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Five Elements of Good Writing

A teaching unit of five lesson plans closely following Unit 2 of

From Great Sentences to Great Paragraphs1

Purpose
Audience
Clarity
Unity
Coherence

1
Folse, Solomon, Clabeaux. Heinle, 2010
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Five Elements of Good Writing - Contents

Unit Overview 3
Lesson 1 – Element 1: Purpose 4
Lesson 2 – Element 2: Audience 7
Lesson 3 – Element 3: Clarity 10
Lesson 4 – Element 4: Unity 12
Lesson 5 – Element 5: Coherence 14
Excerpts from 16
Transitions, An Interactive Reading,
Writing, and Grammar Text
Worksheet: Simple Present Tense, 23
Third Person Singular
Worksheet: Clear and Precise Words 25
Worksheet: Transitions 26
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Five Elements of Good Writing - Unit Overview

Class Description
• Class: College of Marin, Low-advanced ESL Writing and Grammar. This is the class I was
involved with for my TESL mentorship.
• Class length: 1 hour and 40 minutes
• Students' needs / purpose in learning English: These are students who have likely worked
their way up the non-credit ESL class ladder to the low-advanced level. They all appear to
have achieved secondary education and many have had post secondary or college education
in their country. There may be a number of working professionals in the group. I can assume
that all are primarily interested in improving their English to advance in their work and to
have greater comfort and success in communicating with other English speakers.

Theme and Resource Materials

Text Books
• This unit closely follows “Unit 2, Five Elements of Good Writing,” From Great Paragraphs
to Great Essays (Folse, Solomon, Clabeaux. Heinle, 2010).
What they have already covered: Unit 1 of FGPtoGE – Paragraph form: topic sentences,
supporting sentences, concluding sentences; Writing process: brainstorming
• Additional material is drawn from Transitions, An Interactive Reading, Writing, and
Grammar Text (Bates, Linda. St. Martin's Press, 1993).
Worksheets
• Simple Present Tense - Third Person Singular
Centre for Education and Training (CET)
• Transitions

Goal
To help the students develop an understanding of the importance of purpose, audience,
clarity, unity, and coherence in their academic writing.
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Lesson 1 – Element 1: Purpose

Goal:
Students will comprehend the importance of purpose to good writing.

Objectives:
• Introduce the theme of this 5-lesson unit:
What makes a good paragraph? Five Elements of Good Writing.
• Purpose
• Audience
• Clarity
• Unity
• Coherence
• Students will gain facility with the first element and be able to write purpose statements.

Introduction and Review:

(15 min.)
T: Previously (previous unit), we have learned about writing three kinds of sentences: (write
these on the board) topic sentence, supporting sentences, concluding sentence. Who can tell
me what a topic sentence is?
(The answer we are looking for is 1. the topic of the paragraph, and 2. the controlling idea, i.e., the
direction the writer is taking the topic. Lead the students to this understanding. Give an example of a
topic sentence if necessary.)
T: Ok, and who can tell me what supporting sentences are?
(We are looking for something like: Supporting sentences give evidence, examples, or reasoning
that support the controlling idea.)
T: And how about the concluding sentence?
(We are looking for answers such as: The concluding sentence restates the main idea; It offers a
suggestion, opinion, or prediction.)
T: Now we are going to take a further, deeper look at paragraphs by examining five key
elements of good writing (write on the board): purpose, audience, clarity, unity, and
coherence. These principles build upon the sentence types that we have been practicing. The
first element, which we will look at today, is purpose.
Explain that the three most common goals of academic writing are:
• to inform the readers
• to persuade the readers
• to entertain the readers
Rationale: Lesson material is more likely to be retained and reinforced if Ss are reminded of its
features. A transition is made from the idea of sentence types (topic, supporting, concluding) to
begin a deeper understanding of underlying principles of good writing.
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Activity 1: Analyzing a Paragraph

(25 min.)
• Use Questions #1 and #2, about the topic of grilling (FGPtoGE, p.32), for a brief whole-
class discussion to activate the context for example paragraph 10.
• Have Ss read Example Paragraph 10 and write answers to questions 3, 4, and 5 (FGPtoGE,
p. 33). Point out the accompanying vocabulary definitions. After students have had time to to
write their answers, ask Ss to volunteer some of their answers verbally.
• Have students read (silently) the section, Purpose Statement (p. 33 – 34). After Ss have read
the section, invoke a brief discussion about topic, purpose, and goal. As a review of the
previous unit, ask Ss how topic sentences relate to the purpose or goal of a paragraph.
Rationale: From my experience working with Ss at this level, there is often a tendency to write in
generalities, without a controlling idea, and this usually results in unfocused paragraphs. So there is
a need to emphasize the importance of clear purpose in writing. Relating purpose to the concept of
the controlling idea in a topic sentence is a natural progression in understanding.

