1

Series Editor:
Jeanne Lambert

David Bohlke
Robyn Brinks Lockwood
Pamela Hartmann
 1

Series Editor: Jeanne Lambert

The New School

David Bohlke
Robyn Brinks Lockwood
Stanford University
Pamela Hartmann
with
Wendy Asplin, University of Washington
32 Avenue of the Americas, New York, NY 10013-2473, USA

Cambridge University Press is part of the University of Cambridge.

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Information on this title: www.cambridge.org/9781107495357
© Cambridge University Press 2016
is publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing
agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2016

A catalog record for this publication is available from the British Library.

Cataloging in Publication data is available at the Library of Congress.

ISBN 978-1-107-49535-7 Student’s Book Level 1

ISBN 978-1-107-49537-1 Student’s Book with Writing Skills Interactive Level 1
ISBN 978-1-107-49538-8 Teacher’s Manual Level 1

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Art direction, book design, and photo research: emc design limited
Layout services: emc design limited
CONTENTS
SCOPE AND SEQUENCE 4
TOUR OF A UNIT 6
THE TEAM BEHIND FINAL DRAFT 10

1 DEVELOPING IDEAS
TECHNOLOGY: COMMUNICATING IN THE MODERN WORLD
13

2 INTRODUCTION TO PARAGRAPHS
PSYCHOLOGY: CHARACTERISTICS OF SUCCESS
43

3 NARRATIVE PARAGRAPHS
HEALTH: HEALTH BEHAVIORS
73

4 PROCESS PARAGRAPHS
BUSINESS: GETTING AHEAD
101

5 DEFINITION PARAGRAPHS
EDUCATION: THE VALUE OF EDUCATION
129

6 DESCRIPTIVE PARAGRAPHS
CULTURAL STUDIES: CULTURAL LANDMARKS
155

7 OPINION PARAGRAPHS
GENERAL STUDIES: POPULAR CULTURE
181

8 INTRODUCTION TO ESSAYS
HUMAN RESOURCES: CAREER PATHS
209

SELF-EDITING REVIEW 237

SOURCES 245
INDEX 248
CREDITS 253
 SCOPE AND SEQUENCE
UNIT TITLE & ACADEMIC TOPIC VOCABULARY MODELS
Academic Vocabulary Writing in the Real World: “How We
1 DEVELOPING IDEAS Academic Collocations Use Our Cell Phones”
Student Model: “How College Students
TECHNOLOGY: COMMUNICATING
Use Technology to Socialize”
IN THE MODERN WORLD PAGE 13
Academic Vocabulary Writing in the Real World: “Space
2 INTRODUCTION TO Academic Phrases Diving Team”
Student Model: “Success at Work,
PARAGRAPHS
at Play, and with Money”
PSYCHOLOGY: CHARACTERISTICS
OF SUCCESS PAGE 43
Academic Vocabulary Writing in the Real World: “The
3 NARRATIVE PARAGRAPHS Academic Collocations Importance of Getting Sleep in
College”
HEALTH: HEALTH BEHAVIORS
Student Model: “My Father, the Life
PAGE 73 Saver”
Academic Vocabulary Writing in the Real World: “From
4 PROCESS PARAGRAPHS Academic Phrases Receptionist to CEO”
Student Model: “Making a Sale”
BUSINESS: GETTING AHEAD
PAGE 101
Academic Vocabulary Writing in the Real World: “The Benefits
5 DEFINITION PARAGRAPHS Academic Collocations of a College Education”
Student Model: “Vocational Schools”
EDUCATION: THE VALUE OF
EDUCATION PAGE 129
Academic Vocabulary Writing in the Real World: “Three
6 DESCRIPTIVE PARAGRAPHS Academic Phrases Famous Landmarks”
Student Model: “A Flag as a Cultural
CULTURAL STUDIES: CULTURAL
Landmark”
LANDMARKS PAGE 155

Academic Vocabulary Writing in the Real World: “The Elderly

7 OPINION PARAGRAPHS Academic Collocations Rights Law”
Student Model: “Childhood is the Best
GENERAL STUDIES: POPULAR
Stage of Life”
CULTURE PAGE 181
Academic Vocabulary Writing in the Real World: “Which
8 INTRODUCTION TO Academic Phrases Values? Which Career?”
Student Model: “Photojournalism:
ESSAYS
More Than Just a Job”
HUMAN RESOURCES: CAREER
PATHS PAGE 209
All academic vocabulary words appear on the Academic Word List (AWL) or the General Service List (GSL). All academic
collocations, academic phrases, and common grammar mistakes are based on the Cambridge Academic Corpus.

