Pearson Education, 10 Bank Street, White Plains, NY Staff credits: The people who made up the Writing Academic English, Fourth Edition, Answer Key team. Alice Oshima. Answer Key. Academic English. Writing. FOURTH EDITION The people who made up the Writing Academic English, Fourth Edition, Auswer Key. writing academic english fourth edition answer key pdf scribd. breaking news and analysis on businesses and industries in the Dallas-Fort Worth area How to.
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Pearson Education, 10 Bank Street, White Plains, NY Staff credits: The people who made up the Writing Academic English, Fourth Edition, Answer Key. Writing Academic English 4th Ed_ Answer Key - Download as PDF File .pdf) or read Writing Academic English 3rd Edition by Alice Oshima and Ann Hogue. Coherence. Repetition of Key Nouns. Key Noun Substitutes'. .. Writing Academic English, Fourth Edition, is a comprehensive rhetoric and sentence structure . Then answer the Writing Technique questions that follow, which will.
Delaware, Iowa, Illinois, Alabama b. Beadwork C. Rainbow Graphics Text font: Pattern B Practice 1: F—NP Statistics on ages of victims Or sentence. Young people buy computers not only to do schoolwork but also to play games.
Facts, Quotations, 39 and Statistics Facts versus Opinions. Contents Writing Practice. Process Essays. And, Or, But. Contents Distance, Frequency, and Manner Clauses. The Process of Academic Writing. Creating Prewriting. Planning Outlining.. Contents The Writing Process, Step 3: Punctuation Rules. Editing Symbols Appendix E: Research and Documentation of Sources.
The book teaches writing in a straightforward manner, using a step-by-step approach. Clear, relevant models illus- trate each step, and varied practices reinforce each lesson. The first part of the book provides a quick review of paragraph writing and sum- marizing, followed by a chapter that introduces the essay.
Sentence structure, with special emphasis on subordi- nated structures, is taught in the third part of the book. Throughout the book, models and practices feature general acade1]. In addition, readings from cun-ent, real-world publications conclude the chapters on different essay forms. Most chapters offer a variety of writing assignments, and each chapter ends with a review of the main teaching points.
Appendices explain the writing process; give punctuation rules; show charts of connecting words, transition signals, and editing symbols; and teach students basic research and documentation skills. Self-editing and peer-editing worksheets and model scoring rubrics are also provided. References to the appendices appear within the chapters where students are likely to benefit most from using this material.
Whats New in Instructors familiar with the third edition will find these changes: Il two to five chapters. Each pattern of essay organization now has its own chapter. A new chapter on argumentative essays has been added. This chapter also serves as an introduction to using supporting materials from outside sources.
Writing assign- ments based on the readings are also provided. Instruction in basic research and documentation skills has been added in Appen- dix E. Examples of MLA-style in-text citations appear throughout the text. Both self-editing and peer-editing worksheets are provided in Appendix F, along with scoring rublics for use by instructors. Finally, models have been updated, practice materials freshened, and expla- nations streamlined, always with the intention of making the material more accessible to students.
PrefaceOrder of Writing Academic English is intended to be covered in one fifteen-week semester,Lesson with classes meeting five hours a week. The sentence structure chapters in Part III should be taught alongside the chapters in Parts I and II in order to encourage students to write a variety of complex structures.
Chapter 10, Types of Sentences, should be taught at the beginning of the course; subsequent sentence structure chapters may be taught in any order. Wherever possible, instructors should integrate sentence structure with rhetoric. For example, adverbial time clauses in Part III may be taught simultaneously with chronological order in Chapter 5.
For courses shorter than fifteen weeks, the text is flexible enough to allow instructors to pick and choose chapters that best suit the needs of their classes. Sentence structure is presented separately from rhetoric, so these chapters may be omitted altogether, leaving the instructor free to concentrate solely on writ- ing.
For twelve-week terms, we suggest omitting Chapters 8 and 9. For even shorter terms, instructors may elect to concentrate solely on the essay, Chapters 4 through 9. Topic The topics listed for each writing assignment are only suggestions. Some chaptersSuggestions have more than one kind of topic. Of course, we encourage instructors to keep their eyes open for topics from cur- rent news or for graphs, photographs, and charts in newspapers on which to base writing assignments.
In-Class Group brainstorming and in-class writing of first drafts are especially helpful in theWriting early stages because the instructor is available for immediate consultation. Also, the instructor can check to make sure everyone is on the right track. Pair and group col- laboration is appropriate for brainstorming and editing work; however, writing is essentially an individual task even when done in class.