Activity 2: Writing Purpose Statements

(20 min)
Read aloud (or ask a S to read aloud) example topic 1 (FGPtoGE, p.34).
Ask Ss to write purpose statements for topics 2 through 6 (FGPtoGE, p.34, 35).
After 10 minutes, ask for five volunteers to write their purpose statements on the board (one each
for topics 2 – 6). Review and discuss any questions, corrections, or suggestions with whole class.
Rationale: After having analyzed some purpose statements, Ss are given the opportunity to
experiment with generating their own. Class discussion helps to ground understanding.

Reading and Discussion: Developing the Central Point

(20 min.)
Read aloud the introductory paragraph, “What is a Paragraph?”, from Transitions, p.7
Ask a S volunteer to read the paragraph in Activity 1.1 (Transitions p. 7).
Have students break into pairs or triplets and have them discuss questions 1 and 2 on p. 8
(Transitions).
Have students work together to write what they feel is a good purpose statement for the paragraph.
After students have had a chance to discuss and write their purpose statements, ask for volunteers to
write their group's purpose statement for the paragraph on the board. Review and invite comments.
Rationale: Students are given inducement for further discussion and experimentation with purpose
statements. This concluding exercise provides a chance for assessment of how well the students
have assimilated the lesson.
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Homework Assignment, Wrap up

(5 - 8 min.)
Tell Ss that the next element of good writing to be covered in the next class will be audience.
Ask Ss for the meaning of audience. Answers might be a movie audience, or TV audience. Ask if
they think that readers are an audience—if yes, how so?
Ask Ss to read the section, Element 2: Audience, on p. 35 of FGPtoGE before coming to next class.
Rationale: Reading of lesson book material prepares Ss for receptivity to the next lesson. As there
is more lesson material—especially text—than can be covered in class, it is more efficient to have
Ss do some reading outside of class.
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Lesson 2 – Element 2: Audience

Goal:
Students will comprehend the importance of writing to a specific audience.

Objectives:
• Ss will become familiar with the three persons: 1st, 2nd, and 3rd
• Ss will begin to recognize and be conscious of the difference between informal and
formal language.

Introduction and Review

(10 min.)
Remind students that last week's lesson was about purpose and solicit explanations of what a
purpose statement does.
Now tell Ss that they will be considering the importance of writing to an audience for today's lesson.
Ask some questions:
• Who is the audience when we write?
• What does it mean when we use the word “person” when talking about writing?
Review the section on page 35 of FGPtoGE, “Element 2: Audience.” Ask for the names of first
person pronouns, second person pronouns, and third person pronouns.
Next, ask Ss what “formality” means. Explain that language used in normal everyday speech and
emails are more informal, while language used in most academic writing is more formal.
Explain that formality has to do with word choices. for instance, in informal language we might say
that we “put off” the meeting. Whereas in more formal writing, as in a business letter, we might say
that the meeting was “postponed.”
Explain that formality also has to do with voice, that third person is more formal than first person.
The third person voice is what is most often used in academic writing.
Have volunteers read aloud the section, “Choosing Person in Formal or Informal Writing,” on page
37 of FGPtoGE.
Rationale: Formality is an important concept to make students aware of as there is sometimes a
tendency to use an informal, casual speech style initially when writing academic essays.

Activity 4: Identifying Audience

(10 min.)
Go over the instructions and example topic #1 with Ss (FGPtoGE, p. 37). Ask them to complete the
rest (2 – 5).
When the students are done, ask for their answers and discuss any variation.
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Rationale: Formality is an important concept to make students aware of as there is a sometimes a

tendency to use an informal, casual speech style initially when writing academic essays.
Conversely, there can sometimes be a tendency to write in too formal a style when the assignment
asks the student to make personal observations about some topic, or to write about a personal
experience.

Reading and Discussion: Announcing the Central Point Directly

(25 min.)
Ask a S volunteer to read the paragraph under the heading “Announcing the Central Point Directly”
in Transitions on p. 24.
Have students silently read the paragraph that starts, “When I became seven years old...” under
Activity 2.1 (Transitions, p. 24)
Have students break into pairs or triplets and have them discuss questions 1 - 4 on page 25.
After Ss have had time to discuss the questions, solicit their answers.
Ask the Ss: What person's voice is the paragraph written in? Is the writing formal or informal?
Rationale: We are here combining discussion of the first two elements: purpose—or central point,
as is being referred to in Transitions—as well as an examination of the first person voice (which
may actually not be that informal compared to speech that the students may be used to using).