4
 WRITING SKILLS GRAMMAR FOR WRITING AVOIDING PLAGIARISM
Simple and compound sentences Simple present Ways to avoid plagiarism
Capitalization and punctuation

Writing good topic sentences Common verb + preposition Strategies to avoid

Titles combinations plagiarism

Complex sentences Pronouns What is common

Avoiding sentence fragments knowledge?

Transitions of sequential order Imperatives Finding sources

Adding details

Paragraph unity Subject relative clauses Quoting others

Adding details with adjectives and There is and There are Sharing ideas
adverbs

Formal vs. informal language Superlatives Using quotations

Word forms

Avoiding run-on sentences and comma Parallel structure Creating a “Works Cited”
splices page

SCOPE AND SEQUENCE 5

 TOUR OF A UNIT
ACADEMIC WRITING AND VOCABULARY

1 PREPARE YOUR IDEAS Students begin to

A Connect to Academic Writing
In this unit, you will learn skills for writing well-organized academic essays. Some of the writing
explore a rhetorical
skills you will learn may seem new to you. However, many skills will not be new. When you
write an essay, you explain and organize your ideas in a clear way. You use these skills in mode and connect it to
everyday life, too. For example, you use similar skills to think about reasons to study a certain
subject or choose a certain career. their everyday lives.
B Reflect on the Topic
In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your essay.
The writing prompt below was used for the Student Model essay on pages 216–217. The student
reflected on his topic and used a cluster diagram to brainstorm ideas about the important values.

WRITING PROMPT: Values are the beliefs, attitudes, and judgments we think are important.
Describe the values that are most important in your choice of career. Give specific examples
and explanations.

teamwork

to travel

VALUES IMPORTANT
TO MY CAREER AS A something new
PHOTOJOURNALIST

learn new things

ability to
influence people
creativity

1.1 Notice
Work with a partner. Look at the cluster diagram. What can you add to the blank circles?

210 UNIT 8

B Academic Phrases
Research tells us that the phrases below are commonly used in academic writing.

2.2 Focus on Use

Work with a partner. Complete the paragraph using each academic phrase from the box.
Next, students prepare for their It is important to One of the most important Part of the problem

writing by learning corpus-informed A Big Success

academic vocabulary, collocations, Robert Pershing Wadlow was a big success. Wadlow was the tallest person in history. He was
8’11” and was still growing at the time of his death in 1940.
(1)

and phrases. things to know is that Wadlow had a medical condition that caused him to grow so tall.
was that there was no treatment for this condition when he was
(2)
alive. He was known as the Gentle Giant because he was very quiet and
nice to everyone. Wadlow became very successful and traveled for the
shoe company that made his special shoes.
(3)
remember that Wadlow was an inspiration to many people.

INTRODUCTION TO PARAGRAPHS 47

6
ANALYSIS OF TWO WRITING MODELS

C Writing in the Real World Taj Mahal, India

3 Today, the Taj Mahal is a symbol of India, but it also symbolizes love. In the
You will read an article titled “Three Famous Landmarks.” The author of the article uses
seventeenth century, Shah Jahan built the beautiful buildings and gardens, at
descriptive writing to create pictures that make her ideas clearer.
great cost, as a tomb for his deceased wife. At the center is the brilliant white
Before you read, answer these questions: Which landmarks and monuments does the writer dome, which rises high above the area. At the top of this dome is a lotus flower,
think are the most famous? What is important about each one? another symbol of India, and around this large dome are four smaller ones.
Exquisite5 decoration and Islamic writing cover the buildings.
Now read the article. Think about your answer to the questions as you read.
4 Cultural landmarks are the heart and soul of any place. But some seem
important to all of us – not just to the people who live in that place.