Writing under Special assignments are included to be done in class under time pressure to sti-Pressure mulate the experience of writing essay examinations-valuable practice for college-bound students.
Instructors should adjust time limits depending on the needs of the class. Practice The final practice exercises of the sentence-structure chapters usually ask studentsExercises to write original sentences. Because these practices prove whether the students understand the structures and can produce them correctly on their own, we encour- age instructors to use them.
Editing For most chapters, self-editing and peer-editing worksheets are plinted back-to-back in Appendix F. Instructors can use one or the other, or both, as they prefer. One method of using the peer-editing worksheet is to have peer editors record their com- ments on the worksheet.
An alternative method is to have each student read his or 9. Preface her draft out loud to a small group of classmates and then to elicit oral comments and suggestions by asking the checklist questions. The student who has read then writes down the groups suggestions on his or her own paper. Instructors can also respond to student writing by using the peer-editing checklist. Scoring Two sample scoring rubrics are provided at the beginning of Appendix P, one forRubrics paragraphs and one for essays.
Their purpose is twofold: Instructors are invited to photocopy the rubrics. Of course, the rubrics may be modified to suit individual assignments and individual preferences. Chapter- The photographs introducing each chapter of the book depict some of the formsOpening of written communication used by diverse cultures throughout the evolutionPhotographs of civilization. Acknowledgments Many people have contributed to this edition of Writing Academic English.
We especially thank Laura Le Drean, who traveled countless miles and spent countless hours gathering valuable feedback from users of the previous edition. Thanks also to our development editor, Molly Sackler, for making sure of the accuracy of our information and the consistency of its presentation, and to our production editors, Lynn Contrucci and Jane Townsend, for their expertise in fitting all these words onto the printed page. Special thanks also to Rhea Banker, who found the beautiful pho- tographs that appear on the opening pages of each part and each chapter.
To the many students and teachers who took the time to offer suggestions, we extend our heartfelt thanks: We hope you recognize the many places where your advice has helped to improve the book. Writing aParagraph Paragraph Structure A paragraph is a group ofrelated sentences that discuss one and usually only one main idea.
A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly. A paragraph may stand by itself. In academic writing, you often write a paragraph to answer a test question such as the following: We mark a paragraph by indenting the first word about a half inch five spaces on a typewriter or computer from the left margin.
The following model contains all the elements of a good paragraph. Read it care- fully two or three times. Then answer the Writing Technique questions that follow, which will help you analyze its structure.
ParagraphStructure Writing Technique Questions 1. What is the topic of the paragraph? What two main points does the writer make about the topic? In which two sentences does the writer say that there are two main points? What examples does the writer use to support each point? The Three Parts of a Paragraph All paragraphs have a topic sentence and supporting sentences, and some para- graphs also have a concluding sentence.
The topic sentence states the main idea of the paragraph. It not only names the topic of the paragraph, but it also limits the topic to one specific area that can be discussed completely in the space of a single paragraph.
The part of the topic sentence that announces the specific area to be discussed is called the controlling idea. Notice how the topic sentence of the model states both the topic and the controlling idea: Supporting sentences develop the topic sentence. That is, they explain or prove the topic sentence by giving more information about it. Following are some of the supporting sentences that explain the topic sentence about gold. First of all, gold has a lustrous beauty that is resistant to corrosion.
For example, a Macedonian coin remains as untarnished today as the day it was made 25 centuries ago. Another important characteristic of gold is its usefulness to industry and science.
The most recent use of gold is in astronauts suits. In conclusion, gold is treasured not only for its beauty but also for its utility.
Concluding sentences are customary for stand-alone paragraphs. However, para- graphs that are parts of a longer piece of writing usually do not need concluding sentences. The Topic Sentence Every good paragraph has a topic sentence, which clearly states the topic and the controlling idea of the paragraph.
A topic sentence is the most important sentence in a paragraph. It bliefly indicates what the paragraph is going to discuss. For this reason, the topic sentence is a helpful guide to both the writer and the reader.
The writer can see what information to include and what information to exclude. The reader can see what the paragraph is going to be about and is therefore better prepared to understand it. For example, in the model paragraph on gold, the topic sentence alerts the reader to look for two characteristics. Here are three important points to remember about a topic sentence.
A topic sentence is a complete sentence; that is, it contains at least one subject and one verb. The following are not complete sentences because they do not have verbs: Driving on freeways. How to register for college classes.
