Telling Stories - Sequencing Your Ideas

Telling stories is common in any language. Think of all the situations in which
you can tell a story:

• Talking about your past to a friend

• Giving details about something that happened during a job interview
• Relating information about your family to your children
• Telling colleagues about what happened on a business trip

In each of these situations - and many others - you provide information about
something that happened in the past. In order to help your audience understand,
you need to link these ideas together. One of the most important ways to link
ideas is to sequence them. Sequencing refers to the order in which events
happened. These are some of the most common ways to sequence in writing or
speaking:

Beginning:

Firstly,
First of all,
To start off with,
Initially,

Examples:

Firstly, I began my education in London.

First of all, I opened the cupboard.
To start off with, we decided our destination was New York.
Initially, I thought it was a bad idea, ...

Continuing:

Then,
After that,
Next,
As soon as / When + full clause,

but then
Immediately,

Examples:

Then, I started to get worried.

After that, we knew that there would be no problem!
Next, we decided on our strategy.
As soon as we arrived, we unpacked our bags.
We were sure everything was ready, but then we discovered some unexpected
problems.
Immediately, I telephoned my friend Tom.

Interruptions / New Elements to the Story:

Suddenly,
Unexpectedly,

Examples:

Suddenly, a child burst into the room with a note for Ms. Smith.
Unexpectedly, the people in the room didn't agree with the mayor.

Events Occurring at the Same Time

While / As + full clause

During + noun (noun clause)

Examples:

While we were getting ready for the trip, Jennifer was making the reservations
at the travel agent's.
During the meeting, Jack came over and asked me a few questions.

Ending:

Finally,
In the end,
Eventually,
Lastly,

Examples:

Finally, I flew to London for my meeting with Jack.

In the end, he decided to postpone the project.
Eventually, we became tired and returned home.
Lastly, we felt we had had enough and went home.

When you tell stories you will also need to give reasons for actions. Here is some
help with linking your ideas, and providing reasons for your actions.
Capitalization Rules
This guide to capitalization rules is especially for ESL students. It contains clear
explanations for each rule with simple examples of correct sentences. Once you
understand these rules, try the capitalization rules quiz to test yourself.

Capitalize the first word of a sentence

Examples:

There is something wrong with this cheese.

Strange things have happened recently.

Capitalize the pronoun "I"

Examples:

He asked me where I had bought my jacket.

If I see her, I will give her your message.

Capitalize proper nouns

Examples:

I visited California on my vacation.

She gave Peter a present for his birthday.

There are many special rules concerning proper nouns.

Generally, Proper nouns refer to specific people, places, things, pets,

organizations, etc. Remember to always capitalize the name of someone or
something. Here are some specific rules to follow:

• Capitalize North, South, East, and West when contained in the name of a
place (state, country, etc.) but not when used for giving directions.

Correct Examples:

My friend lives in South Carolina.

We are planning a vacation in South Africa.

Incorrect Examples:
 She lives in Southern Europe. SHOULD BE She lives in southern Europe.
I'm going to visit my friends in Eastern Oregon. SHOULD BE I'm going
to visit my friends in eastern Oregon.

• Capitalize the group name of members of an organization

Examples:

The Neighborhood Players are presenting a musical next week.

Some Washington Democrats would like to see the company up.

• Capitalize company trademarks (product names)

Examples:

My niece loves Converse shoes.

Do you prefer Siesta or Aloha products?

• Capitalize common names of periods of time in history

Examples:

The Psychedelic Sixties were pretty groovy baby!

The Dot Com Era lasted far shorter than many people expected.

• Capitalize specific events

Examples:

I went to the Tomato Growers Conference in Salinas last weekend.

Have you ever attended the Technoland Convergence Festival?

• Capitalize acronyms which refer to specific names

Examples:

I prefer to watch PBS tv whenever possible.

The ICAM commissioned a study on OBLOG.

• Common nouns may be capitalized when used as names for the entire
class of something.

Example:

Some feel that Man is destined for outerspace!

 • Names of gods are capitalized, including Allah, Vishnu, and God. The word
god is generally not capitalized if it is used to refer to the generic idea of a
deity, nor is it capitalized when it refers to multiple gods.

Examples:

Wotan is one of the gods in Wagner's Ring Cycle.

The paster prayed that God should deliver us from our sins.

Capitalize days of the week, holidays, and months of the year. Do not
capitalize seasons.

Correct Examples:

She flew to Dallas in September.

Do you have any time on Monday?

Incorrect Examples:

I love skiing in Winter. SHOULD BE I love skiing in winter.

They visited Bob last Summer. SHOULD BE They visited Bob last summer.

Capitalize countries, languages, and nationalities (adjective form of a

specific country)

Examples:

I lived in Italy for over 10 years.

Have you ever had any really expensive French wine?
Do you speak Russian?

Capitalize family relationships when used in place of a name

Examples:

Have you given Mom her present yet?

I think Dad needs some time off work.

Capitalize titles that come before names. Do not capitalize titles that
follow names.

Correct Examples:

The soldier wrote to General Smith and asked for advice.

Have you spoken to Vice Principal Smithers yet?

Incorrect Examples:
George Washington was the first President of the United States. SHOULD BE
George Washington was the first president of the United States.
Peter Smith was elected Mayor in 1995. SHOULD BE Peter Smith was elected
mayor in 1995.

Capitalize letter salutations (openings) and closings

Examples:

Dear Mr. Smith,

Best regards,

Special Capitalization Issues

Capitalize the first word in a quote.

This is true even if the quote occurs in the middle of a sentence.

Examples:

The last time I talked to Peter he said, "Study hard and get to bed early!"
Thomas Patterman was a simple man who said, "Give me life, liberty and a
bottle of rum!"

Capitalize content words in titles.

Remember that content words include nouns, pronouns, principal verbs,

adjectives, and adverbs.

Examples:

Rainy Days and Mondays

How to Win Friends and Influence your Neighbors

Capitalize the first word in each line of poetry

Roses are red

Violets are blue
I think I said He's in love with you!
Paragraph Writing

In general, the purpose of a paragraph is to express one point, idea or opinion.

For example: Students require more recreational time in order to better focus on
lessons in class.

This main idea is expressed through three sections of a paragraph:

1. Beginning - Introduce your idea.

2. Middle - Explain your idea.
3. End - Make your point again, transition to next paragraph.

Here is a paragraph taken from an essay on various strategies required for an

overall improvement of student performance:

Students require more recreational time in order to better focus on lessons in

class. In fact, studies have shown that students who enjoy a recess of more than
45 minutes consistently score better on tests immediately following the recess
period.

