BW 1

Business Writing
Level 1
Worldwide Interactive Network, Inc.

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• WIN CAREER SOLUTIONS •
Level 1
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• Business Writing • VERSION 5.0

Level 1
introduction
HI!! Let me introduce myself to you. My

name is EdWIN, and I will be your guide
through Business Writing. Look for me to pop up
throughout your lessons to give you a helpful tip,
suggestion, reminder, or maybe even a writing
assignment as we go along.
Hi, I’m EdWIN!
You are about to begin Level 1 of Business
Writing. Level 1 emphasizes basic writing skills
and putting down words on paper that are legible
and formatted correctly. At this level, learners
should practice gathering important information
before putting it into sentence and paragraph
form..
At the workplace, written messages take

the form of memos, letters, informal messages,
reports, proposals, evaluations, budgets, and
many other types of correspondence.
You will be asked from time to time to do

some writing assignments or exercises, so I
hope you will be prepared to do this as we work
through this course.
It is my goal as your guide to help you develop

your business writing skills to the point that you
can go into any workplace situation with the
confidence that you can accomplish any writing
task that may be required.
VERSION 5.0 • Business Writing •

Level 1
Outline
LESSON 1 Basic Sentence Structure

and Parts of Speech
LESSON 2 Rules for Capitalization
LESSON 3 Work-Related Vocabulary
LESSON 4 Synonyms, Antonyms, and Homonyms
LESSON 5 Abbreviations and Acronyms
LESSON 6 Clarity and Conciseness of Sentences
LESSON 7 Combining Sentences
LESSON 8 Work-Related Documents
LESSON 9 Posttest
REFERENCE Test-Taking Tips

Level 1
1
Lesson 1
basic Sentence structure and
parts of speech
One of the first things to remember as you go

with me through this course is simple sentence
structure. Simple sentences consist of one sub-
ject and one verb. Subjects are usually a noun
or a pronoun.
Examples:
Always check sentences for a
subject and verb. Children play.
(subject/noun + verb)
I work.
(subject/pronoun + verb)
John slept.
(subject/noun + verb)
They ran.
(subject/pronoun + verb)
Every complete sentence has a subject and a

verb. So, check your sentences for these basic
elements. As we study the parts of speech, you
will see that the other parts of speech can be
added to this basic sentence structure. Before
we move on, let’s practice identifying the subject
and verb in a variety of sentences.

Level 1
LESSON 1
Exercise – Subject and verb
Instructions: Underline the subject and circle

the verb in the following sentences.
1. I agree.
2. Neighbors visit.
3. Jack walked.
4. Diane spoke.
5. They applauded.
6. Jeremy called.
7. He left.
8. Bill hammered.
9. She screamed.
10. Lions growl.

Level 1
Lesson 1
This page was intentionally left blank.

Level 1
LESSON 1
Answers to exercise – Subject and verb
1. I agree.
2. Neighbors visit.
3. Jack walked.
4. Diane spoke.
5. They applauded.
6. Jeremy called.
7. He left.
8. Bill hammered.
9. She screamed.
10. Lions growl.

Level 1
Lesson 1
Words are usually grouped into one of the

eight parts of speech. In our first lesson, we will
look at these basic building blocks of writing.
They are nouns, pronouns, verbs, adjectives,
adverbs, prepositions, conjunctions, and
interjections. We will only cover nouns and verbs
in detail with a brief overview of the other parts
of speech.
NOUNS
Nouns are always persons, places, things,

animals, or ideas. Examples of these are boy,
girl, house, woman, man, kindness, money,
love, electricity, etc. Nouns are the words that
tell what is being talked about or the subject of
the sentence.
Example:
Men like to relax.
OK, now I’m sure you probably know quite

a bit about nouns, but just for practice, let’s do
some exercises just to brush up on these. We
will be doing some practice on all of the parts
of speech in this level, so sharpen that pencil,
and don’t skip the work!

Level 1
LESSON 1
EXERCISE – Nouns
Instructions: Write all the nouns in the following sentences. I will give you the answers at
the end so that you can check your work, but don’t peek beforehand!
1. The janitor set up tables in the lunchroom.
____________________________________________________________
2. My friend bought a parrot with beautiful feathers.
____________________________________________________________
3. Another employee brought photos in an album.
____________________________________________________________
4. Two girls hung a plant from the ceiling.
____________________________________________________________
5. The message in the bottle had washed up on the beach.
____________________________________________________________
6. The painting was a picture of a kitten.
____________________________________________________________
7. A folder of old coins lay open on the shelf.
____________________________________________________________
8. Hamsters and gerbils exercise in cages.
____________________________________________________________
9. Only one person brought a picture of an airplane.
____________________________________________________________
10 • Business Writing • VERSION 5.0
Level 1
Lesson 1
10. The room was finally ready for the meeting.
____________________________________________________________
11. A line formed in the hallway.
____________________________________________________________
12. A person at the door took each ticket.
____________________________________________________________
13. In the kitchen, the leader was pouring coffee.
____________________________________________________________
14. Two teams brought supplies from home.
____________________________________________________________
15. A small girl carried a large picture.
____________________________________________________________
16. Local groups had decorated the walls with art.
____________________________________________________________
17. The guests thought every hobby was interesting.
____________________________________________________________
18. The prize was in a box by the window.
____________________________________________________________
VERSION 5.0 • Business Writing • 11

Level 1
LESSON 1
ANSWERS to exercises – Nouns
1. The janitor set up tables in the lunchroom.
Answer: janitor, tables, lunchroom

Explanation: Nouns are always persons, places, things, animals, or
ideas. See that ‘janitor’ is a person; ‘tables’ and ‘lunchroom’
are things.
2. My friend bought a parrot with beautiful feathers.
Answer: friend, parrot, feathers

Explanation: See that ‘friend’ is a person, ‘parrot’ is an animal, and
‘feathers’ are things. Nouns are the words that tell what is
being talked about or the subject of the sentence.
3. Another employee brought photos in an album.
Answer: employee, photos, album

Explanation: See that ‘employee’ is a person; ‘photos’ and ‘album’
are things. Nouns are always persons, places, things, ani-
mals, or ideas.
4. Two girls hung a plant from the ceiling.
Answer: girls, plant, ceiling

Explanation: See that ‘girls’ are persons; ‘plant’ and ‘ceiling’ are
things. Nouns are always persons, places, things, animals,
or ideas.
5. The message in the bottle had washed up on the beach.
Answer: message, bottle, beach

Explanation: See that ‘message’ and ‘bottle’ are things; ‘beach’ is a
place. Nouns are always persons, places, things, animals,
or ideas.

Level 1
6. The painting was a picture of a kitten.
Answer: painting, picture, kitten

Explanation: See that ‘painting’ and ‘picture’ are things; ‘kitten’ is an
animal. Nouns are always persons, places, things, animals,
or ideas.
7. A folder of old coins lay open on the shelf.
Answer: folder, coins, shelf

Explanation: See that ‘folder,’ ‘coins,’ and ‘shelf’ are all things. Nouns
are always persons, places, things, animals, or ideas.
8. Hamsters and gerbils exercise in cages.
Answer: hamsters, gerbils, cages

Explanation: See that ‘hamsters’ and ‘gerbils’ are animals, ‘cages’ are
things, and ‘exercise’ is the verb. What exercises in cages?
Hamsters and gerbils exercise. Nouns are always persons,
places, things, animals, or ideas.

9. Only one person brought a picture of an airplane.
Answer: person, picture, airplane

Explanation: See that ‘person’ is obviously a person: ‘picture’ and ‘air-
planes’ are things. Nouns are always persons, places, things,
animals, or ideas.

Level 1
Lesson 1
10. The room was finally ready for the meeting.
Answer: room, meeting

Explanation: See that ‘room’ and ‘meeting’ are things. Nouns are always
persons, places, things, animals, or ideas.
11. A line formed in the hallway.
Answer: line, hallway

Explanation: See that ‘line’ is a thing and ‘hallway’ is a place. Nouns are
always persons, places, things, animals, or ideas.
12. A person at the door took each ticket.
Answer: person, door, ticket

Explanation: See that ‘person’ is obviously a person; ‘door’ and ‘ticket’
are things. Nouns are always persons, places, things, animals,
or ideas.
13. In the kitchen, the leader was pouring coffee.
Answer: kitchen, leader, coffee

Explanation: See that ‘kitchen’ is a place, ‘leader’ is a person, and
‘coffee’ is a thing. The action word ‘pouring’ is a verb. Who was
pouring? The leader was pouring. Nouns are always persons,
places, things, animals, or ideas.
14. Two teams brought supplies from home.
Answer: teams, supplies, home

Explanation: See that ‘teams’ is a person, ‘supplies’ are things, ‘home’
is a place, and ‘brought’ is the verb.

Level 1
15. A small girl carried a large picture.
Answer: girl, picture

Explanation: See that ‘girl’ is a person and ‘picture’ is a thing. Nouns
16. Local groups had decorated the walls with art.
Answer: groups, walls, art

Explanation: See that ‘groups’ is a person; ‘walls’ and ‘art’ are things.
Nouns are always persons, places, things, animals, or ideas.
17. The guests thought every hobby was interesting.
Answer: guests, hobby

Explanation: See that ‘guests’ are people and a ‘hobby’ is a thing.
Nouns are always persons, places, things, animals, or ideas.
18. The prize was in a box by the window.
Answer: prize, box, window

Explanation: See that ‘prize,’ ‘box,’ and ‘window’ are all things. Nouns

Level 1
LESSON 1
SINGULAR AND PLURAL NOUNS
A singular noun names one person, place, thing,

animal, or idea.
A plural noun names more than one person, place,

thing, animal, or idea.
How do you make singular nouns plural? Good

question, let’s review the rules.
1. Add s to form the plural of most nouns.
Examples:
boy to boys, girl to girls, flower to flowers
2. Add es to form the plural of nouns that end in ch,

sh, s, x, or z.
Examples:
lunch to lunches, box to boxes, beach to

beaches
3. If a noun ends in a consonant and y, change the y

to i and add es.
Examples:
lady to ladies, body to bodies, family to

families

Level 1
Lesson 1
4. Some plurals are formed by changing the

spelling of the singular noun.
Examples:
man to men, tooth to teeth, ox to oxen,

child to children
5. Last but not least, some nouns are

spelled the same, either way you go!
Examples:
moose, deer, sheep, elk, reindeer
Let’s practice identifying plurals.
Lunch to lunches
sounds good to me!
Level 1
LESSON 1
EXERCISE – Identifying plurals
Instructions: Look at the words below and write which are singular and which
are plural.
1. patch 2. buses

3. eggs 4. trowels

5. flowers 6. tables

7. company 8. foxes
9. radish 10. buoy
11. geese 12. child
13. business 14. libraries

15. women 16. oxen
17. feet 18. guard
19. parties 20. factory

Level 1
Lesson 1

Instructions: Correct the following sentences.
21. Bear hibernate in the winter.
____________________________________________________________
____________________________________________________________
22. Our boss gave all the lady gift certificate for their birthday.
____________________________________________________________
____________________________________________________________
23. The mouse were running all over the houses.
____________________________________________________________
____________________________________________________________
24. Oxes are very strong animals.
____________________________________________________________
____________________________________________________________

Level 1
LESSON 1
Answers to Exercise – Identifying plurals
1. patch 2. buses
Answer: singular Answer: plural
3. eggs 4. trowels
Answer: plural Answer: plural
5. flowers 6. tables
7. company 8. foxes
9. radish 10. bouy
Answer: singular Answer: singular
11. geese 12. child
Answer: plural Answer: singular
13. business 14. libraries
15. women 16. oxen

Level 1
Lesson 1
17. feet 18. guard
19. parties 20. factory
21. Bear hibernate in the winter.
Answer: Bears hibernate in the winter.

