PIP Writing Workshop Manual

8/2/2019 PIP Writing Workshop Manual

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Training [email protected] 1

PIP Writing Workshop

Be great in text as you have been in thought

William Shakespeare

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CON TENTS

Part TOPIC Page Number

1 The Importance of Writing 32 Difference Between Spoken and Written

Language4

3 Motivation 6

4 Examples of Writing Activities 7

5 Sample Activities & Critique 8

6 PIP Writing Skills 9

7 Writing Activities in Books 108 Sample lesson from PIP 300F 12

9 Correcting Written Work 14

10 Peer Assignment 18

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The Importance of Writing

The writing element of PIP is often the one the students struggle with the most andcomplain that it is the hardest for them to see definite improvement in.

For all language students learning to write competently and communicatively is important to helplanguage progress but for students entering an academic environment it is essential to ensure theycomplete their course work in an acceptable fashion.

Many language learners, including those of high levels in spoken language often say that their writing is the weakest of all their skills and this has to do with the very nature of what writing isand what it requires of the writer.

The PIP course begins with a foundation in writing skills that is then built upon throughout thelevels. Starting with sentences and increasing in difficulty to writing different types of essays thatdictate students must learn not only correct language but organization and this is hard.

It is the teacher's job then to present many examples of good writing, guide the students throughthe necessary building blocks and ensure that the students have as much practice writing as muchas possible with high levels of constructive feedback that help the student improve.

It is vital that as writing teachers we ourselves possess the necessary academic skills otherwise itis very difficult to teach it. Great conversation teachers may not have written many different typesof essays or paragraphs or at least for a very long time, we cannot then reduce our writing input asthis will adversely affect the students. Teachers when assigned a PIP class must study themselvesthe necessary writing skills involved in the level in order to effectively teach this to their students.

A writer is a person for whom writing is more difficult than it is for other people.

Thomas Manf

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The differences between spoken and written language

When Oscar Wilde visited the United States in 1882 he came upagainst a rather rude bellhop. They had climbed to the 5 th floor suite lugging his many bags when Oscar realized one large suitcase was still in thereception. He asked the bell hop to please get it and the man replied I aint

gonna git it! and departed. A rather affronted Oscar sat down to write acomplaint note to the hotel and found that his pen refused to allow him towrite the words exactly as they had been said. Instead he translated it to I am not going to get it. Examining the paper he realized that they no longer conveyed the meaning he wanted, he threw it away and simply went to get the bag himself. This story illustrates how different spoken language and written language can be and itseffect on meaning and clarity. It doesn't matter which regional form of language you speak,when it is written down we all follow the same rules.

Broken down into parts of speech

Permanence

Spoken Language Written Language

Fleeting and Real time Fixed and stable

Listener must follow along Reader can take their time

Explicitness


Pre-existing knowledge isassumed or listener expectedto understand.

Must make all references andtopics clear that most readerscould understand.

Standard Language


Often non-standard,colloquial involving slang andlack of grammar.

Generally follows standard presentation, organization,grammatical structures.Colloquial language must be

planned and presented as such E.g. I aint gonna git it

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Slowness of production, speed of reception


Fast creation and delivery Slow creation and delivery

Slower intake andunderstanding Faster intake and understanding

Detachment


Speaking normally happensaround intended listeners andinteraction possible.

Detached in time and space

Specific to the listeners Often does not consider specificreaders.

Immediate feedback isavailable Feedback is impossible

Organization


Speaker adjusts as theconversation unfolds

Clearly organised andformatted.

Opportunity for correctionand change of direction Cannot be changed

Can contain redundantlanguage.

Redundancy would have to be planned into the text.

A learned skill


Can be learned by osmosis,exposure to other speakers or studied.

Must be taught.

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Mot ivation

If writing is a difficult challenge for the students, without gooddirection and purpose it can become frustrating, irritating andvery soon boring. If the students are bored with the activity itdoes nothing for motivation and development in the skill. As ateacher you will be asking your students to challenge their ownabilities and attempt to become accomplished in a difficultenough area (academic writing) but in a foreign language it istwice as difficult.

Remember that for Korean students they are having to learn two skills with every writingassignment that you will be giving them:

To organize and write a foreign language academic assignment.To reason, think critically, provide support for their argument etc

The second point is crucial, it goes against the educational background of many of thestudents who would not have had to be this creative and logical at the same time in their school work or studies. Academic writing is usually about finding the correct answers to aquestion and copying them down or more often than that finding a good example of anessay or piece of text and then rewriting it. The same standards do not always apply. ManyKorean universities do not take plagiarism as seriously as universities in say, the USA or the UK where they could find themselves failing in their studies or worse asked to leavethe university.

