Read to Write Compositions Ian Munby & Dorothy E. Zemach
A teacher’s guide for this book is available from www.btbpress.com
Read to Write Compositions
Ian Munby & Dorothy E. Zemach © BTB Press, 2013 First printing, March 2013 Published by BTB Press (www.btbpress.com) Edited by David Barker Cover design by Paul Lewis Design and layout by Makiko Ohmura & Paul Lewis All rights reserved. This book may not be copied or reproduced in any form without permission. Inquiries regarding reproduction should be directed to <info@btbpress.com>. ISBN 978-4-905088-40-0
Acknowledgments Thanks to Mutsumi Kawasaki and Douglas Moore for their help with the proof-reading. In memory of Richard Munby, who used to love to talk about anything with anyone, anywhere.
Contents
How to Use this Book ......................................................................... 4 Composition Writing Manual
L Layout ...........................................................................................6 1 The Hook ......................................................................................7 2 Topic Sentences ............................................................................8 3 Supporting Sentences ..................................................................9 4 Concluding Sentences ...............................................................10 5 Transitions ..................................................................................11 6 Formal Language ...................................................................... 12 7 Sentence Variety ........................................................................13 8 Commas ......................................................................................14 9 Hedging ......................................................................................15 10 Avoiding Vague Language .......................................................16 11 Avoiding Repetition ..................................................................17 P Plagiarism ...................................................................................18 C Checklist......................................................................................19 Model Emails
Example Composition........................................................................20 Topic 1: Adavantages & Disadvantages...........................................22 Topic 2: Love-Hate Relationships......................................................36 Topic 3: Compare & Contrast............................................................50 Topic 4: Then & Now..........................................................................64 Topic 5: Problems & Solutions...........................................................78 Topic 6: For & Against........................................................................92
英作文ライティングマニュアル......................................................... 106-119
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Read to Write Compositions 3
How to Use this Book Read to Write Compositions is intended to be a stepping stone between paragraph writing and essay writing. It is aimed at students who have mastered the basics of English sentence construction, but who need practice arranging their thoughts into coherent arguments and presenting them in an academic style. If some of your students are still having problems with basic sentence construction, you might like to refer them to the English Writing Manual by David Barker <www.btbpress.com>, which makes an ideal supplement to this book. The compositions in the first five units of this book are written in a two-paragraph format. The aim of this is to accustom students who have only ever written single paragraphs to ordering topics and structuring arguments. The compositions in the final unit are written in a three-paragraph-essay style. Having worked through this book in its entirety, we believe that students will have a solid foundation from which they will be ready to move on to more advanced academic essay writing. The Composition Writing Manual at the beginning of this book explains a number of key points that students need to be aware of before they start the course. The points are numbered so that you can refer students to specific sections as necessary. For example, if you suspect that a student has copied and pasted something from a website, you can simply write “P” on their paper to direct them to the section on plagiarism. If you think they are struggling to write topic sentences, write “3” in order to refer them to that part of the manual. Some parts of the manual may be difficult for learners to read, so a Japanese verion has been included at the end of the book. One effective way of introducing the manual is to assign one point to each pair or group of students in the first class, and then have them give a short presentation on it to their classmates. Once students are familiar with the basic conventions and rules of composition writing, they will be ready to start reading the model compositions. As the title of this book suggests, the idea is that students read a number of example compositions that have been written by learners like them, but checked and edited by teachers. As they read, they will gather the language they need before attempting to write compositions of their own. Students should write the language items they pick up from each model in the appropriate box on the corresponding right-hand page. An example of the kinds of things that students might find in the models is given on page 21.
Word & Phrases
Students will use this box to write new words and expressions, along with their Japanese translations. Encourage them to write the whole “chunk” surrounding the word(s) and not just the word by itself.
Transitions
The appropriate use of transitions is a key skill for learners to develop if they are going to write structured, coherent compositions. Each model composition contains transitions between clauses, transitions between sentences, and transitions between paragraphs. 4 Read to Write Compositions
Encourage students to pick out from each model only the ones that they have not met before. This will force them to review continually. Note that in order to understand how the transitions are used, it may be a a good idea in some cases for students to write the clauses or sentences that come before and after the transitions as well as the transitions themselves.
