Great Writing 4 Great Essays Teacher's Notes 2014 4th Edition

Teacher’s Notes
for
Great Writing 4: Great Essays, 4th Edition
Keith S. Folse
April Muchmore-Vokoun
Elena Vestri Solomon
Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Copyright © 2014 National Geographic Learning/Cengage Learning. Permission granted to photocopy for use in class.
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UNIT 1 Exploring the Essay
OVERVIEW
Unit 1 introduces students to the structure of an essay and its basic components. Some
students may already be familiar with essay writing, but chances are that for most students, essay
writing in English is a new skill. In Unit 1, students are not expected to learn the different
rhetorical styles (although many are presented in the unit); instead, the focus is placed on the
purpose of essay writing, the elements of a good essay, and the basic organization pattern.
Unit 1 introduces students to Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 4 Assessment CD-ROM with ExamView® to
produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit.
OBJECTIVES
1. Learn about the kinds of essays and the structure of an essay. (pp. 4–5)
2. Become familiar with the elements of an essay, i.e., introduction, hooks, thesis statements,
body paragraphs, and conclusion. (pp. 5, 9, 22–24, 30–34)
3. Analyze sample essays and answer comprehension questions. (pp. 5–21)
4. Work with outlines. (pp. 20, 31–33)
5. Write an original essay by following a guided writing activity. (pp. 36–37)
Unit Opener
Each unit begins with a two-page opening spread featuring a photo, a set of objectives,
and a culminating writing task.
Direct students’ attention to the photo and ask them to tell you what they see. This photo
shows traditional castellers building a human castle during La Merce Festival in Barcelona,
Spain.
Go over the objective on the top of page 2. Explain that students will do this in the unit.
Have students look at the question at the bottom of page 2. Tell them you will come back to this
question at the end of the unit.
TEACHING NOTES
Unit 1 teaches students about the format of an essay. Students are introduced to five
common kinds of essays: narrative, comparison, cause-effect, argument, and reaction. Point
out that writers often mix rhetorical modes depending on the information they want to present.
In this unit, students will learn how to identify the three basic parts of an essay. Most of
the activities in this unit require students to study and analyze example essays. Students will
learn how to write the organizational plan of an essay by completing activities that require them
to practice outlining by making both a general and a specific outline.

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Parts of an Essay, p. 5
Elicit from students what they know about the introduction, body, and conclusion of an
essay as a way to prepare them to learn about these parts as well as to give you an idea of their
current understanding. Remind students that they will learn to identify and write these parts of an
essay. Check comprehension by asking questions: Where is the introduction? What does it do?
What is the thesis statement? What do body paragraphs have? Where is the conclusion? How is it
similar to the introduction? What does a conclusion often do?
Have students turn to the last sentence in Paragraph 1 in “Cinderella and Her Tedious
Household Chores” and place their finger at the beginning of this sentence. Remind students that
this sentence is the “thesis statement” and ask them to identify where this sentence appears in the
essay (first paragraph, last sentence). Point out that thesis statements in general follow this
pattern.
Have students write thesis statement on one side of an index card, and on the back, write
the following definitions: states the main idea of the essay; tells what the organization of the
information will be. Encourage them to reference this definition occasionally as they write,
analyze, and peer edit essays.
If appropriate, have students turn to p. 24 for more information about the thesis
statement.
Write topic sentence on the board or screen and discuss with the class why a paragraph
needs a topic sentence. Record students’ answers and be sure to point out that a topic sentence
tells the reader the main topic of the paragraph and that it often gives the reader a hint about the
writer’s purpose. Discuss how this kind of hint might be helpful to the reader.
Ask students to tell the meaning of support in their own words. Have students give real-
world examples of how to support something or someone (reinforce, back up, explain). Help
students make a connection between the meaning of support and how supporting sentences
reinforce a topic by giving examples, reasons, facts, or more specific information about the topic.
If possible have students look up the definition of conclude in a dictionary or read the
definition aloud to the class (to finish, to end). Point out that an essay finishes or ends with a
conclusion and emphasize that a conclusion often restates the thesis.
Activity 1: Studying a Classification Essay, pp. 5–8

This activity is perhaps the most important one in the textbook as it covers the terms that
describe the main elements of an essay. Reassure students that they do not have to understand all
the information presented in Activity 1, as more in-depth study of the elements of an essay will
be explained later in the unit.

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The Hook, p. 9
Direct students’ attention to the photo on p. 9. Discuss with students what a hook is used
for (fishing; to catch a fish). Use this illustration to help students understand that a hook in the
opening sentence of an essay is used to “catch” the reader’s attention and interest.
Activity 2: Studying a Narrative Essay, pp. 9–12

As this example essay is a narrative, mention that a narrative essay tends to be more
personal or less formal than other types of essays. As time permits, encourage students to share
with the rest of the class or in groups their personal experiences with a high-stakes exam or other
important challenge.
Activity 3: Studying a Comparison Essay, pp. 12–14

Work together as a class to discuss the preview questions on p. 12. Point out to students
that discussing these questions can provide them with a clue about the topic of the essay and help
them anticipate the information they will encounter in the reading.
Activity 4: Studying an Example Essay, pp. 14–17

Point out that this is a cause-effect essay. Ask students to identify the cause(s) (good diet,
regular exercise, protection from sun) and effect (reduction in cancer risks) that the essay
discusses.
Activity 5: Studying an Comparison/Argument Essay, pp. 17–21

Explain that while this essay looks like a comparison essay at first glance, it is actually an
argumentative essay because the purpose of the essay is to persuade the reader that it is more
advantageous to attend a community college than a university.
You may want to consider having students complete the outline in item #2 in pairs, in
small groups, or as a class. Review the general organization of the essay. Then explain how and
where students can find the missing information in order to complete the outline. Model the task
as needed.
Writing the Introduction, pp. 22–24

This section of Unit 1 is important as it explains the elements of an introductory
paragraph (hook, main idea, connecting information, thesis statement). Carefully review the
material presented in this section as some students may struggle with the concept. Encourage
students to ask for clarification as needed.
Writer’s Note: Hook versus Main Idea, p. 23

Remind students that the purpose of a hook is to grab readers’ attention and interest them
in reading further. Explain that a writer should never assume that a reader will want to read
his/her essay and that part of a writer’s job is to get the reader to become interested in reading the

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essay by first presenting the reader with an enticing hook. Once they catch the reader’s attention
with the hook, then they can state the main idea.
Connecting Information, p. 24
Have students turn to the photograph of the bridge on p. 21 and ask students to describe
the function of the bridge (connects the road). Explain to students that just as the bridge connects
the road from one side to the other, a writer uses connecting information to connect the reader to
the topic. This connecting information usually consists of three to five sentences and can be
background information about the topic or examples.
As needed, display the paragraph on p. 21 on the board or screen. Read the paragraph
aloud and discuss as class how these sentences connect the reader to the topic “unpleasant
household chores.”
The Thesis Statement, p. 24

Review the explanations and examples of the two types of thesis statements. Make sure
students are clear on the difference between the two. Clarify any expectations you may have
regarding the type of thesis statement that is preferred or expected in this course.
Activity 6: Practice with Hooks, pp. 24–25

Point out that this argumentative essay argues against mandatory retirement. Be sure
students read the entire essay before they begin working on the three hooks. Depending on the
students’ understanding of hooks, you may want them to write their hooks on separate pieces of
paper and turn them in to you instead of having them share with their classmates in groups. In
this way, you can provide students with support in revising and editing their hooks.
Activity 7: Thesis Statement Questions, p. 27

The questions in these practices are important in helping students analyze thesis
statements. In item #3, students are asked to re-write the thesis statements. Be sure to check these
answers carefully to assess if students understand the differences between stated and implied
theses. If they have difficulty, have them review pp. 23–24.
Activity 8: More Practice with Hooks, pp. 27–29

Point out ahead of time to students that the comparison essay compares two different
types of jobs. Emphasize that students should begin working on their hooks only after they have
read the entire essay. If appropriate, ask several volunteers to share their hooks with the class.
Discuss how these hooks might help capture readers’ interest or ways to make the hooks more
interesting.