THREE FAMOUS LANDMARKS 5

exquisite: especially beautiful

by Jeanne Fedowski

Many landmarks tell a story about a country, an ancient culture, or a religious belief.
Some also tell of simple human emotions – hope, curiosity, and love.
Great Pyramid of Khufu, Egypt Stonehenge, England
1 A group of huge monuments rises above Giza, 2 At about the same time as the Egyptians built
Egypt. Today, we think of these monuments as the pyramids, the people of ancient England
a symbol of Egypt. However, these structures built Stonehenge. Stonehenge is a circle of
are so ancient that even people two thousand huge standing stones. The largest weighs over
years ago did not remember their builders or 50 tons (about 100,000 pounds). Inside this
purpose. Probably the most famous of these stone circle, there is another ring of stones.
monuments is the Great Pyramid of Khufu. Nobody knows for certain about the religious
Almost five thousand years ago, the people of beliefs of the Stonehenge builders. We know,
Egypt built it. It was a tomb1 for their pharaoh, though, that the builders designed the stone
or king. In their religion, they believed that circle carefully to allow people to study the
the pharaoh was a connection between them sky. Perhaps they did this to predict3 changes
and the gods. Their priority was to keep the in seasons. In addition, archaeologists believe
pharaoh safe, in life and in death. To ancient that Stonehenge was a place for religious
Egyptians, the pyramids also represented ceremonies. They believe these ceremonies
hope. The people hoped that the deceased king let people remember their ancestors.4
became a god. Then he could keep harmony2 3
predict: to say that an event or action will happen in
in the world. the future 2.3 Check Your Understanding
4
ancestor: any member of your family from long ago,
1
tomb: a building or place underground for a dead person for example the grandparents of your grandparents Answer the questions.
2
harmony: a pleasing combination of di erent parts
1 How are the Great Pyramid of Khufu and the Taj Mahal similar?
2 What do we know about Stonehenge? What do some people believe about Stonehenge?
3 What other cultural landmarks do you know? Who built them and why?

2.4 Notice the Features of Descriptive Writing

Answer the questions.
1 Read the paragraph about the Taj Mahal again. Underline all parts of the Taj Mahal that the
writer describes. Which part do you think is the most important to the writer? Why do you
think so?
2 Circle words and phrases that tell you where these parts are.

160 UNIT 6 DESCRIPTIVE PARAGRAPHS 161

The first model shows students how the rhetorical mode is applied in a real-
world setting, helping them recognize that academic writing is all around them.

3 STUDY ACADEMIC WRITING

3.1 Check Your Understanding
In Section 1, you saw how the writer of the Student Model reflected on his topic. In this section, Answer the questions.
you will analyze the final draft of his paragraph. You will learn how to develop ideas for your
own paragraph. 1 How many stripes are on the flag of Malaysia? What do they represent?
2 What example of “unity” does the student writer give? How does he feel about his people?
A Student Model 3 What can you see in the middle of the dark blue area? What do these two things represent?
Read the prompt and answer the questions.
WRITING PROMPT: Describe an object that is important to a culture you know. Explain any 3.2 Outline the Writer’s Ideas
symbolism in the object. Complete this outline for “A Flag as a Cultural Landmark.” Use the phrases in the box.
1 Read the title of the Student Model. What is a “cultural landmark”?
2 Look at the photo of the Malaysian flag. What do you think it symbolizes about the country? represent the states and the government yellow = color of the king and queen
beautiful and colorful different people try to work together
Read the paragraph twice. The first time, think about your answers to the questions blue rectangle
above. The second time, answer the questions in the Analyze Writing Skills boxes.
This will help you notice key features of a descriptive paragraph.
PARAGRAPH OUTLINE
A Flag as a Cultural Landmark Topic The flag of Malaysia is a famous symbol of my country.
1 Analyze Writing Skills Sentence
The flag of Malaysia is a famous symbol of my country. It is beautiful
Circle three adjectives that
and colorful. The flag is red, white, blue, and yellow. It tells important describe the flag in the Supporting A.
opening two sentences. Idea
information about our great country. The big part of the flag has fourteen
red and white stripes. The stripes represent the states and the government. 2 Analyze Writing Skills Detail 1. Red, white, blue, and yellow
At the top and on the left there is a blue rectangle. The color blue symbolizes Underline two phrases
that tell where the blue Supporting B. Fourteen red and white stripes
unity. People of Malaysia are from different cultures, and they have different rectangle is. Idea
religions. However, we try to work together. I am proud of my people for 3 Analyze Writing Skills Detail 1.
this! In the middle of the blue area is a big yellow star and a crescent moon. Underline the phrase that
Yellow is the color of the king and queen. The moon is a religious symbol. tells where on the flag to
find the star and crescent
Supporting C.
Idea
It symbolizes Islam, which is the main religion of Malaysia. Our flag is also moon.