Patterns
Patterns are the underlying structures of sentences. Identifying useful patterns requires students to read with “X-ray glasses,” seeing through the surface meaning and down to the structure below. They will naturally find this difficult at first, but with practice, they should be able to pick out patterns that they can adapt in order to create new sentences of their own. For example, if students read the sentence A freeter is a person who chooses to work part-time instead of getting a full-time job., they should be able to identify the pattern “a person who chooses to <verb> instead of <verb -ing>. A student who has spotted this pattern would then be able to write a sentence like I chose to look for a job instead of studying abroad. The same student could further extend this by substituting a verb like decide for choose. Students who learn to “reverse-engineer” English in this way will be able to write sentences that are both correct and natural. This is the key to the “Read to Write” principle. When students have analyzed all the models in a unit and made a note of language items that they might want to use, have them choose a topic from the list at the end of the unit and write a composition on loose-leaf paper. This is partly to avoid excessive erasing and re-writing in the book, but also to avoid the necessity of you having to carry heavy textbooks home to mark. As you check the papers, remember that you can save a lot of time by directing students to the various sections of the manual simply by writing numbers, so it is worth familiarizing yourself with its contents. After you have given feedback, students can work together to peer-edit one another’s compositions. When students have corrected their compositions, have them write the final version on the My Composition page at the end of the unit. This will serve as a record for future reference for the student who wrote it, and it may also be interesting and productive to have students show their compositions to their classmates. This introduction is meant to provide general guidelines for teachers. For more detailed information, download the Teacher’s Guide from www.btbpress.com, and feel free to contact us at info@btbpress.com if you have any questions or comments. Ian Munby & Dorothy E. Zemach
Read to Write Compositions 5
Composition Writing Manual
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The first sentence or sentences of your composition should catch the reader’s attention. There are several common ways to do this.
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1) With an interesting fact or statistic: More Americans have died from domestic gun violence than have been killed in every war in the country’s history, added together.
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2) With a surprising or interesting statement: Dropping out of college was important to Steve Jobs’ success. I love my boyfriend, but I have already decided not to marry him. 3) With a quotation or saying: “A friend in need is a friend indeed.” The American poet Robert Frost once wrote, “Good fences make good neighbors.” (You can search for quotations online with a search like friendship + quotation.) 4) With a question: Do you know what percentage of households in Japan no longer have a landline telephone?
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Be very careful with questions. Do not choose a question:
1) Name / Student Number: Write your name and student number at the top right of the page. 2) Title: Write the title of your composition in the center of the page. Use capital letters for all the main words, the first word, and the last word. 3) Indent: Indent the first line of each paragraph. 4) Right margin: The right-hand margin does not need to be straight. 5) Second paragraph: Start the second paragraph directly below the first. Remember to indent the first line. 6) Double spacing: When you write the final version in your book, write it like this. When you write your first draft on loose-leaf paper, however, write on every other line. 7) Word count: Write the total number of words in your composition.
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• for which the answer is unknown or will not be answered in your composition; instead, ask a question that you will answer. ✘ How can we stop wars forever? ✔ Do you know how many declared wars are currently being fought? • for which the answer is obvious, or already known to your readers: ask a question that will make readers want to read your composition in order to find the answer. ✘ Who is the Prime Minister of Japan? ✔ What world leader has been in power for the longest amount of time? • that your readers might answer with a simple “yes” or “no,” and then lose interest; instead, ask a question that makes readers think about your topic. ✘ Do you ever want to adopt a baby? ✔ Can you guess the main reason that adoptions have increased in the past decade? Hooks can be hard to write. Some people prefer to write the entire composition first, and then add the hook last.
Read to Write Compositions 7
Composition Writing Manual
1 The Hook
Layout L
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Composition Writing Manual
In academic writing, most paragraphs contain a “topic sentence” that summarizes the main idea of the paragraph. These are good topic sentences: Studying abroad is not always an effective way to learn a foreign language. Being a member of a large family taught me how to negotiate and how to cooperate. Tokyo is a better city in which to look for work than my hometown because it is larger and has more opportunities. These are not topic sentences:
✘ This paper is about studying abroad. ✘ I have a large family. ✘ Tokyo is bigger than my hometown. In Japanese, it is common to say what you are going to write about before you begin. This is not necessary in English. Do not write sentences like these:
✘ I am going to write about the problem of bullying in schools. ✘ I will discuss the advantages and disadvantages of having a car. In a one-paragraph composition, or in the first paragraph of a longer composition, the topic sentence often follows the “hook” or introductory sentences. The topic sentence sometimes shows the main ideas that will be discussed in the entire composition. Here is an example: Studying abroad is expensive, but the benefits gained are invaluable. From this sentence, the reader knows that the topic is “studying abroad”; that the writer believes studying abroad is a good experience; that the first paragraph will talk about expenses; and that the second paragraph will talk about benefits. In a composition of more than one paragraph, the topic sentence is usually the first sentence of each paragraph. The second advantage of living in a dormitory is that you meet many people. However, studying abroad will not necessarily lead to a higher level of English. On the other hand, owning a car is also a big responsibility.