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Activity 9: Thesis Statement Questions, p. 29
If additional support for students in understanding the thesis statement is needed,
complete this activity together as a class. Discuss how to identify the thesis statement in an essay
and how to determine if it is a stated or implied thesis. Then work together to create alternative
forms by rewriting the thesis statement.
Writing the Body, p. 30

This section of Unit 1 explains what information is to be used in the body of the essay.
Discuss the similarities and differences between the general and specific outlines for Essay 7 on
pp. 30-31. Emphasize that a specific outline is easier to write from but that many writers begin
with a general outline and add details as they revise their outlines.
Writer’s Note: Using an Outline, p. 30

Help students understand the importance of using an outline by discussing how a map
helps navigate a trip. Explain that outline helps the writer plan where her or his writing is going
and how to successfully come to the end of the trip without getting lost. Point out that when a
writer has a clear idea of where her or his writing is headed and makes a plan to get the end, the
reader is able to follow the writing and better understand what the writer is trying to convey.
Activity 10: Making a General Outline, p. 31

For additional support, have students work in small groups or pairs. Guide students in
completing this activity by modeling how to refer back to the essay in order to identify and
locate the information necessary to complete a general outline.
Activity 11: Making a Specific Outline, pp. 32-33

For additional support, have students work in small groups or pairs. Guide students in
completing this activity by modeling how to refer back to the essay in order to identify and
locate the information necessary to complete a general outline. On the board or screen, use a
sample outline to model how to combine or eliminate ideas that do not add interest to the essay.
Explain how you decided to combine or eliminate and encourage students to ask for clarification
about this process as needed.
Writing the Conclusion, p. 34

Present the mnemonic device SOP (suggestion, opinion, prediction) to students as a way
to help them remember some effective ways of ending their essays. Remind students that writing
conclusion paragraphs is often a challenging task and encourage them to include at least three
sentences in their conclusions.

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Writer’s Note: Checking the First and Last Paragraphs, p. 34
Emphasize the importance of reading the introductory paragraph and the concluding
paragraph after they write an essay in order to make sure that the two paragraphs contain similar
information. Model this practice by examining the first and last paragraphs of some of the essays
in this unit.
Building Better Vocabulary

Activity 12: Word Associations, p. 35
Explain to students that learning word associations will help enrich and expand their
vocabulary by building connections to more words. By increasing their vocabulary, students will
have more options in communicating their ideas, which will help improve their writing. Point out
to students that this activity is about word associations, not definitions. The task is to choose the
word or phrase that is most closely associated with the target word. It may be beneficial for
students to complete this activity with a partner and with a dictionary. Have partners take turns
looking up the meaning of the words they do not know.
Activity 13: Using Collocations, p. 35

Make sure that students understand what collocations are (words or groups of words that
naturally and that frequently co-occur with a target word). Explain that learning collocations will
help students build on their bank of commonly used phrases and that incorporating these phrases
in their writing will help it sound more natural and advanced.
Model how to select the correct answer by completing several of the items together as a
class. Have students complete the activity individually or in pairs. Encourage students to keep a
list of the most common or useful collocations and ask them to review them on their own for
reinforcement.
Original Student Writing

Understanding the Writing Process: The Seven Steps, p. 36
Tell students that this section covers the basic steps of the writing process. Review and
discuss each step aloud. Have students turn to the Brief Writer’s Handbook with Activities
(pp. 157–163) for a more detailed review of this important information.
Activity 14: Essay Writing Practice, p. 36

Because this is the first original student writing assignment, you may decide that it is too
soon for the students to write an original essay independently. In this case, you might want to
assign a specific topic and have students work in pairs or groups to write the outline of the essay
before writing the first draft (which could also be done in pairs, groups, or independently).
Remind students to refer to the seven steps in the writing process on p. 36 (or in the Brief
Writer’s Handbook with Activities on pp. 157–163).

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Additional Topics for Writing, p. 37
Included in this section is a list of essay writing prompts. Point out to students that in
order to become better writers, they need to write as much as possible. You may choose to assign
these topics a daily, weekly, bimonthly, or voluntary basis. Remind students to refer to the seven
steps in the writing process in the Brief Writer’s Handbook with Activities (pp. 157–163).
Timed Writing, p. 37
Timed writing is a valuable skill for students to work on since many standardized tests
include a timed-writing section. Students might feel varying levels of anxiety due to this time
limit, which can result in a greater number of errors than they normally make. Explain to
students that timed-writing practice can help them feel more comfortable and confident in other
timed-writing situations where they will need to write quickly and accurately.
Before beginning the writing task, review the writing prompt and the essay guidelines
provided. If necessary, teach the term writing prompt.
EXPANSION ACTIVITIES
Help students recognize what is and is not a good topic for an essay. Display examples of
essay topics on the board or screen. Work as a class to brainstorm and narrow the topic. Then
decide as a group if the topic is too general or specific for an essay. Some example topics may
include pollution, movie stars, exercise, a specific country, and so on.
For additional practice, provide students with high-interest essays from outside sources.
As needed, have students work in small groups or as a whole class to find and analyze the thesis
statement, body, and conclusion.
Finally, have students volunteer ideas or topics that they are interested in writing about.
As a class, brainstorm the types of thesis statements that would be appropriate for the topic.
Suggest students write paragraphs about the opening spread, or another photo in the unit.
You may want to brainstorm vocabulary for the photo before students write their sentences.
VOCABULARY ENRICHMENT ACTIVITIES

Because vocabulary is such an important point in moving to a higher proficiency level,
instructors may want their students to maintain a vocabulary journal to correspond to the
vocabulary, which is something that we strongly advocate.
Making a Vocabulary Journal

An easy way to accomplish this is to do the following:
1. Ask students to separate a piece of paper into two sections vertically. The column on the left
should be approximately 2 inches wide.
2. In the left column, students will write the vocabulary word and its part of speech.
3. In the right column, students will write either a definition, a synonym, or a native language
translation of the word.