called Jalur Gemilang. It means “Stripes of Glory.” I love my flag because I love Detail 1. Color symbolizes unity
4 Analyze Writing Skills
my country. What words describe the
star? Circle them. Detail 2.

Supporting D. Yellow star and crescent moon

Idea

Detail 1.

Detail 2. Moon = a religious symbol (= Islam)

Concluding I love my flag because I love my country.

Sentence

162 UNIT 6 DESCRIPTIVE PARAGRAPHS 163

The second model shows a typical assignment from a college writing

course. Students analyze this in detail, preparing for their own writing.

TOUR OF A UNIT 7
Copyright Material - Review Only - Not for Redistribution
 PREPARE YOUR IDEAS
THE SKILLS AND GRAMMAR EVERY WRITER NEEDS

4 SHARPEN YOUR SKILLS Students develop

A Writing Skill 1: Transitions of Sequential Order an extensive skill
Good writers help their readers follow the various steps in the process they are describing.
They use certain words and phrases, called transitions, that signal the introduction of a
new step. These transitions are similar to the ones used for chronological order. After all of
set, preparing them
these transition words, a comma (,) is required.
for every aspect of
TRANSITIONS OF SEQUENTIAL ORDER
1 A writer often indicates the first step in a First, look at the screen to see where the paper academic writing.
process by saying First or First of all. is stuck.
2 The writer may choose to indicate each First, look at the screen to see where the paper
step with a number, such as Second, is stuck. Second, open the part of the printer
Third, and Fourth. These are used when where the paper is. Third, gently pull the
there are only a few steps in the process. paper from the copier. Fourth, close the part of
the printer where the paper was.
3 Another way the writer can indicate each First, look at the screen to see where the paper
step is by saying Next, Then, and After is stuck. Next, open the part of the printer
that. These can be repeated and all mean where the paper is. Then, gently pull the paper
the same thing. from the copier. After that, close the part of
the printer where the paper was.
4 The writer can indicate the final step by Finally, give time for the printer to warm
saying Finally or Lastly. back up.

4.1 Write Transitions

Complete the paragraph using the transition words below. More than one answer may
be possible.

after that first of all lastly next then

How to Fill a Photocopier

It’s very simple to fill a photocopier with paper. , find the drawer
(1)
in the copier that holds the paper. , gently pull out the drawer.
(2)
, open a packet of paper and run your thumb along the edges.
(3)
This helps separate the paper so it does not stick together later. ,
(4)
place the paper inside the drawer and make sure it’s in place. ,
(5)
close the drawer. Now you’re ready to copy again with new paper.

PROCESS PARAGRAPHS 119

Avoiding Common Mistakes

Research tells us that these are the most common mistakes that students make when using
subject relative clauses in academic writing.

1 Use who for people and that for things. Do not use that for people and who
for things.
who
An academic counselor is a person that helps students plan their courses.