Clinical analysis further suggests that physical exercise greatly improves the
ability to focus on academic materials. Longer periods of recess are clearly
required to allow students the best possible chances of success in their studies.
Clearly, physical exercise is just one of the necessary ingredients for improving
student scores on standardized tests.

There are four sentence types used to construct a paragraph:

1. Topic sentence

One sentence which states your idea, point, or opinion. This sentence
should use a strong verb and make a bold statement.

For example: Students require more recreational time in order to better

focus on lessons in class.

NOTE: Notice the strong verb 'require' which is a call to action. A weaker
form of this sentence might be: I think students probably need more
recreational time ... This weaker form is inappropriate for a topic
sentence.

2. Supporting sentences
 Supporting sentences (notice the plural) provide explanations and support
for the topic sentence (main idea) of your paragraph.

For example: In fact, studies have shown that students who enjoy a recess
of more than 45 minutes consistently score better on tests immediately
following the recess period. Clinical analysis further suggests that physical
exercise greatly improves the ability to focus on academic materials.

NOTE: Supporting sentences provide the evidence for your topic

sentence. Supporting sentences that include facts, statistics and logical
reasoning are much more convincing that simple statements of opinion.

3. Concluding sentence

The concluding sentence restates the main idea (found in your topic
sentence) and reinforces the point or opinion.

For example: Longer periods of recess are clearly required to allow

students the best possible chances of success in their studies.

NOTE: Concluding sentences repeat the main idea of your paragraph in

different words.

4. Transitional sentence

The transitional sentence prepares the reader for the following paragraph.

For example: Clearly, physical exercise is just one of the necessary

ingredients for improving student scores on standardized tests.

NOTE: Transitional sentences should help readers logically understand

the connection between your current main idea, point or opinion and the
main idea of your next paragraph. In this instance, the phrase 'just one of
the necessary ingredients ...' prepares the reader for the next paragraph
which will discuss another necessary ingredient for success.

Adding Emphasis in English - Special Forms

There are a number of ways to add emphasis to your sentences in English. Use
these forms to emphasize your statements when you are expressing your
opinions, disagreeing, making strong suggestions, expressing annoyance, etc.

Use of the Passive

The passive voice is used when focusing on the person or thing affected by an
action. Generally, more emphasis is given to the beginning of a sentence. By
using a passive sentence, we emphasize by showing what happens to something
rather than who or what does something.

Example:

Reports are expected by the end of the week.

In this example, attention is called to what is expected of students (reports).

Inversion

Invert the word order by placing a prepositional phrase or other expression (at no
time, suddenly into, little, seldom, never, etc.) at the beginning of the sentence
followed by inverted word order.

Examples:

At no time did I say you couldn't come.

Hardly had I arrived when he started complaining.
Little did I understand what was happening.
Seldom have I felt so alone.

Note that the auxiliary verb is placed before the subject which is followed by the
main verb.

Expressing Annoyance

Use the continuous form modified by 'always', 'forever', etc.

to express annoyance at another person's action. This form is considered an

exception as it used to express a routine rather than an action occurring at a
particular moment in time.

Examples:

Martha is always getting into trouble.

Peter is forever asking tricky questions.
George was always being reprimanded by his teachers.

Note that this form is generally used with the present or past continuous (he is
always doing, they were always doing).

Cleft Sentences: It
Sentences introduced by 'It is' or 'It was' are often used to emphasize a specific
subject or object. The introductory clause is then followed by a relative pronoun.

Examples:

It was I who received the promotion.

It is the awful weather that drives him crazy.

Cleft Sentences: What

Sentences introduced by a clause beginning with 'What' are also used to

emphasize a specific subject or object. The clause introduced by 'What' is
employed as the subject of the sentence as is followed by the verb 'to be'.

Examples:

What we need is a good long shower.

What he thinks isn't necessarily true.

Exceptional Use of 'Do' or 'Did'

You have probably learned that the auxiliary verbs 'do' and 'did' are not used in
positive sentences - for example: He went to the store. NOT He did go to the
store. However, in order to emphasize something we feel strongly these auxiliary
verbs can be used as an exception to the rule.

Examples:

No that's not true. John did speak to Mary.

I do believe that you should think twice about this situation.

Note this form is often used to express something contrary to what another
person believes.

Guide to Basic Business Letters

The Basics

The basics of good business letter writing are easy to learn. The following guide
provides the phrases that are usually found in any standard business letter. These
phrases are used as a kind of frame and introduction to the content of business
letters. At the end of this guide, you will find links to sites that give tips on the
difficult part of writing successful business letters – arguing your business
objective. By using these standard phrases, you can give a professional tone to
your English business letters.

The Start

Dear Personnel Director,

Dear Sir or Madam: (use if you don't know who you are writing to)

Dear Dr, Mr, Mrs, Miss or Ms Smith: (use if you know who you are writing to,
and have a formal relationship with - VERY IMPORTANT use Ms for women
unless asked to use Mrs or Miss)

Dear Frank: (use if the person is a close business contact or friend)

The Reference

With reference to your advertisement in the Times, your letter of 23 rd March,

your phone call today,
Thank you for your letter of March 5 th .

The Reason for Writing

I am writing to inquire about

apologize for
confirm

Requesting

Could you possibly?

I would be grateful if you could

Agreeing to Requests

I would be delighted to

Giving Bad News

Unfortunately
I am afraid that

Enclosing Documents

I am enclosing
Please find enclosed
Enclosed you will find
Closing Remarks

Thank you for your help Please contact us again if we can help in any way.
there are any problems.
you have any questions.

Reference to Future Contact

I look forward to ...

hearing from you soon.
meeting you next Tuesday.
seeing you next Thursday.

The Finish

Yours faithfully, (If you don't know the name of the person you're writing to)

Yours sincerely, (If you know the name of the person you're writing to)

Best wishes,

Best regards, (If the person is a close business contact or friend)

Sample Letter

Here is a sample letter using some of these forms:

Ken's Cheese House

34 Chatley Avenue
Seattle, WA 98765
Tel:
Fax:
Email: kenny@cheese.com

October 23, 2006

Fred Flintstone
Sales Manager
Cheese Specialists Inc.
456 Rubble Road
Rockville, IL

Dear Mr Flintstone:

With reference to our telephone conversation today, I am writing to confirm your

order for: 120 x Cheddar Deluxe Ref. No. 856
The order will be shipped within three days via UPS and should arrive at your
store in about 10 days.