Explanation: Add ‘s’ to form the plural of most nouns.
22. Our boss gave all the lady gift certificate for their birthday.
Answer: Our boss gave all the ladies gift certificates for their birthday.
Explanation: Add ‘s’ to form the plural of most nouns. In this example,
‘certificate’ is changed to ‘certificates.’ If a noun ends in a
consonant and ‘y,’ change the ‘y’ to ‘i’ and add ‘es.’ In
this example, the plural of ‘lady’ is ‘ladies.’
23. The mouse were running all over the houses.
Answer: The mice were running all over the house.

Explanation: Some plurals are formed by changing the spelling of the
singular noun. In this case, ‘mouse’ is changed to ‘mice.’
24. Oxes are very strong animals.
Answer: Oxen are very strong animals.

Explanation: Some plurals are formed by changing the spelling
of the singular noun. In this case, ‘oxen’ is the plural of ‘ox.’

Level 1
LESSON 1
COMMON NOUNS AND PROPER NOUNS
A common noun names any person, place, or

thing. A proper noun names a particular person,
place, or thing.
About the easiest way to tell the difference

between proper nouns and common nouns in
sentences is the fact that proper nouns are
always capitalized. Some proper nouns, such as
Mississippi River, have more than one word. It
would be incorrect to write Mississippi river. You
have to capitalize both words as they are both
part of the name. If you were to write “the river”
not naming any particular river, the word “river”
would not be capitalized. Let’s practice.
EXERCISE – Proper nouns
Instructions: Write the proper nouns in the following sentences.
1. Savannah was once the capital of Georgia.
2. Last year, we visited Washington, D.C.
3. Atlanta is on a ridge in the foothills of the Blue Ridge Mountains.
4. We hope to visit the Black Hills next year.
5. The nickname of Georgia is the Peach State.

Level 1
Lesson 1
Instructions: Correct the sentences by capitalizing the proper nouns.
6. We took our dog, sparky, to the vet recently.
____________________________________________________________
____________________________________________________________
7. In Tennessee, you will find the great smoky mountains national park.
____________________________________________________________
____________________________________________________________
8. Dr. jones is our family physician.
____________________________________________________________
____________________________________________________________
9. His offices are located on state street.
____________________________________________________________
____________________________________________________________
10. Have you ever seen the Washington monument?
____________________________________________________________
____________________________________________________________

Level 1
LESSON 1
Answers to Exercise – Proper nouns
1. Savannah was once the capital of Georgia.
Answer: Savannah, Georgia

Explanation: A common noun names any person, place, or thing. A proper
noun names a particular person, place, or thing. In this
example, ‘Savannah’ and ‘Georgia’ are particular places.
2. Last year, we visited Washington, D.C.
Answer: Washington, D.C.

Explanation: The easiest way to tell the difference between proper nouns
and common nouns in sentences is the fact that proper nouns
are always capitalized. In this example, ‘Washington’ and
‘D.C.’ are places and the words are capitalized.
3. Atlanta is on a ridge in the foothills of the Blue Ridge Mountains.
Answer: Atlanta, Blue Ridge Mountains

Explanation: Some proper nouns, such as Blue Ridge Mountains, have
more than one word. It would be incorrect to write Blue Ridge
mountains. You have to capitalize both words as they are
both part of the name. If you were to write ‘the mountain’ not
naming any particular mountain, the word ‘mountain’ would
not be capitalized.
4. We hope to visit the Black Hills next year.
Answer: Black Hills

Explanation: Some common nouns become proper nouns when used to
refer to a specific place. For example, ‘hills’ becomes a proper
noun when used in ‘Black Hills,’ since this is the name of a
specific place.
Level 1
Lesson 1
5. The nickname of Georgia is the Peach State.
Answer: Georgia, Peach State

Explanation: The easiest way to tell if something is a proper noun or a
common noun in sentences is the fact that proper noun are
always capitalized. In this example, ‘Georgia’ and ‘Peach
State’ are places and the words are capitalized.
6. We took our dog, sparky, to the vet recently.
Answer: We took our dog, Sparky, to the vet recently.

Explanation: ‘Dog’ and ‘vet’ are common nouns, which are not capitalized.
‘Sparky’ is a particular dog, which means we have to
capitalize this word.
7. In Tennessee, you will find the great smoky mountains national park.
Answer: In Tennessee, you will find the

Great Smoky Mountains National Park.
Explanation: Some proper nouns, such as ‘Great Smoky Mountains
National Park,’ have more than one word. You have to
capitalize all the words as they are all part of the name.
‘Tennessee’ is a particular place and needs to be capitalized.
8. Dr. jones is our family physician.
Answer: Dr. Jones is our family physician.

Explanation: A proper noun names a particular person, place, or thing.
Proper nouns are always capitalized. ‘Jones’ is a particular
person.

Level 1
LESSON 1
9. His offices are located on state street.
Answer: His offices are located on State Street.

Explanation: A proper noun names a particular person, place,
or thing. Proper nouns are always capitalized.
‘State Street’ is a particular place.
10. Have you ever seen the washington monument?
Answer: Have you ever seen the Washington Monument?

Explanation: The word ‘you’ is a common noun. ‘Washington
Monument’ is a particular place and needs to be
capitalized.

Level 1
Lesson 1
SINGULAR POSSESSIVE AND PLURAL
POSSESSIVE NOUNS
Diving into A possessive noun shows ownership. It can

possessive nouns be either singular or plural. Let’s review the
rules for forming possessives in both singular
and plural nouns.
1. To form the possessive of a singular noun,

add an apostrophe and s. (’s)
Examples:

child’s toy - baby’s cry
2. To form the possessive of a plural noun that

ends in s, add an apostrophe.(s’)
Examples:
swimmers’ cap — mothers’ concerns
3. To form the possessive of a plural noun

that does not end in s, add
swim an apostrophe and s. (’s)
mer
’s mother ’s
m Examples:
children’s en’s
men’s department — children’s toys
Let’s try a few exercises practicing this skill.

Level 1
LESSON 1
EXERCISE – Possessive nouns
Instruction: Write the possessive form of each singular or plural noun.
1. Jim
_________________________________________________________
2. vehicle
_________________________________________________________
3. merchants
_________________________________________________________
4. tree
_________________________________________________________
5. room
_________________________________________________________
6. drivers
_________________________________________________________

7. years
_________________________________________________________
8. ladies
_________________________________________________________
9. life
_________________________________________________________
10. women
_________________________________________________________
Level 1
Lesson 1
Answers to exercise – Possessive nouns
1. Jim
Answer: Jim’s
2. vehicle
Answer: vehicle’s
3. merchants
Answer: merchants’
4. tree
Answer: tree’s
5. room
Answer: room’s
6. drivers
Answer: drivers’
7. years
Answer: years’
8. ladies
Answer: ladies’
9. life
Answer: life’s
10. women
Answer: women’s
Level 1
LESSON 1
EXERCISE – using the possessive form

Instructions: Complete the following sentences using the possessive form of each
noun in parentheses.
1. Newborns need a __________ care. (mother)
2. Many times a __________ motivation is from greed or fear. (person)
3. I liked the __________ color. (glass)
4. The __________ togas were like draped sheets.(Romans)
5. Mrs. __________ favorite nickname is Barney. (Barnes)
6. __________ clothes were just like those of the adults. (Children)
7. The __________ birthplace is __________ high plains. (gerbil) (Asia)
8. Ancient __________ tunics were loose coverings. (Greeks)
9. The __________ masks were happy or sad faces. (actors)
10. __________ wigs were large and costly in the Middle Ages.
(Gentlemen)

Level 1
Lesson 1
Answers to EXERCISE – using the possessive form
1. Newborns need a __________ care. (mother)

Answer: mother’s
2. Many times a __________ motivation is from greed or fear. (person)
Answer: person’s
3. I liked the __________ color. (glass)
Answer: glass’s
4. The __________ togas were like draped sheets. (Romans)
Answer: Romans’
5. Mrs. __________ favorite nickname is Barney. (Barnes)
Answer: Barnes’s
6. __________ clothes were just like those of the adults. (Children)
Answer: Children’s
7. The __________ birthplace is __________ high plains. (gerbil) (Asia)
Answer: gerbil’s — Asia’s
8. Ancient __________ tunics were loose coverings. (Greeks)
Answer: Greeks’
9. The __________ masks were happy or sad faces.(actors)
Answer: actors’
10. ____________ wigs were large and costly in the Middle Ages.
(Gentlemen)
Answer: Gentlemen’s

Level 1
LESSON 1
Well, this completes the section on nouns. Wow, I’ll

bet you didn’t realize there was so much to know about a
word that points out a person, place, or thing, did you?
Time to move on to
pronouns.

Level 1
Lesson 1
PRONOUNS
Pronouns are substitutes for nouns in

sentences. They change form according to their
function. Some examples of pronouns are:
he/him her/she
them it
you I/me/mine
we/us everyone
By using pronouns, your sentences will be

easier to read and you can use more variety in
you language - instead of repeating a particular
noun.
Let’s work on an exercise that will help us

recognize pronouns.

Level 1
LESSON 1
EXERCISE – pronouns
Instructions: Write the pronouns in the following sentences.
1. Shirley saves the reports she has given.
____________________________________________________________
2. They are working on a project together.
____________________________________________________________
3. He went with us to the seminar.
____________________________________________________________
4. She works at the corner grocery store.
____________________________________________________________
5. He and I like to visit the museum.
____________________________________________________________

Level 1
Lesson 1
Answers to exercise – pronouns
1. Shirley saves the reports she has given.
Answer: she
Explanation: ‘Shirley’ is a singular noun. ‘Shirley’ is a girl’s name so we use
‘she.’ If we would have to add a pronoun to ‘reports,’ it would
be ‘her reports.’
2. They are working on a project together.
Answer: they
Explanation: Use ‘They’ in this sentence because more than one person
is working.
3. He went with us to the seminar.
Answer: he, us
Explanation: ‘He’ and ‘us’ are the pronouns in this sentence. We can replace
‘He’ and ‘us’ with names. For example: “ Mark went with Mary
and I to the seminar.”
4. She works at the corner grocery store.
Answer: she
Explanation: ‘She’ is the pronoun in this sentence. We can replace ‘She’ with a
name. For example: “Mary works at the corner grocery store.”
5. He and I like to visit the museum.
Answer: he, I
Explanation: ‘He’ and ‘I’ are the pronouns in this sentence. We can replace
‘He’ and ‘I’ with a name. For example, “Charles and Anne like
to visit the museum.”
Level 1
LESSON 1
VERBS
Verbs show action, occurrence, or existence

(state of being). Verbs function as the predicate
of a sentence or as an essential part of the
predicate. Some examples of verbs are run, go,
is, write, wrote, has written, talk, are, etc.
Example
Mary sings at her church. (action)

John is a teacher. (state of being)
ACTION VERBS
Remember that an action verb shows

something being done, or logically, an action of
some kind.
Examples:
I go to the store.
I buy groceries.
LINKING VERBS
Linking verbs show state of being. They tell

what the subject is or was instead of showing
action. Some of these verbs are: was, were, is,
am, and are.
Example:
The machine was simple to use.

It is a bit strange to us.

Level 1
Lesson 1
EXERCISE – Action and linking verbs
Instructions: Underline the action verbs in the following sentences.
1. The marchers listened to the bugle.
2. They started down Pennsylvania Avenue.
3. They marched all the way to the White House.
4. When they arrived, they met the President of the United States.
5. They cheered loudly when he arrived.