Students study specific applications

^
that
A scholarship is an award of money who helps a student further his or her education.
^
of grammar for the writing task and 2 The verb after a relative pronoun agrees with the noun that the pronoun modifies.
want
This is extremely beneficial for students who wants to get a job right away.

learn to avoid common mistakes ^

3 Do not use a subject pronoun after a relative pronoun.
A diagnostic test is a test that it assesses a student’s current ability.
(informed by the Cambridge 4 Do not omit a subject relative pronoun.
who
Learner Corpus). This is an advantage for those students already know what they want to do.
^

4.4 Editing Task

Find and correct four more mistakes in the paragraph below.
A Major
which
In North America, a major is a specific subject who a
^
student studies while working toward a college degree.
Typically between a third and a half of a student’s courses
are part of his or her major. The other courses are known as
core courses. These consist of classes that all students they
have to take. Students usually need to choose a major by the
end of their second year of study. Students who wants to can
also choose two majors. This is called a double major. This is
an advantage for students can’t decide between two majors.
Another option is choosing a major and a minor. A minor
is similar to a major. It’s also a specific subject area who a
student studies, but students need to take fewer classes to
achieve a minor. Choosing a major is clearly an important
part of the college experience.

DEFINITION PARAGRAPHS 149

8
AVOIDING PLAGIARISM AND WRITING YOUR FINAL DRAFT

D Avoiding Plagiarism Students learn to

When you write a college assignment, you should use your own ideas and words.
acknowledge others’
I am worried. I often cannot write my thoughts in English, work and ideas and
and I do not want to make a mistake when I write.
Sometimes I like to use other people’s words. Their words
express my ideas. They say them more clearly than I do, but
appropriately incorporate
my teacher says I am plagiarizing. I don’t understand.
– Roberto
them into their writing.

Dear Roberto,
Do you play soccer? Maybe you do. Do you play like the Argentinian superstar Lionel
Messi? You probably don’t. However, you still play the game and work towards improving
your skills. It is the same in writing. You might find a really good author. You like the
author’s ideas, but you can’t just use his or her words. If you just use someone else’s words
or ideas, it is wrong. You need to think for yourself and say things in your own words. Your
instructors enjoy reading your ideas and helping you become the best writer you can be.
Yours truly,
Professor Wright

STRATEGIES TO AVOID PLAGIARISM

Here are some common thoughts that students have about writing. Think about your last
writing assignment. Were any of these true for you?
I can’t express my ideas well in English.
I need to get a good grade.
I don’t have enough time to do this writing assignment.
Sometimes students plagiarize for the reasons above. On the next page are some strategies to
help you avoid plagiarizing for those reasons.

68 UNIT 2

5 WRITE YOUR PARAGRAPH

In this section, you will follow the writing process to complete the final draft of your paragraph.

STEP 1: BRAINSTORM
Work with a partner. Follow the steps below to brainstorm more ideas for your topic.
1 First, read the student’s brainstorm. First he developed his ideas using the freewrite in
Section 1, on page 74. Then, he organized these ideas into chronological order and placed
them in a timeline. What did the student change or take out? Why? Is the order of ideas
clearer in the freewrite than on the timeline? Discuss this with a partner.

Now fully prepared, students write, BEGINNING MIDDLE END

moving from brainstorming to overweight/ heart attack came home decided to lost weight

their final draft.

unhealthy – big shock get healthy – changed
attitude

2 Now read your writing prompt again. Then review the ideas that you brainstormed in
Section 1, page 75. Write the best ones in the timeline below. Include ideas from the Your
Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use every
idea, but it is good to write as many ideas as possible.

BEGINNING MIDDLE END

98 UNIT 3

TOUR OF A UNIT 9
 THE TEAM BEHIND FINAL DRAFT
SERIES EDITOR
Jeanne Lambert brings 20 years of ESL classroom, teacher training,
and materials writing experience to her role as series editor of Final Draft.
Jeanne has taught at Columbia University, City University of New York
(CUNY), and The New School, specializing in academic writing and
English for Academic Purposes. While at Columbia University, she taught
writing courses in both the American Language Program and for the
School of International and Public Affairs. At CUNY, she co-designed a
faculty development program to help high school teachers align their
ESL reading and writing curriculum with college standards. She has
worked as an ESL Methods Practicum instructor and currently teaches
academic writing at The New School.