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3 Supporting Sentences The topic sentence states your subject and opinion about the subject. The other sentences in the paragraph are supporting sentences. They explain and give more information about your topic sentence. The topic sentence is general; supporting sentences are more specific. Every supporting sentence should be about the topic of your paragraph. There are several types of supporting sentences. For the following explanations, imagine that the topic sentence of the paragraph is: Just living in an English-speaking country doesn’t mean that you will automatically learn English.
Details / examples / explanations
These explain or give specific information about the idea in the topic sentence. These sentences are sometimes introduced with expressions such as One reason is … , This is because … , or For example, … . (See page 11 for more information on transitions.) One reason is that not much English is needed for daily activities such as riding buses or buying food. You will say the same few sentences over and over again, but you will not engage in varied and meaningful conversations. In addition, students who feel homesick might find friends from the same country and speak their native language. Thanks to the Internet, it is easy and tempting to email and chat with friends back home instead of making new friends.
A short narrative or story
This type of support, also called an “anecdote,” is a short personal story. It can be about you—the writer—or someone you know about. When I spent a semester in Australia, I asked for a homestay. I thought if I were living with an Australian family, I would speak English with them every day. However, when I met the family, I found out that they had just moved to Australia from Japan! In fact, their daughter was in my English class. We sometimes did our homework together—in Japanese.
Information from other people or publications
This type of support is more common in research papers than in compositions based on your own knowledge or ideas. However, as you read in English and think about how main ideas are supported, you are sure to notice this method. Approximately 30 percent of students surveyed in the study abroad program at Daisuki University felt that living in an English-speaking country did not significantly improve their English ability. Reasons for this included living with a roommate from the same country, lack of opportunities to interact with local people, and not having enough time to spend on homework and assignments.
Read to Write Compositions 9
Composition Writing Manual
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Example Composition
Words & Phrases
Taro Suzuki 5B 301949 Being a “Freeter” In Japan, a “freeter” is a person who chooses to work part-time instead of full-
pursue hobbies 趣味を続ける
play gigs ライブをする
a short period 短期
steady work 安定した仕事
a regular income 定収入
job security 雇用保障
with little or no notice ほとんど、または全く通知もなく
time. There are both advantages and disadvantages to this lifestyle. One of the main
look down on somebody （ひとを）見下す
advantages is that you have a lot of free time, so you can pursue hobbies and interests
the disadvantages outweigh the advantages 長所よりも短所の法が多い
that are not career-related. For example, young people who want to become musicians can use their free time to practice, play gigs, or take lessons. In a similar way, people who are interested in travel can work for a short period and then go on a trip when they have saved
Transitions
enough money. Another benefit to not having steady work is that you can try different jobs until you find one that suits you. Of course, there are disadvantages to being a freeter as well. Most of these concern
One of the main advantages is that...
money. Without a regular income, it is almost impossible for a freeter to get a bank loan
You can pursue hobbies that are not career-related. For example ...
to buy a house. For men, this means that it may be difficult to get married, let alone
In a similar way, people who are interested in travel can...
support a family. In addition, freeters do not have job security, and they can easily be
Another benefit to not having steady work is that ...
fired with little or no notice. A final disadvantage is that freeters tend to have very low
In addition, freeters do not have job security.
status in Japanese society, and many people look down on them. All in all, I believe that the
A final disadvantage is that ...
disadvantages of being a freeter outweigh the advantages, so I am going to try to get a
All in all, I believe that...
full-time job when I graduate. (242 words)
Patterns
The topic sentence in each paragraph and the final sentence in the second paragraph have been underlined in this example. It is a good idea to do this with every model composition that you read. The notes on the opposite page are just examples. You should look for language that is new or useful to you. Pay particular attention to sentences that you can understand, but that you could not have written yourself.