Level 1
LESSON 1
Instructions: Underline the verbs in the following sentences and state if they are
action or linking (state of being) verbs.
6. In 1813, houses were cold in the winter.
____________________________________________________________
7. Mr. Greeley invented a foot warmer.
____________________________________________________________
8. John is a senior in high school.
____________________________________________________________
9. He goes to college in the fall.
____________________________________________________________
10. He takes special pre-college courses now.
____________________________________________________________
11. Do you want to go to the movies?
____________________________________________________________
12. The theater is very nice.
____________________________________________________________
13. We decided to go on Saturday.
____________________________________________________________
14. The movie was very good.
____________________________________________________________
Level 1
Lesson 1
Answers to exercise – Action and linking verbs
1. The marchers listened to the bugle.
Answer: listened
Explanation: The action verb is ‘listened.’ An action verb shows some-
thing being done: an action of some kind. The action the march-
ers were doing is ‘listened.’
2. They started down Pennsylvania Avenue.
Answer: started
Explanation: The action verb is ‘started.’ An action verb shows some-
thing being done: an action of some kind. The action ‘They’
were doing is ‘started.’
3. They marched all the way to the White House.
Answer: marched
Explanation: The action verb is ‘marched.’ An action verb shows
something being done: an action of some kind. The action
‘They’ were doing is ‘marched.’
4. When they arrived, they met the President of the United States.
Answer: arrived, met

Explanation: The action verbs are ‘arrived’ and ‘met.’ An action verb
shows something being done: an action of some kind. The ac-
tions ‘They’ were doing is ‘arrived’ and ‘met.’
5. They cheered loudly when he arrived.
Answer: cheered, arrived

Explanation: The action verbs are ‘cheered’ and ‘arrived.’ An action
verb shows something being done: an action of some kind. The
actions ‘They’ were doing is ‘cheered’ and ‘arrived.’

Level 1
LESSON 1
6. In 1813, houses were cold in the winter.
Answer: were — linking
7. Mr. Greeley invented a foot warmer.
Answer: invented — action
8. John is a senior in high school.
Answer: is — linking
9. He goes to college in the fall.
Answer: goes — action
10. He takes special pre-college courses now.
Answer: takes — action
11. Do you want to go to the movies?
Answer: want — action
12. The theater is very nice.
Answer: is — linking
13. We decided to go on Saturday.
Answer: decided — action
14. The movie was very good.
Answer: was — linking

Level 1
Lesson 1
HELPING VERBS
Verbs can be more than one word. A main

verb is the most important verb. A helping verb
works with the main verb. The helping verb adds
more information to the main verb.
Here are some helpful rules for using helping

verbs:
1. When the helping verb is am, is, are, was, or

were, the main verb ends in ing.
Examples:
I am watching.
Bears are hibernating.
They were sleeping.
2. When the helping verb is has, have, or had,

the main verb often ends in ed.
Examples:
The company has moved.

We have escaped.
I had dreamed it.
Let’s practice this skill.

Level 1
LESSON 1

Level 1
Lesson 1
EXERCISE – main verbs and helping verbs
Instructions: Select the main verb and the helping verb in the following sen-
tences.
1. Those tanks are cooling.
Main _____________
I am helping.
Helping ___________
(see the helping verb?)
2. The football teams have huddled together.
Main _____________
Helping ___________
3. The managers are adjusting their prices.
Main _____________
Helping ___________
4. I have wondered how the equipment still runs.
Main _____________
Helping ___________
5. More than one of us is hoping to find out.

Main _____________
Helping ___________

Level 1
LESSON 1
Answers to exercise – main verbs and helping verbs

1. Those tanks are cooling.
Answers: main – cooling

helping – are
Explanation: The main verb is ‘cooling.’ A main verb is the most
important verb. The helping verb adds more information to
the main verb.
2. The football teams have huddled together.
Answers: main – huddled

helping – have
Explanation: The helping verb is ‘have.’ A main verb is the most
important verb. The helping verb adds more information to
the main verb. When the helping verb is ‘has, have, or had’
the main verb often ends in ‘ed.’ In this example, ‘huddled’
ends in ‘ed.’
3. The managers are adjusting their prices.
Answers: main – adjusting

helping – are
Explanation: The helping verb is ‘are.’ The helping verb adds more
information to the main verb. When the helping verb is ‘am,
is, are, was, or were’ the main verb ends in ‘ing.’ In this
example, ‘adjusting’ ends in ‘ing.’
4. I have wondered how the equipment still runs.
Answers: main – wondered

helping – have
Explanation: The main verb is ‘wondered.’ A main verb is the most im-
portant verb. The helping verb adds more information to
the main verb.

Level 1
Lesson 1
5. More than one of us is hoping to find out.
Answers: main – hoping
helping – is
Explanation: The main verb is ‘hoping.’ A main verb is the most im-
portant verb. The helping verb adds more information
to the main verb.

Level 1
LESSON 1
EXERCISE – helping verbs
Instructions: Write the proper helping verb (are or have) in

the following sentences.
1. Sunny January days __________ warmed everything in Florida.
2. Employees __________ cooling off after the heated discussion.
3. The drivers __________ turned away from that route.
4. Four bank tellers __________ attending the meeting.
5. The florists __________ arranging silk flowers.

Level 1
Lesson 1
Answers to exercise – helping verbs
1. Sunny January days __________ warmed everything in Florida.
Answer: have
2. Employees __________ cooling off after the heated discussion.
Answer: are
3. The drivers __________ turned away from that route.
Answer: have
4. Four bank tellers __________ attending the meeting.
Answer: are
5. The florists __________ arranging silk flowers.
Answer: are

Level 1
LESSON 1
TENSES OF VERBS
The tense of a verb shows the time of the

action. It can show past, present, or future
action. The tense can be shown with one main
verb or with a main verb and a helping verb.
1. A verb in the present tense shows action

that happens now.
Examples:
We enjoy going to the beach.

We like to play in the water.
We are going to the beach.
2. A verb in the past tense shows action that

has already taken place.
Examples:
We enjoyed going to the beach.

We liked playing in the water.
We went to the back.

Level 1
3. A verb in the future tense shows action that

will take place at a later time. Future tense will
always use a helping verb.
Examples:
We will enjoy going to the beach.

We will like playing in the water.
Try these exercises.

Level 1
Lesson 1
EXERCISE – Verb tense
Instructions: Underline the verbs in these sentences.

Tell whether they are present, past, or future tense.
1. Wanda talks to us about embroidery.
__________________________________________________________
2. First, you choose a pattern.
__________________________________________________________
3. You will pick one of your favorite colors.
__________________________________________________________
4. You will use it several times.
__________________________________________________________
5. Your voice will set the mood of a conversation.
__________________________________________________________

Level 1
LESSON 1
6. You have thought about the people in the factory.
__________________________________________________________
7. You will focus on the project.
__________________________________________________________
8. Nate and Lenoir practiced punching plastic parts
__________________________________________________________
9. They watched themselves in a mirror.
__________________________________________________________
10. They will tell their progress to the others.
__________________________________________________________

Level 1
Lesson 1
Instructions: Change the underlined verbs to the tense in parentheses.
11. We will be going to Sea World. (present)
__________________________________________________________
12. We plan on going in the fall. (future)
__________________________________________________________
13. We expect to have a good time. (past)
__________________________________________________________
14. We want to visit some other attraction in the area also. (future)
__________________________________________________________
15. We will be going with friends. (present)
__________________________________________________________
16. We plan on going by air. (past)
__________________________________________________________

Level 1
LESSON 1
Answers to exercise – Verb tense
1. Wanda talks to us about embroidery.
Answer: talks — present

Explanation: The verb ‘Talks’ is present tense. A verb in the present
tense shows action that happens now. In this example,
Wanda is talking to us about embroidery now.
2. First you choose a pattern.
Answer: choose — present

Explanation: The verb ‘choose’ is the present tense. A verb in the
present tense shows action that happens now.
In this example, the action (choosing a pattern)
is happening now.
3. You will pick one of your favorite colors.
Answer: will pick — future

Explanation: The verb ‘will pick’ is future tense. A verb in the future tense
shows action that will take place at a later time. Future
tense will always use a helping verb.
4. You will use it several times.
Answer: will use — future

Explanation: The verb ‘will use’ is future tense. A verb in the future tense
tense will always use a helping verb. In this example the
helping verb is ‘will’ and the main verb is ‘use.’

Level 1
Lesson 1
5. Your voice will set the mood of a conversation.
Answer: will set — future

Explanation: The verb ‘will set’ is future tense. A verb in the future tense
shows action that will take place at a later time. Future tense
will always use a helping verb. In this example the helping verb
is ‘will’ and the main verb is ‘set.’
6. You have thought about the people in the factory.
Answer: have thought — past

Explanation: The verb ‘have thought’ is past tense.
A verb in the past tense shows an action that
has already taken place.
7. You will focus on the project.
Answer: will focus — future

Explanation: The verb ‘will focus’ is future tense. A verb in the future tense
is ‘will’ and the main verb is ‘focus.’
8. Nate and Lenoir practiced punching plastic parts.
Answer: practiced — past

Explanation: The verb ‘practiced’ is past tense. A verb in the past tense shows
action that has already taken place.
9. They watched themselves in a mirror.
Answer: watched — past

Explanation: The verb ‘watched’ is past tense. A verb in the past tense shows
Level 1
LESSON 1
10. They will tell their progress to the others.
Answer: will tell — future

Explanation: The verb ‘will tell’ is future tense. A verb in the future tense shows
action that will take place at a later time. Future tense will always
use a helping verb. In this example the helping verb is ‘will’ and
the main verb is ‘tell.’
11. We will be going to Sea World. (present)
Answer: are going

Explanation: The verb ‘are going’ is present tense. A verb in the present tense
shows action that happens now.
12. We plan on going in the fall. (future)
Answer: will plan

Explanation: The verb ‘will plan’ is future tense. A verb in the future tense
is ‘will’ and the main verb is ‘plan.’
13. We expect to have a good time. (past)
Answer: expected
Explanation: The verb ‘expected’ is past tense. A verb in the past tense shows

Level 1
Lesson 1
14. We want to visit some other attraction in the area also. (future)
Answer: will want

Explanation: The verb ‘will want’ is future tense. A verb in the future tense
tense will always use a helping verb. In this example the
helping verb is ‘will’ and the main verb is ‘want.’
15. We will be going with friends. (present)
Answer: are going

Explanation: The verb ‘are going’ is present tense. A verb in the present
tense shows action that happens now.
16. We plan on going by air. (past)
Answer: planned
Explanation: The verb ‘planned’ is past tense. A verb in the past tense
shows action that has already taken place.

Level 1
LESSON 1
ADJECTIVES
Adjectives are descriptive (graphic) words

that modify or qualify nouns and pronouns.
A modifier is a word that can change the meaning
of nouns, pronouns, and verbs by adding or limiting
information.
An adjective can add interest, detail, color, etc.,

to your writing. Adjectives answer the questions
which, what kind, or how many. Imagine how boring
reading, writing, or speaking would be if we did not
use descriptive words to add interest. In fact, without
adjectives, it would be impossible to describe anything
at all. For instance, tell me about a bright, blue sky on
a beautiful autumn day. Can you do it without using the
descriptive words bright, blue, beautiful, and autumn
(or similar words that describe)?
Let’s practice recognizing adjectives in the

following exercise.
Imagine language
without adjectives!

Level 1
LESSON 1
EXERCISE – Adjectives
Instructions: Underline the adjectives in the following sentences.
1. The bright red balloon flew high in the air.
2. It was a beautiful day.
3. We saw a red-tailed hawk flying high.
4. Clowns dress in outrageous costumes.
5. They usually wear bright colors and big floppy shoes.
6. Sometimes they wear silly flowers that squirt cold water.

Level 1
Lesson 1
Answers to exercise – Adjectives
1. The bright red balloon flew high in the air.
Answer: bright, red
2. It was a beautiful day.
Answer: beautiful
3. We saw a red-tailed hawk flying high.
Answer: red-tailed
4. Clowns dress in outrageous costumes.
Answer: outrageous
5. They usually wear bright colors and big floppy shoes.
Answer: bright, big, floppy
6. Sometimes they wear silly flowers that squirt cold water.
Answer: silly, cold

Level 1
LESSON 1
ADVERBS:
An adverb is also a modifying word. It is a

word that modifies a verb, an adjective, or another
adverb in a sentence. An adverb answers one
of five questions about the word or phrase that
it is modifying. Those questions are how, when,
where, how often, or to what extent. Let’s look
at a few examples of adverbs.
Examples:
Tim and Steve shook hands firmly. (How?)

...Moving on to adverbs! We will see you soon. (When?)
Barry was rather doubtful. (To what
extent?)