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4. Underneath the definition in the right column, the student will create a sample sentence using
the word, but a BLANK SPACE will be used instead of the vocabulary word.
Using the Vocabulary Journal

Explain to the students that this type of vocabulary journal can be used in different ways:
a. By covering up the vocabulary word, students must look at the clues (definition and sample
sentence) and recall the vocabulary word.
b. By covering up the vocabulary word and the definition (across both columns), students must
use the sample sentence with context clues to recall the vocabulary word.
c. By covering up the vocabulary word and the sample sentence, students must recall the
vocabulary word by using its definition as a clue.
Sample Vocabulary Journal
vocabulary word, part of definition/synonym/translation

speech sample sentence
1. routine, n. custom; habit

My daily is getting up, going to work, and coming home to
make dinner.
2. glamorous, adj. exciting attractiveness; stylish

Movie stars usually have lifestyles.
3. task, n. assignment; job

The maid did not finish all her for the day.
Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the essays in the unit. We suggest that students
begin with these words and add other words to their vocabulary journals as necessary.
Essay 1, pp. 6–7

tedious
household
chore
meticulously

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to entail
wrinkled
silverware
elbow grease
dreaded
to tackle
to disinfect
to make do
Essay 2, pp. 9–11

steamy
to struggle
to squint
confines
to plop
dizzy
to nod
delight
Essay 3, pp. 12–13

rural
urban
dweller
regardless of
notable
the degree
the pace
wary
deadline
peak
drawback
Essay 4, pp. 15–16

shocking
well-informed
consumer
lack of
generation
fiber
colon

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diet
couch potato
a boom
to attain
to cut back on
in conjunction with
astounding
to flock to
prevalent
Essay 5, pp. 18–19

to opt to
namely
tuition
reluctant
minimal
credential
extracurricular
sufficient
interaction
alternative
Essay 6, pp. 25–26

mandatory
option
to violate
livelihood
payroll
misconception
to disregard
opening
entry-level
determined
fulfilling
without a doubt
Essay 7, pp. 28–29

detail-oriented
to pale in comparison
fundamental

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feedback
ensure
intermediary
function
manager
competitive
to straighten out
subordinate
hierarchy
up to par
particular
spokesperson
CEO
go-between
inspection
Self-Assessment
Have students refer back to the opening spread on pages 2 and 3. Direct their attention to
the objectives. Ask them to put a check mark by the objective(s) they achieved. Then ask
students the question at the bottom of the page. Students can raise hands to show if they can
answer yes to the question.

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UNIT 2 Narrative Essays
OVERVIEW
Unit 2 concentrates on the elements of a narrative essay. Overall, students will learn that
a narrative essay tells a story, which allows the writer to be more creative than other types of
rhetorical styles. Students will also learn about the several important elements that make up a
story.
Students will continue with Building Better Sentences and Building Better Vocabulary.
OBJECTIVES
1. Learn how to write a narrative essay. (p. 40)
2. Learn how to write a narrative hook. (p. 41)
3. Add supporting information to narrative essays. (pp. 42–43)
4. Use connectors and time relationship words. (pp. 50–51)
5. Use adjective clauses. (pp. 52–53)
6. Use the brainstorming process to generate ideas. (pp. 57–58)
7. Write an original narrative essay by following a guided outline and writing activity. (pp. 59–
61)
Unit Opener
Direct students’ attention to the photo on pages 38 and 39 and ask them to tell you what
they see. This photo shows the explorers Beverly and Dereck Joubert in Botswana. They have
launched the Big Cats initiative to raise global awareness about the need to protect lions, tigers,
cheetahs, leopards, and jaguars.
Go over the objectives on the top of page 39. Explain that students will do these things in
the unit. Have students look at the question at the bottom of page 39. Tell them you will come
back to this question at the end of the unit.
TEACHING NOTES
An important feature of the narrative essay is the understanding that this type of essay
must have a beginning, a middle, and an end. Because narrative essays are told in chronological
order, transitions are also covered in this unit.
When introducing the narrative rhetorical style, you may want to refer to Essay 1 in Unit
1 about Cinderella and assess if students remember the fairy tale. As a warm-up to beginning the
unit, ask students to summarize the story. On the board or screen, separate the story into its three
main parts (beginning, middle, and end—the moral). Most of the activities in this unit require

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students to study and analyze example essays. Students will learn how to write a narrative essay
by completing brainstorming, outlining, and peer editing activities.
What Is a Narrative Essay?: The Introduction, The Body, The Conclusion, pp. 40–43
Because narrative essays tell a story, their organizational pattern is different from other
rhetorical styles. Students must be made aware of the fact that the thesis statement, details, and
conclusion of a narrative are different from other essay types. Many students are already familiar
with this type of personal writing (e.g., “What did you do during summer vacation?”). However,
it may be helpful for students if you emphasize that this rhetorical style is the least academic of
the five types presented in the book and remind students that other writing assignments (from
Units 3–5) might be more challenging.
Structure of a Story
After you have presented the elements of a story, check comprehension by asking questions.
Have students identify each element and give examples from popular books or movies.
Activity 1: Identifying Hooks, p. 41

This activity is important in helping students understand the differences between
narrative hooks and other types of hooks (presented in Unit 1). While going over the answers,
you may want to ask students to explain why they think a particular question is or is not a good
narrative hook.
Writer’s Note: Storytelling Tip, p. 43

Point out that when writing is descriptive, it paints a picture in one’s mind and helps the
reader visualize what is happening. Explain to students that this makes writing more interesting
and will help the reader feel like they are part of the story, which is very important in a narrative
essay.
Activity 2: Studying a Narrative Essay, pp. 43–44

When reviewing the answers, refer students back to the information on pages 40–43 for
clarification. Ask students to explain terms (e.g., narrative hook, setting, theme) as they give
answers.
Activity 3: Outlining Practice, pp. 46–47

Use the outlining activity to reinforce the role of each component in the narrative essay.
Discuss this writing activity as a class. Answers may vary slightly in wording, but overall, there
will be one answer per item.

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Activity 4: Adding Supporting Information, pp. 48–49
Depending on the level of your students, you may want them to work on this activity in
pairs or in small groups. Alternately, groups of students can be responsible for filling in just one
part of the supporting information before sharing it with the rest of the class.
For students who are having difficulty coming up with information, consider having them
first write a specific outline and/or writing questions on the board or screen to help them with
their brainstorming (e.g., “What did that part of town look like?” or “How long did the drive take
you?” for paragraph 3).
Grammar for Writing

Connectors and Time Relationship Words, pp. 50
Most students will probably already be familiar with the majority of the words and
phrases presented in the chart on p. 50. Be sure to point out to students that while it is very
important to add transition words to essays, it is also important not to use so many that the series
of events becomes difficult to follow. Have students turn to pp. 180–181 in the Brief Writer’s
Handbook with Activities to reference a complete list of connectors. As needed, have students
complete Activity 3 on p. 172.
For additional practice, suggest students write sentences with phrases that express time
order. Then have them exchange sentences with a partner to write in another way.
Activity 5: Adding Connectors, pp. 51–52

Work together as a class to fill in the first several blanks with the appropriate connector
or time relationship word or phrase. Model how you decide which connector to choose by
reading each paragraph aloud and discussing your choice. Based on the level of support that
students need to complete this activity, complete it as a class or have students work
independently or with a partner.
Grammar for Writing

Adjective Clauses, p. 52
After students have read the information, check comprehension by asking questions.
Activity 6: Adjective Clause Review, p. 53–54

When students have completed the activity, call on students to identify the clauses and say which
provide necessary information.

If necessary, remind students that learning word associations will help enrich and expand
their vocabulary by building connections to more words. By increasing their vocabulary, students
will have more options in communicating their ideas, which will help improve their writing.

