Longman academic writing series ( pdfdrive ) 3

Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3 Longman academic writing series ( pdfdrive ) 3

Notes

• Write the chapter title on the board and read it aloud Elicit examples from students of academic writing Put examples on the board.

• Have students look at the photos and say what they know about the movie Star

Wars and George Lucas Have students answer the question under the photos Use student answers to write a list on the board of the ways that George Lucas changed moviemaking.

This chapter's learning objectives outline the skills students will acquire Review these objectives with the class; detailed definitions will be addressed later.

• Go over the introductory text Emphasize that academic writing is the kind of writing students do in school and that there are rules to follow in academic writing.

• Point out that students will have many opportunities to practice academic writing in your class, starting with Chapter 1 of the

Lead a discussion about the kinds of writing that students do in a typical day

Make a list of student answers on the board Find out whether students have done academic writing and, if so, ask for details of their academic writing experience.

• Read the model paragraph aloud, and have students read along silently

• Have students work with a partner or in a small group to answer the questions about the model Go over the answers.

• Have students read the explanation about word families.

Illustrate word families using noun-verb pairs on the board (e.g., writer-write, division-divide, multiplication-multiply), including examples with multiple possibilities (e.g., identity-identify) Students will review the concept and provided examples.

• Point out that the words in the chart come from the model paragraph Also point out the spelling patterns in noun and verb word endings.

• Read the directions for Practices 1 and

Students complete Practice 1 and 2 using nouns and verbs from the provided writing model, focusing on specific noun endings in Practice 2 Review answers as a class.

Enhance English vocabulary acquisition by having students identify and record four to five noun-verb pairs from their reading Encourage notebook entries or compiling a class list, potentially shared online.

In my class, handwritten assignments will be required for specific exercises designed to improve penmanship and foundational writing skills, while computer-based assignments will focus on larger projects requiring specific formatting and referencing tools Both handwritten and typed submissions adhere to strict formatting guidelines, details of which will be provided separately.

• Focus fi rst on the format of handwritten assignments Point out the terms and rules on page 6 If possible, display the example on page 7 on a screen in your classroom

Then do the same for the computer formatting information.

Guide students through the "Try It Out!" activity on page 10, ensuring they complete this first academic writing assignment in class Monitor their progress, providing formatting assistance Collect completed assignments.

Variation: If you have students who choose to use a computer for their self-introductions, have them bring laptops to class

• Go over the Writing Tip on page 10 Have students add a title to the paragraph that they wrote for the Try It Out! activity.

• Explain that academic writing requires correct capitalization Then go over the introductory text.

• Read the directions for Practice 3 aloud

Have students use the chart on pages 10–11 to complete the exercise Go over the answers.

• Read the directions for Practices 4 and 5 aloud Have students complete the tasks alone Go over the answers (Note: Students can mark pages 10 and 11 in their books

Keep capitalization rules handy for easy reference by marking relevant chart pages with a paper clip or small piece of paper.

Students frequently share their opinions, and respectful expression, supported by reasoned arguments, is crucial.

• Return the paragraphs that students wrote for the Try It Out! activity on page 10

Review student writing samples to gauge writing styles and proficiency without grading Then, read aloud the "Try It Out!" activity instructions on page 13 and have students complete the activity.

Students rewrite and resubmit self-introduction paragraphs, corrected using Appendix E's symbols (pages 250-252), focusing on "nfs" notations, Chapter 1 material (capitalization, subject-verb agreement, fragments), and one to two recurring sentence/grammar errors Papers are returned after students complete Chapter 1's Sentence Structure section.

• Put these three examples on the board:

2 Luke Skywalker and his friends battled.

3 Luke Skywalker and his friends battled the evil Empire

• Have students read the defi nition of a sentence at the top of page 14 and identify which of the three examples best fi ts the defi nition of a sentence.

• Put the following terms on the board: subject, verb, simple sentence, compound subject, compound verb Explain the meanings.

This section reviews simple sentence structures, providing examples of how nouns and verbs function within them Further grammatical explanations can be found in Appendix A (pages 240-242).

• Have students read the example sentences at the top of the page Point out that the groups of words in parentheses are phrases

Emphasize that a phrase is not a sentence— it is a group of words, but it does not have a subject + verb combination.

• Point out that the phrases in the example sentences all contain a preposition followed by a noun or pronoun.

Have students work with a partner to complete the task Check the answers of the fi rst two students who fi nish the exercise

Then have those two students check the answers of the next two pairs that fi nish

Have students continue checking the work of their classmates until everyone’s work has been checked Do the same for

Begin by having students review example sentences Next, direct their attention to the five rules of subject-verb agreement, emphasizing the highlighted subject-verb pairings.

• Read the directions for Practices 8 and 9 aloud Point out that all fi ve errors in

Practice 9 are subject-verb agreement errors Have students complete the tasks

Then go over the answers.

Assign Practice 9's paragraph as homework; students should write it in one ink color and then self-correct in another.

When checking the papers, also look at how students formatted the paragraph and make suggestions for improvement.

Review page 14's simple sentence patterns and the introductory text on page 18 Appendix A (pages 240-242) provides a grammar terms glossary for reference.

• Read the directions for Practices 10 and 11 aloud Point out that all four errors in Practice 11 are fragment errors Have students complete the exercises Then go over the answers.

Variation: Have students work with a partner to compare their answers for Practices 10 and 11 before you go over answers with the class.

Students will revise their self-introduction paragraphs (page 13) using correction symbols explained in Appendix E (pages 250-252) Revised paragraphs should be resubmitted (handwritten or typed), then posted online Instructor support will be provided.