Level 1
Lesson 1
One last thing for now about adverbs. The

word not is an adverb; it means no.
Never use two words that mean no in the

same sentence. This is called a double negative
and is never correct.
Example:
Incorrect – We don’t have no frame

for this picture.
Correct – We don’t have a frame

for this picture.
Study the paragraph below to see how

negatives can be written in various ways.
We had not decided on a place

for our vacation. We didn’t want to go
camping again. We had no other place
in mind, though. Nobody had any ideas
about it. None of us had ever been to the
beach. “I never thought of going there,”
said Stacy. “Nothing would be better,”
said Keith.
Each sentence in the paragraph has only one

word that means no. Two words that mean “no”
cannot be used in the same sentence.

Level 1
LESSON 1
EXERCISE – adverbs
Instructions: Write the adverbs in the following sentences. Name the verb
that it modifies.
Adverb Verb

1. The shortstop threw wildly. __________ __________
2. The sun shone brightly. __________ __________
3. The home team ran eagerly. __________ __________
4. An umpire shouted loudly. __________ __________
5. Their manager waved impatiently. __________ __________
6. The man politely tipped his cap. __________ __________
7. Their pitcher threw hard to first base. __________ __________
8. Our manager watched helplessly. __________ __________
9. Cheetahs often dwell in game parks. __________ __________

Level 1
Lesson 1
Answers to exercise – adverbs
Adverb Verb

1. The shortstop threw wildly. wildly threw
2. The sun shone brightly. brightly shone
3. The home team ran eagerly. eagerly ran
4. An umpire shouted loudly. loudly shouted
5. Their manager waved impatiently. impatiently waved
6. The man politely tipped his cap. politely tipped
7. Their pitcher threw hard to first base. hard threw
8. Our manager watched helplessly. helplessly watched
9. Cheetahs often dwell in game parks. often dwell

Level 1
LESSON 1
EXERCISE – double negative
Instructions: Underline the correct word in the following sentences.
1. He never makes (anything, nothing) with vinegar.
2. Joe never adds (any, no) pickles either.
3. Nobody can (ever, never) say there’s too little food at our picnics.
4. We couldn’t find (anybody, nobody) to take the leftovers.
5. There (was, wasn’t) no place to put it all.
6. I hadn’t (ever, never) seen so much food.
7. We ate so much we couldn’t go (anywhere, nowhere)!
8. At least there (were, weren’t) no dishes to do!

Level 1
Lesson 1
ANSWERS TO EXERCISE - DOUBLE NEGATIVE
1. He never makes (anything, nothing) with vinegar.
Answer: anything
Explanation: Never use two words that mean no in the same sentence.
This is called a double negative and is never correct. In
this example, ‘never’ is a negative and ‘nothing’ is also a
negative. They cannot be used in the same sentence.
2. Joe never adds (any, no) pickles either.
Answer: any
this example, ‘never’ is a negative and ‘no’ is also a nega-
tive. They cannot be used in the same sentence.
3. Nobody can (ever, never) say there’s too little food at our picnics.
Answer: ever
this example, ‘nobody’ is a negative and ‘never’ is also a
negative. They cannot be used in the same sentence.
4. We couldn’t find (anybody, nobody) to take the leftovers.
Answer: anybody
this example, ‘couldn’t’ is a negative and ‘nobody’ is also
a negative. They cannot be used in the same sentence.

Level 1
Lesson 1
5. There (was, wasn’t) no place to put it all.
Answer: was
Explanation: Never use two words that mean no in the same sentence. This
is called a double negative and is never correct. In this example,
‘wasn’t’ is a negative and ‘no’ is also a negative. They cannot
be used in the same sentence.
6. I hadn’t (ever, never) seen so much food!
Answer: ever
‘hadn’t’ is a negative and ‘never’ is also a negative. They cannot
7. We ate so much we couldn’t go (anywhere, nowhere)!
Answer: anywhere
‘couldn’t’ is a negative and ‘nowhere’ is also a negative. They
cannot be used in the same sentence.
8. At least there (were, weren’t) no dishes to do!
Answer: were
‘weren’t’ is a negative and ‘no’ is also a negative. They cannot

Level 1
PREPOSITIONS
In many sentences, special words join or show the connections

between other words. A preposition is a connecting word. The
preposition is usually followed by a noun or a pronoun that is
called the object of the preposition. Together, the preposition,
the object, and the modifiers form a prepositional phrase.
The most common prepositions are: at, by, for, from, in, of,
on, to, and with.
Examples:
Their housing development has a picnic area for the residents.
The exhausted tennis player sat on the grass.

Level 1
CONJUNCTIONS
A conjunction is also a connecting word. It connects

words, groups of words, or clauses. The most common
conjunctions are: and, but, for, nor, or, so, and yet.
Examples:
John and Mary went to school.

Do you want chicken or steak for dinner?
I remembered his face, but I forgot his name.
Let’s do a couple of exercises to give you some practice

recognizing prepositions, prepositional phrases, and
conjunctions.
Tennis anyone?

Level 1
LESSON 1
EXERCISE – prepositions
Instructions: Write the prepositional phrases in each sentence. Tell which is the
preposition and which is the object of the preposition.
1. The boy dived into the water.
____________________________________________________________
2. He tested the temperature before he dived.
____________________________________________________________
3. He swam toward the opposite shore.
____________________________________________________________
4. He kept going in spite of the cold.
____________________________________________________________
5. He made it to the other side of the lake.
____________________________________________________________
6. The latest results of the election appeared.
____________________________________________________________

Level 1
Lesson 1
Answers to exercise – prepositions
1. The boy dived into the water.
Answer: preposition — into

object — water
Explanation: In many sentences, special words (called conjunctions) join or
show the connection between other words. In this sentence the
word ‘into’ connects the rest of the words in the sentence.
2. He tested the temperature before he dived.
Answer: preposition — before

object — dived
Explanation: The preposition establishes a relationship such as space, time,
accompaniment, cause, or manner between the object and
another word in the sentence. In this case, ‘dived’ is the object
and ‘before’ is an indication of time.
3. He swam toward the opposite shore.
Answer: preposition — toward

object — shore
Explanation: The preposition establishes a relationship such as space, time,
accompaniment, cause, or manner between the object and
another word in the sentence. In this sentence, the object is
‘shore’ and the preposition is ‘toward.’
4. He kept going in spite of the cold.
Answer: preposition — in and of

object — spite and cold
Explanation: In many sentences, special words join or show the connections
between other words. A preposition is a connecting word. In this
sentence the connecting words are ‘in’ and ‘of.’

Level 1
LESSON 1
5. He made it to the other side of the lake.
Answer: preposition — to and of

object — side and lake
Explanation: In many sentences, special words join or show the
connections between other words. A preposition is a
connecting word. In this sentence the connecting words
are ‘to’ and ‘of.’
6. The latest results of the election appeared.
Answer: preposition — of
object — election
Explanation: In many sentences, special words join or show
the connections between other words. A preposition
is a connecting word. In this sentence the
connecting word is ‘of.’

Level 1
Lesson 1

Level 1
LESSON 1
EXERCISE – conjunctions
Instructions: Write the conjunctions in the following sentences.
1. She and I left the movie.
____________________________________________________________
2. We didn’t want to leave, but I had gotten a headache.
____________________________________________________________
3. This fruit is not tasty or fresh.
____________________________________________________________
4. Both oaks and elms grow in the park.
____________________________________________________________
5. The weather was dry but cold.
____________________________________________________________
Instructions: Fill in a conjunction in the following sentences. (and, but, or, nor,
for, so, yet).
6. They have just arrived __________ will soon speak.
7. We have foggy mornings __________ sunny afternoons.
8. It eats very ripe seeds __________ very fresh leaves.
9. They did not see us, __________ did we see them.

Level 1
Lesson 1
Answers to exercise – conjunctions
1. She and I left the movie.
Answer: and
Explanation: A conjunction is also a connecting word. It connects
words, groups of words, or clauses. The most common
conjunctions are: and, but, for, nor, or, so, and yet. In this
sentence it connects the words ‘She’ and ‘I.’
2. We didn’t want to leave, but I had gotten a headache.
Answer: but
Explanation: A connection is a connecting word. It connects words, groups
of words, or clauses. The most common conjunctions are:
and, but, for, nor, or, so, and yet.
3. This fruit is not tasty or fresh.
Answer: or
Explanation: Conjunctions serve as connectors. The most common
4. In the park grow both oaks and elms.
Answer: and
5. The weather was dry but cold.
Answer: but
Explanation: A conjunction is a connecting link that joins two or more
words, phrases, or clauses of sentences: and, but, for, nor,
or, so, and yet.

Level 1
LESSON 1
6. They have just arrived _________ will soon speak.
Answer: and
Explanation: A conjunction is a connecting link that joins two or more
words, phrases, or clauses of sentences: and, but, for, nor,
or, so, and yet.
7. We have foggy mornings _________ sunny afternoons.
Answer: and (or) but

8. It eats very ripe seeds _________ very fresh leaves.
Answer: and (or) or

9. They did not see us, _________ did we see them.
Answer: nor

Level 1
Lesson 1
INTERJECTIONS
There are many words or phrases that are
used to express strong feelings. Words that
function in this manner are called interjections.
They can stand alone, (usually followed by an
exclamation point) or they can be used within a
sentence, usually followed by a comma.
Examples:
Wow! What a nice day.

Oh, please excuse me.
Whew! Writing can be

challenging! Although interjections come in handy when
you want to show strong emotion in your writing,
they should not be overused. You should use
your sentence structure, and the words you
choose to show strong feeling more than just a
liberal use of interjections alone.
Remember, we are concentrating on writing

in regard to the workplace. In writing for business
purposes, too many interjections can take away
from the message. Creative writing will use
the interjection more often in many cases, and
this is permissible because this type of writing
has a different purpose and audience. But for
most business purposes, use of the interjection
should be limited.
Let’s practice using interjections in the following

exercise.

Level 1
LESSON 1
EXERCISE – interjections
Instructions: Write the interjection in each sentence.
1. Wow! Is that a filthy floor!
____________________________________________________________
2. Oh my, this is a beautiful day.
____________________________________________________________
3. Peter said softly, “Please, don’t cry.”
____________________________________________________________
4. As the show ended, everyone shouted, “Bravo!”
____________________________________________________________
5. Well, I think I’ll go to the library.

____________________________________________________________

Level 1
Lesson 1
Instructions: Write a sentence choosing an interjection that will fit the following
sentences with the emotion in the parenthesis. (Answers may vary.)
6. (Thrill) A ride on a roller coaster.
___________________________________________________________
7. (Pain) An elbow has been bumped.
___________________________________________________________
8. (Astonishment) The water in the pool is very cold.
___________________________________________________________
9. (Happiness) A vacation has begun.
___________________________________________________________
10. (Exhaustion) Many laps were run on a track.
___________________________________________________________

Level 1
LESSON 1
Answers to exercise – interjections
1. Wow! Is that a filthy floor!
Answer: Wow
Explanation: Interjections are explanations. They may be followed by an
explanation point or by a comma.
2. Oh my, this is a beautiful day.
Answer: Oh my
3. Peter said softly, “Please, don’t cry.”
Answer: Please
4. As the show ended, everyone shouted, “Bravo.”
Answer: Bravo
5. Well, I think I’ll go to the library.
Answer: Well
Explanation: There are many words or phrases that are used to express
strong feelings. Words that function in this manner are called
interjections. They can stand alone, usually followed by an
explanation point, or they can be used within a sentence.

Level 1
Lesson 1
6. (Thrill) A ride on a roller coaster.
Answer: Wow! What a great ride.

7. (Pain) An elbow has been bumped.
Answer: Ouch! I cracked my funny bone.

8. (Astonishment) The water in the pool is very cold.
Answer: Unbelievable! This water is freezing.

9. (Happiness) A vacation has begun.
Answer: Hooray, we’re ready to go!

10. (Exhaustion) Many laps were run on a track.
Answer: Whew, am I worn out.

