can contain many different kinds of information. A paragraph could contain a series of brief examples
or a single long illustration of a general point. It might describe a place, character, or process; narrate a series of
events; compare or contrast two or more things; classify items into categories; or describe causes and effects.

1. PARAGRAPH FORMAT
- Most paragraphs in an essay have a three-part structure—introduction, body, and conclusion. You can see this
structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing
information. Each part of the paragraph plays an important role in communicating your meaning to your reader.
The hamburger model illustrates the structure of a paragraph.

+ Introduction: the first section of a

paragraph; should include the topic sentence
and any other sentences at the beginning of
the paragraph that give background
information or provide a transition.

+ Body: follows the introduction by

developing supporting details which discuss
the controlling idea, using facts, arguments,
analysis, examples, and other information.

+ Conclusion: the final section presented via

the closing sentence; summarizes the
connections between the information
discussed in the body of the paragraph and the
paragraph’s controlling idea.

The following paragraph illustrates this pattern of organization. In this paragraph, the topic sentence and
concluding sentence (CAPITALIZED) both help readers keep the paragraph’s main point in mind.

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 MY HOMETOWN IS FAMOUS FOR SEVERAL AMAZING NATURAL FEATURES. First, it is noted for
the Wheaton River, which is very wide and beautiful. On either side of this river, which is 175 feet wide, are
many willow trees which have long branches that can move gracefully in the wind. In autumn the leaves of
these trees fall and cover the riverbanks like golden snow. Also, on the other side of the town is Wheaton Hill,
which is unusual because it is very steep. Even though it is steep, climbing this hill is not dangerous, because
there are some firm rocks along the sides that can be used as stairs. There are no trees around this hill, so it
stands clearly against the sky and can be seen from many miles away. The third amazing feature is the Big Old
Tree. This tree stands two hundred feet tall and is probably about six hundred years old. THESE THREE
LANDMARKS ARE TRULY AMAZING AND MAKE MY HOMETOWN A FAMOUS PLACE.

2. HOW TO WRITE A PARAGRAPH

2.1. INTRODUCTION - TOPIC SENTENCE
- A topic sentence is the most important sentence in a paragraph. Sometimes referred to as a focus sentence, the
topic sentence helps organize the paragraph by summarizing the information in the paragraph. In formal
writing, the topic sentence is usually the first sentence in a paragraph (although it doesn't have to be).
- A topic sentence tells readers what the rest of the paragraph is about. All sentences after it have to give more
information about that sentence, prove it by offering facts about it, or describe it in more detail. For example, if
the topic sentence concerns the types of endangered species that live in the ocean, then every sentence after that
needs to expound on that subject.
- Topic sentences also need to relate back to the thesis of the essay. The thesis statement is like a road map that
will tell the reader or listener where you are going with this information or how you are treating it.
- Every topic sentence will have a topic and a controlling idea. The controlling idea shows the direction the
paragraph will take.
Example:
1. There are many reasons why pollution in ABC Town is the worst in the world.
^ The topic is "pollution in ABC Town is the worst in the world" and the controlling idea is "many reasons."
2. To be an effective CEO requires certain characteristics.
^ The topic is "To be an effective CEO" and the controlling idea is "certain characteristics."
3. There are many possible contributing factors to global warming.
^ The topic is "global warming" and the controlling idea is "contributing factors."
- A carefully thought out topic sentence has two functions. First, it helps you, the author, to stay focused.
Second, a clearly stated topic and controlling idea will give readers the tools they need to clearly understand
what you have to say.
- Remember that topic sentences set the tone for the paragraph and should relate back to the thesis or the main
idea of the paper.
PRACTICE: Write a topic sentence for each of the following topics
1. How do people benefit from reading?
2. What do people usually use the Internet for?
3. Why do many young people want to work for multinational companies?
2.2. BODY - SUPPORTING IDEAS AND SUPPORTING SENTENCES
- A supporting idea is an idea with information that supports a main idea or claim.