Please contact us again if we can help in any way.

Yours sincerely,

Kenneth Beare
Director of Ken's Cheese House

More Detailed Help with Business Letters

If business letter writing is important to your career, I'd consider purchasing

3,001 Business and Sales letters. This reasonably priced package provides
templates of English business letters for just about any business situation
imaginable. For more detailed help with standard business writing skills, I highly
recommend these business English books.

Here are some other basic business letters which you will find useful
for typical English business correspondence.

Beginning Writing - Short Writing Assignments

Beginning Writing: Short Writing Assignments - Application Forms

These short writing topics are designed for lower level classes and give students
an opportunity to write about a number of basic subjects including: studies,
hobbies, travel, likes and dislikes, application forms, brief job descriptions,
recipes, etc.

English Studies

You want to go to a language school to study English. Fill in the application form.
We want to find the right family to stay with, and would also like to know about
your interests and hobbies so that we can organize social activities.

LEIGH LANGUAGE SCHOOL - APPLICATION FORM

Surname
Mr/Mrs/Miss/Ms
First Name (s)
Occupation
Address
Post code
Date of birth
Age
Nationality

Write about you and your family/home/hobbies/interests (about 50 words).

Home Stay Program

You want to stay with a family in England.

Fill in the application form. We want to find the right family to stay with, and
would also like to know about your interests and hobbies so that we can organise
social activities.

FAMILY EXCHANGE ENGLAND - APPLICATION FORM

Surname
Mr/Mrs/Miss/Ms
First Name (s)
Occupation
Address
Post code
Date of birth
Age
Nationality

Write about you and your family/home/hobbies/interests (about 50 words).

Summer Work

You want to work in Canada for the summer. Fill in the application form. We
want to find the right job for you, and would also like to know about your work or
school experience and capabilities.

SUMMER EMPLOYMENT ENGLAND - APPLICATION FORM

Surname
Mr/Mrs/Miss/Ms
First Name (s)
Occupation
Address
Post code
Date of birth
Age
Nationality
Write about you and your work (school) experience (about 50 words).

Exchange Program

You want to have a family stay with you in your home. Fill in the application
form. We want to find the right family to stay with you, and would also like to
know about your interests and hobbies so that we can organize social activities.

ITALY FAMILY EXCHANGE - APPLICATION FORM

Surname
Mr/Mrs/Miss/Ms
First Name (s)
Occupation
Address
Post code
Date of birth
Age
Nationality

Write about you and your family (interests/hobbies etc.) and your area in the
country you live in (about 50 words).

International Pen Pal

You want to find a pen pal. Fill in the application form. We want to find the right
pen pal for you - someone who shares the same interests and hobbies.

INTERNATIONAL PEN PAL - APPLICATION FORM

Surname
Mr/Mrs/Miss/Ms
First Name (s)
Occupation
Address
Post code
Date of birth
Age
Nationality

Write about you and your family. Include what interests you have and what you
would like to exchange information about (about 50 words).

Beginning Writing: Part II - Short Writing Assignments

These short writing topics are designed for lower level classes and give students
an opportunity to write about a number of basic subjects including: studies,
hobbies, travel, likes and dislikes, application forms, brief job descriptions,
recipes, etc.

A Postcard

This is the last part of a letter from a friend. Read it and respond.

Anyway, have a good time at the seaside, and please send me a postcard about
where you're staying, the weather, the food, etc. By the way, who are you going
with? See you in September,

Love, Janet

Now you are on holiday at the seaside. Write the postcard (about 50
words).

A Letter to a Friend

This is the last part of a letter from a friend.

Read it and respond to the question.

.So, the weather has been great and we are having a fun time here in
Switzerland. Please send me a postcard about where you're staying, the people,
the food, what you are doing etc. See you soon

Love, Peter

Now you are on holiday in the mountains. Write a short postcard

(about 50 words).

A Great City

This is part of a description about New York. Read it and respond to the question.

New York is an interesting city with many things to discover. There are 7
million people who live in New York. The winters are very cold and the
summers are very hot. You can find any type of food you may want; Italian
food, Greek food, French food, Mexican food, and, of course, American food.
There are many theaters in New York.

Now write a short description of a city of your choice. (about 50

words).

Likes and Dislikes

This is part of a description of a person's likes and dislikes. Read it and respond
to the question.

I enjoy reading the classics; Shakespeare, Goethe, Dante and so on, and I enjoy
listening to jazz. I don't like going to the disco or rock concerts. I like playing
football, tennis and volleyball and I try to play tennis at least once a week

Now write a short description about your likes and dislikes. (about 50
words)

Americans

Here is a part of a description of American people. Read it and respond to the

question.

Americans like eating American food (hamburgers, Coca-Cola) and going to

fast food restaurants. They also like playing many different types of sports;
football, tennis, basketball and baseball etc. Americans usually work very hard
and only have two weeks of holiday a year.

Beginning Writing: Part II - Short Writing Assignments (continued)

These short writing topics are designed for lower level classes and give students
an opportunity to write about a number of basic subjects including: studies,
hobbies, travel, likes and dislikes, application forms, brief job descriptions,
recipes, etc.

My Friend Tom

Here is part of a description of a friend. Read it and respond to the question.

Tom likes listening to classical music, but doesn't like jazz. He also enjoys
traveling abroad. He speaks three languages; English, French and Spanish and
often visits France in the summer. He is married and has two children

Now you write a short description of a friend (about 50 words).

My Home

Here is part of a description of a person's home.

Read it and respond to the question.

There are three bedrooms, two bathrooms, a kitchen and a big living room. In
my kitchen, there is a big table with four chairs. On the table, there are usually
some flowers.

Now write a short description of your home (about 50 words).

My Hobby

Here is part of a description of a person's hobby. Read it and respond to the

question.

I like traveling because I learn about other cultures. I like trying different kinds
of food and drinking the local wine. I think it is important to learn a few words
of the country's language. I also like visiting museums when I travel.

Now, write a short description of your hobby (about 50 words).

My Daughter

Here is part of a description of a person's child. Read it and respond to the

question.

My daughter is 3 years old. She likes playing with her toys. Her favorite toy is
her doll "Maria". She likes fish and turkey, but doesn't like vegetables.