Notes

• Write the chapter title on the board and read it aloud Point out that a narrative tells a story.

• Have students look at the photo and answer the question, giving specifi c details as appropriate

• Read the objectives aloud, or have students do so Point out that students will write about their own memorable experience at the end of Chapter 2.

Engage students in creative storytelling by prompting them to imagine the events preceding a photograph Small group discussions will develop narratives, culminating in a class sharing of their imagined scenarios.

• Go over the introductory text Emphasize again that a narrative paragraph tells a story in time order.

• Have students work with a partner or in a small group to answer the questions Go over the answers with the class.

• Have students read the explanation Then read the directions for Practice 1 aloud Have students complete the tasks Then go over the answers Do the same for Practice 2.

Compound words have a stressed first word; for example, "greenhouse" (a glass building) contrasts with "green house" (a green house), illustrating the importance of word stress in distinguishing compound nouns.

In small groups, have students make a list of four to fi ve additional compound nouns that include one of the words in the

Expand vocabulary by practicing word families (e.g., day/night, grandparent/stepparent) Students should record new words in notebooks or a class online resource.

• Have students read the introductory text

Point out the importance of time order in narrative paragraphs.

• Have students look at the chart Emphasize that these words and phrases are important because they help the reader follow the order of actions and events in a narration

Also point out the use of commas.

• Read the directions for Practice 3 Have students complete the task.

• Read the directions for Practice 4, Parts A and B aloud Have students complete each paragraph and then read each one from start to end

Have students complete the task and then compare their answers with a partner

Variation: Have students explain how they knew the logical time order for each group of sentences.

• Read the directions for the Try It Out! activity aloud Have students complete the exercise Collect their papers

Facilitate collaborative storytelling: Divide students into small groups, prompting each to share a significant family event or humorous personal anecdote Encourage clarifying questions and emphasize the use of time-order words in narratives.

• Go over the introductory text, pointing out that most stories have a purpose Clearly explain the terms inform, persuade, and entertain.

• Read the directions for Practice 6 aloud Have students complete the task with a partner or in a small group Go over the answers.

• Lead a class discussion based on the questions at the bottom of page 38

• Read the directions for Practice 7, Parts A and B aloud Make sure that students know the meaning of blizzard Have students complete the tasks Then go over the answers.

Reunite students with their previous storytelling groups to analyze a chosen narrative Groups will identify the story's purpose and key supporting details.

• Have students read the introductory text on page 39.

• Explain that “Omusubi Kororin” is a folktale Ask students to explain what a folktale is and give examples Then go over the introductory text.

• Read the model aloud, and have students read along silently

An old couple lived in the countryside; this simple sentence features one subject-verb combination Contrastingly, the example on page 40 contains two clauses, each with a subject-verb combination, joined by the conjunction "so."

• Point out the meaning of simple sentence and compound sentence

Review chart examples illustrating coordinating conjunctions; note the comma's placement in compound sentences after the first clause Understanding conjunction use improves sentence structure.

• Have students review the four patterns for simple sentences on page 14 Point out that there is no comma between two words or two phrases in a simple sentence

• Read the directions for Practice 8, Parts A and B aloud Have students complete the tasks Go over the answers.

To enhance understanding of sentence structure, have students underline subjects once and verbs twice in Part B's exercises This visual cue clarifies the distinction between simple and compound sentences.

Have students complete the exercise and then write the sentences on the board Do the same for Practice 10.

Have students complete the exercise Go over the answers with the class.

• Read the directions for the Try It Out! activity on page 44 aloud Have students do the exercise and hand it in Mark corrections that focus on coordinating conjunctions.

• Have students read the examples in the chart, paying special attention to the highlighted commas Point out the rules for commas.

Practice 11, Parts A and B: Read instructions aloud, students complete tasks, compare answers with partners, then class discussion focusing on meaning and comma usage.

• Have students turn to page 33 to review the information about compound nouns.

• Read the directions for Practice 12 aloud Have students complete the exercise, writing true sentences about themselves Go over the answers.

• Have students read the introductory text.

Freewriting is a brainstorming technique where ideas are jotted down rapidly without concern for grammar, spelling, or structure The provided example demonstrates this by showcasing a writer's unordered thoughts on their earthquake experience, prioritizing idea generation over formal writing.

• Read the directions for the Try It Out! activity Have students complete the task.

Enhance timed writing activities by using a phone or alarm clock ringtone instead of a jarring alarm sound; a 10-minute alarm signals the writing cessation.

• Tell students that they will write a narrative paragraph about a memorable experience in their lives Then have students look at the

Familiarize students with the Chapter 2 scoring rubric (page 55) by providing a handout, screen display, and/or online access Review the rubric to clarify assignment requirements and grading criteria.

• Step 1: Go over the instructions Have students complete the task.

• Step 2: Go over the instructions Have students complete the task Remind them to include information that is related to the purpose of their narrative.

• Step 3: Go over the instructions Have students complete the task.

• Step 4: Go over the instructions Have students review the procedures for peer review in Appendix F (page 253) Read the questions on the Chapter 2 Peer Review

(page 256) aloud Have students complete the task If needed, have students review the correction symbols in Appendix E

• Have students review the Writer’s Self-

Check section of Appendix F (page 253)

Review Appendix F, page 257, Chapter 2 Writer's Self-Check Students should revise their work, and instructors may choose to collect first drafts and self-checks for assessment before final drafts are submitted.

• Step 5: Go over the directions Have students write their fi nal drafts and turn them in If you wish, use the Chapter 2

Writing Assignment Scoring Rubric on page 55 of this Teacher’s Manual to evaluate students’ fi nal drafts.