So, we have to find ways to not only interest the students in what they are doing but tomake the activities and assignments accessible. We should always ask the followingquestions:

Would students find the activity motivating, stimulating and interesting todo?Is it at an appropriate level for them or is it too easy or too difficult?Is it relevant to their needs?Is preliminary teaching required in order to do the activity.Would I like this activity? Would I use it

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Some typical examples of writing activities seen in the classroom.

Critique the following writing activities.

PIP 100F - Lesson on Great Inventions - Descriptive Paragraph

Now we have read about some of the 21 st century's great inventions you arenow going to come up with your own invention. You have to decide whatis is, who it's for, how you are going to market it and write a descriptionthat you will then present to the class.

PIP 200S - Psychology - Argument and reason

In English when we want to challenge someone else's opinion we don't just say I disagree we have to use a number of expressions to support our own and also to challenge the other person's. These expressions include itcan be argued', I agree somewhat but..., From my perspective..,according to research.... and so on. So I am going to write a statement onthe board and for homework you are going to write an argument, counter-

argument and rebuttal about it. Remember it doesn't matter if you agree, I want you to practice using these expressions. Each paragraph should be around 250 words.

PIP 300S Biology - Cause and Effect

So in the text the author describes how modern living habits and thegrowth of economically advanced countries has led to an increase indiseases and conditions associated with poor diet. In countries like the US

there has been such a dramatic increase in these kinds of conditions thatthe government has been considering plans to introduce legislation to limit

or ban the substances that cause them. This has of course created a lot of argument abouthealth and the role of government. I want you to imagine that you are the health secretaryof the United states and you will prepare a letter of recommendation to the governmentdetailing the problems, the causes and possible solutions and also the consequences if theydon't follow your advice. 1200 words.

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Cri tique of the Activities

Activity Number One

At this level the students would find writing a paragraph quite difficultas they are still very much pre-intermediate and may not even feelconfident about writing full and complex sentences yet. There would also

be a lot of essential language to teach including adjectives, descriptivesentences and appropriate grammar. In other words the activity would be far

above the level of what could be expected from the students. Better to begin withdescriptive words and sentences with the goal of the invention activity.

Activity Number Two

At this level we should expect a lot more from the students, they can now be

considered almost upper intermediate but they still need a lot of guidance and practice with forming coherent work. The teacher here introduces the aims and purpose of the activity and the teacher makes it clear the type of language thathe would like used in the work. However too much is taken for granted with

the student's prior knowledge and it is only spoken aloud. Much better for the students tostudy examples of this type of writing and then practice shorter pieces before attempting alarger work.

Activity Number Three

The teacher here began with a reading which would have helped to put thetopic and language into perspective which is very good and also provides asolid reference for written work. The teacher is very clear about the objectiveof the exercise and it seems at the right level of expectation for the students.However the topic itself could be quite difficult for the Korean students to

write about significantly, it would perhaps be better to adapt the topic to somethingreflected in their lives, the state of Korean health for example, and then they would be ableto contribute more to this while practicing an essential skill.

So, we repeat the questions from before;

Would students find the activity motivating, stimulating and interesting todo?Is it at an appropriate level for them or is it too easy or too difficult?Is it relevant to their needs?Is preliminary teaching required in order to do the activity Would I like this activity? Would I use it?

Writing in a foreign language is difficult. Remember that.

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PIP Writing Skills 1 1 2 2 3 3

Analyzing Various Types of Essays

Analyzing Various Types of Paragraphs

Asking Questions

Avoiding Awkward Sentences

Avoiding Sentence Fragments

Avoiding Wordiness and Redundancy

Brainstorming

Comparing and Contrasting

Creating Sentences

Describing a Process

Describing Possible and Imagined Situations

Editing

Explaining Cause and Effect

Giving Descriptions/Reporting Information

Giving Instructions

Giving Opinions and Reasons

Relating a Current Event (-ing)

Relating a Past Event

Relating Future PlansRhyming

Stating Preferences and Reasons

Understanding the Parts of a Paragraph

Understanding the Parts of an Essay

Using Apostrophes

Using Collocations

Using Colons and Semicolons

Using Commas

Using Fresh Language

Using Lively Language

Using Plain Speech

Using Quotation Marks

Using Reported Speech

Using Time Phrases

Using Time/Transition Words

Using Words AppropriatelyVarying Sentences

Writing Agree/Disagree Essays

Writing Argumentative Essays

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Example of Writing Act ivities

In all PIP books there are many different types of writing activitiesdesigned to practice the above skills and often build up to the larger assignments culminating in the many types of essays. However thisdoesn't mean you should rely only on the activities in the books. Somestudents even at the same level will approach them differently and alsostruggle with certain types of task meaning that the teacher should bringin outside resources and activities. This helps reduce the difficulty andfrustration with some of the more difficult tasks from the PIP books.