Now, write a short description of your child or a child you know

(about 50 words).

Scrambled Eggs

Here is part of a recipe. Read it and respond to the question.

Take three eggs and mix them in a bowl. Put some oil in a pan and put in some
salt. Add the eggs to the pan and stir. After 10 minutes take the eggs out of the
pan.

Now, write a short recipe (about 50 words).

Sentence Connectors - Showing Comparison

Once you have mastered the basics of correct usage in written English, you will
want to express yourself in increasingly complex ways. One of the best ways to
improve your writing style is to use sentence connectors. Sentence connectors are
used to express relationships between ideas and to combine sentences. The use of
these connectors will add sophistication to your writing style.

Type of
Connector(s) Examples
Connector
Coordinating High level positions are stressful, and
and...too
Conjunction can be harmful to your health too.
Subordinating Just as high level positions are stressful,
just as
conjunction they can be harmful to your health.
High level positions are stressful at
Conjunctive similarly, in
times; similarly, they can be harmful to
adverbs comparison
your health.
Similar to other important professions,
Prepositions like, similar to high level business positions are
stressful at times.

Learn More About Sentence Connectors

Sentence Connectors: Addition

Sentence Connectors: Opposition

Sentence Connectors: Cause / Effect

Writing Descriptive Paragraphs

Descriptive paragraphs are often used to describe what a person looks and acts
like. Read this example descriptive paragraph, notice how descriptive paragraphs
are arranged by putting together all the sentences about the same thing.

Here is an example of a descriptive paragraph:

I am forty years old, rather tall and I have blue eyes and short
black hair. I wear casual clothes as I teach students in a relaxed
atmosphere. I enjoy my job because I get to meet and help so
many different people from all over the world. During my spare
time, I like playing tennis which I play at least three times a week.
I also love listening to classical music and I must admit that I
spend a lot of money on buying new CDs! I live in a pretty seaside
 town on the Italian coast. I enjoy eating great Italian food and
laughing with the likable people who live here.

Written Exercise I

Answer these questions about yourself on a piece of paper.

• How old are you?

• What do you look like?
• What kind of clothes do you wear? Why?
• What kind of job do you do? Do you like it?
• What are your favorite hobbies? Why do you like them?
• Where do you live?
• Do you like living there? Why or why not?

Written Exercise II

Now that you have the information about yourself ready. Fill in the gaps in to
complete this descriptive paragraph about yourself.

I am _________ years old, I _________________ (your looks). I wear

________________ because ______________. I am a
______________. I like / don't like my job because
_____________________. I enjoy ______________. I often
_____________ (describe how often you do your hobby). I also like
________________ (write about another hobby) because
________________. I live in ____________. People in ____________
are ________________ . I enjoy / don't enjoy living in ______________
because ____________.

Practice

Ask your friends the same questions as in exercise I and write paragraphs about
them.

Writing Narrative Paragraphs I - Things Happening Over Time

Narrative paragraphs are often used to describe what a person does over a period
of time. Read this example narrative paragraph, notice how words like 'later' are
used to connect what happens.

Yesterday evening I got home from work at 6 o'clock. My wife had

prepared dinner which we ate immediately. After I had cleaned up
the kitchen, we watched TV for about an hour. Then we got ready
to go out with some friends. Our friends arrived at about 9 o'clock
and we chatted for a while. Later we decided to visit a jazz club
 and listen to some music. We really enjoyed ourselves and stayed
late. We finally left at one o'clock in the morning.

Written Exercise I

Write out the following sentences on to a piece of paper to form a paragraph.

Provide the correct form of the verb in the past and the correct prepositions. Click
on the arrow to check your answers.

Written Exercise II

Now that you have a good feeling for the form of a narrative paragraph. Fill in the
gaps in this paragraph with information about what you did yesterday evening.

Yesterday evening ______________ at ________ o'clock. I immediately

______________. After ______________, I (or we)
________________. Then I (or we) __________________________. I
(or we) _________________a while. Later I (or we)
_______________________________. I (or we) finally
_______________.

Practice

Try to write a number of similar paragraphs about what you did last weekend, on
your last holiday, etc.

Writing Narrative Paragraphs II - Habits - Things that Happen Regularly

Narrative paragraphs are often used to describe our routines. Read this example
narrative paragraph, notice how words like 'sometimes, often, etc.' are used to say
often something happens.

Every Saturday morning I get up at eight o'clock. I immediately

cook breakfast and my daughter and my wife and I usually have
breakfast together. I usually go shopping. My daughter and wife
usually go to the park to have some fun with the other children in
our neighborhood. After I do the shopping, I come home and my
wife and I clean the house. My wife then cooks lunch while my
daughter plays in her room and then we eat together. After lunch,
we sometimes go shopping. If we don't go shopping, we often go to
the countryside for a nice walk. We often get home quite late and
have a small dinner. We usually watch a film on TV and then go to
bed at about eleven o'clock.
 Written Exercise I

Answer the following questions by choosing the words that best fit your habits.
Click on the arrow to choose the word you want to complete the sentences.

• When do you get up?

Written Exercise II

Now that you have a good feeling for the form of a narrative paragraph describing
habits. Fill in the gaps in this paragraph with information about what you usually
do on Sundays.

Sunday is a _______________ day for me. I _______________ like

_______________. I _______________ get up _______________ and
then I _______________. After _______________, I often go
_______________. Sometimes, I like _______________ . In the evening, I
_______________ like _______________ . I usually go to bed around
_______________.

Discourse Markers - Linking Your Ideas in English

Some words and phrases help to develop ideas and relate them to one another.
These kinds of words and phrases are often called discourse markers. Note that
most of these discourse markers are formal and used when speaking in a formal
context or when presenting complicated information in writing.

with regard to; regarding; as regards; as far as ……… is concerned, as

for

These expressions focus attention on what follows in the sentence. This is done
by announcing the subject in advance. As regards and as far as………is concerned
usually indicate a change of subject

Examples:

His grades in science subjects are excellent. As regards humanities …

With regard to the latest market figures we can see that ...
Regarding our efforts to improve the local economy, we have made ...
As far as I am concerned, we should continue to develop our resources.
As for John's thoughts, let's take a look at this report he sent me.

on the other hand; while; whereas

These expressions give expression to two ideas which contrast but do not
contradict each other.

Examples:

Football is popular in England, while in Australia they prefer cricket.

We've been steadily improving our customer service center.