Variation: Have students submit their second draft to you via email or a learning management system If needed, explain how to use word processing features to format their papers.

• Go over the Self-Assessment See Options for using the Self-Assessment on page 6 of this manual Point out that students will practice all of the skills listed again.

• Go over the directions Remind students not to skip any steps.

• Point out the Writing Tip.

• Read the prompt and have students begin writing Collect their papers after 30 minutes.

• Decide how you will mark students’ papers

It may be enough to write encouraging comments about the content of the writing

It is not necessary to mark errors or give a grade.

• Go over the introductory text and the possible journal topics.

• Have students write in class or at home

You may also choose to have them begin writing in class and complete their entries for homework.

Journaling fosters dialogue between teachers and students Teacher responses should prompt deeper thinking, detailed information, and personal expression from students.

Notes

• Write the chapter title on the board and read it aloud Point out that most academic paragraphs have a similar style of organization.

Analyze photos depicting leisure activities to identify actions and purpose, defining "leisure" and answering accompanying questions.

(Depending on the previous discussion, students will expand on or summarize the discussion when they answer the question.)

• Read the objectives aloud, or have students do so Point out the writing assignment that students will do at the end of Chapter 3.

Academic paragraphs share a common organizational style, which students will utilize in a concluding paragraph This consistent structure facilitates clear and effective communication.

• Have students read the explanation about adjectives and look at the example Point out the adjective suffi xes.

• Read the directions for Practice 1, Parts A and B aloud Have students complete the exercises Go over the answers

Variation: Have students circle the adjective suffi xes in Practice 1, Part B.

Review Chapter 1, page 4, on noun-verb pairs Students then create a three-column chart (nouns, verbs, adjectives), populating it with adjectives from Practice 1, Part B, and adding noun and verb forms using dictionaries Note that some words may share noun/verb forms, and not all word families will have complete entries.

• Have students read the introductory text Then lead a class discussion about the sandwich illustration.

In each of the examples, point out the two parts of a good topic sentence: the topic and the controlling idea

Practice 2 instructions should be read aloud Students should then complete the activity in pairs or small groups Review answers by listing topic sentences on the board, followed by student responses.

Practice 2's three topic sentences should be written on the board Students, individually or in groups, will then add one or two supporting examples under each sentence.

Position of the Topic Sentence

Not Too General, Not Too Speciﬁ c

• Read the text aloud Point out that it is important for topic sentences to be not too general and not too specifi c Use the examples on page 55.

Variation: Have students who complete each part of the exercise more quickly than other students prepare an explanation for their choice of the best topic sentence.

Have students do the task with a partner

Have students write topic sentences on the board Go over the topic sentences.

• Have students read the introductory text and examples

• Have students explain the difference between the examples at the bottom of page 59 and the top of page 60.

• Point out the sample topic sentences on page 60 Have students underline the topic and double underline the controlling idea in each topic sentence Go over the answers.

Chapter 3 writing assignments utilize the topic sentence created during the "Try It Out!" activity Review the "Try It Out!" instructions and examples aloud before proceeding.

Assignment Have students do the exercise

• Write the topic sentence from the writing model (page 52) on the board Have students read the topic sentence and the main points that are listed on page 61

Discuss the connection between the topic sentence and the main points.

• Read the instructions for Practice 5 aloud

Students complete the exercise, focusing on topic sentences and at least one supporting point The instructor models this process on the board, encouraging student contribution Finally, a class review of the main points ensues.

• Have students read the introductory text Point out that a complete sentence usually follows for example / for instance, and a noun or phrase follows such as Also point out punctuation.

Practice 6 and 7 should be completed by students, then reviewed aloud, emphasizing capitalization and punctuation.

This lesson introduces academic paragraph structure, emphasizing the connection between topic and concluding sentences Three tips for effective concluding sentences are presented with illustrative examples, highlighting the use of punctuation and transition signals.

• Read the directions for Practice 8 aloud Have students complete the exercise Go over the answer.

Practice 9 directions should be read aloud; students complete the exercise individually, then compare answers in small groups, using page 64's tips to select their preferred concluding sentence.

Variation: Have the whole class discuss how the tips for concluding sentences given on page 64 are used in each of the sentences on the board.

• Read the directions for Practice 10, Parts

A and B aloud Have students complete the tasks Go over the answers.

• Have students bring their paper with the topic sentence that they wrote for the Try

• Have students look at page 53 to review what they have learned about adjectives

Point out that adverbs often end in -ly Have students pay attention to adjectives and adverbs as they read the model on page 69.

• Have students look at the photo Explain that the person in the photo is skydiving and that skydiving is a kind of adventure activity

Tell students that they will read about other adventure activities in the model.

Adjectives and Adverbs in Basic

• Have students read the examples in the chart, using the yellow (subject), green

(verb), and pink (object) highlighting to identify the subject-verb pattern in each sentence The parentheses will help them identify the prepositional phrases

Transitive verbs require a direct object, while intransitive verbs do not The chart highlights pink-colored nouns as direct objects Note that nouns following prepositions within prepositional phrases also function as objects.

• Have students read the information below the chart Then point out the placement of adjectives and adverbs in the four examples

(Note: Remind students that they can refer to the list of grammar terms in Appendix A on pages 240–242 if necessary.)

• Read the directions for Practice 11, Parts A and B aloud Have students work with a partner to complete the tasks Then go over the answers Do the same for Practices 12 and 13.

• Have students quickly reread the information about adjectives on page 53.

Students will orally practice constructing true sentences, focusing on descriptive detail and avoiding the use of "to be" verbs Part B requires detailed, true sentences.

Divide the class into small groups and have students answer these questions: What kind of information do adjectives give?