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Point out to students that this activity is about word associations, not definitions. The task is to
choose the word or phrase that is most closely associated with the target word. It may be
beneficial for students to complete this activity with a partner and with a dictionary. Have
partners take turns looking up the meaning of the words they do not know.
Activity 8: Using Collocations, pp. 55

If necessary, review what collocations are (words or groups of words that naturally and
that frequently co-occur with a target word). Remind students that learning collocations will help
them build on their bank of commonly used phrases and that incorporating these phrases in their
writing will help it sound more natural and advanced.
reinforcement.
Developing a Narrative Essay: Choosing a Topic, p. 55

Review the common criteria for choosing a topic with students. As a class, brainstorm
topics that are not too small but too big and record all ideas on the board, screen, or on chart
paper. Discuss which topics on the list might provide enough action to make a story of five or six
paragraphs.
Writer’s Note: Topic Tip, p. 56

Have students write exciting on the front of an index card. Then on the back have them
writing a list of the exciting events they have experienced. Then discuss how many of the events
they listed could be developed into an interesting narrative essay. Have students repeat this step
with difficult, wonderful, frightening, etc., and encourage them to use this process when
brainstorming topics.
Review the questions. Ask students which questions they think are especially interesting.
Activity 9: Choosing Topics, p. 56–57

For additional support with determining how to choose topics, work together as a class to
complete this activity. Read each pair of topics aloud and discuss as a group why one topic is
better than the other for a narrative essay.
Activity 10: Ideas for a Narrative Essay, p. 57

Have students refer to the information on choosing a topic for a narrative essay from
pp. 56–57 as they complete the activity.

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Brainstorming: pp. 57–58
Discuss with students the process they go through when they come up with ideas for
writing. Have students turn to the illustration on p. 57 and explain that the man in the picture is
brainstorming. Display the definition of brainstorming on the board or screen and read it aloud.
Then write a list of the wh- questions and explain that answering these questions can guide them
through the brainstorming process. Discuss how making a list of words or phrases or how
making a map of a visual essay might help them brainstorm for a narrative essay. Encourage
students to experiment with all three brainstorming techniques as well as to keep a list of
brainstorming techniques that they can refer to as they write.
Original Student Writing: Narrative Essay

Activity 11: Developing Narrative Ideas, p. 59
Remind students that the main parts of an essay include the introduction, body, and
conclusion. As students complete the activity, circulate around the room and provide support as
needed.
Activity 12: Planning with an Outline, pp. 59-61

Remind students that the more detailed the outline is, the easier it will be to write the
essay. If students have difficulty completing the outline, have them go back to the brainstorming
stage and/or consider whether the topic is appropriate for a narrative essay.
About Peer Editing

Writer’s Note: Suggestions for Peer Editing, p. 61
Read the suggestions for peer editing aloud and model for students how to listen carefully
and how to make helpful comments. It may be helpful to provide examples of not listening
carefully or making comments that are not helpful. Emphasize the importance of choosing words
and comments carefully in order to not hurt their classmate’s feelings. Peer editing is intended to
be a positive, helpful experience for the writer.
Activity 13: Peer Editing Your Outline, p. 62

This book contains a series of peer editing sheets that students can use for their outlines
and first drafts of each original writing assignment. Remind students that peer editing is a
process that provides a writer with feedback and suggestions from a classmate and that can help
the writer find out if her or his writing is clear.
Direct students to Peer Editing Sheet 1 in Appendix 2. The sheets can be downloaded
from NGL.Cengage.com/GW4.

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Activity 14: Writing a Narrative Essay, p. 62
Review the features and purpose of a narrative essay before students begin this activity.
Remind students to refer to the seven steps in the writing process in the Brief Writer’s Handbook
with Activities on pp. 157–163.
Activity 15: Peer Editing Your Essay, p. 62

This book contains a peer editing sheet sample that students can use for their outlines and
first drafts of their original writing assignment. Remind students that peer editing is a process
that provides a writer with feedback and suggestions from a classmate and that can help the
writer find out if her or his writing is clear.
Direct students to Peer Editing Sheet 2 on NGL.Cengage.com/GW4. The sheets can be
printed out, completed, and exchanged.

Included in this section is a list of narrative essay writing prompts. Point out to students
that in order to become better writers, they need to write as much as possible. You may choose to
assign these topics a daily, weekly, bimonthly, or voluntary basis. Remind students to refer to the
seven steps in the writing process in the Brief Writer’s Handbook with Activities (pp. 131–138).
timed-writing situations where they will need to write quickly and accurately. Before beginning
the writing task, review the writing prompt and the essay guidelines provided.
Have students volunteer to share their narrative essays in class and have classmates
provide positive feedback on the most creative or most surprising aspect of each story. As an
alternative to asking for volunteers to share their work, collect students’ essays and, keeping the
identity of the author anonymous, read parts of them to the class. Then have classmates provide
positive feedback on the most creative or most surprising aspect of each part of the story that was
shared.

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Whether or not this particular strategy is employed, it is imperative that students acquire
a large amount of appropriate vocabulary in this course.

Essay 8, pp. 43–44

anxious
to panic
frustration
to scowl
terminal
enormous
to squeak
despair
to gaze
to jerk
timidly
deserted
shuffle
predicament
lobby
handkerchief
courtesy
Essay 9, pp. 48–49

superstitious
to trip
fool
to oversleep
to trip
shortcut
right away
to scowl
coffee grounds

19
Essay 10, pp. 51–52
idol
silly
to pack
to take on
role
Essay 11, pp. 53–54

driveway
throne
residential
sedan
spell
to leak out
somber
severity
a moving violation
Self-Assessment
Have students refer back to the opening spread on pages 38 and 39. Direct their attention
to the objectives. Ask them to put a check mark by the objective(s) they achieved. Then ask

20
UNIT 3 Comparison Essays
OVERVIEW
The topic of Unit 3 is comparison essays. Students are often under the impression that
comparison essay topics need to be neat and obvious to the reader, but very often, some of the
most interesting comparison essays compare and/or contrast ideas that one would not normally
consider doing. In this way, Unit 3 provides students with an opportunity to explore the flexible
nature of the comparison essay.
Students will continue with Building Better Sentences and Building Better Vocabulary.
OBJECTIVES
1. Learn how to write a comparison essay. (p. 66)
2. Learn how to organize a comparison essay. (pp. 67–68)
3. Analyze sample comparison essays and answer comprehension questions. (pp. 68–70)
4. Develop comparison essays with outlining practice and supporting information. (pp. 69–83)
5. Use connectors for comparison essays. (pp. 75–77)
6. Use adverb clauses and subordinating conjunctions (pp. 78–79)
6. Use the brainstorming process to generate ideas. (pp. 80–82)
7. Write an original comparison essay by following a guided outline and writing activity.
(pp. 83–86)
TEACHING NOTES
Students writing comparison essays have two choices: choosing a mundane topic that will
produce a well-organized essay with little interest or creatively trying to draw comparisons from
dissimilar items or making connections between items that do not seem to have connections.
Unit 3 explains the different patterns of organization for comparison essays (the block
method and the point-by-point method). Students study and analyze example. Students will
learn how to write a comparison essay by completing brainstorming, outlining, and peer editing
activities.
Unit Opener
they see. This photo shows the a team of sled dogs in the background in Nunavut, Canada, while
a sledder holds a photograph of a South Carolina swamp in the foreground.