On the other hand our shipping department needs to be redesigned.

Jack thinks we're ready to begin whereas Tom things we still need to wait.

however, nonetheless, nevertheless

All these words are used to present two contrasting ideas.

Examples:

Smoking is proved to be dangerous to the health. Nonetheless, 40% of the

population smokes.
Our teacher promised to take us on a field trip. However, he changed his mind
last week.
Peter was warned not to invest all of his savings in the stock market.
Nevertheless, he invested and lost everything.

moreover, furthermore, in addition

We use these expressions to add information to what has been said. The usage of
these words is much more elegant than just making a list or using the conjunction
'and'.

Examples:

His problems with his parents are extremely frustrating. Moreover, there seems
to be no easy solution to them.
I assured him that I would come to his presentation. Furthermore, I also invited
a number of important representatives from the local chamber of commerce.
Our energy bills have been increasing steadily. In addition to these costs, our
telephone costs have doubled over the past six months.

therefore, as a result, consequently

These expressions show that the second statement follows logically from the first
statement.

Examples:

He reduced the amount of time studying for his final exams. As a result, his
marks were rather low.
We've lost over 3,000 customers over the past six months. Consequently, we
have been forced to cut back our advertising budget.
The government has drastically reduced its spending. Therefore, a number of
programs have been canceled.

Introduction to Poetic Devices for ESL Classes

Metaphor and Simile

Reading poetry is challenging in any language. Depending on the poetry you are
reading, out-of-date vocabulary and expressions are often used. To help you get a
feeling for poetry in English there are a few devices that you can recognise to help
you understand the text better.

Metaphors

Metaphors make a comparison between two objects with the intent of giving
clearer meaning to one of them. Often forms of the "to be" verb are used, such as
"is" or "was", to make the comparison.

Similes

Similes make a comparison between two objects using a specific word or

comparison such as "like", "as", or "than".

Of course, there are many other poetic devices. You will find a list of the most
important poetic devices arranged by their purpose on the following pages.

Another useful tool to use when reading poetry is a thesaurus. A thesaurus is a

book containing systematized lists of synonyms and related words. You can find
an excellent online thesaurus at this reference site.

Metaphor - A comparison between two objects giving meaning to one of them.

Often forms of the "to be" verb are used, such as "is" or "was", to make the
comparison.

Example:
The boy was a helpless bird waiting for its mother.

Simile - A comparison between two objects using a specific word or comparison

such as 'like', 'as', or 'than'.

Example:

We watched the ghostly dancers spin

To sound of horn and violin,
Like black leaves wheeling in the wind.

Like wire-pulled automatons,

Slim silhouetted skeletons
Went sidling through the slow quadrille.

Poetic Sounds and Points of View

Alliteration - The repetition of beginning consonant sounds.

Example:

Silently seeking the silky sounds.

Assonance - The repetition of vowel sounds.

Example:

Elaine waited in plain train.

Rhyme - The similarity of ending sounds existing between two words.

Example:

Inside, above the din and fray,

We heard the loud musicians play

Meter - The recurrence of a pattern of stressed and unstressed syllables.

Example:

We caught the tread of dancing feet,

We loitered down the moonlit street,
And stopped beneath the harlot's house.

(by: Oscar Wilde)

Onomatopoeia - The use of words which imitate sound.

Example:

He crashed into the car as he heard the screech of the wheels.

Repetition - the repeating of words, phrases, lines, or stanzas.

Example:

Hear the sledges with the bells --

Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night!

(by: Edgar Alan Poe)

Imagery - Words or phrases that use the senses or a combination of senses.

Example:

His could almost taste his fear as he smelt the fright of the bolting horse.

Personification - A figure of speech which endows animals, ideas, or inanimate

objects with human traits or abilities.

Example:

The window winked at me.

Poetic Devices - Point of View

Point-of-view - The author's point-of-view concentrates on the speaker, or

"teller", of the story or poem.

Example:

Walking through the streets at night,

Looking at stars that shine so bright,
It hurts to consider things not to be.

Things not to had by me.

1st person: the speaker is a character in the story or poem and tells it from
his/her perspective (uses "I")
Example:

Then, turning to my love, I said,

`The dead are dancing with the dead,
The dust is whirling with the dust.'

(by: Oscar Wilde)

3rd person: the speaker is not part of the story, but tells about the other
characters.

Example:

His story is old,

His heart is young,
He the strong, noble one.

Writing Narrative Paragraphs II - Habits - Things

that Happen Regularly
Narrative paragraphs are often used to describe our routines. Read this example
narrative paragraph, notice how words like 'sometimes, often, etc.' are used to say
often something happens.

Every Saturday morning I get up at eight o'clock. I immediately

cook breakfast and my daughter and my wife and I usually have
breakfast together. I usually go shopping. My daughter and wife
usually go to the park to have some fun with the other children in
our neighborhood. After I do the shopping, I come home and my
wife and I clean the house. My wife then cooks lunch while my
daughter plays in her room and then we eat together. After lunch,
we sometimes go shopping. If we don't go shopping, we often go to
the countryside for a nice walk. We often get home quite late and
have a small dinner. We usually watch a film on TV and then go to
bed at about eleven o'clock.

Written Exercise I

Answer the following questions by choosing the words that best fit your habits.
Click on the arrow to choose the word you want to complete the sentences.

• When do you get up?

 Written Exercise II

Now that you have a good feeling for the form of a narrative paragraph describing
habits. Fill in the gaps in this paragraph with information about what you usually
do on Sundays.

Sunday is a _______________ day for me. I _______________ like

_______________. I _______________ get up _______________ and
then I _______________. After _______________, I often go
_______________. Sometimes, I like _______________ . In the evening, I
_______________ like _______________ . I usually go to bed around
_______________.

Practice

Ask friends about what they usually do on Sundays and write a narrative
paragraph describing their Sunday habits.

Writing Descriptive Paragraphs

Descriptive paragraphs are often used to describe what a person looks and acts
like. Read this example descriptive paragraph, notice how descriptive paragraphs
are arranged by putting together all the sentences about the same thing.

Here is an example of a descriptive paragraph:

I am forty years old, rather tall and I have blue eyes and short
black hair. I wear casual clothes as I teach students in a relaxed
atmosphere. I enjoy my job because I get to meet and help so
many different people from all over the world. During my spare
time, I like playing tennis which I play at least three times a week.
I also love listening to classical music and I must admit that I
spend a lot of money on buying new CDs! I live in a pretty seaside
town on the Italian coast. I enjoy eating great Italian food and
laughing with the likable people who live here.