a person who <chooses> to <work part-time> instead of <getting a full-time job> use their free time to <practice>, <play gigs>, or <take lessons> try different <jobs> until you find one that <suits you> there are advantages to <being a freeter> as well without <a regular income> it is almost impossible to ... it may be difficult to <get married>, let alone <support a family>
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Read to Write Compositions 21
Words & Phrases
Love-Hate Relationships ➊
My Part-Time Job There are two reasons I love working part-time, and two reasons I hate it. The first thing I love about having a part-time job is that I can get a lot of experience doing different jobs, such as working in convenience stores and cafés. I am sure this experience will be useful when I start job-hunting. Second, working has taught me the value and importance of money. Now, when I go shopping and find something I want to buy, I tend to think of the price of things in terms of the number of hours I would have to work to buy it. On the other hand, I sometimes hate doing my part-time job and wish I could quit. My job takes up a lot of my free time, as I have to work three or four hours a day. It leaves me feeling exhausted, and I have no time to study or go out with friends. Another issues
Transitions
is that I sometimes have problems with my co-workers because I have to work with many different kinds of people. Some of them are really difficult to get along with, but I have to put up with them regardless. Generally speaking, I enjoy working part-time, but I sometimes wonder if it is really worth the time and effort. (217 words)
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Read to Write Compositions 37
Words & Phrases
Love-Hate Relationships ➋
Snowboarding There are two reasons why I think snowboarding is the greatest sport in the world, and two reasons why I have mixed feelings about it. To begin with, snowboarding is a fantastic way to enjoy a day out with friends or family. You can have a good, long chat in the car on the way up to the ski grounds and on the ski lifts. Second, snowboarding helps you appreciate nature and the great outdoors. When the sky is blue, nothing compares with the view of the mountains and the thrill of zooming down the slopes in the fresh air. One thing I do not like about snowboarding is the cold. When you are snowboarding, you might not feel too bad at first because you are having such a good time. However, if you get caught in a cold wind when riding on the lifts, it can be very uncomfortable. A second
Transitions
reservation I have about snowboarding is that it is dangerous, and you can easily get hurt. Because I have only been snowboarding for three years, I am still not very good at it. I often fall over and end up with bruises all over my body. Also, I sometimes crash into other snowboarders and skiers, especially when the slopes are crowded on weekends. If I can improve my snowboarding skills, I think I will enjoy it more. (229 words)
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Read to Write Compositions 39
Words & Phrases
Love-Hate Relationships ➌
Is Swimming the Best Way to Keep Fit? Is it possible to love something and hate it at the same time? That is how I feel about swimming. There are two reasons I adore swimming, and two reasons I cannot stand it. The main reason I love it is that I usually feel relaxed and refreshed after I go swimming. If something is worrying me, I usually forget all about it the moment I get into the pool. Another thing I love about swimming is that it keeps me in good shape. It is a simple way to stay fit, and it you will not need to worry about putting on weight if you go to the pool regularly. I often notice how good the bodies of other swimmers look. Having said that, there are times when I cannot face going to the pool. One reason is that the temperature of the water is usually very cold. Even though I eventually get
Transitions
used to it, there is no way to avoid the shock when I first step into the water. It is such an unpleasant feeling. Another reason I hate swimming is that my hair gets badly damaged by the chlorine in the water. I had my hair dyed black two weeks ago, but it has already faded to its former color. As much as I love swimming, I am thinking about looking for some different ways to keep fit. (229 words)
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Read to Write Compositions 41
Words & Phrases
Love-Hate Relationships ➍
Good Dog, Bad Dog There are two things I love about my dog and two things I wish I could change. The best thing about her is that she makes me feel happy. Just looking at her lovely, sparkling eyes cheers me up instantly. When I stroke her fluffy coat, it is like therapy, and I forget all my troubles. Second, taking her for a walk every day helps me keep fit and healthy. Walking along the river with her on cool summer evenings gives me the energy I need to study or do housework at the end of the day. Naturally, however, keeping a dog also has its challenges. One problem with my dog is that she barks a lot. Whenever she sees cars, strangers, or other dogs, she starts to howl. It is difficult to get her to stop, and this leaves me feeling frustrated sometimes. The