AUTHORS
David Bohlke has been actively involved in ELT since 1987. He has taught in
Asia, Africa, and the Middle East and frequently conducts teacher-training
sessions around the world. He has served as a writer and series editor of
numerous ESL publications.

Robyn Brinks Lockwood teaches at Stanford University’s Language Center and is

the coordinator for the American Language and Culture summer program. She
has authored and edited a wide range of print and digital ELT materials and has
presented at numerous national and international conferences.

Pamela Hartmann, who has more than 30 years of experience, taught EFL at
Seoul National University in Korea as well as in Greece before settling in Los
Angeles, California, where she has taught ESL at colleges and now at Evans
Community Adult School. She has written a number of ESL textbooks and has
given presentations throughout Asia, Latin America, and the United States.

ACADEMIC WRITING ADVISORY PANEL

The Advisory Panel is comprised of experienced writing instructors who have helped guide the
development of this series and have provided invaluable information about the needs of ESL
student writers.
Laszlo Arvai, Borough of Manhattan Community College, New York, NY
Leo Kazan, Passaic County Community College, Paterson, NJ
Amy Nunamaker, San Diego State College, San Diego, CA
Amy Renehan, University of Washington, Seattle, WA
Adrianne Thompson, Miami Dade College, Miami, FL

10
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INFORMED BY CLASSROOM TEACHERS …
Final Draft was influenced by the opinions and insights of classroom teachers from the following
institutions:
UNITED STATES Alabama: Cleburne County High School, Gadsden State Community College,
University of Alabama; Arizona: Arizona State University, Northern Arizona University,
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THE TEAM BEHIND FINAL DRAFT 11

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 Wayne State University, Western Michigan University; Minnesota: Century College, Saint Paul
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University; Ontario: Centennial College, University of Guelph, York University; Québec: Université du
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TURKEY Istanbul: Bilgi University, Özyeğin University

12
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 DEVELOPING IDEAS
TECHNOLOGY: COMMUNICATING IN THE MODERN WORLD

“Cell phones are so

convenient that they’re
an inconvenience.”
Haruki Murakami
(1949–)

About the Author:

Haruki Murakami is a
Work with a partner. Read the quotation about modern Japanese author of novels
communication. Then answer the questions. and short stories.

1 Convenient means helpful or easy. In what ways are cell phones

convenient?
2 In what ways are cell phones sometimes inconvenient?
3 Do any types of technology make communication more difficult?

DEVELOPING IDEAS 13

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 1 PREPARE YOUR IDEAS

A Connect to Academic Writing

In this unit, you will learn skills to help you develop your ideas in your writing. For example,
you will learn how to give reasons, give examples, and provide further information with
explanations. These are skills you already use in your daily life. For example, you might give
a reason for being late to class to your instructor. You might give a friend examples of apps
that you find useful in your studies. You might explain to your parents some of the new and
interesting things you are learning in class.

B Reflect on the Topic

In this section, you will look at a writing prompt and reflect on it. Throughout the unit, you will
develop ideas about this prompt. You will use these ideas to practice skills that are necessary to
write your paragraph.
The writing prompt below was used for the Student Model paragraph on page 20. The student
reflected on the topic and used a cluster diagram to brainstorm ways people use technology
to socialize.

WRITING PROMPT: People are increasingly using technology to socialize. How do people of
your age use technology to socialize? Include at least three examples.

websites

texting

TECHNOLOGY TO talking
SOCIALIZE on
smartphones
video-chatting

social
networking
gaming

1.1 Notice
Tell your partner about one more example you could write about. Then add it to the
cluster diagram. Share your ideas with the class.

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 1.2 Apply It to Your Writing
Read the prompt and follow the directions below.
WRITING PROMPT: Technology is increasingly being used by all age groups. How does one of
the age groups listed below use technology?
Children (2–8 years old) Pre-teens (9–12 years old)
Teenagers (13–19 years old) Young adults (20–35 years old)
Adults (36–59 years old) Older adults (60+ years old)
1 Choose one of the age groups. Write it in the center circle of the cluster diagram below.
2 Think about all the ways this age group uses technology. Write those ways in the
other circles.
3 Compare cluster diagrams with a partner.