Written Exercise I

Answer these questions about yourself on a piece of paper.

• How old are you?

 • What do you look like?
• What kind of clothes do you wear? Why?
• What kind of job do you do? Do you like it?
• What are your favorite hobbies? Why do you like them?
• Where do you live?
• Do you like living there? Why or why not?

Written Exercise II

Now that you have the information about yourself ready. Fill in the gaps in to
complete this descriptive paragraph about yourself.

I am _________ years old, I _________________ (your looks). I wear

________________ because ______________. I am a
______________. I like / don't like my job because
_____________________. I enjoy ______________. I often
_____________ (describe how often you do your hobby). I also like
________________ (write about another hobby) because
________________. I live in ____________. People in ____________
are ________________ . I enjoy / don't enjoy living in ______________
because ____________.

Practice

Ask your friends the same questions as in exercise I and write paragraphs about
them.

Writing Narrative Paragraphs I - Things Happening Over

Time
Narrative paragraphs are often used to describe what a person does over a period
of time. Read this example narrative paragraph, notice how words like 'later' are
used to connect what happens.

Yesterday evening I got home from work at 6 o'clock. My wife had

prepared dinner which we ate immediately. After I had cleaned up
the kitchen, we watched TV for about an hour. Then we got ready
to go out with some friends. Our friends arrived at about 9 o'clock
and we chatted for a while. Later we decided to visit a jazz club
and listen to some music. We really enjoyed ourselves and stayed
late. We finally left at one o'clock in the morning.

Written Exercise I
Write out the following sentences on to a piece of paper to form a paragraph.
Provide the correct form of the verb in the past and the correct prepositions. Click
on the arrow to check your answers.

Written Exercise II

Now that you have a good feeling for the form of a narrative paragraph. Fill in the
gaps in this paragraph with information about what you did yesterday evening.

Yesterday evening ______________ at ________ o'clock. I immediately

______________. After ______________, I (or we)
________________. Then I (or we) __________________________. I
(or we) _________________a while. Later I (or we)
_______________________________. I (or we) finally
_______________.

Practice

Try to write a number of similar paragraphs about what you did last weekend, on
your last holiday, etc.

Writing Narrative Paragraphs II - Habits - Things that

Happen Regularly
Narrative paragraphs are often used to describe our routines. Read this example
narrative paragraph, notice how words like 'sometimes, often, etc.' are used to say
often something happens.

Every Saturday morning I get up at eight o'clock. I immediately

cook breakfast and my daughter and my wife and I usually have
breakfast together. I usually go shopping. My daughter and wife
usually go to the park to have some fun with the other children in
our neighborhood. After I do the shopping, I come home and my
wife and I clean the house. My wife then cooks lunch while my
daughter plays in her room and then we eat together. After lunch,
we sometimes go shopping. If we don't go shopping, we often go to
the countryside for a nice walk. We often get home quite late and
have a small dinner. We usually watch a film on TV and then go to
bed at about eleven o'clock.

Written Exercise I
Answer the following questions by choosing the words that best fit your habits.
Click on the arrow to choose the word you want to complete the sentences.

• When do you get up?

Written Exercise II

Now that you have a good feeling for the form of a narrative paragraph describing
habits. Fill in the gaps in this paragraph with information about what you usually
do on Sundays.

Sunday is a _______________ day for me. I _______________ like

_______________. I _______________ get up _______________ and
then I _______________. After _______________, I often go
_______________. Sometimes, I like _______________ . In the evening, I
_______________ like _______________ . I usually go to bed around
_______________.

Sentence Connectors - Showing Addition

Once you have mastered the basics of correct usage in written English, you will
want to express yourself in increasingly complex ways. One of the best ways to
improve your writing style is to use sentence connectors. Sentence connectors are
used to express relationships between ideas and to combine sentences. The use of
these connectors will add sophistication to your writing style.

Type of
Connector(s) Examples
Connector
High level positions are stressful
Coordinating
and at times, and can be harmful to
Conjunction
your health.
in addition,
High level positions are stressful
Conjunctive additionally,
at times; furthermore, they can be
adverbs furthermore, moreover,
harmful to your health
also
Not only are high level positions
Correlative
not only...but also stressful at times, but they also can
conjunctions
be harmful to your health.
Prepositional in addition to, along Along with being stressful, high
phrases with, as well as level positions can also be harmful
 to your health.

Learn More About Sentence Connectors

Sentence Connectors: Opposition

Sentence Connectors: Cause / Effect

Sentence Connectors: Comparison

Sentence Connectors - showing Opposition

Once you have mastered the basics of correct usage in written English, you will
want to express yourself in increasingly complex ways. One of the best ways to
improve your writing style is to use sentence connectors. Sentence connectors are
used to express relationships between ideas and to combine sentences. The use of
these connectors will add sophistication to your writing style.

Type of
Connector(s) Examples
Connector
High level positions are stressful at
Coordinating
but times, but professionals can learn to
conjunction
manage their stress levels.
Despite the fact that high level positions
Subordinating although, despite
are stressful at times, professionals can
conjunctions the fact that
learn to manage their stress levels.
High level positions are stressful at
Conjunctive however,
times; nevertheless, professionals can
adverbs nevertheless
learn to manage their stress levels.
In spite of the stressful nature of high
Prepositional despite, in spite
level positions, professionals can learn to
phrases of
manage their stress levels.

Learn More About Sentence Connectors

Sentence Connectors: Addition

Sentence Connectors: Cause / Effect

Sentence Connectors: Comparison

Sentence Connectors - Showing Condition
Once you have mastered the basics of correct usage in written English, you will
want to express yourself in increasingly complex ways. One of the best ways to
improve your writing style is to use sentence connectors. Sentence connectors are
used to express relationships between ideas and to combine sentences. The use of
these connectors will add sophistication to your writing style.

Type of
Connector(s) Examples
Connector
If you consider the financial rewards of
Subordinating if, unless, only
high level positions, the stressful nature of
conjunctions if, even if
these positions becomes less important.
You should remember the financial
Conjunctive rewards of high level positions; otherwise,
otherwise
adverb you might find the stressful nature of these
positions too demanding.