Level 1
2
LESSON 2
rules for capitalization
Almost nothing is more confusing, time

consuming and frustrating than trying to read a
note, memo or letter that does not use proper
capitalization. Capital letters denote importance
of a particular word and also enable the reader
to recognize main words in sentences at a
glance. In other words, it makes a specific word
stand out from the rest. To illustrate my meaning,
look at the sentence below.
Ticket to Paris,

please! Example:
mary went to Europe last year with john

and saw the eiffel tower.

You probably had to read that sentence twice

to fully understand its meaning. Now look at it
with proper capitalization.
Example:
Mary went to Europe last year with John

and saw the Eiffel Tower.
I’ll bet you only had to read it once, didn’t

you?

Level 1
Lesson 2
All proper nouns (names of persons, places,
or things) are capitalized. Also, the first word in
a sentence is always capitalized whether it is a
proper noun or not.
Other uses for capitalization are:
• The first word of a direct quotation con-

tained within another sentence
• The names of groups, associations, and

businesses
• The letters of some abbreviations
• All historic events, buildings, monu -

ments, and documents
• Titles used with proper nouns
• The first, last, and important words in

titles of printed texts
Prepositions, articles, and conjunctions are

not capitalized unless they are the first or last
word of the title.
General Motors
NASA (National Aeronautics &
Space Administration)
World War II
Declaration of Independence
Dr. Brown
Senator Douglas
Of Mice and Men

Level 1
LESSON 2
EXERCISE – Capitalization
Instructions: Rewrite the following sentences with

the appropriate capitalization.
1. Mr. jones had to make a trip to boston.
___________________________________________________________
2. In new mexico, we visited carlsbad caverns.
___________________________________________________________
3. Beyond the rocky mountains is the pacific ocean.
___________________________________________________________
4. Is peru east or west of the andes mountains?
___________________________________________________________
5. The virgin islands lie in the caribbean sea.
___________________________________________________________
6. the Washington monument is in Washington, d.c.
___________________________________________________________
7. The Name of the carved monument of the four Presidents is

mount rushmore.
____________________________________________________________

Level 1
Lesson 2
Answers to exercise – Capitalization
1. Mr. jones had to make a trip to boston.
Answer: Mr. Jones had to make a trip to Boston.
2. In new mexico, we visited carlsbad caverns.
Answer: In New Mexico, we visited Carlsbad Caverns.
3. Beyond the rocky mountains is the pacific ocean.
Answer: Beyond the Rocky Mountains is the Pacific Ocean.
4. Is peru east or west of the andes mountains?
Answer: Is Peru east or west of the Andes Mountains?
5. The virgin islands lie in the caribbean sea.
Answer: The Virgin Islands lie in the Caribbean Sea.
6. the Washington monument is in Washington, d.c.
Answer: The Washington Monument is in Washington, D.C.
7. The Name of the carved monument of the four Presidents is

mount rushmore.
Answer: The name of the carved monument of the four presidents

is Mount Rushmore.

Level 1
3
LESSON 3
Work-related vocabulary
In discussing this concept, it would be

impossible for me to list all the words that you
may be required to know in the way of vocabulary
in your particular workplace. That is not the
specific objective here. There will undoubtedly
be certain terminology that you will need to know
in order to perform your specific job description,
but you will learn it or be taught it on the job.
Basically, all you really need is a typical speaking
vocabulary to be able to communicate in the
workplace.
It is important, however, to be able to

communicate effectively with your employer, co-
workers, and others. There are some guidelines
to remember so that you can be efficient in this
skill regardless of the workplace setting.

Level 1
Lesson 3
When dealing with co-workers, customers, your

employer, sales people, etc., remember the four “Cs”
of effective communication:
• Clear: When writing in the workplace, make your

notes, memos, letters, and reports as easy to
understand as possible. They should be free of
complicated words, sentences, or paragraphs. They
should be well organized and specific.
• Concise: Your written communications should contain

only information related to the message you are trying
to get across. It should be free of unnecessary words
or phrases, and it should be direct and to the point.
Unnecessary information or comments make the
communication more difficult to interpret and waste
time for the reader.
• Correct: This, of course, should be a given. Your

writing should be factual, grammatical, and free of
any typographical errors.
• Conversational: Workplace writing should be written

in a relaxed manner. It should be free of complex
words or “jargon” with which the reader may not be
familiar. In other words, try to write in much the same
manner as you would speak. Leave out “flowery”
sentences that are unnatural sounding.
The best way to check yourself for the four “Cs” is to

always study the material and put yourself in the place
of the person who will be reading it. If it does not meet
these guidelines, you should notice it immediately.
Then you can edit your work before sending it on to
the person for whom it is intended.

Level 1
LESSON 3
Look at the example below:
This memo breaks every rule and guideline

we have discussed so far (and several we
haven’t discussed). In fact, unless you have
more specific information from someone
concerning this, I doubt you could figure out
anything at all from it!
The writer would be the only one who

understood its meaning. This may be all right
for the writer’s personal notes, but certainly not
acceptable to send out as a communication to
others. No offense intended, but the only thing
this memo would communicate is that the writer
hasn’t a clue about communicating! We will go
into more detail later in this level to prevent this
from happening to you.
Let’s practice the four Cs now by doing some

simple exercises.

Level 1
EXERCISE – Using the four Cs
Lesson 3
Instructions: Using the details below, write a short paragraph to a co-

worker. Hint: I have not put the information in order as to how
it should be placed in the paragraph. The important thing is to
include all the necessary information. Go ahead and compose
your paragraph.
Details:
1. meeting on Thursday
2. electrician foreman, Bill
3. Feb. 3, 2006
4. request reply
5. your name and title
6. time of meeting: 10:00 a.m.
7. the subject is wiring of the new office
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Level 1
LESSON 3

Level 1
Answer to Exercise – Using the four Cs
Lesson 3
Answer:
Your paragraph will not match mine word for word, but compare
them. Is your memo clear, concise, correct, and conversation-
al?

Dear Bill:
I wanted to notify you that there will be a meeting held with

all of your staff electricians on Thursday, Feb. 3, at 10:00 a.m.
The subject will be the wiring of the new office. We need to
discuss and make our plans to coordinate the completion of
this project.
Would you please reply as soon as possible, letting me

know if this date and time will fit your schedule? If so, please
notify your staff to attend.
Thanks,
EdWIN
Maintenance Coordinator
ow did you do on that?

H
Did you remember the four Cs?
Let’s try another one.

Level 1
LESSON 3
Exercise – Using the four cs II
Instructions: Correct the following paragraph as best you can with the
information I have given. Good luck!
There is a problem. Get back with me on this. sometime tomorrow,

maybe after lunch. We need to have a meeting with whoever can
take care of the computers. Thanks.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Level 1
Lesson 3
Answer to exercise – Using the four cs II
There is a problem. Get back with me on this. sometime tomorrow,

maybe after lunch. We need to have a meeting with whoever can
take care of the computers. Thanks.
Answer:
Boy, did that make a lot of sense? I don’t think so… You may
gather that there is a problem with the computers. Other than
that, everything else in this paragraph is pretty much left to guess-
ing! What did you find wrong with this? Well, first of all, who am
I writing this to? Who wrote it in the first place? Here is my idea
on how this should have been done.
Dear Bill:
I have been notified by our office staff that there have

been some problems with the computer system. Could you
please contact me as soon as possible to schedule a meeting
with your staff on solving this? I will be free after lunch for
a discussion. Let me know if we can get together then to
coordinate.
Thanks,
EdWIN
Maintenance Coordinator

Level 1
4
LESSON 4
SYNONYMS, ANTONYMS, AND

HOMONYMS
Synonyms are words having the same or

nearly the same meaning in one or more senses.
Take the word beautiful, for example. Some
words that would be synonymous (mean the
same as beautiful) would be pretty, handsome,
attractive, comely, etc. These synonyms all have
one characteristic in common: they all, in one or
more senses, have the meaning or nearly the
same meaning as the word beautiful.
Synonyms add variety to your writing. Instead

of using the same word over and over, you have
many other words to choose from which portray
similar meaning.
Antonyms are words that have opposite

Rich meaning.
Examples:
cold — hot
up — down
good — bad
These are all examples of antonyms. These

words are usually the easiest to spot or use in
your writing simply because they are opposites.
In fact, I think that spelling the word “antonym”
is harder than remembering the meaning!
Poor

Level 1
Lesson 4
Homonyms are possibly the most difficult to

remember of the three words in this lesson. Once
you have recalled the meaning of this word, you
can usually think of many examples, but for some
reason, the word itself is hard to recall.
Homonyms are words that are pronounced the

same, but have different meanings and spellings.
Remember it now? I thought you would!
Some common examples of homonyms (also

known as homophones) are:
aisle — isle
flour — flower
know — no
cellar — seller
wood — would
guest — guessed
threw — through
Homophones are also the most commonly

misused or misspelled in writing. They are also
the chief culprit for those who are trying to learn to
speak and write the English language. There are
literally hundreds of words that are pronounced
the same, but have completely different meanings
and spellings. Always take care in your writing to
avoid this common mistake.
Let’s try a few exercises using synonyms,

antonyms, and homonyms.

Level 1
LESSON 4
EXERCISE – synonyms, antonyms, and homonyms
Instructions: Identify each pair as synonyms or antonyms.
1. hot and cold ________________
2. bright and intelligent ________________
3. fast and quick ________________
4. real and unreal ________________
5. wide and narrow ________________
6. broad and wide ________________
7. short and tall ________________
8. large and big ________________
9. long and short ________________

Level 1
Lesson 4
Instructions: Underline the correct homonym for each sentence.
10. The rain falls mainly on the (plane, plain).
11. Your report is due next (week, weak).
12. Don’t leave your coat (their, there).
13. The two countries signed a (piece, peace) treaty.
14. The bridge is made of (steal, steel).
15. That book is on (lone, loan) from the library.
16. I don’t think this test is (fair, fare).
17. I wonder (whether, weather) that airplane is safe.
18. Barney (eight, ate) all of his lunch.

Level 1
LESSON 4
Answers to exercise – synonyms, antonyms, and
homonyms
1. hot and cold
Answer: antonyms
Explanation: Antonyms are words that have opposite meaning.
2. bright and intelligent
Answer: synonyms
Explanation: Synonyms are words with the same or nearly the same
meaning in one or more senses.
3. fast and quick
Answer: synonyms
4. real and unreal
Answer: antonyms
5. wide and narrow
Answer: antonyms
6. broad and wide
Answer: synonyms
Level 1
Lesson 4
7. short and tall
Answer: antonyms
8. large and big
Answer: synonyms
9. long and short
Answer: antonyms
10. The rain falls mainly on the (plane, plain).
Answer: plain
Explanation: Homonyms are words that are pronounced the same, but
have different meanings and spellings. The word ‘plane’
means flat surface or tool but ‘plain’ is a large area of level
or rolling treeless country.
11. Your report is due next (week, weak).
Answer: week
have different meanings and spellings. The word ‘weak’
means not strong, and ‘week’ means seven days.

Level 1
LESSON 4
12. Don’t leave your coat (their, there).
Answer: there
have different meanings and spellings. The word ‘their’
means belonging to them, and ‘there’ means that place.
13. The two countries signed a (piece, peace) treaty.
Answer: peace
have different meanings and spellings. The word ‘piece’
means a part, and ‘peace’ means quiet, or not at war.
14. The bridge is made of (steal, steel).
Answer: steel
have different meanings and spellings. The word ‘steal’
means to thieve, and ‘steel’ means metal.
15. That book is on (lone, loan) from the library.
Answer: loan
have different meanings and spellings. The word ‘loan’
means to lend, and ‘lone’ means solitary.
16. I don’t think this test is (fair, fare).
Answer: fair
have different meanings and spellings. In this sentence,
‘fair’ is beautiful and just, and ‘fare’ means a price.

Level 1
Lesson 4
17. I wonder (whether, weather) that airplane is safe.
Answer: whether
have different meanings and spellings. The word ‘weather’
is a state of atmospheric conditions, and ‘whether’ is
alternate possibilities.
18. Barney (eight, ate) all of his lunch.
Answer: ate
have different meanings and spellings. The word ‘eight’ is
a number, and ‘ate’ is the past tense of ‘eat.’