21
Go over the objectives on the top of page 65. Explain that students will do these things in
What is a Comparison Essay?, p. 66

Make sure students understand that comparison essays can discuss similarities and/or
differences. Direct students’ attention to the two paintings on pages 66 and 67. Have them work
in pairs to list similarities and differences, then lead a discussion with the class.
Patterns of Organization, p. 67
To reinforce the two methods of organization, present students with another topic using
one of the organizational patterns. Then have students change the format from one type to the
other. Repeat as needed. This can be done as a class, in pairs, or individually.
Parallel Organization of Supporting Information, p. 67

Emphasize to students that the order in which the subjects and the points of comparison
are presented must be the same from paragraph to paragraph.
Activity 1: Studying a Comparison Essay, pp. 68–70

Use item #5 on p. 70 to review supporting details in an essay as well as to illustrate the
parallel structure of the supporting ideas.

If necessary, have students turn to pp. 32–33 and review specific outlines. Use the
outlining activity to reinforce the role of each component in the comparison essay. Discuss this
writing activity as a class. Answers may vary slightly in wording, but overall, there will be one
answer per item.
Activity 3: Supporting Information, pp. 72–74

Before students complete this activity in pairs, clarify that they will need to write the
missing supporting information. Briefly review the importance of supporting information and
suggest they ask wh- questions about the topic to help them develop supporting information that
will support the main idea(s).
Writer’s Note: Asking Questions, p. 74

Emphasize the importance of asking questions in order to generate ideas for an essay.
Explain to students that asking and answering questions is good practice not only for comparison
essays, but for all essay types.

22
Grammar for Writing
Connectors for Comparison Essays, pp. 75
Based on students’ needs, discuss the use of connectors for comparison essays. Note that
one chart presents connectors that show comparison (similarities) and that the other shows
contrast (differences). Have students turn to pp. 180–181 in the Brief Writer’s Handbook with
Activities to reference a complete list of connectors. As needed, have students complete the
exercise on p. 172.
Activity 4: Connectors, pp. 76–77

Model for students how to select the appropriate connector in each set of parentheses for
this activity. For additional support, have students refer to the charts on p. 75.


reinforcement.
Grammar for Writing

Using Adverb Clauses, pp. 78-79
For additional practice, write sentences on the board using either subordinating conjunctions or
transitions. Have students rewrite the sentences using another connector.
Activity 7, Identifying Adverb Clauses and Subordinating Conjunctions, p. 80

As you go over the answers, ask students to identify the function of any adverb clauses.

23
Developing Ideas for Writing
Brainstorming, pp. 80-82
Explain to the students that making a list and using a Venn diagram are particularly good
ways to brainstorm ideas for a comparison essay. Encourage students to keep a list of
brainstorming techniques that they can refer to as they write.
Activity 8: Identifying Good Topics for a Comparison Essay, p. 82-83

Discuss the first completed sample for this activity as a class. Encourage students to share
why they think the answers make or do not make good choices for topics. Ask students to state
whether or not they agree with the sample answer and explain why. Based on the level of support
that students need, have them complete the activity individually, in pairs, or as a class.
Original Student Writing: Comparison Essay

Activity 9: Working with a Topic, pp. 83-84
Before students select a topic form the list presented, briefly discuss examples of some
possible subjects for each topic as a class. If necessary, review how to use a Venn diagram when
brainstorming.
Writer’s Note: Ideas for Supporting Information, p. 84

Write each bulleted point idea on the board or screen. Discuss with students how these
ideas can be used as supporting information in a body paragraph.
Activity 10: Planning with an Outline, pp. 84–86

Clarify that this outline uses the point-by-point method of organization and that students
should use their ideas from Activity 9 for the outline. Review the point-by-point method if
necessary.

If necessary, remind students that peer editing is a process that provides a writer with
feedback and suggestions from a classmate and that can help the writer find out if her or his
writing is clear.
Have students download Peer Editing Sheet 3 at NGL.Cengage.com/GW4.
Activity 12: Writing a Comparison Essay, p. 86

Review the features and purpose of a comparison essay before students begin this
activity. Remind students to refer to the seven steps in the writing process on p. 36 or in the Brief
Writer’s Handbook with Activities on pp. 156-163.

24
If necessary, remind students that peer editing is a process that provides a writer with
feedback and suggestions from a classmate and that can help the writer find out if her or his
writing is clear.
Direct students to Peer Editing Sheet 4 at NGL.Cengage.com/GW4.

Included in this section is a list of comparison essay writing prompts. Point out to
students that in order to become better writers, they need to write as much as possible. You may
choose to assign these topics a daily, weekly, bimonthly, or voluntary basis. Remind students to
refer to the seven steps in the writing process in the Brief Writer’s Handbook with Activities
(pp. 156-163).
Have students work in groups of four. Ask them to write their two points of comparison
on two pieces of paper. Have them mix up the eight pieces of paper and, working together,
connect the two items logically. Then have students write a brief outline for the topic, using both
the point-by-point method and the block method.



25
Essay 12, pp. 68-69
hemisphere
extensively
climate
diversity
solely
indigenous
custom
individualism
concept
remarkable
Essay 14, pp. 76-77

stillness
scenario
bystander
extreme
lenient
laissez-faire
monitor
poised
child-rearing
Self-Assessment
Have students refer back to the opening spread on pages 64 and 65. Direct their attention
to the objectives. Ask them to put a check mark by the objective(s) they achieved. Then ask

26
UNIT 4 Cause-Effect Essays
OVERVIEW
In Unit 4, students learn that the cause-effect essay shows the relationship between
something that happens and its consequences or between actions and results. In this unit, students
will study two kinds of cause-effect essays: one that focuses on the causes and one that focuses
on the effects. While there are other organizational patterns of cause-effect essays, this unit
covers only the two most common.
Students will continue with Developing a Cause-Effect Essay, Grammar for Writing, and
Building Better Vocabulary. For further support, you may use the Great Writing 4 Assessment
CD-ROM with ExamView® to produce quizzes on the grammar, vocabulary, editing, or writing
that is covered in this unit.
OBJECTIVES
1. Learn to write cause-effect essays and use two kinds of organizational methods. (p. 90)
2. Analyze sample cause-effect essays and answer comprehension questions. (pp. 90–95)
3. Develop main ideas and supporting details for an existing cause-effect essay outline. (pp. 95–
99)
4. Practice connectors commonly used in cause-effect essays. (pp. 100–101)
5. Identify noun clauses (p. 102)
5. Understand the concepts of wordiness and redundancy. (pp. 103–105)
6. Develop cause-effect essays with questions. (pp. 107–108)
7. Use a brainstorming technique (clustering) to generate ideas. (p. 108)
8. Write an original cause-effect essay by following a guided outline and writing activity.
(pp. 109–110)
TEACHING NOTES
An important feature of this unit is that it teaches students to write cause-effect essays
using two methods: “focus-on-causes” and “focus-on-effects” methods. Students will study and
analyze example essays. Students will learn how to write a cause-effect essay by completing
brainstorming, outlining, and peer editing activities.
Unit Opener
they see. This photo shows the effects of severe storms which caused a river to overflow and
destroy roads in France.