Adjectives enrich sentences with descriptive detail, while adverbs provide information about how, when, where, or to what extent an action is performed, similarly adding vibrancy and specificity Class discussions can then synthesize these findings.

• Have students read the reasons for outlining and look at the examples Have them explain the difference between the simple paragraph outline and the detailed paragraph outline

• Have students look at the photo Ask:

This engaging activity uses images of various music subculture fashions (punk, reggae, hard rock, grunge, etc.) to help students visually identify corresponding musical genres, enhancing their understanding of music and its cultural associations.

• Have students read the detailed outline

Point out the use of capital letters and numbers Point out how the outline indents.

Group discussions on students' outlining experiences, including past academic uses and preferred methods, will reveal insights into its effectiveness and perceived value Students should describe their outlines and explain their positive or negative experiences.

• Tell students that they will write a paragraph about a hobby or sport that they enjoy.

Notes

• Write the chapter title on the board and read it aloud Explain that logical division of ideas is a way of organizing information in an academic paragraph.

Analyze the image to identify the woman's shopping experience: Is she buying designer clothing in a high-end store? Note payment method (credit card) and the absence of online, secondhand, or discount shopping Answer the accompanying question.

Master academic paragraph structure: A topic sentence introduces the main idea, followed by supporting sentences (the body) ensuring unity and coherence, culminating in a concluding sentence Different organizational methods exist for the body, but logical flow is crucial.

• Have students read the writing model Have them focus on the reasons that the writer does not want to have a credit card.

• Explain the meaning of synonyms Have students look at the examples.

Dictionaries often list synonyms, but true synonyms—words with identical meanings—are rare Even words labeled as synonyms possess subtle differences in connotation and usage.

• Point out the Writing Tip on page 82.

• Read the instructions for Practice 1, Parts A and B aloud Have students do the exercises with a partner Go over the answers.

Use a dictionary such as the Longman

The American Heritage Dictionary effectively illustrates synonym usage and differentiation Its entries, such as "cheap," include a Thesaurus section detailing nuanced meanings of synonyms like "inexpensive," "low-priced," and "cheap," highlighting their subtle yet significant distinctions in connotation and context This section provides valuable insight into selecting the most precise word for any given situation.

Logical Division of Ideas (page 82)

Logical division of ideas organizes information by dividing a topic into parts, sequentially presenting and explaining each component until the topic is fully developed.

• Have students read the many different ways of dividing a topic into parts (e.g., reasons, types, or advantages / disadvantages) and presenting the parts logically, one after the other.

Academic paragraphs, including those with logically divided ideas, share a three-part structure: topic sentence, supporting body, and concluding sentence Each section clearly contributes to the overall coherence and logical flow of the argument.

Page 83 provides topic sentence examples illustrating paragraph structure These sentences, along with main points and supporting details, demonstrate logical organization, culminating in concluding sentences that summarize the key divisions of ideas (e.g., reasons for vegetarianism, boss qualities, software types).

Have students complete the exercise

Go over the answers Do the same for

Master Chapter 4 by completing the "Try It Out!" activity, which requires applying previously learned skills to craft a topic sentence and outline This exercise serves as crucial preparation for the chapter.

Writing Assignment Then have students work through the Try It Out! activity step- by-step

Unity in the Supporting Sentences of a Paragraph (page 85)

Point out that English academic writing should be focused Emphasize that all of the main points and supporting details must be directly related to the topic and controlling idea.

Have students complete the task Go over the answers.

Variation: Defi ne the word irrelevant

Have students explain why the sentences that were removed from each paragraph were irrelevant.

Review the Try It Out! activity outline on page 84, ensuring unity and making any needed revisions.

Emphasize that English academic writing should be well organized; that is, it should be logical and easy for the reader to follow

Explain that coherence means the main points and supporting details of a paragraph are presented logically (e.g., by reasons, types, advantages, and disadvantages)

Coherent paragraphs use clear signals to guide readers through main points and supporting details, creating smooth transitions This article will explore three methods for achieving paragraph coherence.

Putting Each Supporting Sentence in the Right Place (page 86)

• Read the directions for Practice 5 aloud Have students do the exercise Go over the answers

Using Nouns and Pronouns Consistently (page 88)

• Have students look at the example of noun and pronoun consistency Point out that the paragraph uses students and plural pronouns throughout

Academic writing demands consistent pronoun and number usage; while native English speakers may exhibit informality, maintaining consistency is crucial for coherence Review the provided information to reinforce this concept.

• Read the directions for Practice 6 aloud Have students complete the task Go over the answers Do the same for Practice 7.

Placing and Punctuating Transition Signals Correctly (page 89)

• Point out that students have already learned about time order signals, signals for examples, and signals for concluding sentences

This lesson introduces academic paragraph structure using a chart categorizing signal words—sentence connectors, coordinating conjunctions, and others—demonstrating how these words organize information The chart's organization mirrors effective academic paragraph organization.

This lesson covers signal word categories, their placement and punctuation, emphasizing key terms (page 91) for improved comprehension Students should review this material for homework.

• Read the directions for Practice 8, Parts A and B aloud Have students complete the tasks

Students complete exercises, with answers displayed to model capitalization and punctuation (Practices 10 & 11 included) Highlight the Writing Tip.

Have students reread the writing model on page 80 and then analyze it for pronoun consistency and/or the use of transition signals.

Run-ons and Comma Splices

• Have students turn to page 18 to see examples of sentence fragments.

• Point out the defi nitions of run-on and comma splice and the examples on page 96

(Note: If necessary, students can refer to the list of grammar terms in Appendix A on pages 240–242.)