Below are a selection of writing activities that can be adapted to many topics and oftento different levels.

Book Report - A summary activity about a book, part of a book, short story etc... that

the class has read.Good for many levels but can be quite routine and boring without direction.Preliminary teaching and guidance required on appropriate language.

Book Review A more personal critique of a book you have read, opinion task.The writing will be more personable, students can be both positive and negative,therefore it can be more interesting to do.Opens up the possibility of discussion in middle and higher level classes.

Instruction Sheet The students create a step by step set of instructions for the classto follow. (such as a recipe, driving a car, directions somewhere)

Easier than the previous two as it can and should be written in clear, simplesentences.Can easily become a fun guessing game for the class and quite interesting as it allowsthe students to write about something they know how to do and therefore engaging.Excellent practice of imperatives, conjunctions and time clauses.

Narrative Write a short story based on topic, pictures etc.Fairly interesting and engaging and can be adapted to most levels as it requires thestudents to tell a story.

Needs careful organization and preliminary teaching to ensure correct use of language and often stricter boundaries. (word count, number of sentences etc)

Personal Story Similar to above except based on a true personal experience.Can be many topics, a trip, a time when you felt a certain emotion, childhoodmemory etc...Students can write at their own level of proficiency and there will probably bedifferent lengths and complexity.A personal story about yourself would be a good motivator.

Describe a View A personal favorite, city vs country, look out the window.A good chance to practice adjectives of appearance based on visuals.Can be fairly simple all the way to very advanced depending on the language to

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practice.All levels of proficiency can do this.

Describe Someone / People Describe someone you know well, a friend, familymember, famous person etc.

An exercise that practices both visual adjectives and personality descriptions.Personalized topic that is usually enjoyable and motivating.Can be made more complex by adding tasks such as describing job, history, gossipetc

Answer a letter Answer a complaint letter, an inquiry, an advice letter etcUsually a highly motivating task that practices many parts of speech.Requires a certain level of English skill to do well.Students must have studied an example and appropriate language first.Very good opportunity for peer correction.

Job Application Write a cover letter or job application including a CV / ResumeConsidered a very useful and appropriate activity for PIP students.Sometimes requires imagination to keep it from becoming too serious (e.g. applyingfor a fantasy job instead of a real one)

Needs a fairly high level of English to do well.Excellent opportunity for peer correction and discussion when they are finished.

Propose Change Write a proposal designed to request a change you would like to bemade in an organization, company, your town, country etc.

Requires the students to organize and successfully show argument and demand.

High level of proficiency needed to do this with any success.Depending on the student's level you may need to provide a model proposal first.

News Report Create a newspaper article, a broadcast report on a given topic .Allows for creativity depending on the style of writing (tabloid / broadsheet etc)Allows for many topics to interest students (disaster, economic, gossip, national etc)Can be adapted for several different levels and requires different language focus.

Ideal School or Job What is the perfect environment / Career for you.Allows the students to be creative which makes it interesting.Does not need a lot of preparation, preliminary brainstorming will help with

vocabulary.Describe a process Describe the process represented in a graph, flow chart, series of pictures etc.

A sophisticated task that requires precise and orderly presentation of facts.Suitable for academically focussed students.Advanced or pre-advanced level.

Film Music Students listen to a piece of music and describe the plot and atmosphereof the movie it would be background music for.

A stimulating and imaginative task for creative students.Can be adapted for different levels and complexities.Select and prepare a suitable piece of music.

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In Pra ctice : example writing from PIPLEVEL : 300 F TOP IC : The mysterious and the Unknown

This is a sample lesson from the PIP300F book all about the mysterious and theunknown, the book looks at a lot of vocabulary and varied types of text but all have amore or less scientific angle. One listening exercise is about a ghost story which isfollowed by a visual exercise to stimulate writing. There is a series of pictures whichinclude images of what could be in a ghost story. However the teacher in this case feelsthe students may be lacking in appropriate language to write a good ghost story,especially descriptive skills. Therefore has decided to introduce a different text, ahaunted house story, to study this language first.