USE OF
TECHNOLOGY FOR

DEVELOPING IDEAS 15
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 2 EXPAND YOUR KNOWLEDGE

In this section, you will learn academic language that you can use in your paragraph. You will
also notice how a professional writer uses this language.

A Academic Vocabulary
The words below appear throughout the unit. They are from the Academic Word List or the
General Service List. Using these words in your writing will make your ideas clearer and your
writing more academic.

contact (v) exchange (v) option (n) trend (n)

essential (adj) inform (v) technology (n) use (v)

2.1 Focus on Meaning

A Work with a partner. Match the words in bold to their meanings. Write the letters.
1 I get text messages from my phone provider. a to do something with an object
These messages inform me of special offers on or machine to complete a task
new phones.
2 People of all ages use electronic devices in b to give knowledge to someone
their daily lives. In the United States, almost
50% of children have cell phones by the age
of 10.
3 Modern technology, such as smartphones and c equipment or systems, especially
email, makes it very easy for people to stay those that have to do with
in touch. computers and modern science
4 People have more than one option for d one thing that can be chosen
accessing the Internet. They can use a from many possibilities
smartphone, a tablet, a laptop, or even a TV.

B Read the paragraph and guess the meaning of the words in bold. Then circle the letter
of the correct definition for each word.
Electronic Business Cards

Electronic business cards are a good way to connect professionally. Business cards are an
essential part of business culture. Businesspeople often exchange them when they meet for
the first time. The information on a business card allows someone to contact another person
easily. Printed business cards are still popular, but there is a recent trend toward electronic
business cards. For example, many businesspeople add their electronic business card at the end
of an email. In conclusion, electronic business cards help connect to other people.

16 UNIT 1
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1 Essential means
a strange or foreign. b very important or necessary.
2 To exchange means
a to hide or keep out of view. b to give and receive the same thing in return.
3 To contact means
a to communicate or get in touch b to find out something you did not
with someone. know before.
4 A trend is
a something that is rarely done anymore. b the general ways something is changing.

B Academic Collocations
Collocations are words that are frequently used together. Research tells us that the academic
vocabulary in Part A is commonly used in the collocations in bold below.

2.2 Focus on Meaning

Work with a partner. Read the sentences. Decide the meaning of the collocations in bold
and circle the correct definitions.
1 Many teachers today use technology, such as smartboards and classroom management
systems, in their classrooms.
a use electronic equipment to b use electronic equipment to
solve problems create problems
2 Teachers often allow students to bring smartphones to class. Usually, though, students are
not allowed to exchange messages on their smartphones during class.
a read information about someone b send and receive information with someone
3 Some teachers still accept handwritten homework assignments. The best option, though,
is for students to type assignments.
a the only choice b the number one choice
4 There is a general trend toward teachers using more technology in their classrooms.
New software allows teachers to manage, track, and deliver educational content online.
a reasons why something is staying b overall way something is developing
the same
5 For many teachers, a textbook, a whiteboard, and a computer are essential tools needed
to teach students.
a things that are necessary b things that are not very useful

DEVELOPING IDEAS 17
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 C Writing in the Real World
You will read an article titled “How We Use Our Cell Phones.” The author of the article develops
his ideas so his reader can understand them.
Before you read, answer this question: What do you think are the three most popular uses for
cell phones?
Now read the article. Think about your answer to the question as you read.

HOW WE USE OUR CELL PHONES

By Jorge Navarro

1 The cell phone is an essential tool for 2 The most popular cell phone activity is
many people. We use it to communicate, to taking pictures. Among all cell phone
inform, to share, and to entertain. According users, 82% use their phone to take photos.
to a survey by the Pew Research Center, 85% There is little difference between males and
of American adults now own a cell phone. females. For instance, 82% of men and 81%
The survey also shows some interesting of women take pictures with their phones.
information about how they use their Perhaps unsurprisingly, young adults are
phones. The top five uses for cell phones – the most likely to take pictures. Ninety-four
besides talking to others – are taking percent of those under 29 take pictures with
pictures, texting, accessing the Internet, their cell phones, compared to just 44% of
emailing, and recording video. those aged 65 and over.