Correcting Run-ons and Comma

Correct comma splices using three methods: replace the comma with a semicolon, insert a coordinating conjunction after the comma, or restructure the sentence as two independent clauses Effective use of sentence connectors and coordinating conjunctions like *and*, *but*, and *or* is key Refer to page 89-90 for additional examples.

Finding Run-ons and Comma Splices (page 96)

• Point out that this section gives three tips on fi nding run-ons and comma splices:

(1) check all sentences that have commas,

Notes

• Write the chapter title on the board and read it aloud Have students give examples of process (how-to) writing.

• Have students look at the photo and then describe what the instructor in the photo is doing and what the students are doing

Discuss the meaning of active learner

Have students answer the question under the photo On the board, make a list of the steps that students can take to be successful in school.

Academic paragraphs can present information through logical divisions or sequential steps, mirroring process explanations Paragraph structure—whether through division or process—directly reflects the topic, controlling idea, and intended purpose.

• Have students read the model paragraph, focusing on the steps for students to follow if they want to get good grades.

Facilitate partner or small-group work on model-based questions; review answers as a class, summarizing key steps on the board.

• Explain that phrasal verbs are sometimes called two-word verbs / three-word verbs.

• Write these two sentences on the board:

A flash of light in the sky prompted me to look up The phrasal verb "looked up" in this context combines the verb "look" with the adverb "up," indicating a direction of gaze.

Point out that in sentence 2, the two words together have the meaning of “try to fi nd information.”

• Read the instructions for Practice 1, Parts A and B aloud Have students do the tasks Go over the answers.

Students collaboratively identify five to seven additional phrasal verbs, recording them on a class whiteboard and in personal notebooks or a shared online class resource.

Process paragraphs, similar to other academic paragraphs, comprise a topic sentence, supporting body, and concluding sentence Each element directly relates to the paragraph's topic and the sequential steps outlined within the process.

Topic Sentences in Process Paragraphs (page 105)

Process paragraphs begin with a topic sentence identifying the process and incorporating terms like steps, procedure, process, directions, suggestions, or instructions Students should analyze example topic sentences to understand this structure.

Supporting Sentences in Process Paragraphs (page 105)

Supporting sentences detail the steps and process described in the topic sentence These examples illustrate this crucial relationship.

Concluding sentences in process paragraphs either state the final step or summarize the process's results and purpose Effective concluding sentences provide closure and reinforce the paragraph's main idea.

Have students complete the task with a partner Go over the answers.

Variation: Make sure that students’ sentences have a variety of words such as steps, process, directions, suggestions.

Using Time Order in Process

• Have students review the time order signals in the chart Remind students that then and now do not take commas.

• Read the directions for Practice 3, Parts A and B aloud Have students complete the task Then go over the answers.

Students complete the exercise; review the book's call number; discuss Practice 4 answers.

Display sentences chronologically on a classroom screen Students identify key words indicating time order Circle these words, highlighting noun repetition and synonym use for text coherence.

Then have them look at the conclusion of the writing model and note the purpose stated in the conclusion.

• Have students bring their papers for

Practice 2 to class Before students do

Practice 5, have them go back to the writing model and note the connection between the topic sentence and the conclusion.

Students, using partners from Practice 2, read Practice 5 instructions aloud Then, referencing their Practice 2 topic sentences, they write corresponding conclusions on separate paper.

Have students outline the writing model so that they can clearly see the connection between the topic sentence, the steps in the process, and the conclusion.

• Explain the meaning of audience as it relates to academic writing Then have students read the introductory text.

Practice 6, Parts A and B: Read instructions aloud, have students complete tasks, review answers, and record Part B clue words on the board.

Collaborative group work helps students brainstorm essential information for a paragraph instructing professors on emergency alarm procedures during class This activity focuses on identifying crucial details for effective communication during a crisis.

• Read the directions for the Try It Out! activity aloud Have students complete the task in class or for homework

Variation: Have students write Paragraph 1 and Paragraph 2 on separate pieces of paper Then have students work in groups and compare their paragraphs

Have each group select and hand in one version of Paragraph 1 and one version of Paragraph 2.

• Read the introductory text aloud.

• Have students read the model Then have students work with a partner or in a small group to answer the questions about the model Go over the answers.

This lesson defines clause, independent clause, simple sentence, compound sentence, dependent clause, and complex sentence, referencing Appendix A for further grammatical definitions.

240–242 for more defi nitions and examples.)

• Use the examples to explain the terms clause, independent clause, simple sentence, and compound sentence.

• Point out the difference between an independent clause and a dependent clause

Point out that dependent clauses do not have capital letters or periods, and they are not sentences.

• Emphasize that a dependent clause must be combined with an independent clause to form a complex sentence.

• Use the examples to show the order of the independent clause and dependent clause in a complex sentence Point out the use of commas in complex sentences.

• Point out the meanings (time, reason, purpose, condition) of the subordinators in the chart Focus students’ attention on the highlighted words and the meaning of the example sentences.

• Point out the commas in the example sentences in the subordinator chart.

• Read the directions for Practice 7, Parts A and B aloud Have students complete the tasks Then go over the answers.

• Read the directions for Practice 8, Parts A and B aloud Have students complete the exercises Then go over the answers.

Variation: Have students add a title to the paragraph in Exercise 8, Part A.

Guide students to complete the "Try It Out!" activity in pairs, then combine pairs to share and consolidate their answers into a single paragraph per group of four.

Notes

• Write the chapter title on the board and read it aloud Have students predict how a defi nition paragraph will be different from a dictionary defi nition.

Analyze the provided photo to identify the man's profession and assess his courage Subsequently, answer the accompanying question.

• Have students read the introductory information Point out the usefulness of defi nition paragraphs.