Worksheet: Third Person Singular

(15 min.)
Hand out the “Third Person Singular” worksheet and go over the conjugation chart to highlight the
fact that third person singular verbs end with an “s.”
Have students complete the exercise questions.
Check answers as a class, calling on each student in succession, going around the room.
Rationale: Third person singular voice requires usage of third person singular verb conjugation
ending in “s.” Third person singular verb conjugation ending in “s” is sometimes easily forgotten
by Ss at this stage.

Independent Writing: A favorite thing that belongs to someone I know

(30 min)
Ask Ss to think of someone they know—a friend or family member, perhaps—who has a favorite
object that they love or care a lot about. Have students think about the example paragraph they read
earlier about the writer's memory of a special playhouse. Ask for volunteers to offer examples they
can think of. As Ss offer their associations, it may prompt other Ss to think of their own example.
Prompt Ss to write a short paragraph about someone they know who has a favorite object or
possession of some kind. It could be a piece of jewelry, a car, a pet, or something else.
T: What is the central point that you want to make about your subject? Start first by writing a
purpose statement for your paragraph. See if you can use specific details about your subject
that will appeal to the reader's senses, such as sights, sounds, feel, smells, or taste.
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When the students are finished writing, ask them to share their paragraph with a partner. Partners
can help each other by checking to make sure that all verbs are conjugated correctly, especially that
third person singular verbs end in “s.”
Ask for volunteers to share aloud their paragraphs and purpose statements.
Rationale: By modeling their topic on the playhouse paragraph they have read, writing about
someone they know, having practiced conjugating third-person singular verbs, and starting by
writing a purpose statement, Ss should be adequately prepared to experiment with writing a third
person paragraph of their own.

Wrap up
Ask students to bring dictionaries or a Thesaurus, if they have one, to the next class.
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Lesson 3 – Element 3: Clarity

Goal:
Students will better understand the importance of writing for clarity.

Objectives:
• Ss will gain facility using descriptive words to create specific detail.
• Ss will develop awareness of the importance of clear pronoun references.

Introduction: Language Focus

(15 min.)
Start out by asking Ss if they have any favorite athletes. Who are they? What is unique or
exceptional about them. What are their specific abilities. If students are not forthcoming about
particular athletes, shift to asking about any exceptional person that they admire, such as a musician,
an artist, or something else. Echo the descriptive language that the student uses.
Have the a few volunteers successively read aloud the section, “Using Clear, Descriptive Language”
on page 38 of FGPtoGE.

Activity 5: Choosing Clear and Precise Words

(10 min.)
Have Ss complete the exercise at the top of page 39 in FGPtoGE.
Ask Ss to share some of their synonyms.
Inform Ss that, in general, it is a very good practice to develop the ability to come up with
synonyms—words that have the same or similar meaning as the original word.
Rationale: As stated, the ability to generate synonyms is very important for building vocabulary
and for developing a robust thinking process.

Activity 6: Choosing Descriptive Phrases

(20 min)
Have Ss take turns reading each version of the evolving sentence in the Writer's Note on page 39 of
FGPtoGE.
Have Ss complete Activity 6, Choosing Descriptive Phrases, on p. 39 of FGPtoGE.
When enough students have finished writing their new phrases, ask for some volunteers to come
write their favorite example that they came up with on the board. Review and comment as a class.
Rationale: The ability to write with vivid, specific detail enables the writer to connect with his/her
readers in an immediate way through their senses. Readers respond emotionally to written sensory
detail more so than through writing about vague generalities or abstractions.
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Activity 7: Rewriting for Clarity and Description

(20 min.)
Have Ss take turns reading the examples under Clarity in Sentences at the top of page 40 in
FGPtoGE.
Have Ss rewrite the sentences in Activity 7 on page 40 in FGPtoGE.
When most students are finished writing, ask for volunteers to come to the board and write their
examples. Review and comment as a class.
Rationale: A note about sharing at the board: Ss benefit from seeing what others have written,
sharing their own writing and having it appraised and appreciated, and recognizing their own
uniqueness in what they write.