Learn More About Sentence Connectors

Sentence Connectors: Addition

Sentence Connectors: Opposition

Sentence Connectors: Cause / Effect

Sentence Connectors: Comparison

Sentence Connectors: Contrast

Sentence Connectors - showing Cause / Effect

Once you have mastered the basics of correct usage in written English, you will
want to express yourself in increasingly complex ways. One of the best ways to
improve your writing style is to use sentence connectors. Sentence connectors are
used to express relationships between ideas and to combine sentences. The use of
these connectors will add sophistication to your writing style.
Type of
Connector(s) Examples
Connector
Professionals can sometimes be
Coordinating for (cause), so
extremely impatient, for their positions
conjunctions (effect)
are at times rather stressful.
Since high level positions are at times
Subordinating
because, since rather stressful, professionals can
conjunctions
sometimes be extremely impatient.
therefore, as a High level positions are at times rather
Conjunctive
result, stressful; therefore, professionals can
adverbs
consequently sometimes be extremely impatient.
Due to the stressful nature of high level
because of, due to,
Prepositions positions, professionals can sometimes
as a result of
be extremely impatient.

Learn More About Sentence Connectors

Sentence Connectors: Addition

Sentence Connectors: Opposition

Sentence Connectors: Comparison

Sentence Connectors: Contrast

Sentence Connectors: Condition

Differences Between British and American Spelling

Most dictionaries include both spellings and will make note of the two spellings.
Usually the differences are noted in one of two ways:

In many US dictionaries the difference is included in the headword with the

variation in parentheses:

For example colo(u)r

In British Dictionaries, the Dictionary makes note of the difference in brackets

immediately after the headword:

For example watch, plural watches; glass, plural glasses

Here is a list of the main differences between British and American spelling:

British American
-our (honour) -or (honor)
-re (centre) -er (center)
-ogue (dialogue) -og (dialog)
-ence (defence) -ense (defense)
-ise 1 (recognise) -ize (recognize)

American English spelling sometimes does not double the consonant at the end
of a word, while British English spelling does, especially when the consonant is
an 'l'.

For example travel, traveller, travelling (British) and travel,

traveler, traveling (American)

American and British English

A discussion of the principal differences between American and British English.

How to Use a Dictionary Well

How to check the spelling of a word

The best way to learn how to spell a word is to find it in the Dictionary. To find
words in the Dictionary it is important to know the alphabet well. You will need
to be able to judge quickly whether any word comes before or after another one,
this is called alphabetical order. If the first letters of two words are the same, look
at the next letters to decide the correct order.

Example: dare, dart, darn - in the case of these three words,

'dare' comes first, 'darn' second, and 'dart' last. The first three
letters 'd', 'a', and 'r' are the same in all three words so the correct
alphabetical order is based on the fourth letter.

How to find a word in the Dictionary

Words are printed in large bold type at the upper top left-hand and right-hand
corner of any page to help you quickly find a word in the Dictionary. The first of
these two words show you which is the first word on that page, the second shows
you which is the last words to be found on that page.
 Example: You are looking for the word 'signal'. You can find
'signal' on the page which has the two words Signac and silage
(example taken from the Collins English Dictionary) printed at the
upper top left-hand and right-hand corner.

Understanding definitions

Once you have found the word you are looking for you need to understand a few
common conventions to make best use of your dictionary. Here is an example
entry in a dictionary:

feat (fi:t) n. a remarkable, skillful, or daring action; exploit;

achievement: feats of strength... (example taken from the Collins
English Dictionary)

1. feat - the defined word

2. (fi:t) - a phonological transcription of the word (the correct
pronunciation), usually using the IPA (International Phonetic Alphabet)
3. n. - the part of speech, in this case 'n.' means noun (look for a list of
abbreviations used in your Dictionary usually included on one of the first
few pages).
4. a remarkable, skillful, or daring action; exploit; achievement: definitions
of the word. Different meanings of a word will be separated by numbers.
5. feats of strength - an example sentence using the defined word

How to Spell Noun Plurals

How to spell the plural of most common nouns

The plural of most nouns is formed by adding -s to the end of the noun.

For example dog, plural dogs - light, plural lights

If the noun ends in -s, -z, -x, -ch or -sh, then the plural is formed by adding -es to
the noun.

For example watch, plural watches; glass, plural glasses

How to spell the plural of nouns ending in -y

Nouns ending in -y are a little more difficult to change. When -y is preceded by a
consonant, form the plural by changing the -y into -ies.

For example city, plural cities; cranberry, plural cranberries

When the -y is preceded by a vowel, the -y is not changed in the plural form -ys.

For example holiday, plural holidays; monkey, plural monkeys

How to spell the plural of a noun ending in -o

Some nouns that end in -o add -s to form the plural. For example piano, plural
pianos. Some add -es to form the plural.

For example potato, plural potatoes; tomato, plural tomatoes

Other nouns ending in -o add either -s or -es (both are correct).

For example volcano, plural volcanos or volcanoes

How to Spell Verb Forms

How to spell regular verb forms

Most third person present singular verb forms add -s to the end of the verb.

For example work, he works - think, she thinks

However, if the verb ends in -s, -z, -x, -ch or -sh the third person present singular
is formed by adding -es to the verb.

For example watch, she watches - brush, he brushes

The past tense and the past participle of regular verbs are formed by adding -ed
to the end of the verb.

For example watch - watched, watched; wait - waited, waited

If the verb ends in -e or -ee, then the past tense and past participle are formed by
only adding -d to the end of the verb.

For example live - lived, lived; agree - agreed, agreed

The present participle of a verb (like the gerund form) is formed by adding -ing to
the end of the verb.

For example sing, singing - think, thinking

However, if the verb ends in a 'silent' -e (not pronounced), then the present
participle is formed by dropping this -e from the end of the verb and adding -ing.

For example like, liking - stare, staring

How to spell the forms of a verb ending in -y

The third person present singular of verbs ending in -y preceded by a consonant

is formed by changing the -y to -ies.

For example query, he queries - carry, she carries

The third person present singular of verbs ending in -y preceded by a vowel does
not change the -y

For example play, he plays - stay, she stays

Regular verbs ending in -y preceded by a consonant form the past tense and the
past participle by changing the -y into -ied.

For example query - queried, queried; carry - carried, carried

Regular verbs ending in -y preceded by a vowel do not change the -y for the past
tense and the past participle.

For example stay - stayed, stayed; pray - prayed, prayed

The present participle (like the gerund form) of verbs ending in -y is formed by
adding -ing to the end of the verb.