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 - Supporting ideas give a reader details to understand a main idea, or evidence to show why a claim is true or
correct. You will find supporting ideas in the middle of a paragraph – after the topic sentence, and before a
concluding sentence or transition.
- A paragraph usually has around 2 – 4 supporting ideas.
Example:Topic sentence: Schools should start later in the day.

This is a claim that needs to be supported by facts (or perhaps opinions) in order to convince the reader to
accept the claim. Here are some possible supporting ideas:
1. By starting later, school buses can avoid the traffic of rush hour, which saves time and reduces the
likelihood of accidents.
2. Studies have shown that teenagers need more sleep than both younger children and adults because their
rapidly changing bodies need more time resting in order to develop properly.
3. Starting later will give students time to eat a healthy breakfast, which has been proven to improve school
performance.
^ These supporting ideas each give evidence that help the reader agree with your claim. Again, you would not
use all three of these supporting ideas together. Choosing the best supporting ideas depends on what you are
trying to achieve in the paragraph.
- A supporting idea is usually followed by several supporting sentences to illustrate the point presented in the
supporting ideas. The information in the supporting sentences depends on the type of support needed.
Normally, they include one of the following as their main parts: (1) Descriptions or details; (2) Facts or Figures
and (3) Examples.
Example:
Schools should start later in the day (topic sentence). Firstly, by starting later, school buses can avoid the
traffic of rush hour, which saves time and reduces the likelihood of accidents (Supporting idea). As most
companies and offices simultaneously open at 8.00 a.m., people all need to leave home at around the same
time. A big number of people participating in the traffic means streets usually become overcrowded, as a result
traffic congestion and accidents become far more likely (Supporting sentences).
PRACTICE: Write 2 or 3 supporting ideas for each of the three topics presented in (1). For each
supporting idea, find 2 or 3 details to further explain it.
2.3. CONCLUSION – CONCLUDING SENTENCES
- A concluding sentence sums up the information that is presented in a paragraph. It reiterates the main point
developed by the body sentences and signals the readers that this is the end of the paragraph.
- The purpose of a concluding sentence is to summarize the argument you just made in your preceding
paragraph. In a single paragraph response, the concluding sentence is essential. It should tie the whole
paragraph together without simply rephrasing the topic sentence. In an essay, concluding sentences serve a
number of different, but equally important purposes.
- To signal the conclusion, linking words or phrases like therefore, thus, resulting, hence, in brief, to sum up,
on the whole and in the end, etc. are very often used.
- It should be noted that the concluding sentence is like a sort of topic sentence in reverse. It should close the
paragraph rather than opens up a new topic for discussion. The concluding sentence can sometimes include the
final thought of the writer towards the subject matter.
Example:

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 There are several serious health hazards directly linked to smoking. The link between smoking and cancer is
well-known. As well smoking is linked to other lung diseases like emphysema and bronchitis. Smokers also
have a greater risk of heart disease later in life. This is evidenced in recent court cases in the USA where
smokers have been awarded damages from tobacco companies. Furthermore, there is substantial research that
even passive smoking can have long term effects on heath. Clearly, smoking is a dangerous habit and should
be avoided.
- The concluding sentence connects the topic sentence and supporting ideas. It reiterates that smoking is not
good for health and gives the final thought of the writer that smoking should be banned for its harm to people’s
health.
PRACTICE: Write the concluding sentences for each of the topics in (1).
2.4. JOIN THINGS TOGETHER
COHERENCE
- In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling idea, but there is
more to coherence than this. If a paragraph is coherent, each sentence flows smoothly into the next without
obvious shifts or jumps. A coherent paragraph also highlights the ties between old information and new
information to make the structure of ideas or arguments clear to the reader.
- Along with the smooth flow of sentences, a paragraph’s coherence may also be related to its length. If you
have written a very long paragraph, one that fills a double-spaced typed page, for example, you should check it
carefully to see if it should start a new paragraph where the original paragraph wanders from its controlling
idea. On the other hand, if a paragraph is very short (only one or two sentences, perhaps), you may need to
develop its controlling idea more thoroughly, or combine it with another paragraph.
COHESION
- Creating cohesion means ‘tying’ your words, phrases, sentences and paragraphs together, to create a text
where the relationships between these elements is clear and logical to the reader, giving the text ‘flow’. You
can create cohesion at all these levels (word, phrase, sentence and paragraph) in order to direct readers’
attention to the development of your argument.
- Cohesion can be created by various ways, including repetition (use a particular word or phrase across
different sentences or paragraphs), synonym (use a word or phrase in a later sentence which has the same or
similar meaning to a keyword in the first sentence) and pronouns (use a pronoun to refer back to a phrase
already used). But a very direct way of emphasizing the inherent logic of a paragraph is through the use of
linking words and phrases which mark transitions within and between sentences.
- Below are some useful transitions:
+ To show addition: again, and, also, besides, equally important, first (second, etc.), further, furthermore, in
addition, in the first place, moreover, next, too
+ To give examples: for example, for instance, in fact, specifically, that is, to illustrate
+ To compare: also, in the same manner, likewise, similarly
+ To contrast: although, and yet, at the same time, but, despite, even though, however, in contrast, in spite
of, nevertheless, on the contrary, on the other hand, still, though, yet
+ To summarize or conclude: all in all, in conclusion, in other words, in short, in summary, on the whole,
that is, therefore, to sum up
+ To show time: after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly,
immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until, when, while