Activity 10: Editing for Clear Pronoun References

(15 min.)
Have two students successively read the section, “Clear Pronoun Reference,” at the top of page 43
in FGPtoGE.
Have Ss complete the three sentence exercises in Activity 10 on page 43.
Ask for three volunteers to read one of their versions.
Rationale: Non-specific pronoun references are a very common issue with Ss at this stage. This is
a good exercise to develop awareness of the difficulty that vague pronoun references can cause for
the reader.

Homework Assignment 1: Activity 8 – Analyzing a Paragraph

(5 min.)
Ask students to complete Activity 8 on pages 40 and 41 by first answering questions 1 and 2 about
their own experience, then reading the Example Paragraph 11 and answering the subsequent
questions in writing.
This homework will be reviewed at the next lesson.
Rationale: This activity assesses several target skills so far taught: recognition of topic sentence,
controlling idea, purpose, and concluding sentence. It is beneficial for the Ss to continue to analyze
examples that model the target skills.

Homework Assignment 2: Activity 11 – Editing for Clear Pronoun References

Have students complete Activity 11 on page 44 of FGStoGE at home and bring it to the next class
for review.
Rationale: This exercise provides important practice for developing awareness of non-specific
pronoun usage that is often apparent in Ss writing at this level.
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Lesson 4 – Element 4: Unity

Goal:
Students will gain further understanding of the importance of paragraph unity and how to create it.

Objectives:
• Students gain greater ability to recognize when sentences in a paragraph do not relate to
the topic sentence.
• Students gain further implicit understanding of the importance of a paragraph's purpose
and of it having a topic sentence with a controlling idea.

Homework Review
(15 min.)
Collect Homework Assignment 1: Activity 8 – Analyzing a Paragraph. (Review and assess
understanding outside of class)

Ask Ss six successive volunteers for their answers for Activity 11 on page 44 of FGStoGE. Check
for agreement, alternative answers, check for understanding, and answer any questions about editing
vague pronouns to provide better clarity.

Introduction: Paragraph Unity

(5 min.)
Ask a volunteer to read the first paragraph under the heading, “Element 4: Unity” on page 45 in
FGPtoGE.
Ss: Unity in a paragraph means that all the sentences are related to the topic sentence and its
controlling idea. Good writers stay on topic by making sure that each supporting sentence
relates to the topic sentence.

Activity 12: Analyzing Unity

(10. min)
Have Ss read the Example Paragraph 13 on page 45 of FGPtoGE and underline the sentence that
does not belong. Ask Ss to peer-check with another S for agreement. Then check for agreement with
the class as a whole. Discuss with any dissenters.

Activity 13: Maintaining Unity

(25 min.)
Have Ss read the questions and answers about Example Paragraph 13 on page 46 of FGPtoGE.
When they have finished reading that, ask them to do Activity 13, Maintaining Unity, on page 47.
They are to identify two sentences that do not belong in the paragraph and write the reasons that
they do not belong.
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Go around the room and check with students as they work on the exercise.
When most students have finished writing their sentences, ask for volunteers to come to the board
and write theirs. Compare versions and briefly discuss.
Rationale: Problems of paragraph unity are common with Ss at this stage. After having directed Ss
awareness to the importance of a paragraph having a specific purpose, maintaining focus of each
supporting sentence upon the topic sentence and controlling idea becomes an important issue.

Reading and Discussion: Looking for Paragraph Unity Problems

(20 min.)
Ask three volunteers to each read one paragraph of the section under the heading, “Paragraph
Unity,” on page 8 in Transitions.
Then assign Ss to do Activity 1.2, “Looking for Paragraph Unity Problems,” on page 9. After they
have had a few minutes to read the paragraph ask them to discuss the unity problems and how to fix
them with a partner.
After a few minutes of pair discussion, ask for volunteers to state their identification of the problems
and their suggestions for the fix. Check for understanding and general agreement from the class.

Homework Assignment 1: Five Proofreading Strategies

(5 min.)
Assign Ss to read the list of “Five Proofreading Strategies” on page 50 of FGStoGE. In particular,
emphasize the usefulness of Strategy #2, “Read your writing aloud.” Even though this course
focuses on writing, emphasize that language is primarily a verbal phenomenon and that hearing
language is a primary way that we learn a language. Therefore, it is important to hear what our
language sounds like—even the language that we have written on the page. Hearing it can help us to
judge how well it conveys what we want to say.
Rationale: Development of proofreading plays an important part in the ability for students to
develop awareness for ways to improve their writing. It is surprising to see how often Ss will give a
paper to a tutor or teacher to read that they themselves have not carefully proofread.