• Have students read the model paragraph, focusing on the kinds of information that the writer includes in her defi nition.

• Have students read the introductory information and examples.

Longman Dictionary of American English provides etymology information; for example, students can trace the origins of words like "automatic" and "mobile" within the dictionary's entries.

Point out related words (e.g., autostart, autobiography, automobile, mobile phone) and how their meanings are connected to the word origins.

Have students do the exercise Go over the answers.

Remind students of the idiom have a big heart Have students do the task Go over the answers.

Students collaboratively identify four to five idioms, recording them in notebooks and/or a class website/blog for future reference.

• Point out that defi nition paragraphs have a topic sentence, a body, and a concluding sentence like other academic paragraphs.

• Go over the three key pieces of information in the topic sentence of a defi nition paragraph They are listed on page 124

Have students study the chart on page 124.

Definition paragraphs expand on the topic sentence by providing what, where, when, how, and why details Review the examples on page 124 for clarification.

Definition paragraphs often conclude by highlighting the significance, unique aspects, or interesting properties of the defined term Review the examples on page 125 for clarification.

• Point out the Writing Tip on page 125

Explain that a dictionary is a good place to start but that a good defi nition requires more than a dictionary defi nition.

Review the Longman Dictionary of American English definition of courage Then, reread the writing model on pages 122-123 to understand its application.

Have students discuss the similarities and differences between the dictionary defi nition and the defi nition in the model.

• Read the directions for Practice 3 aloud Have students do the exercise Go over the answer Do the same for Practices 4, 5, and 6.

Variation: Have students identify the term / person / concept, the category or group, and the distinguishing characteristics in the topic sentence in Practices 3 and 5.

• Read the directions for the Try It Out! activity aloud Have students complete the task Go over the answers.

• Read the introductory text aloud Then have students read the model.

Students collaboratively discuss their home country's most significant holiday, exploring its history, celebratory practices, and cultural significance This activity encourages cultural understanding and sharing.

• Read the defi nition of appositives aloud

Appositives, nouns or noun phrases, provide additional information about the preceding noun Examples illustrate appositives clarifying the noun immediately before them For further examples and grammar definitions, see Appendix A (pages 240-242).

Persian names a specific language, and fudge names a specific kind of candy; their meanings are clear without further explanation Appositives, like those providing unnecessary detail, require commas However, the sentence "My friend makes incredible chocolate fudge" lacks clarity without an appositive to identify the friend.

Tina is necessary to clearly name which friend makes the fudge It does not use commas.

Use commas to set off appositives following proper nouns or nouns modified by adjectives like "first," "last," "best," "worst," or "favorite." Review pages 129-130 for further information on appositives.

Variation: Have students remove the underlined appositive from each sentence to see if the meaning of the sentence is clear without the appositive.

Adjective clauses (also known as relative clauses) describe nouns and pronouns, typically following the word they modify Review examples with students, highlighting the adjective clauses' descriptive function.

The word "holiday," originally meaning "holy day," is derived from Old English Adjective clauses, dependent clauses requiring connection to an independent clause, modify nouns.

Point out that this is an independent clause Double underline that originally meant

“holy day” and point out that this is a dependent adjective clause.

Adjective clauses, introduced by relative pronouns (who, whom, which, that), modify nouns or pronouns, connecting dependent clauses to independent clauses These relative pronouns clarify and expand upon the preceding noun or pronoun within the sentence.

Comma Rules for Adjective Clauses (page 132)

Rewrite the page 132 examples on the board, omitting adjective clauses Note that "Every culture has special days" lacks specificity Adding adjective clauses provides crucial details The statement "Many " requires further clarification.

Notes

• Write the chapter title on the board and read it aloud Explain that cause / effect is another way of focusing and organizing information in academic paragraphs.

• Have students look at the photo and explain why all the bikes in the photo are the same

Bike sharing programs offer convenient, affordable transportation, operating in various locations with diverse ownership models and payment systems Users access bikes at designated stations, returning them to the same or similar locations; taking bikes home is generally not permitted These programs aim to promote sustainable urban mobility.

• Have students answer the question under the photo.

• Point out that cause / effect analysis is a common task in academic writing.

• Have students read the writing model Have them focus on what made the Vélib’ bike rental program successful.

• Have students read the introductory information Point out that the prefi xes in the examples change the meanings of the words.

Go over the New Word column of the chart and point out how the words were formed Have students do the exercise Then go over the answers.

Create a chart with a "prefix" column; students, in pairs, add two to three new words per prefix, including base words, to the chart.

Cause/effect paragraphs, like all academic paragraphs, feature a topic sentence with a controlling idea, supporting details expanding on that idea, and a concluding sentence summarizing the relationship between cause and effect.

• Point out that the topic of the writing model is the success of Vélib’, and the controlling idea is causes of the success.

Vélib’s success transcends simple ridership; analyzing its positive impacts on Parisian cyclists reveals a more nuanced understanding The system's benefits include increased cycling rates and improved public health, contributing to a more sustainable and livable city Ultimately, Vélib’ demonstrates the transformative potential of effective bike-sharing programs.

Topic Sentences in Cause / Effect

Vélib' bike-sharing's success can be attributed to several factors, or conversely, its success has yielded numerous significant effects This paragraph will explore [choose: causes or effects].

Cause/effect paragraphs, like other academic paragraphs, require coherence Achieving this involves logically ordering causes or effects, often chronologically For example, a paragraph on "The Effects of Bike Sharing" would benefit from a time-ordered structure.

Paris” presents effects from most obvious to less obvious Also point out that reasons or results could be presented from least important to most important.