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 + To show place or direction: above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to
the left (north, etc.)
+ To indicate logical relationship: accordingly, as a result, because, consequently, for this reason, hence,
if, otherwise, since, so, then, therefore, thus
+ To emphasize: Above all, more/most importantly
+ To show order: Afterwards, at the same time, before, firstly, secondly, formerly, lastly, finally, later,
meanwhile, next, now, presently, today, yesterday, last week, next year, subsequently, then, until, ultimately,
while, historically, in the end, eventually
+ To show attitude: Naturally, of course, certainly, strangely enough, surprisingly, fortunately,
unfortunately, admittedly, undoubtedly
+ To give explanation: In other words, that is to say
PRACTICE:
Choose the appropriate transition word or expression to complete each sentence. Add capital letters where
necessary.

Likewise furthermore as a result in other words

By the year 2000, the population distribution had shifted a great deal. Many more people had moved to
urban and suburban areas and 1_____________, the rural population was much smaller. 2_____________,
the suburban population had grown since 1950. The urban population had 3_____________ increased.
4_____________, there were now fewer people living in the countryside and more living in the cities and
suburbs.

Then unlike such as what’s more

I know you will have a good time at the party. 5_____________ most parties we go to, at this one I plan to
have live music. 6_____________, the band I have hired plays your favorite kind of music. My sister-in-law
is planning to prepare some really good dishes 7_____________ seafood soup and roast beef. Come early so
that you can enjoy the food, and 8_____________ you can dance all night!

In addition but above all in other words

Physical education classes help children develop in numerous ways. Academics strengthen children’s minds,
9_____________ physical education strengthens their bodies. 10_____________, it contributes to their good
health. 11_____________, physical education classes help children learn about winning and losing. This is
an important life skill. 12_____________, in physical education classes, children have the opportunity to
learn about teamwork. This might be one of life’s most important skills.

MODULE 4: ESSAY WRITING

An essay is an extended piece of writing that presents and supports a thesis or proposition.

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An essay model is a theoretical framework
that can be used as the structural basis of all
essay types. The model has three structural
components:
+ Introduction: an introductory paragraph
that introduces the essay’s thesis or ‘big idea’.
+ Body: middle paragraphs that support this
thesis and convince the reader of its validity.
+ Conclusion: a concluding paragraph that
restates the thesis and draws together the
threads of the argument presented in the
essay.