The focus of the writing part of the class is to write a narrative essay, students havealready studied previous narrative paragraphs and articles in the book. This onehowever is a little different as the unit is about telling stories from an emotionalperspective and so this part of language is crucial to the success of the final essay.

Warm Up : Students discuss a famous ghost story, it can a personal experience or one thatthey have heard or if this is difficult one from a movie or book.

Language Introduction : There will be a list of nouns and adjectives on the board thatwould

all be used in a ghost story, the students in pairs will brainstorm the words, what dothey know, can they give an example, what synonyms do they know of the words.The teacher will then conclude together as a class asking for examples.

Pre-reading : I will tell the students that they are going to read a story about a hauntedhouse that scares people who stay there. Using the descriptive words on the board, the

students will, in pairs create a short two sentence description of a haunted house.The aim is to try and make it sound as scary as possible. After this task I will givethe students the title of the story The Whispering Darkness and we willdiscuss what the story might be about and what does the title suggest.

Reading: Students are to skim through the text first to make a summary of the story.

They have 4 minutes to do this.

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The Whispering Darkness

Lisa and Tom were driving home from their old teacher, Professor McScratchy's house.He had recently retired to the countryside following a glittering career at FelchinghamUniversity. A professor of English, it had been in his class that Lisa and Tom had first met,now newly engaged they had driven out to see him and thank him. If it hadn't been for hisfascinating accounts of Gothic London their eyes might not have met across the room.

They had been surprised by the desolate landscape the professor had chosen to live in.Sparse and wild, but he had assured them he wanted a quiet and isolated life, besides therewas another house not 5 miles away should he feel the need for company. They had a longand pleasant afternoon together and the sun was low in the sky as they waved him goodbyeand set off on the 3 hour drive home. As the sky darkened and the light dimmed Lisa beganregretting having stayed so long, she looked over at Tom who was happily retelling another fond memory of McScratchy and sighed, how could she be angry with him. She didn't finishthe thought as suddenly she was thrown violently into the window, she screamed and sheheard Tom shouting God! What was that?! she felt the car come to a sudden lurching stopand sat panting hard. As it occurred to her that she was still alive. Are you OK? cameTom's worried voice, she looked at him and saw the panic in his face and answered that shewas. Tom suddenly got out of the car shouting about animals and country roads and in a dazeshe followed him. They really were in the middle of nowhere and it was almost pitch black,they could see nothing on the road behind them, what had they hit? Lisa looked at her mobile, no signal, she looked around and saw in the distance the house that they had passedearlier. Tom she said look.

45 minutes later, armed only with the small flashlight from the car they arrived at thedilapidated old house, it was worn and unloved and was not an inviting place. Lisa wanted togo back to leave this eerie domain but what could they do? Tom took a deep breath,squeezed Lisa's hand and knocked 3 times on the door. The sound boomed around themcausing Lisa to jump, Tom told her to calm down, they needed a phone and this might be theonly place there would be one unless they wanted to hike 18 miles to the Professors in thedark. They waited a few minutes and Tom went to knock on the door again when suddenlythere was a shrieking gust of wind and the door blew inward causing them both to scream.There was no light coming from inside only gaping darkness, Lisa felt her imaginationrunning away from her but all she knew was that she did not want to step into that inkyabyss. Tom was already moving forward, what are you doing?! she hissed, he pulled awayand told her to calm down, Wait herehe whispered, I'll be right back and he disappearedinto the murk. 15 minutes passed, Lisa was semi-hysterical with fear, she tried to call intothe house but her throat was constricted and no sound would come out. Gulping down her terror she stepped into the black.

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Post Reading The students must first create a summary of thestory in one or two sentences which they will sharewith a partner and then we will discuss as a class.Secondly the students will go back to the story and inpairs discuss how the vocabulary words createdatmosphere, what did they do to the mood of the storyand again we will discuss some of these as a class. Theconjunctions from the story (previously studied) willbe written on the board as they appear in theexamples from the text to review for the students howimportant they are in a narrative structure.

Writing Preparation Task

The students will now have to create the ending to thestory as it lacked one. To help with creativity, several possible endings will be summarizedon the board such as;

She find's Tom has fallen over and is hurt, she sees the telephone and phones for help.Tom is nowhere to be found and she runs out of the house.Something sinister is waiting for her inside.