The rise of indie films.! A topic sentence contains both a topic and a controlling idea. It names the topic and then limits the topic to a specific area to be discussed in the space of a single paragraph. Cbapter 1 I Paragraph Structure 5 3. A topic sentence is the most general statement in the paragraph because it gives only the main idea.
It does not give any specific details. A topic sentence is like the name of a particular course on a restaurant menu. When you order food in a restaurant, you want to know more about a particular course than just "meat" or "soup" or "salad.
Potato salad? Mixed green salad? Fruit salad? However, you do not necessarily want to know all the ingredients. Similarly, a reader wants to know generally what to expect in a paragraph, but he or she does not want to learn all the details in the first sentence.
Following is a general statement that could serve as a topic sentence. The Arabic origin of many English words is not always obvious. The following sentence, on the other hand, is too specific.
It could serve as a sup- porting sentence but not as a topic sentence. This sentence is too general. English has been influenced by other languages. Position The topic sentence is usually but not always the first sentence in a paragraph. Readers who are used to the English way of writing want to know what they will read about as soon as they begin reading.
Synonyms Synonyms. For example, the words stingy and frugal both mean "careful with money. Similarly, a person wants to be slender but not skinny, aggressive but not pushy. Therefore, you should be careful in choosing words because many so-called synonyms are not really synonymous at all.
Sometimes a topic sentence comes at the end. In this case, the paragraph often begins with a series of examples. Other paragraphs may begin with a series of facts, and the topic sentence at the end is the conclusion from these facts. By the same year, the first human will have been successfully cloned. Genetic therapy will be able to manipulate genes for abilities, intelligence, and hair, eye, and skin color.
By , most diseases will be able to be diagnosed and treated at home, and by , cancer and heart disease will have been wiped out. These are just a few examples of the medical miracles that are expected in the next few decades. Remember that a topic sentence is a complete sentence and is neither too general nor too specific. Write best TS for "best topic sentence" on the line next to it.
Step 2 Decide what is wrong with the other sentences. They may be too general, or they may be too specific, or they may be incomplete sentences. Write too general, too specific, or incomplete on the lines next to them. The first one has been done for you as an example. Someday, software may be available to instantly translate both written and spoken language so well that the need for any common language could decline.
Computer spelling checkers also exist for various languages. Paragraph 2 First topic sentence: Even when you try to be polite, it is easy to do the wrong thing inadvertently in a new culture. Meals in the United States are usually more informal than meals in other countries, and the times of meals may be different. Although North Americans are usually very direct in social matters, there are a few occasions when they are not. Idioms are often difficult for newcomers to understand.
Practice 2: Repetition of Key Nouns page 23 Responses will vary. Key Noun Substitutes page 24 Step 1. Key noun: Using Consistent Pronouns page 25 Olympic athletes must be strong both physically and mentally. First of all, if they hope to compete in an Olympic sport, they must be physically strong. Furthermore, aspiring Olympians must train rigorously for many years.
For the most demanding sports, they train several hours a day, five or six days a week, for ten or more years. In addition to being physically strong, athletes must also be mentally tough. This means that they have to be totally dedicated to their sport, often giving up a normal school, family, and social life.
Being mentally strong also means that they must be able to withstand the intense pressure of international competition with its accompanying media coverage. Finally, not everyone can win a medal, so Olympians must possess the inner strength to live with defeat. Practice 5: Transition Signals pages 25—26 Paragraph 2 is more coherent than paragraph 1. Transition signals in paragraph 2: For example; There are two reasons for this; First of all; therefore; Second; consequently; on the other hand; Furthermore Practice 6: Recognizing Transition Signals pages 29—30 Genetic research has produced both exciting and frightening possibilities.
Scientists are now able to create new forms of life in the laboratory because of the development of gene splicing. On the one hand , the ability to create life in the laboratory could greatly benefit humankind. One beneficial application of gene splicing is in agriculture. For example , researchers have engineered a more nutritious type of rice that could help alleviate the serious problem of vitamin A deficiency. It is estimated that million children worldwide lack vitamin A, putting them at risk of permanent blindness and other health issues.
In addition , genetic engineers have created larger fish, frost-resistant strawberries, and cows that produce more milk. Indeed , agriculture has already benefited from the promise of genetic engineering. On the other hand , not everyone is positive about gene-splicing technology.
Some people feel that it could have terrible consequences. In fact , a type of corn engineered to kill a certain insect pest also threatened to annihilate desirable monarch butterflies.