For example play, playing; carry, carrying

Doubled Consonants

Sometimes single syllable verbs ending with a single consonant have this letter
repeated in the spelling for the present and past participles and the past tense.

For example drop - dropped, dropping; stop, stopped - stopping

Differences Between British and American Spelling
Most dictionaries include both spellings and will make note of the two spellings.
Usually the differences are noted in one of two ways:

In many US dictionaries the difference is included in the headword with the

variation in parentheses:

For example colo(u)r

In British Dictionaries, the Dictionary makes note of the difference in brackets

immediately after the headword:

For example watch, plural watches; glass, plural glasses

Here is a list of the main differences between British and American spelling:

British American
-our (honour) -or (honor)
-re (centre) -er (center)
-ogue (dialogue) -og (dialog)
-ence (defence) -ense (defense)
-ise 1 (recognise) -ize (recognize)

American English spelling sometimes does not double the consonant at the end
of a word, while British English spelling does, especially when the consonant is
an 'l'.

For example travel, traveller, travelling (British) and travel

Subordinate Clauses - Concessive,

Time, Place and Reason Clauses
Four types of subordinate clauses are discussed in this feature: concessive, time,
place and reason. A subordinate clause is a clause that supports ideas stated in
the main clause. Subordinate clauses are also dependent on main clauses and
would be otherwise incomprehensible without them.

For example:

Because I was leaving.

Concessive Clauses

Concessive clauses are used to concede a given point in an argument. The

principle concessive conjunctions introducing a concessive clause are: Though,
although, even though, while, and even if. They can be placed at the beginning,
internally or at the of the sentence. When placed at the beginning or internally,
they serve to concede a certain part of an argument before proceeding to question
the validity of the point in a given discussion.

For example:

Even though there are many advantages to working the night shift, people who
do so generally feel that the disadvantages greatly outweigh any financial
advantages that might be gained.

By placing the concessive clause at the end of the sentence, the speaker is
admitting a weakness or problem in that particular argument.

For example:

I tried hard to complete the task, though it seemed impossible.

Time Clauses

Time clauses are used to indicate the time that an event in the main clause takes
place. The main time conjunctions are: when, as soon as, before, after, by the
time, by. They are placed either at the beginning or the end of a sentence. When
placed at the beginning of the sentence, the speaker is generally stressing the
importance of the time indicated.

For example:

As soon as you arrive, give me a call.

Most often time clauses are placed at the end of a sentence and indicate the time
that the action of the main clause takes place.

For example:
I had difficulties with English grammar when I was a child.

Place Clauses

Place clauses define the location of the object of the main clause. Place
conjunctions include where and in which. They are generally placed following a
main clause in order to define the location of the object of the main clause.

For example:

I will never forget Seattle where I spent so many wonderful summers.

Reason Clauses

Reason clauses define the reason behind a statement or action given in the main
clause. Reason conjunctions include because, as, due to, and the phrase "that the
reason why". They can be placed either before or after the main clause. If placed
before the main clause, the reason clause usually gives emphasis to that
particular reason.

For example:

Because of the tardiness of my response, I was not allowed to enter the

institution.

Generally the reason clause follows the main clauses and explains it.

Finding a Job for ESL Learners - Part 2: Writing

Your Resume
The Resume

Writing a successful resume depends on many factors. Here is a simple guide to

the basics of writing a good resume:

1. Take detailed notes on your work experience. Include both paid and
unpaid, full time and part time positions. Include your main
responsibilities, any other activities that were part of the job, the job title
and company information including the address and dates of employment.
Include everything!
 2. Take detailed notes on your education. Include degree or certificates,
major or course emphasis, school names and courses relevant to career
objectives. Remember to include any important continuing education
courses you may have completed.
3. Include a list of other non-work related accomplishments. These may
include competitions won, membership in special organizations, etc.
4. Based on your detailed notes, decide which skills are transferable (skills
that will be especially useful) to the position for which you are applying.
5. Write your full name, address, telephone number, fax and email at the top
of the resume.
6. Include an objective for the resume. The objective is a short sentence
describing what type of work you hope to obtain.
7. Summarize your education, including important facts that directly relate
to the job for which you are applying. You can also choose to include the
education section after you have listed your job employment history.
8. List your work experience beginning with your most recent job. Include
dates of employment, company specifics. List your principal
responsibilities making sure to focus on transferable skills.
9. Continue to list all of your work experience in reverse order. Always focus
on skills that are transferable.
10. Finally list information skills such as languages spoken, computer
programming knowledge etc. under the heading: Additional Skills
11. Finish your resume with the following phrase: REFERENCES Available
upon request

Tips

1. Be concise and short! Your finished resume should not be more than page.
2. Use dynamic action verbs such as: accomplished, collaborated,
encouraged, established, facilitated, founded, managed, etc.
3. Do NOT use the subject "I", use tenses in the past. Except for your present
job. Example: Conducted routine inspections of on site equipment.

Here is an example of a basic resume:

Peter Townsled
35 Green Road
Spokane, WA 87954
Phone (503) 456 - 6781
Fax (503) 456 - 6782
E-mail petert@net.com

Personal Information

Marital status: Married

Nationality: US
Objective

Employment as manager in important clothing retailer. Special interest in

developing computer time-management tools for in-house use.

Work experience

1998 - Present Jackson Shoes Inc. &nbspSpokane, WA

Manager

Responsibilities

• Manage staff of 10
• Provide helpful service to customers concerning shoe choices
• Design and implement computer based tools using Microsoft Access and
Excel for staff
• Monthly bookkeeping
• Suggest changes in product offerings on a quarterly basis based on
detailed analysis of sales patterns
• Provide in-house training for new employees as needed

1995 - 1998 Smith Office Supplies &nbspYakima, WA

Assistant Manager

Responsibilities

• Managed warehouse operations

• Programmed Excel spreadsheet implemented to control sales strengths
and weaknesses on quarterly basis
• Interviewed new applicants for open positions
• Travelled locally offering on-site visits to regular customers
• Supervised bookkeeping staff

Education

1991 - 1995 Seattle University &nbspSeattle, WA

Bachelor of Business Administration

• Four year business administration course focusing and retail work

environments

Professional memberships

• Rotary Club Member, Spokane WA

• Young Business Administration Club President 1993-1995, Seattle, WA

Additional Skills
Advanced level skills in Microsoft Office Suite, basic HTML programming,
spoken and written proficiency in French

REFERENCES Available upon request