In the classroom, the students will be given 10 minutes with their partner to brainstorm theending and plot their summary. They will create the outline of the ending with the instructionthat it must be:

Two paragraphs long totaling 300-400 words.They must use a mix of past simple, past continuous and past perfect.They must use as much of the vocabulary as they can WITH particular attention

paidto the mood of their writing, so they must use the adjectives carefully.

They will only prepare the outline in class and then they will write their endings ashomework to be submitted by email 2 days later.

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Cor recting Written Work

Of equal importance to good organization of writing assignments is how we as teachersapproach the feedback and correction of work that is presented to us by the students.Below are three examples of work handed in to teachers by students from 3 different levels,

go through each one and correct it.

Number One: SLE Placement Test

(100 words)

Men should work and provide money for their family while women shouldstay at home and take care of the children.

Do you agree or disagree with this statement about gender?I disgree that men should work and earn momoney and women

should be a housekeeper. Actually in our country most men used towork for company and most woman used to take care of the childrenas a housekeeper because 30 years ago, most woman couldn't go toschool.At that time many families don't enough money for education butnowaday All of woman can take education because it is duty! So,woman don't have to be housekeeper.

Second reason is that most woman are sensitive and verycareful So they can be a good kind of resource that has a lot ofabilities. There is no reason that woman should stay at home.

In conclusion, I think a man and a woman both can be a workerand both can be a housekeeper.

Number Two: PIP 200F Advice letter - Answer the letter as if you are Bessy.

Dear Bessy,I am writing to you because I have a serious problem and I don't know what to do.

I am 18 years old and have always been a good student, I live alone with my mother andhave done since my father died two years ago. She has been working very hard to savemoney so that I can go to university this year and last week I received an offer fromHarvard, she is so proud. However, I don't feel ready to go to college yet, I want to stay herewith my boyfriend and work for a year to make more money but my mother has already toldeveryone that I'm going and I think she will be really upset if I tell her what I want to do.

Help me Bessy!

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Confused in Ohio. Dear confused in Ohio,

I think you will ok. Many peoples get this problem when cominguniversity. You are scary but you will ok. You should think aboutmom, she was working hardly so you can study, maybe she borrow youmany money and you should think her. But you have lot of works todo and right now boyfriends doesn't matter more than mom. What aluck you go Harvard, you should proud and work hardly for that. Youwill make new boyfriend and be campus couple you must think highlevel and be good for mom. Good luck!

Number Three: 300S Part of a Cause and Effect essay on the rising stress levels inKorean Society.

As Korean society has developed, it has moved away from it's traditionalmethods of coping with difficulties; the family. Discuss the various causes and

consequences of this change. (1000 words)

Korea is a country that grew very quickly from poor to rich withoutthinking about how this would effect society. Long time ago we were verypoor and almost farmers, only the rich people and sellers lived in big cities,the poor people lived in bad houses in the rural areas. But the positive sideto this form of culture is that during the difficult life, people had supportfrom their family and neighbours, they could talk and sort out. This is theKorean way, network of friends and loved one, this is what we calledJung.

Jung has been gone nowadays, the Korean miracle means thatsociety has changed so much from the past to now, now almost people livein the big cities and live independence and selfish lives. Everywhere you lookin a place like Seoul you can see the bad consequences of the loss, a mancan fell down in the street and no person stop to help this is becausepeople don't respect the elder as they used to and think only about them.Also young people use bad language because of TV especially western TVteach them that way to talk to their parents.

There has been some positive change, women now don't rely men so much

and can be educated now and work for a career, this has been a goodaspect of development and we now have more free than before.I think that we should be careful not to lose all culture we had just for

economic life, money is not almost everything, social relationship and caringmust make us strong.

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Questions to ask about feedback

Did you use a red pen? Why?Did you offer any feedback?Did you concentrate only on themistakes?Did you offer any guidance to thestudent on how to improve?Did you look at successes beforefailures?Did you assess the overall level of thestudent?

If you were the student looking at thisreturned piece of work, how would youfeel

We are not dealing with native students who would be expected to have a very highlevel of writing ability by the time they reached university age.These are foreign language students trying to develop a difficult academic skill over a relatively short space of time.Over-correction without positive feedback quickly leads to a feeling of failure andfrustration that often leads students to giving up.Students often avoid extended written work if they feel that the teacher is onlylooking for mistakes and not ways to help them improve.So perhaps the following questions are a good way to start:

Did the Student understand the assignment ?In all of the above cases yes. This shows the student was clearly able to completethe assignment and follow the instructions of the teacher.