Review the outline's structure, ensuring logical main points and supporting details Assign homework reviewing support sentences in cause/effect paragraphs.

Concluding Sentences in Cause / Effect Paragraphs (page 152)

• Go over what may be included in concluding sentences of cause / effect paragraphs Have students read the examples as you present each point.

• Read the instructions for Practice 2 aloud Have students do the exercise Go over the answers Do the same for Practices 3–6.

Collaborative group work enhances students' ability to craft effective concluding sentences, particularly those offering future predictions or opinions—skills often challenging for students to develop independently.

Page 158's writing tip and the page 159 cluster diagram (with color explanations) should be reviewed Note that cluster diagrams often contain more information than the resulting paragraph; clustering is a pre-writing brainstorming technique for idea generation and connection.

Complete the Chapter 7 Try It Out! activity, applying brainstorming techniques from earlier clustering exercises This activity directly informs your Chapter 7 writing assignment Review answers afterward.

• Have students read the model paragraph.

This lesson builds on Chapters 4 and 5, reviewing transition signals and subordinating conjunctions Students will read introductory text aloud, then analyze a chart illustrating these grammatical concepts.

• Emphasize that students are reviewing a sentence structure that they learned in previous chapters Then read points 1,

2, and 3 aloud Stop after you read each point so that students can silently read the examples Point out the highlighted punctuation Do the same for Coordinating

• Emphasize that because of, due to, and as a result of have the same meaning

They are prepositions and come before nouns (or pronouns) to make prepositional phrases They do not come directly before dependent clauses.

• Read points 1, 2, and 3 aloud Stop after you read each point so that students can silently read the examples Point out the highlighted punctuation.

Have students complete the exercise Go over the answers

Students should complete the sentence-ordering exercise without altering the original sequence to avoid confusing cause and effect Ensure correct capitalization and punctuation After completion, students should write their answers on the board, allowing for discussion of alternative solutions.

Variation: Have students fi nd each of the transition signals in Practice 8 in the chart on page 161 Have students review the explanations on pages 161–163 as needed.

Students should complete the assigned task, then review the answers as a class, discussing various error correction methods Appendix A (pages 240-242) provides definitions of fragments, comma splices, and run-on sentences for reference.

Appendix C (pages 246-247) provides a valuable resource of cause/effect and other transition signals previously covered This appendix directly connects to the explanations on pages 161-163, illustrating the categories of transition signals.

• Have students turn to page 150 to review prefi xes.

• Read the directions for Practice 10 aloud Have students do the exercise and hand in their papers.

• Tell students that they will write a cause / effect paragraph about a social issue.

Familiarize students with the Chapter 7 scoring rubric (page 60) by providing paper copies, screen displays, and/or online access Review the rubric to ensure student understanding of the writing assignment and grading criteria.

Notes

• Write the chapter title on the board and read it aloud Explain that in academic writing comparison means looking at similarities and contrast means looking at differences

Point out that comparison / contrast is another common way of presenting or analyzing a topic

Analyze photographs to identify location, time period, clothing, and activities depicted Deduce the photograph's origin and date based on visual clues.

Engage students by having them answer a question related to a displayed photo; then, collaboratively create concise lists of similarities and differences on the board, highlighting that further details will be explored in a subsequent writing model.

Point out that comparison / contrast analysis is a common task in daily life and in academic writing Have students give specifi c examples of comparing and contrasting from their personal experience.

Students will review previously identified similarities and differences between historical and modern education This information will be expanded upon through a provided writing model.

Engage students by having them predict the paragraph's main idea from the title before reading Post-reading, verify the accuracy of their predictions.

• Have students work with a partner or in a small group to answer the questions about the model Then go over the answers

Can a title accurately predict a paragraph's main idea? The effectiveness of surprise in academic writing is debated; should titles always clearly convey the controlling idea, or can an element of surprise enhance engagement?

• Have students read the introductory information and examples Point out the Writing Tip.

To enhance Part B, restrict answer choices and guide students to identify vocabulary within a provided writing model Students should then select only the antonyms fitting the model's context.

• Have students read the introductory information at the bottom of page 174

Point out that with comparison / contrast paragraphs, students will continue to write a topic sentence, a body, and a conclusion

On pages 172-173, the author argues that understanding 21st-century education isn't achieved through definition or description, but rather by comparing and contrasting it with schools of 50 years prior This comparative approach is presented as the most effective organizational method.

• Have students read the introductory information Point out the two subjects and the controlling idea in each of the examples.

• Have students reread the writing model, fi nding the main points they underlined in the paragraph and noting the placement of the main points in the outline on page 175

This article explains point-by-point organization, structuring support by subtopics: what students learn, how they learn, and why they learn Each subtopic presents its main points and supporting details consecutively for clarity and comprehension.

• Have students read the outline on page

This article uses block organization to compare and contrast 20th and 21st-century education, grouping similarities and differences separately.

• Emphasize that the point-by-point outline on 175 and the block outline on page

176 have identical introductions and conclusions Emphasize that the difference is in the organization / presentation of main points and supporting details.

• Emphasize the Writing Tip on page 176

Have students look again at the point- by-point outline of the writing model

(page 175) and the block outline of the writing model (page 176) Focus students’ attention on the balanced order in which the main points and the supporting details are presented.

Concluding Sentences in Comparison / Contrast Paragraphs

Teach students to write effective comparison/contrast paragraph conclusions by emphasizing that these conclusions can restate the topic sentence, summarize main points, or offer an opinion/recommendation.

• Read the directions for Practice 3 aloud Have students complete the exercise

Go over the answers Do the same for Practices 4 and 5.