27
Go over the objective on the top of page 89. Explain that students will do these things in
What is a Cause-Effect Essay? P. 90

Students sometimes have difficulty with cause and effect essays because they blur the
boundaries between causes and effects. Have students copy the cause-effect essay method chart
on p. 90 for reference throughout Unit 4. Emphasize that the two methods answer different
questions.
Activity 1: Studying a Cause-Effect Essay, pp. 90-93

Point out to students that this is a focus-on-causes essay. Work together as a class to
discuss the preview questions on p. 90. Point out to students that discussing these questions can
provide them with a clue about the topic of the essay and help them anticipate the information
they will encounter in the reading. If needed, review the basic parts of an essay (introduction,
with hook, connecting information, thesis statement; body, with supporting information;
conclusion, with concluding statement).
Activity 2: Studying a Focus-on-Effects Essay, pp. 93-95

Point out to students that this is a focus-on-effects essay. Some students will have more
difficulty with this essay than with others, due to the subject matter. Provide students with
background information, as needed, to help them comprehend the events and vocabulary
discussed in this essay. Also, review direct and indirect (stated vs. implied) thesis statements (for
item #2) if needed (see Unit 1, p. 24).
Developing a Cause-Effect Essay

Activity 3: Outlining Practice, pp. 95-98
If necessary, clarify the term bullying so students are clear on the topic. Use the outlining
activity to review the role of each component in the cause-effect essay if needed. Depending on
the needs of the students, have them complete the activity, individually, in pairs, in groups, or as
a class. Answers may vary slightly in wording, but overall, there will be one answer per item.
One option is to have half of the students in the class work on the first part of the activity
(outlining the causes of bullying behavior) and the other half work on the other (the effects).
Students can then compare their answers and see how one topic can actually be viewed in more
than one way.
Activity 4: Supporting Information, pp. 98-99

To review hooks, ask the students their opinions on the introductory paragraph of this
essay: “Is it effective?” Have them brainstorm other methods of introducing this topic. Be sure

28
students read the entire essay before working on providing supporting information for the body
paragraphs.
Grammar for Writing

Connectors for Cause-Effect Essays, p. 100
Based on students’ needs, discuss the use of connectors for cause-effect essays. Point out
that the first chart presents connectors that show cause and that the second presents those that
show effect. Have students turn to pp. 180–181 in the Brief Writer’s Handbook with Activities,
to reference a complete list of connectors. As needed, have students complete the exercise on
p. 172.
Activity 5: Connectors, pp. 100–101

Model for students how to select the appropriate connector in each set of parentheses for
this activity. Note that this essay uses the focus-on-effects method. For additional support, have
students refer to the list in the Grammar for Writing section on p. 100.
Grammar for Writing

Noun Clauses, p. 102
Based on students’ needs, review the information on noun clauses. Point out that
although noun clauses often begin with a connector that is also a question word, they use subject
verb order.
Activity 6: Identifying Noun Clauses and Adjective Clauses, p. 102

This activity helps students distinguish between the two types of clauses. Remind
students that noun clauses can be subjects or objects, whereas adjective clauses modify subjects
or objects.
Choosing Words Carefully, pp. 103-104

Based on students’ writing abilities, decide how much reinforcement to provide students
regarding wordiness and redundancy. Overall, students can benefit from learning these
guidelines for concise writing.
Activity 7: Wordiness, pp. 103-104

Explain to students that using precise language is very important but that it can be very
challenging as well. As students complete the activity, have them refer back to the list on p. 103.
Review the answers as a class. Ask volunteers to share their answers to students can see that
there is more than one way to correct the paragraph.

29
Activity 8: Don’t Say It Twice, p. 105
For additional support, model for students how to identify redundant information and
complete this activity together as a class. Encourage students to ask for clarification as needed.


reinforcement.
Developing Ideas for Writing

Activity 11: Starting with Questions, pp. 107-108
Before students begin this activity, be sure to point out that the questions they will answer
can all be developed into cause-effect questions. Emphasize the point that starting with questions
can help students develop good ideas for a cause-effect essay.
Brainstorming, p. 108
Discuss the illustration on p. 108 as a class and explain to students that this graphic
illustrates a brainstorming technique called clustering. Have students turn to Unit 2 for a review
of this technique. See p. 158 in the Brief Writer’s Handbook with Activities for another example
of clustering. Encourage students to experiment with different brainstorming techniques as well
as to keep a list of brainstorming techniques that they can refer to as they write.
Activity 12: Clustering Ideas, p. 109

Clarify that students should use a topic from Activity 11 for this activity. Ask students to
note whether the ideas focus on causes or effects. Model how to brainstorm ideas for a topic

30
using the clustering method. On the board or screen, display how you come up with ideas for an
essay with a cluster diagram. Be sure to demonstrate that you write all your ideas and that when
you finish, you cross out the ideas that you do not want to include. Tell students that writing
down all ideas at the beginning is a very important step in this process.
Activity 13: Planning with an Outline, p. 109

Clarify that students should use their ideas from Activity 11 for their outline. Review
parts of the essay as needed.
Writer’s Note: Personal Writing Style, p. 110

Provide students with a review of the various writing processes and styles they have
learned so far. Discuss as a class, how they feel about each process and style. Point out that while
all processes are helpful, some may work better for certain individuals than for others. Encourage
students to reflect and notice which process work best for them in order to develop their own
personal writing style. Encourage them to continue to experiment with the various processes as
they develop their writing over time.

Have students exchange papers with a partner and use Peer Editing Sheet 5 (from
NGL.Cengage.com/GW4) to edit each other’s work. If necessary, remind students to make
helpful and positive comments and suggestions. The sheets can be detached from the book and
exchanged, or students can exchange books with their partner without tearing out the sheet.
Activity 15: Writing a Cause-Effect Essay, p. 110

Review the features and purpose of a cause-effect essay before students begin this
activity. Remind students to refer to the seven steps in the writing process in the Brief Writer’s
Handbook with Activities on pp. 156–163.

helpful and positive comments and suggestions.

Included in this section is a list of cause-effect essay writing prompts. Point out to
refer to the seven steps in the writing process in the Brief Writer’s Handbook with Activities (pp.
156-163).

31
Provide students with a variety of newspaper clippings with current headlines (the article
will probably state what brought about each event—the causes) and have each student select an
article. Have students brainstorm the possible effects of the event they read about and present
their ideas to a partner or to the whole class. For further practice, provide students with a general
topic and have them find information on the Internet or other resources about the causes of the
event or the effects of the event. Have them share their findings with a partner or with the whole
class.