Did the Student complete the assignment to a satisfactory language level ?Again yes to all three, we must always carefully consider the level of the studentswhen we set writing assignments. If they were not making any mistakes then they

would not need to be taking the class. Are they making errors and mistakes wewould expect at this level.

Did the teacher prepare the student for the assignment and how will we takethe opportunity to help the student develop ?

If students do a bad job in a writing assignment then the teacher must consider if he/she taught the relevant skills /language first. He/She must also look at the

outcome of the assignment and decide what must be taught or reviewed next.

Feedback on Written Wor k

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Red pen is considered quite deflating by students in many parts of the world,depending on the culture it can represent danger, passion, death or failure.Try to remember how it felt to receive an assignment you workedhard on covered in red pen, scribbles, dots, angry underlining, wholesentences scratched out. Did you sit down and study each problem or did you shove it into your bag and never look at it again?Choose another colour, use green if you like, expensive research has

proven it to be the friendliest colour for correction. What do you think? - Discuss the following statements and your opinions on them.

The fact that the teacher gives feedback on student performance implies a power hierarchy: the teacher above, the student belowAssessment is potentially humiliating to the assessed person.Teachers should give their students only positive feedback, in order to encourage,

raise confidence and promote feelings of success; negative feedback demoralises.Giving plenty of praise and encouragement is important for the fostering of goodteacher-student relationships.Very frequent approval and praise lose their encouraging effect; and lack of praisemay then be interpreted as negative feedback.Teachers should not let students correct each others work, as this is harmful to their relationships.

Here 's what we think Power hierarchy in the classroom is inevitable, but it goes

both ways.

Teachers have the right to request work to be done, thencorrect and assess it.Students have the right to expect the teacher to facilitatetheir learning experience .Assessment can cause stress and anxiety based on the fear of failure and humiliation.Dont forget this when testing as the stress factor can lower results.Positive feedback tends to encourage.

Negative feedback can be equally constructive if it is given supportively and warmly.It can do if it isnt overused.Overuse of approval causes its devaluation and can become irritating.

Peer correction can be positive UNLESS their relationship was not particularly warmor trusting to start with.Use peer correction with caution.

Watch out for recurring corrections of the same mistake. If thishappens, invest time in creating opportunities for students to get itright.

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Peer Assignment

With your partners, you are going to choose one of the followingtopics and create a full writing activity out of it.

You must consider:

The topic of the class this would beThe level of the students .What preliminary teaching of language would be required.The aim of the writing activity, what skills is it testing, how it should beorganized .Will you require the students to do any reading or pre - assignment exercisesHow much time will you give them to complete itHow will you review the work and give feedback in class

You have 15 minutes to pre pare .

Option One

HONEYMOON FROM HELL !Mr. and Mrs. Smith of Doking, West Yorkshire were horrified when they arrived for their honeymoon in Torquay last week. They had booked what they thought was a luxury bridalsuite on the top floor of the 5 star Rutters' End but their dreams of marital bliss soonturned to a nightmare almost as soon as they arrived. I could not believe my eyes Mrs.Smith told me with a shudder The place was in chaos, they were building everywhere,dust, dirt and rubbish filled the lobby. Her husband was even more incredulous about theroom The bed was a mattress in plastic on the floor and our sea view looked down into a

working port, hardly the stuff of romantic dreams he added angrily.Mr. and Mrs. Smith demanded a refund and wanted to go elsewhere but the hotel refused

saying late cancellations were not permitted. The furious couple returned home the sameday. We have been trying to contact the manager Mr. Stiffler but so far has been unavailablefor comment.

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Option Two

Option Three

To Mayor Flojito

I find myself having to write to you on a subject of personal importance. I live in the Gruijavalley, in what used to be the most beautiful part of Santa Monica and is now hell on earth! Theamount of industry that has poured into the valley over the last 5 years is abominable. Every daythousands of cars turn the air to poison, the once charming freshwater stream is now black andchoked, the fish I once caught are gone. And now I hear you have granted permission for a newstrip mall to be built right in the Gushing Meadows! Are you mad? Are you insane? For shame!!!!I shall fight you every step of the way to save this little corner of paradise.

Angry and Bewildered, Hughe Rant.

PIP Writing

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PIP Writing Workshop Manual