In another accident, a genetically engineered type of corn that was approved only for animal consumption because it was toxic to humans accidentally cross-pollinated with corn grown for humans. As a result , many countries banned imports of genetically modified corn for several years. Furthermore , the ability to clone human beings is a possibility that frightens many people. In , two South Korean scientists reported that they had successfully cloned a human embryo.
The embryo did not develop into a baby; however, it is possible that one could do so in the future, a possibility that not everyone is comfortable with.
Choosing Transition Signals pages 30—31 A. However, 3. Therefore, 4. For example, 5. Therefore, 6. As a result, B. Responses will vary. Suggested answers: In fact, 2. Also, 3. For example, 4. Similarly, 5. Second, 6. Indeed, 8. First, 3. In addition, 6. As a result, 7. Clearly, Practice 8: Using Transition Signals page 32 Responses will vary. Practice 9: Too Many Transition Signals page 33 Responses will vary. Practice Recognizing Kinds of Logical Orders pages 34—36 Paragraph 1: Chronological order.
Transition signals: Comparison and contrast. In about B. Paragraph 4: Logical division of ideas. The first kind, A second kind, however, a third kind. Review of Coherence page 37 and pages 7—8 Paragraph 2 a. SS2 b. SS5 or SS4 c. SS4 or SS5 e. SS1 f. SS3 Paragraph 3 a. SS3 b. SS1 c. SS5 d. SS2 f. SS4 Paragraph 4 a. SS4 b. SS3 d. SS5 e. SS2 g. Facts, Quotations, and Statistics Practice 1: Specific Supporting Details pages 40—41 Step 2 answers will vary.
Sample answers are given in parentheses. O Cost of identity theft; examples of financial ruin caused 5.
F—NP Statistics on number of cases in last few years 6. SSD 7. F—NP Statistics on number of cases not reported 8. SSD 9. SSD O or F—NP Describe methods F—NP F—NP Statistics on ages of victims O List specific actions the police could do; quotation from a victim demanding police take action Sentence 1 states the main idea. Supporting direct quotation: It seems apparent that if athletes want to win, they must consider using drugs. The field is just too filled with drug users. The verbs are states, believes, and claims.
Charles Yesalis spoke the words in quotation marks. A person named Herper wrote the article. The article is from an online source. Punctuating Direct Quotations page 46 1. According to Dr. Verbs to be underlined: Sentence 6: The others are in a different tense—simple past instead of present.
Changing Direct Quotations to Indirect Quotations page 49 1. Therefore, taking courses via television would offer many more students the chance to earn a college degree.
Pre-med student Alma Rodriguez said that she missed being on campus, but that she had to work and take care of her family.
Other students said that last year they had spent several hours a day commuting to and from school. Computer engineering student Amir Mehdizadeh stated that he could choose when to study and how to study without pressure. He also said that he would take two more telecourses in the fall. Topic sentence: The source is the Population Reference Bureau. The phrase According to statistics from. Using Statistics page 52 Responses may vary. Sample response: According to 1 statistics from the Energy Information Administration, world energy consumption has been steadily 2 rising.
Currently, the nations of the world use between 3 and 4 quadrillion Btu British thermal units annually. By 12 , it is projected that their use will nearly equal that of 13 industrialized nations. Practice 6: Using Statistics as Support pages 53—54 Individual paragraphs.
The essay contains six paragraphs. There are four paragraphs in the body. Topic sentences: Body Paragraph 1: First of all, Native Americans left a permanent imprint on the English language. Body Paragraph 2: Art is another area of important Native American contributions.
Body Paragraph 3: In addition to language and art, agriculture is another area in which Native Americans had a great and lasting influence on the peoples who arrived here from Europe, Africa, and Asia. Body Paragraph 4: Finally, it may surprise some people to learn that Americans are also indebted to the native people for our form of government.
Native Americans is the key noun. It should be circled five times in body paragraph 1, four times in body paragraph 2, four times in body paragraph 3, once in body paragraph 4, and twice in the concluding paragraph. Writing Technique Questions page 61 1. Although not everyone experiences culture shock in exactly the same way, many experts agree that it has roughly five stages.
The birth of Surtsey, as the island is named, offered scientists an extraordinary opportunity to learn how life takes hold on a sterile landmass. There are so many conflicting news stories about which foods are good for you that it is often difficult to make the right choices at the supermarket.
Historical background: Their ability to adjust to life in their adopted land has depended on several factors. Practice 1: Introductory Paragraphs pages 62—63 Paragraph 1: Type of introduction: X went to Mexico from England to manage a milk pasteurization plant. X decided to throw a big party at the plant. The order of sentences 2, 3, and 4 may vary. Thesis Statements page 64 A.