Level 1
5
LESSON 5
abbreviations and acronyms
Abbreviations are commonly used to shorten

our writing. People the world over are always
looking for ways to save time and effort in every
way, including communicating with each other.
Just as man has always invented machines

for time and labor saving purposes, he has
also invented ways to communicate faster and
more effectively … take names, for instance.
I have a bad habit of shortening just about
everyone’s name without first checking to see
if they approve of it. I have to remind myself not
to automatically assume that if a man’s name
is William, that he minds being called “Bill.” We
shorten Samuel, to “Sam,” Richard to “Dick,”
etc. When communicating with others, never
take nicknames for granted.
Incorrect abbreviations, your own personal

abbreviations, or abbreviating words that
commonly are not abbreviated can cause
miscommunication and unnecessary errors.
To communicate clearly, it is better to take the
time to spell out the word if you do not know its
proper abbreviation, or if there is a chance of
misinterpretation. Also, in letter writing especially,
abbreviations are not to be used in many cases
even if you do know the correct form.

Level 1
Lesson 5
Many abbreviations are simply the first two or
three letters of the whole word. However, it may be
the first, middle and last letter of the whole word, or
any combination in between. Some may be properly
abbreviated using letters that are not even in the
spelling of the word. Look at this example:
manufacturer — mfg.
It is always better to be clear rather than brief.
Of course, there are always exceptions to the

rule. Some abbreviations are commonly used as a
substitute for the whole word in all uses. Some of
these examples are:
Dr., Mr., Mrs., Sen.
These are used in letter writing as well as

addressing people because they are titles of respect
or position and are acceptable abbreviations.
Acronyms, on the other hand, are a different

story. They are widely accepted in any application.
An acronym is a word that is usually made up of
the first initials of a name. You probably use many
acronyms in daily communication without even
realizing it because they are accepted as a word
in themselves. For instance, instead of saying the
North Atlantic Treaty Organization we simply refer
to it as NATO.

Level 1
LESSON 5
NASA, scuba, MADD, and AIDS are examples.

In fact, some acronyms are so commonly known
that many people do not even know the name
it represents. An example of this is scuba.
Most children are taught this one in elementary
school because it is one of the best examples.
When they learn that it is an acronym for self-
contained underwater breathing apparatus, it is
a revelation!
As you can see, acronyms are a very useful

tool for clear and concise communication.
Properly used, they really do save much time
and effort, and they are not easily (if ever)
misunderstood.
Many acronyms are pronounced as a

word, but acronyms can also be pronounced
alphabetically. I have listed below some of each.
Some you may already know and others may
be new to you.
• light amplification by stimulated emis-

sion of radiation (laser)
• National Odd Shoe Exchange (NOSE)
• Acquired Immune Deficiency Syndrome
(AIDS)
• absent without leave (AWOL)
• random access memory (RAM)
• World Health Organization (WHO)
• National Biscuit Company (NABISCO)
• Mobile Army Surgical Hospital (MASH)
• quasi-stellar radio source (quasar)
• American Express (AMEX)

Level 1
6
Lesson 6
clarity and conciseness of
sentences
Sentences can be written in a number

of ways to express the same meaning. The
important thing to remember is that you want to
get the point across to your reader in the clearest
possible way. With this idea in mind, refer to
the four Cs of writing: clarity, conciseness,
correctness, and conversational.
Most ideas are presented best when placing

the subject, verb and object in one, two, three
order. Look at these examples of the same idea
presented in different ways:
Example:
The quarterback threw the ball into the

end zone for a touchdown.
This sentence has the subject (quarterback),

verb (threw) and object (ball) in one, two,
three order. It expresses the point clearly and
concisely.
Example:
The ball was thrown into the end zone for

a touchdown by the quarterback.
Notice how the words have been rearranged.

The original object (ball) is now the subject, the
tense of the verb has changed, (was thrown),
and the original subject (quarterback) is now the
object of a prepositional phrase.
Level 1
LESSON 6
The sentence has exactly the same meaning, but it

is not nearly as concise as it could be. In fact, it now
reads rather awkwardly.
Example:
The quarterback threw the ball for a touchdown.
In this revision, the prepositional phrase “into the end

zone” has been eliminated completely. Since it is only
logical that the ball would have to be thrown into the end
zone to be a touchdown, this phrase is not necessary.
Example:
The ball was thrown for a touchdown.
In yet another revision, we have simplified the

sentence even more. Assuming that the quarterback
is the one who would normally be throwing the ball, (or
even that it really doesn’t matter who threw the ball) and
that it would have to be thrown “into the end zone” to
be a touchdown, we have eliminated both parts of the
original sentence to communicate the same point.
As you can see, the example sentence has been

written four different ways but has the same meaning
each time. It is up to you, the writer, to decide which
version follows to the four Cs rule best and choose the
one that fits your application. Please tell me you didn’t
choose the second one!

Level 1
Lesson 6
I haven’t asked you to write anything at all,

have I? I didn’t think so, but now I will. You will
need this skill, and it’s better to learn it now than
later. We’re on the honor system here anyway,
since I can’t come and stand over your shoulder.
It’s up to you to do the work. Of course, I know
you will, so get your pencil.
Example:
The following persons need to be at the

next meeting: John, Bill, Joe, Mary, Susan,
Bobbie, Jennifer, Carl, Jason, Tom, Casey, and
Robert.
Combining sentences is yet another way

to save time and promote efficiency. Imagine
receiving a memo that reads like this:
John needs to be at the next meeting. Bill

needs to be at the next meeting. Joe needs to
be at the next meeting. Mary needs to be at the
next meeting. And on, and on, and on… Use a
colon, make a list, give us a break!

Level 1
7
Combining sentences
LESSON 7
Most of our writing should be done in a

straightforward manner with simple subject,
verb, and object construction. Most readers
prefer this kind of sentence because it is easier
to read and understand. However, inserting a
compound or complex sentence breaks up the
monotony of the simple sentence format.
This is the reasoning behind combining

simple sentences. It makes the material more
interesting and therefore will hold the reader’s
attention more effectively. In this lesson, we will
practice combining sentences for effective and
interesting communication.
TIP: Take note of these Coordinating simply means to connect

conjunctions. You will two simple sentences using a coordinating
need them to combine conjunction such as:
sentences.
and or
but nor
for yet
so
Example (simple):
Today is a beautiful day.

Yesterday was cold and rainy.
Combined: Today is a beautiful day,

but yesterday was cold and rainy.

Level 1
Lesson 7
Notice that we combined each complete
sentence with the word “but.”
Example (simple):
Finish your breakfast.

Then we can go.
Combined: Finish your breakfast,

and then we can go.
When using coordinating conjunctions to

combine sentences in this way, it is important
to note that each part of the sentence is an
independent clause. This means that it can
stand alone as a complete sentence containing
a subject, verb, and forming a complete thought
or idea.
You already know that every sentence has to

have a period at the end. Punctuation in these
sentences requires a comma to be placed after
the first sentence, and before the coordinating
conjunction. Look again at the examples.

Level 1
LESSON 7
A semicolon can be used to substitute for
the conjunction when connecting sentences,
but never a comma. A comma used without the
conjunction would create a comma splice, which
is never correct.
Examples:
Finish your breakfast; then we can go.

(semicolon)
Finish your breakfast, and then

we can go. (conjunction)
Punctuation may also be used to help you

write in a clear and concise manner (remember
these are two of the four C’s). Colons are often
used at the end of a sentence to indicate a
list. If you have several ideas or points to get
across, you may want to create a list rather
than construct an extremely long and awkward
sentence.
Examples:

John, Bill, Joe, Mary, Susan, Bobbie,
Jennifer, Carl, Jason, Tom, Casey, and
Robert need to be at the next meeting.
It would be much more concise and clear to

use a colon here.
The following people need to be at the

next meeting: John, Bill, Joe, Mary, Susan,
Bobbie, Jennifer, Carl, Jason, Tom, Casey,
and Robert.
Level 1
Lesson 7
A subordinating conjunction introduces a
subordinate clause, which is a clause that
cannot stand by itself as a complete sentence.
A subordinating conjunction connects the
subordinate clause to an independent clause,
which, as previously discussed, can stand
alone as a complete sentence. Subordinating
conjunctions usually show relationships of
time, manner, cause, condition, comparison, or
purpose.
Examples:
time — after, as, as long as, as soon as, before, since,

until, when, whenever, while
manner — as, as if, as though
cause — because
condition — although, as along as, even if, even though, if,
provided that, though, unless, while
comparison — as, than
purpose — in order that
Look at the following sentences to see how

subordinating conjunctions work to combine an
independent clause with a subordinate clause.
Examples:
As tall as Adam is, Betty is taller.
Because the sneakers are expensive, we

cannot afford to buy them.
The stores are extremely crowded with

shoppers unless you go very early.

Level 1
LESSON 7
A word of caution here: When studying

these sentences, you may think that without the
subordinating conjunction because the rest of
the words in the clause can stand alone as a
complete sentence. You may think that it is an
independent clause just as “we cannot afford to
buy them” is independent. BUT HERE IS THE
DIFFERENCE: The word “because” denotes
cause and is part of the whole clause and is not
a simple connecting word; therefore, it cannot be
separated from the rest of the words. “Because
the sneakers are expensive,” is an incomplete
idea and cannot stand alone as a sentence.
Also, the sentence meaning could not be

modified without the word “because” and the
rest of the clause. It would just be two simple
sentences that could be connected with a
coordinating conjunction. The word “because”
modifies the sentence to give a reason why you
cannot buy the sneakers, not just a statement
of fact.
Look at the last example and apply the same

thinking. “Unless (denoting condition) you go
early” is an incomplete thought and cannot stand
alone; therefore, it is a subordinate clause. This
concept may be a bit confusing for you to grasp.
If so, go back now and study this lesson again
to reinforce the differences.

Level 1
Lesson 7
The punctuation for subordinate clauses is
basically the same as for coordinating conjunc-
tions, with the exception of the semicolon.
• A period is placed at the

end of a sentence.
• A comma is placed between

the subordinate and independent
clauses when the subordinate
clause is first.
Example:
Before I went to work, I took my

kids to school.
• No comma is used if the subordinate

clause is last.
Example:
I took my kids to school before

I went to work

Level 1
LESSON 7
• Semicolons are not used with subordinate

clauses as they are substitutions
for coordinating conjunctions, not
subordinating conjunctions. Look at the
following example to see this.
Examples:
he stores are very crowded with shoppers;

T
you go very early.
As you can see, the semicolon used here

is incorrect. It cannot properly replace the
subordinate conjunction “unless.”
The stores are very crowded with shoppers

unless you go very early.
Now it is time for you to work a little.

Level 1
Lesson 7
Exercise – Conjunctions
Instructions: Look at the following sentences and fill in the proper coor-
dinating or subordinating conjunction.
1. We took a long walk ____________ it was a lovely day.
2. Jerry likes to swim ____________ he likes to play tennis.
3. The cat will sit quietly ____________ its chin is tickled.
4. Will you give the money to charity ____________ you win?
5. We missed the kickoff ____________ we were late.
6. ____________ I have finished my special project, I can go home.
7. Jo worked hard ____________ soon the bookcase was finished.
8. She measured the wall ____________ she drew a design.
9. Jo wanted a bookcase ____________ she decided to build it.
10. ____________ she cut the pieces, she measured the wall.

Level 1
LESSON 7
Instructions: Now, construct some of your own sentences using

coordinating and subordinating conjunctions. If you need
help remembering them, go back to the list at the beginning
of this lesson.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Level 1
Lesson 7
Answers to exercise – Conjunctions
1. We took a long walk ____________ it was a lovely day.
Answer: because, since, and, …
2. Jerry likes to swim ____________ he likes to play tennis.
Answer: and
3. The cat will sit quietly ____________ its chin is tickled.
Answer: when, while, as long as, …
4. Will you give the money to charity ____________ you win?
Answer: if, when, provided that, …
5. We missed the kickoff ____________ we were late.
Answer: because, since, …
6. ____________ I have finished my special project, I can go home.
Answer: When, Since, Because, …
7. Jo worked hard ____________ soon the bookcase was finished.
Answer: and, so, …
8. She measured the wall ____________ she drew a design.
Answer: before, and, …
9. Jo wanted a bookcase ____________ she decided to build it.
Answer: so, and, …
10. ____________ she cut the pieces, she measured the wall.
Answer: Before, When, …

Level 1
8
LESSON 8
work-related documents
We will now put what we have learned to good use.