Transitions
second issue is that her hair falls out all over the house. I know it is only natural and not her fault, but I sometimes tire of having to vacuum the house every day. Occasionally, we find dog hair in our meals, and I find this absolutely disgusting. In spite of these problems, however, I will always love my dog, so I will try not to worry too much about her barking and her hair. (220 words)
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Read to Write Compositions 43
Words & Phrases
Love-Hate Relationships ➎
A Time of Joy? Generally speaking, I love Christmas, but I sometimes feel down around this time of year. To begin with the positive points, Christmas is a great family event because we do so many things together. For example, we decorate the Christmas tree and the living room. We also put colored lights outside the front door of our house and in our garden, and we enjoy the family tradition of making and eating a massive cheesecake. Another reason I love Christmas is that many stores have sales, so I often buy clothes at discount prices. However, there is also a downside to Christmas. For example, I think it is a very wasteful time because people use so much electricity. When I walk around town and see all the colored lights, I wonder how it will affect the environment in the future. When I return
Transitions
home and see my own house lit up, it makes me feel guilty. Another reason I sometimes dread the Christmas season is that I see so many young couples walking arm-in-arm around town. If I see them when I do not have a date, I feel left out and lonely. Having said all of that, even though I have a love-hate relationship with it, Christmas will always be the most important event of the year for me. (219 words)
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Read to Write Compositions 45
Words & Phrases
Love-Hate Relationships ❻
Learning English It is probably fair to say that I have a love-hate relationship with English. I began learning the language with my mother when I was only five years old. She used to show me pictures and tell me the names of things in English. She also used to play me English songs and show me English DVDs. Of course, I did not think of this as study, and I really enjoyed making the sounds of English. After I entered elementary school, I started going to an English conversation school once a week. The teacher was from Australia, and we had a lot of fun. If anyone ever asked me what I thought of English, I always replied, “I love it!” Unfortunately, my experience of learning English in junior high and high school
Transitions
was not so positive. In our classes, we just studied grammar and translated English sentences into Japanese. We never did any speaking, and we never had any fun. Of course, I understand now that our teacher was trying to prepare us for the high school and university entrance exams, but those classes changed the way I felt about English. By the time I reached high school, I hated English and never wanted to study it again. Now that I am in university, I am enjoying some of my English classes, but I still don’t like the ones
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where we just study for tests. Consequently, I find it difficult to answer now when people
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ask me whether I like English.
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Read to Write Compositions 47
Suggested Topics for “Love-Hate Relationships”
People
• A Friend • A boyfriend / girlfriend • A celebrity
Places
• My hometown • My university • A holiday destination
Times of the Year • April • Birthdays • Winter
Technology
• Cell phones • Social networking • Email
1 Topic
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Food & Drink
• Alcohol • Chocolate • Cooking
Education
• School (in general) • Sports class • School events
My Composition
• A family member • A teacher
• My high school • My workplace
• New Year • Summer
• Computers • The Internet
1 Topic
• Fast food • Dieting
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• Clubs • School vacations
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Read to Write Compositions 49
英作文ライティングマニュアル
2 3
読み手の興味を引くには、主に次の4つの方法があります。
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1) 興味深い事実や統計 More Americans have died from domestic gun violence than have been killed in every war in the country’s history, added together.
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2) 意外な、 または興味深い意見 Dropping out of college was important to Steve Jobs’ success. I love my boyfriend, but I have already decided not to marry him. 3) ことわざや格言 “A friend in need is a friend indeed.” The American poet Robert Frost once wrote, “Good fences make good neighbors.”
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インターネットで検索すると、英語のことわざや格言を見つけることができます。例えば、 「友 情についての作文であれば、friendship + quotationで検索しましょう。） 4) 読み手に問いかける Do you know what percentage of households in Japan no longer have a landline telephone?