Essay 15, pp. 91–92

celebrated
puppet
exemplify
blunder
to avoid
get out of
particularly
circumstances
embarrassment
Essay 16, p. 94
potential
to rejoice
ideology
prevalent
breakup (n)
shift

32
to subsidize
fluctuation
sovereignty
forefront
to repatriate
to reinvigorate
momentous
Essay 18, p. 101

globalization
strategy
intrigued
availability
exposure
in the long run
frustrating
conventions
study body
sector
Self-Assessment
Have students refer back to the opening spread on pages 2 and 3. Direct their attention to
the objectives. Ask them to put a check mark by the objective(s) they achieved. Then ask

33
UNIT 5 Argument Essays
OVERVIEW
The overall goal of this unit is for students to learn how to write a good argumentative
essay. This includes understanding that the writer’s purpose is to persuade the audience to agree
with her or his opinion, including presenting a counterargument and refutation. Students practice
how to choose a topic and create a pro or con argument using effective persuasive language.
Students will continue with Developing and Argument Essay, Grammar for Writing, and
Building Better Vocabulary. For further support, you may use the Great Writing 4 Assessment
CD-ROM with ExamView® to produce quizzes on the grammar, vocabulary, editing, or writing
that is covered in this unit.
OBJECTIVES
1. Learn how to write an argumentative essay. (p. 114)
2. Understand the importance of choosing an appropriate topic for an argumentative essay. (pp.
114–115)
4. Analyze example argument essays and answer comprehension questions. (pp. 115–118)
5. Develop argumentative essays with outlining practice and supporting information. (pp. 118–
119)
6. Add supporting information to argument essays (120–121)
6. Choose modals and tone for argumentative essays. (pp. 123–125)
7. Learn to write pro and con thesis statements and avoid faulty logic. (pp. 126–128)
8. Use if clauses (p. 129)
8. Learn how to cite sources to avoid plagiarism. (p. 130)
9. Write an original narrative essay by brainstorming and by following a guided outline and
writing activity. (p. 132-134)
TEACHING NOTES
In Unit 5, students will study and analyze example argumentative essays. Students will
learn how to write an argumentative essay by completing brainstorming, outlining, and peer
editing activities.
Unit Opener
Direct students’ attention to the photo on pages 112 and 113 and ask them to tell you
what they see. This photo shows an endangered Northern spotted owl resting in a fresh clear-cut
in the Pacific Northwest in Oregon in the United States.

34
What is an Argument Essay?

Arguing Pro or Con, p. 114
Display the words pro and con on the board or screen and ask students to tell the meaning
of the terms in their own words. Write the definitions next to each word: for (pro) and against
(con). Point out to students that in an argumentative essay, you can argue either for (pro) or
against (con) a statement. Write a topic on the board or screen and have students brainstorm both
pro and con ideas. Record student answers and have students explain which side of the argument
they would choose and why.
Convincing the Reader, p. 115

Write counterargument and refutation on the board or screen and have students copy
down the terms, each one on a separate index card. Write the definition of each term on the back
of each card (have students reference definitions on p. 115). Have them write a sample
counterargument and refutation under the definition. Have students use these cards as reference
as they develop their argumentative essays. Be sure to emphasize that in order to convince a
reader of their viewpoint, it is critical that they include both sides of the argument.
Activity 1: Studying an Argument Essay, pp. 115–117

Try to establish students’ opinions about this topic before they read the essay. You may
want to have them actually write down what they think of this topic and then list three reasons to
support their opinion as well as three reasons why those opposed believe what they do. Use items
#5 and #6 to reinforce the concepts of counterargument and refutation.
Developing an Argument Essay

Use the outlining activity to reinforce the role of each component in the argumentative
essay, including the counterargument and refutation, which are unique to argumentative essays.
Discuss this writing activity as a class. Answers may vary slightly in wording, but overall, there
will be one answer per item.
Activity 3: Studying the Supporting Information in an Example Essay, pp. 120–121

Work together as a class to discuss the preview questions on p. 120. Point out to students
that discussing these questions can provide them with a clue about the topic of the essay and help
them anticipate the information they will encounter in the reading.
Before students complete this activity in partners, remind them that they will need to
write the missing supporting information. Remind them to ask wh- questions to help them

35
develop supporting information that will support the main idea(s). Make sure students read the
entire essay before they begin adding supporting information.
Choosing a Topic
Activity 4: Writing Pro and Con Thesis Statements, pp. 120–121
Discuss the example as a class and have students explain why each statement is
considered to be pro or con. Based on students’ needs, have the class continue with this exercise
either in pairs or continue working together as a class.
Grammar for Writing

Controlling Tone with Modals, p. 123
Help students understand modals from a writer’s point of view. Point out how modals are
used to persuade readers. Use an analogy to explain that modals are like spices that you add to
food. They do not change the basic food, but they certainly can make it taste differently. In the
same way, modals do not change the basic message of the writer, but modals can help convey the
message to the reader in the way that best suits the writer.
Activity 5: Choosing Modals, pp. 124–125

The main purpose of this activity is to focus students’ attention on modals and how they
“flavor” the writing. Increase and support students’ awareness of the structure of the essay and
how modals impact the essay by asking the following questions: How many paragraphs are
there? Where is the writer’s thesis statement? Based on the thesis statement, what is the writer’s
opinion regarding the topic? What is the purpose of paragraphs 2, 3, and 4? (HINT: Read the
first/topic sentences.) What is the purpose of paragraph 5?
Counterargument and Refutation

Ask students to explain in their own words how modals can be useful in argumentative essays.
Display the following two reasons on the board or screen and have students give examples of
each:
• Strong modals help the writer make their opinions sound stronger.
• Weak modals make opposing views sound weaker.
Activity 6: Writing a Refutation, pp. 126–127

Remind students that good argument writers understand the opposing point of view. This
activity helps them counter opinions that they might hold. This will make them stronger writers.
Avoiding Faulty Logic, pp. 127–128

Point out to students the logic is what helps prove your point and disprove an opponent’s
point. Be sure that students understand the meaning of logic (based on clear reasoning) before

36
analyzing the different kinds of faulty logic on pp. 128. Provide support and context for students
by presenting additional examples of each kind of faulty logic mentioned in this section.
Activity 7: Faulty Logic, p. 128

For additional support with identifying examples of faulty logic in the paragraph, work
together as a class. Model how to identify examples of faulty logic and refer to the categories of
faulty logic on pp. 127 for clarification.
Grammar for Writing

Using the if Clause, p. 129
If clauses present situations that may or may not be real. Encourage students to refer to
the chart for help.
Activity 8: Identifying and Labeling if Clauses, p. 129

In this exercise, students identify the tense of the condition. If helpful, ask students to
identify which are possible and which unreal.
Citing Sources to Avoid Plagiarism, p. 130

Emphasize to students the critical importance of learning how to cite borrowed
information in order to avoid plagiarism. Read the definitions and explanations under the section
Quoting and Paraphrasing. Reinforce students’ understanding of plagiarism by reviewing pp.
181–182 of the Brief Writer’s Handbook with Activities.
Activity 9: Word Associations, pp. 130–131



37
reinforcement.
Original Student Writing: Argument Essay

Brainstorming, p. 132
Discuss the various brainstorming methods students have learned so far: wh- questions,
using a visual map, making a list, using a Venn diagram, clustering, etc. Point out that it is
important to learn different brainstorming techniques because some techniques may work better
than others depending on the type of writing as well as each individual writer.
Activity 11: Choosing a Topic, p. 132

Clarify that the topic students choose for this activity is the one they will use for their
original student writing assignment. Remind students to follow each step carefully and point out
the importance of item #5: including a restatement of their thesis and their opinion about the
issues in their conclusion.

Be sure students use their ideas from Activity 11 to create their outline. Remind students
that the more detailed their outline, the easier it will be to write the essay.

Activity 14: Writing an Argumentative Essay, p. 134

Review the features and purpose of an argumentative essay before students begin this
activity. Remind students to refer to the seven steps in the writing process in the Writer’s Note
on p. 36 or in the Brief Writer’s Handbook with Activities on pp. 156–163.