We will practice our writing skills, concentrating on
typical work-related documents.
This is the type of writing you will be expected to do

on the ACT WorkKeys® Business Writing assessment.
Instead of reading a scenario, you will be expected to
listen to an audio of dialogue from workplace situations.
You will be asked to write brief memos, notes, or
messages. So, let’s discuss how to effectively record
essential information (such as names, phone numbers,
Map out your thoughts. etc.) before communicating it to the reader in sentence
format. In other words, at this stage you will only need
to concentrate on gathering and recording the most
important details of the passage.
One of the most common ways of recording and

organizing primary information is in the form of an
outline (as shown below). Another great way to record
main details is to map them on a visual diagram which
you will see on the following page. First, let’s examine
the outline technique. Read the following message and
notice how the essential components are organized in
an outline in the box below it.
Brandon will be playing the viola for the

orchestra, soccer and basketball, and singing
in choir.
I. Brandon will be playing

A. viola
i. orchestra
B. soccer
C. basketball
D. singing
i. choir
Level 1
Lesson 8
Example of a visual mind map:
Brandon will be playing the viola for the

orchestra, soccer and basketball, and singing in
choir.
Mapping main ideas and information (in circles) and

supporting details (on lines) helps organize information
before putting it on paper. This type of note-taking
often helps the learner make sense of main details and
also helps eliminate mistakes when writing a finished
message, memo, or letter. Notice that we have taken
the same important details and supporting ideas from
the outline on the previous page and recorded them in
the form of a mind map above.
Mapping your thoughts may be easier for people

who work best with visual information. These writing
techniques, mapping and outlining, are effective tools for
note-taking and pre-writing. I encourage you to practice
using them.

Level 1
LESSON 8
Let’s practice a more complex example together.
Martha has just been assigned to attend the annual conference for IT
professionals and is responsible for arranging all of the equipment and
materials for the trade booth. She will need to rent all the audio, video, and
lighting equipment from AU Rental. She has to order all the print materials
from the Marketing Department. The print materials include 500 brochures,
2000 business cards each for Cheryl Al and Lionel Shep, and 500 copies
of all equipment specifications. The conference is Feb. 3-5 in Las Vegas.

Level 1
Lesson 8
We have placed supporting detail on the lines extending from our main
thought. Using the circles at the end of the lines allows us to identify specific
information about the place and time and the kind of items we need to take
care of for the conference. You will develop how you prefer to map as you
practice this skill.
Additional details, such as where to rent and order the items from, are also mapped

Level 1
LESSON 8
We complete the mind map by adding the specific items that we need to
rent from AU Rental and also the print materials to order from the Marketing
Department.

Level 1
Lesson 8
Now do you see how laying out a map causes

you to organize your information? It makes
writing so much easier and it will generally be
more effective if you take this valuable bit of
advice and learn to first organize information
before writing.
Try using mind mapping and outlining in the

following exercise.
Mind mapping helps me

organize my thoughts.

Level 1
LESSON 8
Exercise – Organizing Information
Instructions: Read the following passage and organize your thoughts

through an outline and a mind map.
Situation:
You are one of 5 sales associates in the furniture department

at Kendrick’s department store. You normally work the day
shift from 10:00 a.m. to 3:00 p.m. because it works with your
children’s school schedule. However, your job does expect
you to work any of the shifts. Yesterday your manager posted
the schedule for the following week. You are going to write a
letter to your manager explaining whether or not you will be
able to work this schedule and why.

Level 1
Lesson 8
Compose outline here:
Draw mind map here:

Level 1
LESSON 8

Level 1
Lesson 8
Answers to Exercise – Organizing Information
Answer: I. Following week’s work schedule

A. Current schedule
1. 3 days on evening shift
B. Normal schedule
1. Day shift
a. works better with children’s school
schedule
C. Request for schedule change
1. Can work 2 evening shifts
2. Would like to change to Wednesday’s day shift
a. Daughter has dance recital that evening
After organizing the information, your summary may look

similar to mine.
Adapted from WorkKeys® Targets for Instruction: Business Writing, © 1994 by ACT, Inc.
Level 1
LESSON 8
Developing Paragraphs
As you can see, Mind Maps and Outlines help with focus and devel-
opment. However, as you begin writing the paragraphs, there are several
things you should consider that will help the writing remain focused. Each
sentence should support the ideas being pointed out in the topic. They
should explain, develop, and support with confidence the ideas of the writ-
er. Writers should avoid wandering away from the main idea; causing the
paragraph to be unfocused and unclear. This usually occurs when details
are incuded that have nothing to do with the main idea. This can also occur
when details shift away from the focus of the topic. Each sentence within
the paragraph should build up and support the topic.
A paragraph can begin with a topic sentence - a sentence whose

main idea controls the rest of the paragraph. The body of the paragraph
explains, develops, and supports the rest of the paragraph. The body of the
paragraph explains, develops, and supports the topic sentence’s main idea
or claim. The topic sentence is usually the first sentence, but not always.
Topic sentences are just one way to organize a paragraph. Not all
paragraphs need a topic sentence. For example, Paragraphs that provide
steps to a procedure do not need a topic sentence. If the paragraph is ana-
lyzing a situation or making an argument, than a topic sentence is useful.
They are also helpful for writers have a tendency to digress or have diffi-
culty developing focused paragraphs. Topic sentences help develop main
ideas and assist writers in staying focused.
Let’s practice what we’ve learned.

Level 1
Lesson 8
Exercise – Writing a Letter
Instructions: Reread the situation and write a letter to your manager

explaining why or why not you will be able to work this shift.
Remember the four Cs we have learned. Space for writing is
provided on the following page.
Situation:
You are one of 5 sales associates in the china department

at Kendrick’s department store. You normally work the day
shift from 10:00 a.m. to 3:00 p.m. because it works with your
children’s school schedule. However, your job does expect you
to work any of the shifts. Yesterday your manager posted the
schedule for the following week. You are scheduled to work
the evening shift 3 days during the week. Write a letter to your
manager explaining whether or not you will be able to work
this schedule and why.

Level 1
LESSON 8
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Level 1
Lesson 8

Level 1
LESSON 8
Answer to exercise – Writing a Letter
Suggested letter:
Next week, I am scheduled to work three days on the evening

shift. As you are aware, I usually work the day shift because
it coincides better with my children’s school schedule, but
I also try to be flexible and work evenings whenever I am
scheduled.
I have looked at my children’s calendar and need to request a

change in my work schedule. I can work two of the evenings,
but would need to change to the day shift on Wednesday. My
daughter has a dance recital that evening and I would like to
attend.
I appreciate you considering my request for a schedule

change.
Adapted from WorkKeys® Targets for Instruction: Business Writing, © 1994 by ACT, Inc.

Level 1
Lesson 8
Put yourself in the place of the intended

reader. Does it make sense and get the ideas
presented in a clear, concise fashion? Is it
conversational or does it seem complicated
or tense? Are there any sentences that run on
too long? Have you used any unnecessarily
long or easily misunderstood words? Are there
any synonyms, antonyms, homonyms, or
acronyms used incorrectly? Did you check any
abbreviations or capitals that were used? Don’t
forget punctuation.
If you are satisfied with your work, go on to

the next lesson. If not, keep working to make
it better. I trust your judgment on this. You will
know if it looks and reads correctly if you put
yourself in the place of the reader.

Level 1
LESSON 8
DEVELOPING IDEAS
In Level 1 we are going to have some fun developing a few

ideas of your own! Read the following passage:

Pretend your employer is having a July 4th company pic-
nic. Approximately 45 employees and their families will be
attending. You have been selected as the committee coor-
dinator and must plan the activities for the event. Finally,
you must seek approval from your employer by submitting
a letter of request drafted from an outline of your ideas be-
fore your plans can be activated.
Sounds like a BIG responsibility, huh? Well in Level 1 of Business

Writing, let’s not be too concerned with writing a letter to your employer.
Rather, let’s concentrate on developing ideas or pre-writing at this point.
Preplanning is one of the first priorities in successful Business Writing.
Remember, you must be able to get your point across in a clear and
concise manner so the reader can visualize your meaning with clarity
and ease.
Clear, written communication is a valuable asset to any employer.

Remember, NO ONE can read your mind, and a vague expression
through the unclear use of written words can confuse and send
distorted messages to a reader. Learning to communicate with written
words by transforming your thoughts and reflecting your ideas the way
you visualize them in your mind’s eye is a valuable skill to possess. It’s
like learning to paint mental pictures with words!

Level 1
Lesson 8
Keep in mind, while developing ideas for this exercise, you are
utilizing the same skills necessary for developing ideas in writing for
business use. If your plans for the company picnic are poorly developed,
the company picnic could become a complete flop, and guess what?
- So will your business letter! Let me explain. What if you failed to
plan for enough food to feed all who attended the picnic? What if
there were not enough seats, an some people had to stand? What if
everyone showed up, and you realized there were no beverages and
they were not on the original list of items to be ordered? Not only would
the company picnic be a disaster, but also your letter of presentation to
your supervisor would reflect your failure to have planned properly. The
outcome of the company picnic could affect your employer’s reputation,
and the last thing you want to happen is to make your employer look
bad. That’s just about the time someone else would be taking over
your job!
Now, are you beginning to get a clearer picture of the importance

of preplanning? if pre-planning/pre-writing is not thoroughly developed
early on, you could create a disaster! Therefore, your primary concern
in the next exercise is to learn to brainstorm, visualize, and put your
ideas into words by taking notes.
Once you have completed your list of ideas for the company picnic,
we want you to try rearranging them in order by category. For instance,
if several ideas have to do with planning meals and refreshments, then
group them together, and give the group a category name. If others
pertain to planning and scheduling the entertainment, group those
ideas together, and give that list a title also. Pretend you are planning
this event for your family and friends in your own backyard. Imagine
what your guests will need in order to make your picnic a success!
Pretend you see them enjoying themselves in your mind as you begin
to take notes. Brainstorming can be fun, especially if you learn to let
your imagination flow!

Level 1
LESSON 8
You may be wondering where or how to begin the brainstorming

phase for writing an effective business letter about the company pic-
nic. Here are just a few of many questions you might ask yourself:
• Where would you like the event to take place (i.e., a park, etc)?
• What kinds of activities would be most desirable for the people
who will be attending (i.e., swimming, music, etc.)?
• What will you need available on-site, and what items will nee
to be purchased (i.e., public restrooms will need to be available,
food will need to be purchased, etc.)?
• How many other committee members will you need to help or-
ganize the event and what will their tasks be (i.e., one member
will be in charge of ordering the food, etc.)?
• What tasks will be involved (i.e., scheduling the daily activities
for the picnic, notifying all employees of the details once the
plans are in place, etc.)?

Okay, are you ready? Be as thorough as possible.

Level 1
Lesson 8
EXERCISE - DEVELOPING IDEAS
Instructions: Now let’s have some fun developing a few ideas of your own!
Read the following passage and follow the instructions below. Write whatever you
think is appropriate in the space provided. Be creative!
Pretend your employer is having a July 4th company picnic.

Approximately 45 employees and their families will be attend-
ing. You have been selected as the committee coordinator
and must plan the activities for the event. Finally, you must
seek approval from your employer by submitting a letter of
request drafted from an outline of your ideas before your
plans can be activated.
• Begin by making a list of ideas for the company picnic. Everyone’s
answers and ideas will be different.
• Then take your list and rearrange them in order by category and us
ing the form provided, place them in the space called Summary of
Ideas.