Chronological order 2. Comparison and contrast B. Two paragraphs: Four paragraphs: Check sentences 3, 4, 5, 7, and In [choosing a major, a student has to consider various factors], such as personal interest, job opportunities, and the availability of training institutions. Sample answers: Three clothing styles you can see at my school include hip-hop, prep, and goth.
There are three types of drivers that make our streets unsafe: Disneyland and Disney World appeal to both children and adults. Living in a small town has several advantages: Transitions between Paragraphs pages 70—71 A.
Body paragraph 1: First of all Body paragraph 2: Although Body paragraph 3: In addition to, another Body paragraph 4: Finally Conclusion: In conclusion B. Another serious problem. In addition to the problems of towing and melting,. Paragraph 5: If these major problems can be solved,. The first issue. In addition to issues resulting from reproduction technology. In the latest scientific achievement,. Paragraph 6: To sum up,. Concluding Paragraphs pages 73—74 1.
Paragraph A gives a summary of the subtopics. Paragraph B paraphrases the thesis statement. Paragraph B gives suggestions. Paragraph A makes a prediction. Practice 7: Writing Concluding Paragraphs pages 74—75 Responses will vary. Essay 1: To summarize, stress is a health issue for those of us who live in modern, industrialized societies. Unless we want to move to a quiet village in the middle of nowhere, we need to follow the advice of health professionals by setting realistic goals, taking up a hobby, getting regular exercise, and above all, staying close to our families and friends.
Essay 2: In conclusion, studying in the United Kingdom can be a wonderful experience. The British people may be more or less friendly than people at home, the weather may be rainier than the weather you are used to, and you may encounter some frosty stares the first time you forget to queue at the bus stop. Also, it may take you a few days to remember which direction traffic is coming from.
However, with time and by maintaining a positive attitude, you will soon adapt to the ways of the British and soon feel comfortable in your temporary home. Practice 8: Essay Outlining pages 76—77 Responses will vary. Suggested completions: Native American Influences on Modern U. Culture I. Introduction Thesis statement: Native Americans have made many valuable contributions to American culture, particularly in the areas of language, art, food, and government. Body A. Native Americans left a permanent mark on the English language.
Names of places—cities, towns, rivers, and states a. Delaware, Iowa, Illinois, Alabama b. Chicago, Miami, Spokane 2. Names of animals and plants a. Navajo rugs 2.
Handicrafts a. Pottery b. Leather products c. Beadwork C. Agriculture is another area in which Native Americans had a great and lasting influence on the peoples who arrived here from Europe, Africa, and Asia. Farming techniques a. Fertilization of plants with dead fish b. Irrigation methods and crop rotation techniques 2. New foods a. Corn b. Chocolate D. Finally, it may surprise some people to learn that citizens of the United States are also indebted to the native people for our form of government.
Five nations formed League of Iroquois a. Was autonomous in running its own internal affairs b. Acted together when dealing with outsiders 3. After independence, thirteen colonies needed similar system a.
Each colony future state autonomous in managing own affairs b. Would join forces with the other states to deal with matters that concerned them all III. Conclusion We can easily see from these few examples the extent of Native American influence on our language, our art forms, our eating habits, and our government.
The article reports only results, not methods. Thesis statement: To understand how the accident at Chernobyl happened, it is necessary to understand how a nuclear power plant is constructed and how one operates.
It indicates chronological order by indicating that the essay will explain 1 how the accident happened and 2 how a nuclear power plant is built and how it operates. Body paragraph 2 explains how nuclear reactors produce electricity. Body paragraph 3 explains how the Chernobyl accident happened.
Body paragraph 1 explains the design of a nuclear power plant. It has an attention-getting introduction. It is a different kind neither a summary nor a paraphrase.
It gives a final comment: Thesis Statements for Chronological Order pages 85—86 A. Transition Signals for Chronological Order pages 87—88 A. On the day of the accident, while operators performed an experimental test, during the test, soon, when the reactor overheated, next, at the same time Conclusion: Responses may vary. Sample responses: First, 2. Second, 3. Next, 4. Before you sit down, 5. Finally, 6. As soon as the lesson begins, 7.
When you return, 8. In the next few minutes, 9. Then When he or she asks you to speak up The messiest place in your house may be your hard drive.
Paragraph 5 has a topic sentence: Paragraphs 6 and 7 begin with chronological transition signals: After that and then. His betrothal. The second part 2. As soon as, one evening, Now and then Paragraph 3: First, Then, Next Paragraph 4: Then 3a.