Divide students into groups to outline Paragraph 1 (point-by-point) and Paragraph 2 (block method) Groups then compare their differing outlines.

• Read the directions for the Try It Out! activity aloud Have students do the exercise Have students hand in their completed outlines.

• Have students look at the picture on page

182 and explain what the young woman is thinking and why she is confused Provide information about the word boot in British English and American English if needed.

• Read the introductory information aloud Then have students read the model.

• Have students read the introductory text and the chart.

Chapter 8 builds upon transition signal rules covered in Chapters 4 and 7 (pages 161-163) This section provides a concise review of those rules and examples relevant to the writing model, ensuring a smooth transition into the new material.

Sentence connectors: Today’s economy is global Therefore, schools must prepare students to be adaptable (Point out options for placement and punctuation of sentence connectors.)

Coordinating conjunctions: Today’s economy is global, so schools must prepare students to be adaptable (Point out the placement of coordinating conjunctions between two independent clauses and punctuation.)

Globalized economies demand adaptable students; therefore, schools must prioritize preparing them accordingly Subordinating conjunctions, such as "because," link dependent and independent clauses, creating complex sentences with flexible clause order and punctuation.

In today's global economy, adaptable students are essential; therefore, schools must prepare them accordingly This requires understanding prepositional phrases—noun, noun phrase, or pronoun following a preposition—and their flexible placement within sentences alongside independent clauses, impacting punctuation.

• Have students look at the chart on page 183 and note the sentence connectors that show similarities.

• Have students read the examples with also

Point out the placement and punctuation of also Do the same with the too examples.

• Point out that this is the fi rst time students have learned about paired conjunctions in this book Have students read the introductory text.

Parallelism in sentence structure demands grammatical balance; paired conjunctions must be followed by identical grammatical forms.

Notes

• Write the chapter title on the board and read it aloud At this point, say only that in Chapter 9, students will do academic writing that is longer

Engage students by analyzing a photograph depicting diverse cultures, identifying the represented country, and comparing greetings across different cultural backgrounds.

• Demonstrate two or three facial expressions or gestures Ask students to demonstrate several examples of body language Have students defi ne the term body language

Have students answer the question under the photo.

Students will continue developing a single controlling idea across multiple paragraphs, incorporating main points and supporting details, culminating in a conclusion Essays, unlike one-paragraph compositions, are distinguished primarily by their significantly greater length.

• Point out that essays have more than one paragraph—they have an introductory paragraph, several body paragraphs, and a concluding paragraph.

• Have students note how many paragraphs there are in the writing model.

Engage students by previewing the essay title During reading, guide them to identify the paragraph-specific information on body language.

• Read the introductory information Have students read the examples.

Students brainstorm informal synonyms for "gestures," "transmit," and "emotions," applying prior knowledge to identify alternative vocabulary This activity emphasizes the connection between nonverbal communication and emotional expression.

English vocabulary and information they learned when they read the writing model.

Have students complete the exercise Go over the answers.

To understand informal language, students should brainstorm examples from their spoken and written communication, such as conversations with friends or text messages, noting specific instances of informal vocabulary and phrasing This exercise highlights the crucial difference between informal communication and the formal style required in academic writing.

Academic paragraphs mirror essay structure: the introduction sentence sets the stage, like an essay's introduction; supporting sentences build the argument, like an essay's body; and the concluding sentence summarizes, like an essay's conclusion Illustrations effectively demonstrate this parallel structure.

Review the paragraph below the illustration to reinforce essay structure: introductions contain background information, bodies present supporting evidence, and conclusions summarize findings The thesis statement, located in the introduction, presents the essay's central argument.

• Review the terms unity and coherence

Cohesive essays require unity and logical organization Achieve this by grouping information chronologically, causally, or categorically; maintain consistent noun and pronoun usage; and utilize effective transition words.

• Point out the two functions of the introductory paragraph of an essay that are given at the top of page 203.

Chapter 9 introduces the funnel introduction, a specific type of introductory paragraph Refer to the illustration on page 204 for a visual understanding of its structure and purpose; consider how a physical funnel functions to grasp the concept's application in writing.

A compelling essay introduction begins with a broad statement capturing reader interest, then narrows to a focused thesis statement presenting the essay's topic and the author's main argument Supporting sentences bridging these statements provide essential background information, guiding the reader towards the essay's central focus.

Emphasize that the introductory paragraph should gradually lead the reader to the thesis statement.

• Emphasize the importance of a good thesis statement Point out that the thesis statement (1) presents the topic and what the writer wants to say about the topic;

Effective writing structures content logically, using subtopics (like categorizing body language into facial expressions, gestures, and physical contact) and organizational methods (such as comparing causes and effects or similarities and differences) to enhance clarity and comprehension.

Analyze the introductory paragraph on page 204 to observe its progression from a general statement to the thesis statement, as outlined in the bulleted list on page 203 This demonstrates the effective structure of an introductory paragraph.

• Point out the Writing Tip on page 203

Effective introductory paragraphs begin with a concise sentence directly related to the thesis statement, avoiding overly general statements For homework, read pages 203-204 for further guidance on writing strong introductions.

Review completed student exercises, discussing answers and focusing on the narrowing focus of introductory paragraphs through oral readings.

Analyze the writing model on pages 199-200, underlining the thesis statement Review the three body paragraphs, noting previously identified topic sentences.

Tiêu đề	Paragraphs to Essays
Tác giả	Jane Curtis, Lindsey Rothschild
Trường học	Pearson Education
Chuyên ngành	Academic Writing
Thể loại	Teacher’s Manual
Năm xuất bản	2014
Thành phố	White Plains

Định dạng
Số trang	113
Dung lượng	1,75 MB