1) 名前・学籍番号：ページの右上に名前（ローマ字） と学籍番号を書く。 2) タイトル：タイトルはページの中央に書く。 タイトルの単語は基本的に大文字から始まるか、 前置詞、冠詞などは小文字でよい。 3) 字下げ：段落の1行目は、頭の単語を1センチほど字下げする。 4) 余白：右側の余白は、 できるだけ左側の余白と合わせる。 ただし、行によって多少のずれが あってもかまわない。 5) 段落：2つ目の段落は1つ目の段落の下の行から始まり、1行目の頭の単語を1センチほど 字下げする。 6) 行間：最終バージョン(最終版、決定版)をテキストに書き込む場合は、次のようにしなさい。 ただし、 ルーズリーフに下書きを書く際は、一行おきに書く。 7) 単語数：ページの下部に単語数を書く。 106 Read to Write Compositions
質問を投げかけるときは注意が必要です。読み手を考えさせるような質問をしましょう。下 記のような質問は避けた方がいいでしょう。 答えのない、 または作文・小論文中に答えが出てこない質問 x How can we stop wars forever? o Do you know how many declared wars are currently being fought? 必ず、作文・小論文中であなたが答えられる質問をしましょう。 答えが明らかなもの、 または読み手がすでに答えを知っている質問 x Who is the Prime Minister of Japan? o What world leader has been in power for the longest amount of time? 読み手に続きを読みたいと思わせるような質問をしましょう。 簡単にYes / No で答えられ、興味を失ってしまうような質問 x Would you ever want to adopt a baby? o Can you guess the main reason that adoptions have increased in the past decade? Read to Write Compositions 107
英作文ライティングマニュアル
1 書き出し
L レイアウト
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英作文ライティングマニュアル
学術論文では、各パラグラフにそのパラグラフの内容を要約する 「トピックセンテンス」 が含まれ ています。 良いトピックセンテンスの例 Studying abroad is not always an effective way to learn a foreign language. Being a member of a large family taught me how to negotiate and how to cooperate. Tokyo is a better city in which to look for work than my hometown because it is larger and has more opportunities. 悪いトピックセンテンスの例 x This paper is about studying abroad. x I have a large family. x Tokyo is bigger than my hometown. 日本語では、何について書くのかを先に説明するのが一般的ですが、英語では必要ありません。 下記のような文章は避けましょう。 x I am going to write about the problem of bullying in schools. x I will discuss the advantages and disadvantages of having a car. 作文・小論文の最初のパラグラフでは、 トピックセンテンスはよく書き出しや導入部分に続きま す。 トピックセンテンスは、 これから話す主題の前置きになることもあります。下記の例を見てみて ください。 Studying abroad is expensive, but the benefits gained are invaluable. この文章から、主題が 「留学」 だということ、筆者が留学は良い経験になると思っていること、最 初のパラグラフは 「留学費用について」 だということ、 そしてその次のパラグラフは 「留学すること のメリットについて」 だということが分かります。 複数のパラグラフから成る作文・小論文では、各パラグラフの最初の文章がトピックセンテンス になることが多いです。 The second advantage of living in a dormitory is that you meet many people. However, studying abroad will not necessarily lead to a higher level of English. On the other hand, owning a car is also a big responsibility.
3 サポーティングセンテンス 各パラグラフのトピックセンテンスは、主題と筆者の主題に対する意見を表す文章です。 それ以 外の文章はサポーティングセンテンスといい、主題について詳しく説明したり、筆者の主張を支 える補足文です。 トピックセンテンスは全体の要点をまとめたものですが、 サポーティングセンテ ンスはもっと具体的な内容になります。全てのサポーティングセンテンスは主題に関するもので なければなりません。 サポーティングセンテンスにはいくつかの種類があります。次のトピックセンテンスに対するサポ ーティングセンテンスを見てみましょう。 Just living in an English-speaking country doesn’t mean that you will automatically learn English. 1) 詳細・具体例・説明 具体的な例を挙げたり、理由を述べたりして、 トピックセンテンスの内容を詳しく説明しま す。One reason is…やThis is because…、For example, …などの表現がよく使われま す。 （接続表現についてはP111参照） One reason is that not much English is needed for daily activities such as riding the bus or buying food. You will say the same few sentences over and over again, but you will not engage in varied and meaningful conversations. In addition, students who feel homesick might find friends from the same country and speak their native language. Thanks to the Internet, it is easy and tempting to email and chat with friends back home instead of making new friends. 2) 実話や体験談 実話や、 自分や自分の周りの人の体験談などを加えてトピックセンテンスの内容に説得力 を持たせます。 When I spent a semester in Australia, I asked for a homestay. I thought if I were living with an Australian family, I would speak English with them every day. However, when I met the family, I found out that they had just moved to Australia from Japan! In fact, their daughter was in my English class. We sometimes did our homework together—in Japanese. 3) ほかの人からの情報や参考文献 参考文献などからの情報を加える方法は、筆者自身の知識や考えに基づく作文・小論文よ りも、 よく研究論文などで使われます。効果的にトピックセンテンスに説得力を持たせること ができるので、一般的な作文・小論文を書くときにも役立ちます。 Approximately 30 percent of students surveyed in the study abroad program at Daisuki University felt that living in an English-speaking country did not significantly improve their English ability. Reasons for this included living with a roommate from the same country, lack of opportunities to interact with local people, and not having enough time to spend on homework and assignments.
108 Read to Write Compositions
Read to Write Compositions 109
英作文ライティングマニュアル
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