I proposed on our second date. As soon as I informed my parents, they began to arrange things in the Japanese way. I know because we have celebrated the occasion together ever since. It discusses mainly the causes of shyness. Paragraphs 2, 4, 5, and 6 3.
Paragraph 7 4. Paragraph 2 6. Paragraphs 4, 5, and 6 7. Paragraph 3 is a transition paragraph. It divides the biological from the environmental causes. Pattern B Practice 1: They have found that shyness in an individual can result from both biological and environmental factors. Paragraph 2 2. Chemical imbalance. Lethargy, oversleeping, weight gain, anxiety, and irritability—all signs of depression Practice 2: Recognizing Cause Signal Words pages — 2. Due to the ability of computers to keep records of sales and inventory, many big department stores rely on them.
War, famine, and ethnic violence have caused a flood of refugees in the past 50 years. Hollywood movies are known for their special effects because U. It is the first word of a dependent clause.
Since European audiences seem to prefer movies that explore psychological or philosophical issues, European movies are generally quieter and more thought-provoking. Smog results from chemical air pollutants being trapped under a layer of warm air. It is followed by a noun phrase that tells a cause. Little is known about life on the ocean floor, for scientists have only recently developed the technology to explore it. It connects two independent clauses. Holes are created in the protective ozone layer of the stratosphere as a result of the burning of fossil fuels.
Recognizing Effect Signal Words pages — 1. The performance of electric cars is inferior to the performance of cars with conventional internal combustion engines; consequently , some improvements must be made in them if they are to become popular.
In this sentence, it connects two independent clauses. However, electric cars are reliable, economical, and nonpolluting; therefore , the government is spending millions of dollars to improve their technology. Electric cars use relatively inexpensive electricity for power; thus , they cost less to operate than cars that use gasoline. The cost of gasoline is rising; as a result , some automobile manufacturers have begun to produce electric models. His patient diplomacy resulted in the successful negotiation of a peace treaty.
It is followed by a noun phrase that tells a result. It is followed by a noun phrase that names the person or thing that receives an effect. Cold water is denser than warm water and will therefore sink.
In this sentence, it is followed by a verb because it connects two verb phrases: Freshwater is less dense than salt water, so it tends to float on the surface of a body of salt water. It is normally followed by an -ing word. It is followed by a noun phrase that names a result.
C Some breeds of dogs have a stronger desire to perform a service than other breeds. E They are more suitable as search-and-rescue animals. Since some breeds of dogs have a stronger desire to perform a service than other breeds, they are more suitable as search-and-rescue animals. E Seals and other aquatic mammals can see when they are hunting for food in the dark ocean depths at night. C They have very large eyes. Seals and other aquatic mammals can see when they are hunting for food in the dark ocean depths at night due to their very large eyes.
C Metals have many free-moving electrons. E Metals are good conductors of heat. Metals have many free-moving electrons; consequently , they are good conductors of heat.
C My company began offering employees flexible working hours. E Productivity has increased. E Absenteeism has declined. My company began offering employees flexible working hours; as a result , productivity has increased and absenteeism has declined.
E Radiation could escape into the atmosphere. C The Chernobyl nuclear power plant had no confinement shell. The Chernobyl nuclear power plant had no confinement shell; hence , radiation could escape into the atmosphere. C Operators had disregarded safety rules. E The nuclear reactor at Chernobyl underwent a meltdown.
E Weather around the world changes. C In some areas of the world, heavy rains fall. E Devastating floods and mudslides happen. In some areas of the world, heavy rains cause devastating floods and mudslides to happen. E In other parts of the world, thousands of people suffer starvation. C Drought happens. In other parts of the world thousands of people suffer starvation as a result of drought. Increased vegetation helps a lot of species. Similarities are discussed in paragraphs 5, 6, and 7.
Differences are discussed in paragraphs 2 and 3. It is a transition paragraph introducing the second half of the essay. On the surface at least, U. One obvious difference is the people. Japan is a homogeneous society.
Writing Academic English: Answer Key by Alice Oshima , Home; Writing academic english answer key pdf: Online Writing Lab: Appendices offer easy reference for key writing , grammar, and research information.
New to the Fourth Edition. Source 2: Writing Academic English Answer Key Repetition of Key Nouns. Use of Consistent Because most academic writing is expository in nature, we have purposely limit The Key to Academic … writing academic english answer key.
Oshima and ann hogue.