1. ESSAY FORMAT
1.1. INTRODUCTION
- Purpose: the Introduction lets the readers know the topic, aspect of the topic to be dealt with and your
attitudes towards the topic.
- Components: the Introduction normally includes at least two main parts:
+ General statements: give readers background information about the topic, lead them gradually from
general idea to a very specific idea.
+ Thesis statement: introduces the main idea of the essay. A thesis statement is like the answer to the
question your paper explores.
Example:
Question: Childhood obesity is increasing at rapid rates in developed countries. What are some of the causes
of this problem? What are some ways in which childhood obesity rates can be reduced?
Plan the introduction:
+ General statement: Childhood obesity is rising all over the world…
+ Thesis statement: Many causes and many ways to overcome…
Sample introduction: As nations become wealthier, starvation or hunger is less common and new challenges
are created. Childhood obesity is one such challenge and it has started to become a problem all over the
world, particularly in developed countries (general statement). There are many causes of obesity in children;
however, with action we have the ability to reduce the incidence of this childhood problem (thesis statement).
1.2. BODY
- Purposes: the Body explains, illustrates, discusses and proves the thesis statement.
- Components: the Body consists of several paragraphs (usually two to three), which all refer to the thesis
statement presented in the Introduction
- Key points to remember when writing the Body:
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 + One paragraph discusses one aspect of the main topic.
+ The controlling ideas in developmental paragraphs must echo the main idea in the thesis statement.
+ Developmental paragraphs should have coherence and unity.
+ To write a paragraph in the Body, you should almost always start with a topic sentence which contains
the main idea of the paragraph. The supporting ideas are usually written in the second and maybe third
sentences of a paragraph and the examples generally follow the supporting ideas.
Example:
Question: Childhood obesity is increasing at rapid rates in developed countries. What are some of the causes
of this problem? What are some ways in which childhood obesity rates can be reduced?
Plan the Body:
+ Body Paragraph 1: Causes - too much fast food, too much time playing computer games, not enough
sport/exercise
+ Body Paragraph 2: Ways to reduce - parents cook meals not buy takeaway, limit time on computers, more
sport at and after school
Sample Body:
Obesity in children may be caused by several factors (topic sentence). The most obvious is too much fast food
(supporting idea 1). Nowadays, parents often work long hours and are too busy to cook so they buy their
children takeaway food. This food is much higher in fat than home-cooked meals and as a result youngsters put
on weight. Another cause of childhood obesity is that children are spending more time on computers and less
time doing exercise than in the past (supporting idea 2). Children used to come home from school and play
outside; however, since computers have become commonplace, they prefer to play computer games.
There are many ways to reduce the rate of childhood obesity (topic sentence). Firstly, parents should cook
more meals for their children (supporting idea 1), and if they have to eat at McDonalds, for example, they
could choose the healthier meals that are now on the menu. In addition, parents need to limit the time that
children are allowed to play on computers and they should enroll their children in after-school sports or go
together to a park and exercise (supporting idea 2).

1.3. CONCLUSION
- Purpose: the Conclusion signals the ends of the essay and summarizes the main points and restates the thesis.
- Components: the Conclusion usually consists of the following parts:
+ Concluding word: signals the conclusion.
+ Restatement: summarizes your main point and restates the thesis.
+ Final thoughts: gives your opinion on the subject matter.
- Key points to remember when writing the Conclusion:
+ The Conclusion should not bring up a new topic.
+ The Conclusion can be conveniently written by paraphrasing the thesis in the Introduction.
Example:
Question: Childhood obesity is increasing at rapid rates in developed countries. What are some of the causes
of this problem? What are some ways in which childhood obesity rates can be reduced?
Plan the Conclusion:
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 + Concluding words: In conclusion,
+ Restatement: Many causes and many ways to overcome…
+ Opinion: Problems can be solved
Sample Conclusion:
In conclusion, childhood obesity is a growing problem in today's busy world, and although the causes are
many, I feel that this issue is easily overcome. Parents need to help their children eat better and exercise more.
2. BRAINSTORMING IDEAS
- An important step in the essay-writing process is to brainstorm ideas or think of the ideas that you would like
to use in your essay.
- Brainstorming means that you write down everything you know on a topic. There are many different ways to
brainstorm; however, the most commonly used techniques are listing, mind mapping and tabling. You need to
choose a technique that suits both you and the time constraints of Task 2. Remember, you have around 30-35
minutes, with only a few minutes to brainstorm.
Example:
Write about the following topic:
Mobile phones are considered essential by most people nowadays. Discuss the advantages and
disadvantages of mobile phones and state your opinion.
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write about 200 words
+ Listing:
Advantages:
• small, portable
• cheaper than landlines
• can SMS rather than call - cheaper, more convenient
Disadvantages:
• expensive, especially in poorer countries
• addictive
• may cause cancer - unknown but suggested
+ Mind-mapping:

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 + Tabling:

3. ESSAY WRITING PRACTICE

- In the TMU English Test, you are supposed to write an essay of around 200 words presenting the advantages
and disadvantages of something.
- Here is the list of the topics to be used in the exam. Exam questions will be developed from these topics. You
can practice brainstorming ideas for the topics so that you can be better prepared for the writing exam.
1. City and country life (advantages and disadvantages of living in the city, advantages and disadvantages
of living in the countryside…)
2. Means of transports (advantages and disadvantages of travelling by air/ bus/ car/ bike…)
3. Tourism (advantages and disadvantages of tourism to the economy, advantages and disadvantages of
travelling abroad…)
4. Technology (advantages and disadvantages of technology in family life/ at work/ in study…)
5. Fast food / home-cooked food (advantages and disadvantages of fast food/ home-cooked food…)
6. Advertising (advantages and disadvantages of advertising to customers…)
7. Work (advantages and disadvantages of teleworking/ advantages and disadvantages of job hopping /
advantages and disadvantages of staying in one job for a long time…)

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8. Entertainment (advantages and disadvantages of watching TV/ advantages and disadvantages of
computer games…)
9. Family life (advantages and disadvantages of being an only child/ advantages and disadvantages of co-
habitation/ advantages and disadvantages of having no children…)
10. Study (advantages and disadvantages of studying overseas…)

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 SAMPLE TEST 1

You have 40 minutes for the two writing tasks.

TASK 1
Write an email:
Read this email from your English teacher Mrs Lake and the notes you have made. Write your email to Mrs
Lake using all the notes.
Write about 80 – 100 words.

From: Mrs Lake

Subject: End of year party
Dear Class,
I’d like our class to have a party to celebrate the end of the school year.
We could either have a party in the classroom or we could go to the park. Which would you prefer to do?
What sort of activities or games should we do during the party?
What food do you think we should have at the party?
Reply soon!
Anna Lake
TASK 2
Write an essay on the following topic:
Many people love to change their jobs frequently while others choose to stay in one job for a long time.
What are the advantages and disadvantages of changing jobs regularly?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write about 200 words.

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 SAMPLE TEST 2

You have 40 minutes for the two writing tasks.

TASK 1
Write an email:
Read this email from your English-speaking friend Robbie and the notes you have made. Write your email
to Robbie using all the notes.
Write about 80 – 100 words.

From: Robbie
Subject: Birthday meal
Hi,
It’s my birthday soon, and I’m thinking of having a meal in a restaurant with all my friends – including you! Do
you think it’s a good idea?
There’s a good new restaurant in town, which serves all kinds of delicious burgers, or there’s also a great
vegetarian restaurant. Which one would be better?
If you need transport to the restaurant, I can come and pick you up.
Let me know if you have any questions!
Robbie
TASK 2
Write an essay on the following topic:
A lot of people are now leaving their hometown and moving to the city to live.
What are the advantages and disadvantages of living in the city?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write about 200 words.

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 SAMPLE TEST 3

You have 40 minutes for the two writing tasks.

TASK 1
Write an email:
Read this email from your English-speaking friend Jo and the notes you have made. Write your email to Jo
using all the notes.
Write about 80-100 words.

From: Jo
Subject: Beach holiday
Hi,
I’m really glad you want to come with me on the holiday I won as first prize in the photograph competition.
I’ve now got some more information – we’re going for a week to a great hotel near a beautiful beach! There’s
plenty to do there. Do you want to do activities like surfing and sailing? Or we could just lie on the beach!
We have to decide when to go, so are you free for a week in August?
Do you have any questions about the holiday?
See you soon!
Jo

TASK 2
Write an essay on the following topic:
More and more people are choosing to travel by air plane.
What are the advantages and disadvantages of travelling by air?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write about 200 words.

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