Homework Assignment 2: More Practice with Clear and Precise Words

(5 min.)
Ask Ss to complete the Clear and Precise Words worksheet. They will practice choosing more
interesting and precise words over dull and generalized words.
Rationale: This worksheet provides a very useful approach for vocabulary building for this unit as
it helps to grow awareness of language that is specific and interesting, instead of being mundane
and over-used.
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Lesson 5 – Element 5: Coherence

Goal:
Ss will gain an understanding of the importance of coherence in their writing, and how to create it.

Objectives:
• Ss will understand the concept of logical order and how to enhance the reader's
perception of it.
• Ss will develop and awareness of the importance of the repetition of key words.
• Students will gain practice and familiarity with transitional words and phrases.

Introduction and Review

(15 min.)
Go over the Clear and Precise Words worksheet homework assignment by calling on individual
students for their responses to each of exercise questions. For each answer, check for agreement.
When there is disagreement, check understanding of the application of the terms vague and general
vs. precise and clear. Since many of these words will probably be new to the Ss, the deductive
nature of this discussion should be useful. Urge Ss to also look up in their dictionaries any words
they don't know and are interested in (at least a few!).

Activity 14: Sequencing Information

(15 min.)
Ask for a volunteer to read the short paragraph under the heading, Logical Order, on page 48 of
FGStoGE.
Ask another student to read the instruction for Activity 14.
Instruct the students to number the five sentences in logical order.
Ask three students to write their sequences on the board (key letters only). Check for general
agreement and discuss any disparities.

Repetition of Key Words

(10 min.)
Ask a volunteer to read the paragraph under the heading, Repetition of Key Words, on page 49 of
FGStoGE.
Have Ss read the paragraph that they assembled in Activity 14 and then answer the three questions
at the top of page 49.

Transitional Words and Phrases

(10 min.)
Ask volunteers to read each of the seven rows of examples in the table, “Commonly Used
Transitional Words and Phrases,” on page 49.
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Worksheet: Transitions
(15 min.)
Have the students work in pairs to decide upon the best transition for each of the example questions.
Rationale: Practice with using transitions can be achieved economically with a series of fill-in-the-
blanks with multiple choice.

What is Coherence: Reading and Discussion

(25 min)
Ask two volunteers to read aloud the first two paragraphs under the heading, “What is Coherence,”
on page 127 of Transitions.
Ask a third volunteer to read aloud, “Paragraph B,” on page 126.
Ask students if they agree that the paragraph is clearly written and easy to understand. Why does it
flow so well. What is it that connects one idea (sentence) to the next? After some discussion, point
out that the term “extended family” appears in almost every sentence. Point to other phrases such as,
“The past...” “Now...” “For example...” “Therefore,...” “Also,...” “They also...”
Now ask a volunteer to read the indented paragraph on page 128 that starts, “One very important value...”
Ask a volunteer to read the paragraph that follows the previous.
Ask for opinions about why the paragraph doesn't have good coherence. How is the idea in one
sentence connected to the idea in the next—or is it?
Rationale: It is a good idea to compare an example of clear coherence with writing that lacks it so
that the contrast can be highlighted.

Homework Assignment: Activity 17 – Writing Your Own Paragraph

Instruct students to read and follow the instructions for Activity 17 on pages 52 and 53. Emphasize
that they should follow the guidelines on page 53 with one exception: they do not have to use five
vocabulary words from Activities 15 and 16—because they were not assigned—but rather, they
should use five vocabulary words from the either the Transitions worksheet or the Clear and
Precise Words worksheet.
Teacher will collect and read the paragraphs at the next class.
Rationale: This paragraph writing assignment is the culmination of the unit. The student is asked
to use all of the principles that they have learned in the unit: consideration of the audience and
person (1st, 2nd, or 3rd), whether to write in a more formal or informal style, focus on clarity, unity,
and coherence (using logical order, repetition of key words, and transitions), and use clear and
precise adjectives and sensory details.
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Excerpts from

Transitions, An Interactive Reading,

Writing, and Grammar Text
by Linda Bates

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Worksheet
Simple Present Tense - Third Person Singular
Simple Present Tense is used generally for habitual or permanent situations.

Example: I work every morning.

The third person singular forms end with an "s."