18 UNIT 1
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3 The second most popular cell phone activity is 6 Recording videos is the fifth most popular
texting. A few years ago, 58% of people texted activity. Forty-four percent of users now
with their phones, but the number today is make videos with their phones, up from just
80%. Large numbers of users send and receive 18% a few years ago. Seven in 10 young adults
texts, with the exception of older Americans. record videos with their phones, compared
Among users 18–29 years of age, texting is nearly to just 9% of older adults. Younger users are
universal.1 more likely to be comfortable with using this
technology in their daily lives.
4 Fifty-six percent of cell phone owners access the
Internet with their phone, making it the third 7 How will people use their cell phones in
most common activity. The gap2 between young the future? What options will cell phones
and older users is high: 77% of those under 30 offer that we have not even thought of
access the Internet with their phones versus just yet? What general trends can we predict?
13% of those 65 and older. There is also a large It’s anyone’s guess!
difference according to income. Because it can
sometimes be expensive to get online, those who
earn more than $75,000 per year are much more
likely to access the Internet than those who earn
less than $30,000.
5 The fourth most common activity is emailing.
Half of users contact others via3 email on their
devices. As with other activities, younger users are
much more likely to use cell phones to exchange
messages using email.
1
universal: experienced by everyone
2
gap: di erence
3
via: by means of

2.3 Check Your Understanding

Answer the questions.
1 After “talking,” what do most Americans use cell phones for?
2 Which statistic about cell phone use surprised you? Explain your answer.
3 How do your cell phone habits compare to those mentioned in the survey?

2.4 Notice the Writing

Answer the questions.
1 Read the first paragraph again. Underline the sentence that includes an explanation of why
a cell phone is an essential tool.
2 Read the second paragraph again. Underline the two-word phrase that signals an example.
3 Read the fourth paragraph again. Underline the word that signals a reason.

DEVELOPING IDEAS 19
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 3 STUDY ACADEMIC WRITING

In Section 1, you saw how the writer of the Student Model reflected on her topic. In this
section, you will analyze the final draft of her paragraph. You will learn how to develop ideas for
your own paragraph.

A Student Model
Read the prompt and answer the questions.
WRITING PROMPT: People are increasingly using technology to socialize. How do people of
your generation use technology to socialize? Include at least three examples.
1 What are some ways people use technology to socialize?
2 What ways do you think the writer – a young adult – will mention?

Read the paragraph twice. The first time, think about your answers to the questions above.
The second time, answer the questions in the Analyze Writing Skills boxes. This will help
you notice the key features of a paragraph.

How College Students Use Technology to Socialize 1 Analyze Writing Skills

People of my generation use technology to socialize in different ways. Find a sentence that
contains the names of
Nearly everyone I know has a digital device such as a cell phone, tablet, or three devices. What
laptop. College students have several options for how they socialize. For punctuation (a period?
a comma? a dash?) does
many students, texting is the best option for contacting friends. People the writer use to separate
them? Circle them.
like texting since it’s fast and easy. College students are also big users of Underline any capital
social media, and this is a great way to socialize with a larger group of letters in the sentence.

people. Interestingly, some students also use social media to communicate 2 Analyze Writing Skills
with classmates outside of class. They often start discussions about Find and circle a word
that signals a reason.
interesting topics that come up in class. Teachers sometimes join in, too. Underline the reason.
They use these to inform students of class updates, such as reminders
3 Analyze Writing Skills
about homework and quizzes. Finally, video-chatting is also very popular
Find and circle an
for communicating with families. This is because some people do not live example of two complete
sentences joined by and.
near their families. For example, my family lives eight hours away, so we
video-chat every Saturday. Using cell phones, tablets, and laptops is clearly 4 Analyze Writing Skills

essential for socializing for my generation. Find and circle a phrase

that signals a personal
example. Underline the
example.

20 UNIT 1
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