Level 1
LESSON 8
I. List the topic fist as your title.
___________________________________________________________
___________________________________________________________
II. List of ideas:
III. Summary of Ideas (outline)

Level 1
Lesson 8
ANSWERS TO EXERCISE - DEVELOPING IDEAS
Suggested Answers:
I. What was the topic? ...Exactly! - The 4th of July Picnic
II. Developing ideas for the July 4th company picnic:
• You will need committee members to help coordinate and supervise

the many responsibilities.
• Need covered pavilion, preferably an outdoor lodge-style atmo-
sphere with outdoor cooking facility accessible to running water and
electrical hookups, open fire pit cooking (family atmosphere).
• Make sure there is ample parking space available.
• Need location that provides access to swimming pool or lake area for
family activities, possibly a playground, etc.
• Plan meal, refreshments, assign food service crew for cooking,
cleaning, etc.
• Plan and purchase decorations, assign someone to be in charge of
decorating the premises.
• Plan and purchase fireworks for July 4 celebration, select crew to
handle fireworks show and cleanup.
• Plan entertainment: Locate and schedule musicians.
• Plan and prepare raffle tickets, gifts, games, party favors, awards,
etc.
How did you do? I hope you are beginning to see how the planning
phase begins to take shape as you brainstorm and gather ideas.

Level 1
9
LESSON 9
It is time now for a little test. Oh no, not a test!

Oh yes. But, don’t worry, if you are not ready
for this, go back, review, and reinforce all that
has been discussed in this level. Then come
back and give the posttest a try. Remember,
you are learning this at your own pace, so take
the time you need to feel comfortable with the
information presented.
The answers are in the back, but please,

don’t give in to the temptation to look ahead,
especially the writing exercises, as this will not
help you to develop your own creative thinking.
Don’t peek!
There is no doubt that you will not write any
particular memo, report, note, etc., exactly the
way I would write it, so don’t copy mine! Besides,
I won’t be with you on the job to help you out!
I don’t expect your writing to mirror mine; the
main idea is that it is correctly done, not that it
is word for word as the answer suggests. OK?

Level 1
Lesson 9
Exercise – POSTTEST
1. What are the eight main parts of speech?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What are the two parts of speech that are modifiers?
____________________________________________________________
____________________________________________________________
3. What are the two parts of speech that are used as connecting
words?
____________________________________________________________
____________________________________________________________

Level 1
LESSON 9
4. What does an interjection do?
____________________________________________________________
5. Capitalize the following:
internal revenue service ____________________

federal bureau of investigation ____________________
the white house ____________________
much ado about nothing ____________________
dr. john blankenship ____________________
mrs. smith ____________________
6. Abbreviate the following:
doctor ____________________
manufacturer ____________________
senator ____________________
mister ____________________

Level 1
Lesson 9
7. What are the four Cs of effective communication?
____________________________________________________________
____________________________________________________________
8. Define synonym, antonym, homophone (homonym), and acronym.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
9. Give an example of an acronym.
____________________________________________________________
10. Define subordinate clause.
____________________________________________________________
____________________________________________________________

Level 1
LESSON 9
Instructions: The next few exercises are writing assignments. Remember that
your work will vary from the answer key.
11. Write a memo reminding employees of a staff meeting.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
12. Write a short negative response letter concerning no available tickets

for a particular sporting event.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Level 1
Lesson 9
To complete the posttest, let’s practice one more business writing

exercise. Take your time to complete the exercise. Do not look at
EdWiN’s version until you have tried writing the business letter
yourself first.

Level 1
LESSON 9
13. Situation:
You are a production associate in an automotive factory. The company has

considered implementing a new safety rule which would ban the use of cell phones
within the plant. Write a letter to your line manager explaining whether or not you
believe this safety rule should be implemented and why.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Level 1
Lesson 9
Answers to Posttest
1. What are the eight main parts of speech?
Answer: nouns, pronouns, verbs, adjectives, adverbs,

conjunctions, prepositions, interjections
2. What are the two parts of speech that are modifiers?
Answer: adjectives and adverbs
3. What are the two parts of speech that are used as connecting words?
Answer: prepositions and conjunctions
4. What does an interjection do?
Answer: shows strong emotion
5. Capitalize the following:
Answers:
internal revenue service — Internal Revenue Service
federal bureau of investigation — Federal Bureau of Investigation
the white house — The White House
much ado about nothing — Much Ado About Nothing
dr. john blankenship — Dr. John Blankenship
mrs. smith — Mrs. Smith

Level 1
LESSON 9
6. Abbreviate the following:
Answers: doctor — Dr.

manufacturer — mfg.
senator — Sen.
mister — Mr.
7. What are the four Cs of effective communication?
Answer: clear, concise, correct, and conversational
8. Define synonym, antonym, homophone (homonym), and acronym.
Answer: Synonyms — words that are similar in meaning

Antonyms — words that are opposite, or nearly opposite in
meaning
Homonyms or homophones — words that sound alike, but
have different spellings and different meanings
9. Give an example of an acronym.
Answer: NASA, scuba, AIDS, NATO, etc. (answers will vary)
10. Define subordinate clause.
Answer: A subordinate clause is one that cannot stand alone as a

sentence. It does not contain a complete thought or idea.
11. Write a memo reminding employees of a staff meeting.
Answer: There will be a staff meeting in the conference room Tuesday,

Nov. 18 at 9:00 a.m. Please be sure you attend.

Level 1
Lesson 9
12. Write a short negative response letter concerning no available tickets

for a particular sporting event.
Answer: Dear Sir,
I am sorry to inform you that there are no tickets available for

the football game on Saturday, Nov. 22. Those tickets were
sold out several weeks in advance. If we can be of help to
you in the future, please do not hesitate to let us know.
Sincerely,
Your Name

Level 1
LESSON 9
13. Write a letter to your line manager explaining whether or not you
are in favor of this recommendation and why.
You are a production associate in an automotive factory. The company

has considered implementing a new safety rule which would ban the use of
cell phones within the plant. Write a letter to your line manager explaining
whether or not you believe this safety rule should be implemented and
why.
Suggested letter:
I do not agree with the recommended to ban the use of cell phones
within the plant. I understand the concern for safety within the plant,
but I believe the associates are responsible and can determine when
it is safe to use the phone and when it is not.
For many associates, the cell phone is there only means of

communication with their children. Completely banning the use of cell
phones within the plant would have a negative effect on morale.
Instead of completely banning them, it would be better to restrict

the usage to designated areas. This would allow associates to
continue to use their phone, but prevent possible safety hazards
from occurring by eliminating their usage on the production line.

Level 1
Lesson 9
Well, how did you do on the Posttest? If you

scored 94% or higher, you have a reasonable
chance to pass Level 1 of the ACT WorkKeys®
Business Writing assessment. Remember the
basic steps for writing complete sentences. Take
your time and listen to each question, and you
will do fine. You may want to complete Level 2
of Business Writing with me before you take the
assessment. Hope to see you there.
Good job! Now don’t be discouraged if you scored below

94%. There is a lot of information to remember.
Practice the exercises in this course. You can do
it! And, your enhanced work skills will pay off in
the long run.
Take time to review the Test-Taking Tips provided

at the end of this workbook. Good luck improving
your work skills and attaining your goals!

Level 1
REFERENCE
EDWIN’S TEST-TAKING TIPS
Preparing for the test . . .

Complete appropriate levels of the WIN Instruction Solution self-study courses.
Practice your writing skills until you feel comfortable with your ability to listen to
a message, take notes, and compose written messages conveying what you
have heard.
Get a good night’s rest the night before the test and eat a healthy breakfast on
test day. Your body (specifically your mind) works better when you take good
care of it.
Allow adequate time to arrive at the test site. Being in a rush or arriving late will
likely upset your concentration when you actually take the test.
The answers must be written in blue or black ink, so if you have a favorite pen,
you may want to take it with you. However, the test administrator will have pens
available for your use.
During the test . . .

Listen to the instructions carefully. Do not hesitate to ask the administrator
questions if you do not understand what to do.
Dealing with test anxiety . . .

Being prepared is one of the best ways to reduce test anxiety. Study the WIN
Instruction Solution course material. Practice will increase confidence in your
writing and reduce your test anxiety.
Do not think negatively about the test. The story about the “little engine that could”
is true. You must, “think you can, think you can, think you can.” If you prepare
yourself by writing clear, concise, and complete sentences, there is no reason
why you cannot be successful. Don’t get discouraged; be persistent.

Level 1
REFERENCE
If you have extra time after one message, you may go back and check
punctuation, spelling, etc. from other messages. If time allows, ask
yourself the following proofreading questions:
• Does each sentence begin with a capital letter?

• Does each sentence have ending punctuation?
• Have you used “I” in the message? If so, and you have time, change
this.
• Is there a subject and a verb in each sentence?
• Do the subject and verb agree?
Prior to the test, relax, close your eyes, take several deep breaths, and
think of a relaxing place or a favorite activity. Visualize this setting for a
minute or two before the test is administered.
Studying with a partner is another way to overcome test anxiety.

Encouragement from each other helps to increase your confidence.

Level 1
REFERENCE
resources
ACT, Inc. (1994). WorkKeys Targets for Instruction: Business Writing. Iowa City, IA: ACT.
®

WIN Career Readiness Courseware - ©2008 Worldwide Interactive Network, Inc. All rights reserved.

1000 Waterford Place
Kingston, TN 37763
Toll-free 888.717.9461
Fax 865.717.9461
www.w-win.com

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 • Business Writing • VERSION 5.0

HI!! Let me introduce myself to you. My

At the workplace, written messages take

You will be asked from time to time to do

It is my goal as your guide to help you develop

VERSION 5.0 • Business Writing • 

LESSON 1 Basic Sentence Structure

LESSON 2 Rules for Capitalization

LESSON 3 Work-Related Vocabulary

LESSON 4 Synonyms, Antonyms, and Homonyms

LESSON 5 Abbreviations and Acronyms

LESSON 6 Clarity and Conciseness of Sentences

LESSON 7 Combining Sentences

LESSON 8 Work-Related Documents

REFERENCE Test-Taking Tips

 • Business Writing • VERSION 5.0

One of the first things to remember as you go

Every complete sentence has a subject and a

VERSION 5.0 • Business Writing • 

Instructions: Underline the subject and circle

10. Lions growl.

 • Business Writing • VERSION 5.0

This page was intentionally left blank.

VERSION 5.0 • Business Writing • 

Answers to exercise – Subject and verb

10. Lions growl.

 • Business Writing • VERSION 5.0

Words are usually grouped into one of the

Nouns are always persons, places, things,

OK, now I’m sure you probably know quite

VERSION 5.0 • Business Writing • 

1. The janitor set up tables in the lunchroom.

2. My friend bought a parrot with beautiful feathers.

3. Another employee brought photos in an album.

4. Two girls hung a plant from the ceiling.

5. The message in the bottle had washed up on the beach.

6. The painting was a picture of a kitten.

7. A folder of old coins lay open on the shelf.

8. Hamsters and gerbils exercise in cages.

9. Only one person brought a picture of an airplane.

11. A line formed in the hallway.

12. A person at the door took each ticket.

13. In the kitchen, the leader was pouring coffee.

14. Two teams brought supplies from home.

15. A small girl carried a large picture.

16. Local groups had decorated the walls with art.

17. The guests thought every hobby was interesting.

18. The prize was in a box by the window.

VERSION 5.0 • Business Writing • 11

1. The janitor set up tables in the lunchroom.

Answer: janitor, tables, lunchroom

2. My friend bought a parrot with beautiful feathers.

Answer: friend, parrot, feathers

3. Another employee brought photos in an album.

Answer: employee, photos, album

4. Two girls hung a plant from the ceiling.

Answer: girls, plant, ceiling

5. The message in the bottle had washed up on the beach.

• Business Writing • VERSION 5.0

VERSION 5.0 • Business Writing •

• Business Writing • VERSION 5.0

VERSION 5.0 • Business Writing •

• Business Writing • VERSION 5.0

VERSION 5.0 • Business Writing •

• Business Writing • VERSION 5.0

VERSION 5.0 • Business Writing •