Person Singular Plural

first I work we work
second you work you work
third he works they work
third it works
third she works

Third Person Singular Formation

1. Add "s" to the base verb or (infinitive) carry => works

2. Add "ies" to verbs ending in consonant + "y" carry => carries
3. Add "es" to verbs ending in "s, z, ch, sh, x"" push => pushes
4. Irregular forms (no rules apply) have => has

TEST YOURSELF:

Select the correct form of the verb in parentheses for the following:

1. Mary and I _____________ at the store. (work)

2. Ted, Rick and I _____________ to school everyday. (walk)
3. Mr. and Mrs. Thatcher _____________ letters daily. (write)
4. Bob and Ted _____________ the lawn. (weed)
5. Tommy _____________ at the garbage dump. (work)
6. The dog _____________ over the fence. (jump)
7. President Obama _____________ to Washington. (hurry)
8. The boy _____________ television. (watch)
9. You _____________ all of the time. (cry)
10. Jenny _____________ all of the time. (cry)
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TEST YOURSELF:

Select the correct spelling of the simple present verb for the following:

1. I ___________ cars. (fix)

2. He ___________ cars. (fix)
3. She ___________ cars. (fix)
4. They ___________ cars. (fix)
5. You ___________ cars. (fix)
6. Ted and I ___________ cars. (fix)
7. It ___________ cars. (fix)
8. Tony ___________ cars. (fix)
9. Habib ___________ cars. (fix)
10. We ___________ cars. (fix)

TEST YOURSELF:

Write the correct verb in the box in the following sentences:

1. (miss) he ____________
2. (miss) I ____________
3. (do) I ____________
4. (do) she ____________
5. (sit) it ____________
6. (agree) I ____________
7. (meet) you ____________
8. (play) John ____________
9. (boil) they ____________
10. (stay) my best friends ____________

NOTES:

Infinitive: a verb form (to work) that does not show the times of actions or events

Copyright © 2006 Centre for Education and Training (CET). All Rights Reserved
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Worksheet

Clear and Precise Words

Directions: Identify the adjective that is vague, unclear, boring, and general and that does not give a
clear and precise description.

1. 8. 15.
a. complex a. break a. ugly
b. hard b. shatter b. hideous
c. intricate c. destroy c. homely

2. 9. 16.
a. large a. mad
a. gorgeous
b. tremendous b. furious
b. pretty
c. gigantic c. irate
c. stunning

3. 10. 17.
a. evil a. exhausted a. loud
b. mean b. tired b. deafening
c. malicious c. drowsy c. thunderous

4. 11. 18.
a. filthy a. obese a. stroll
b. dirty b. plump b. amble
c. dusty c. fat c. walk

5. 12. 19.
a. immaculate a. thin a. sprint
b. spotless b. lean b. run
c. clean c. slender c. dash

6. 13. 20.
a. look a. clever a. frigid
b. stare b. smart b. chilly
c. glare c. wise c. cold

7. 14.
a. ecstatic a. scour
b. cheerful b. disinfect
c. happy c. clean
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Worksheet

Transitions
Directions: Choose the transition that best completes the sentence.

1. 5.
Open up the word processing program. Pour the foamy coffee into the cup. ________,
________, using the menu bar, create a new tap the side of the cup with a spoon to break up
document. the bubbles.

a. Consequently a. Namely

b. Next b. At the same time

c. In addition c. And

2. 6.
Making a delicious chicken salad sandwich is The Speedster 2000 has an eight-cylinder
not as difficult as you might think. ________, engine. ________, it is the most powerful car on
you should boil some chicken in water that has the market today.
onions and salt.
a. At the same time
a. First
b. In contrast
b. Therefore
c. Without a doubt
c. For instance

7.
3. It is really difficult to get in touch with Michael,
Robert is very outgoing and loves to meet new so I sent him two e-mails, four voice-mails, and
people. ________, Eric is very introverted, and two text messages. ________, he answered me
he truly dislikes meeting strangers. back!

a. Thus a. For instance

b. Obviously b. Namely
c. On the other hand c. Finally

4. 8.
In regeneration, an animal can recreate a lost or The experimental mouse, which was fed the
damaged body part. The starfish, ________, is growth hormone, grew enormously in a short
able to grow a completely new limb if it loses amount of time. ________, the control mouse,
one. which received a placebo, did not grow at all.

a. for example a. In contrast

b. by comparison b. In addition
c. before c. For these reasons
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9. 10.
Jared has gotten seven parking tickets and three The gymnasium received a large amount of
speeding tickets. ________, his parents will no damage when students met in it unsupervised.
longer allow him to use the family car. ________, students will no longer be able to use
the gym without a teacher being present.
a. In contrast

b. For these reasons a. Next

c. Without a doubt b. For example

c. Therefore