Included in this section is a list of argumentative essay writing prompts. Point out to

38
refer to the seven steps in the writing process in the Brief Writer’s Handbook with Activities (pp.
156–163).

For additional practice with argumentative essay development, have students complete
several or all of the following expansion activities:
• Photocopy and then cut up an argumentative essay with one paragraph per piece of paper.
Have students try to assemble the paragraph in the correct order. If you have several of
these sets, divide students into groups and then have them rotate essays in order to
practice with as many essays as possible.
• Have students find argumentative essays on the Internet or in other reference materials
and bring a printout to class. As time permits, ask students to give a brief overview of the
features of an argumentative essay they are able to identify in the essay they selected.
• Have students bring a list of three topics for an argumentative essay to class. Then have
students work in groups or four or five to produce a list of 10 great topics. Have each
groups share their list of topics with the class.
• Suggest students write paragraphs about the opening spread, or another photo in the unit.
You may want to brainstorm vocabulary for the photo before students write their
sentences.



39
Essay 19, pp. 116–117
fundamental
to come under fire
public school
outfit
truancy
suspension
standard of living
to differ
well-off
to implement
to flaunt
as a whole
Essay 20, pp. 120-121

celebrity
paparazzi
harass
privacy
reluctang
to give up
adoration
Essay 21, pp. 124-125

humane
penalty
for the sake of
to commit a crime
punishment
the degree of
to be reserved for
unfair
legitimate
fine
the fate of
to reform

40
Self-Assessment
Have students refer back to the opening spread on pages 112 and 113. Direct their
attention to the objectives. Ask them to put a check mark by the objective(s) they achieved. Then
ask students the question at the bottom of the page. Students can raise hands to show if they can

41
UNIT 6 Other Forms of Academic Writing
OVERVIEW
The overall goal of this unit is for students to learn how to write other academic forms:
the reaction/response essay and exam/essay questions. In classes or on exams, students often
have to respond to a prompt, and express their reaction in a thoughtful, coherent way. They also
need to be able to respond to questions on exams that ask for short or long essays on a particular
topic. Students will also understand and use different types of sentences.
Students will continue with Developing a Reaction/Response Essay, Grammar for
Writing, and Building Better Vocabulary. For further support, you may use the Great Writing 4
Assessment CD-ROM with ExamView® to produce quizzes on the grammar, vocabulary,
editing, or writing that is covered in this unit.
OBJECTIVES
1. Learn how to write a reaction/response essay. (p. 138–139)
2. Analyze a reaction essay and answer comprehension questions. (pp. 140–142)
3. Develop reaction essays with outlining practice and supporting information, choosing an
appropriate prompt. (pp. 143–145)
4. Understand written essay or exam questions. (pp. 146–150)
5. Understand and use a variety of sentence types. (151–152)
TEACHING NOTES
In Unit 6, students will study and analyze example reaction essays. Students will learn
how to write a reaction essay by completing brainstorming, outlining, and peer editing activities.
They will also learn how to respond to short and long essay questions on exams.
Unit Opener
Direct students’ attention to the photo on pages 136 and 137 and ask them to tell you
what they see. This photo shows a photographer getting too close to a whale shark near Cancun,
Mexico.
Part 1: What is a Reaction/Response Essay?

Reaction/response essays can be on exams, but they can also be prompts to stimulate
writing in a variety of classes. Point out that reactions and responses can be personal, so there is
no right or wrong answer. The important thing in these essays is that the writer is able to support

42
his or her opinion through clear writing. Often, students neglect to describe the prompt.
Emphasize that this is an important aspect of the task as it reveals students’ abilities to observe
carefully.
Pattern of Organization, pp. 138-139

Point out that the introduction to this type of essay is a bit different. In many essays,
students introduce their topics by describing something general, or giving background
information, or telling a story. In response essays, they begin with a description of the prompt.
Encourage them to add details and use adjectives. As in all writing, more than one supporting
argument or explanation makes the writing stronger. Encourage students to give at least two
responses.
Activity 1: Studying a Reaction Essay, pp. 140–142

Have students answer the first two preview questions on p. 140. Point out that both
questions are about their feelings. Have students look at the photo to answer Item #3. Elicit their
responses. Write their ideas on the board.

Use the outlining activity to reinforce the structure of a reaction/response essay,
beginning with the descriptive summary, building with the two responses, and then the
conclusion. Discuss this writing activity as a class. Answers may vary slightly in wording, but
overall, there will be one answer per item.
Original Student Writing

Activity 3: Choosing Your Prompt, p. 142
In this activity, students find their own prompts. Encourage them to find prompts that
make them think and that they have strong reactions to. Unlike many of the writing assignments
in this book, students may want to gather their ideas outside of class to make their writing most
effective. Anticipate this assignment to allow enough time for students to choose a stimulating
prompt.

Be sure students use their ideas from Activity 3 to create their outline. Remind students
that the more detailed their outline, the easier it will be to write the essay. Reassure them that this
is about their own personal responses.


43
Activity 6: Writing a Reaction Essay, p. 145
Review the structure and purpose of a reaction essay before students begin this activity.
Remind students to refer to the seven steps in the writing process in the Brief Writer’s Handbook
with Activities on pp. 156–163.

Part II: Understanding Written Exam or Essay Questions, pp. 146–149

It’s essential that students understand the verbs frequently used in test or exam questions.
Understanding the verbs allows students to choose their best response, crafting an appropriate
mini-essay. For example if asks “why” or to give reasons, students can write a response that is a
short cause-effect essay. Use photos from the unit to ask students questions beginning with these
verbs.
Activity 8: Asking and Answering Short-Answer Questions, p. 149–150

Encourage students to choose questions that require thought to answer. Also suggest that
they write a response to the question before they exchange with a classmate. Then they can
compare responses.
Writer’s Note: Using the Space Provided, p. 150

Students are not always aware that the space provided on a test signals how much they
should write. For practice, give students a prompt, then draw the number of lines you expect on
the board or on a projector.
Grammar for Writing

Understanding Sentence Types, p. 151
Point out that using a variety of sentence types can make students’ writing stronger. They
should use long and short sentences.
Activity 9: Identifying Sentence Type, pp. 151–152

Suggest students write sentences of each type on a topic you assign. Ask volunteers to
write their sentences on the board. Discuss sentence types and when they work best.


44

reinforcement.
For additional practice with reaction essay development, have students complete several
or all of the following expansion activities:
• Photocopy and then cut up a reaction/response essay with one paragraph per piece of
paper. Have students try to assemble the paragraph in the correct order. If you have
several of these sets, divide students into groups and then have them rotate essays in
order to practice with as many essays as possible.
• Have students find reaction/response essays on the Internet or in other reference materials
and bring a printout to class..
• Have students bring a list of three ideas for a reaction/response essay to class. Then have
students work in groups or four or five to produce a list of 10 great topics. Have each
groups share their list of topics with the class.
• Suggest students write paragraphs about the opening spread, or another photo in the unit.
You may want to brainstorm vocabulary for the photo before students write their
sentences.


45
Essay 22, pp. 140–141

grainy
landmark
testament
ingenuity
countless
elicit
Self-Assessment
Have students refer back to the opening spread on pages 112 and 113. Direct their
attention to the objectives. Ask them to put a check mark by the objective(s) they achieved. Then
ask students the question at the bottom of the page. Students can raise hands to show if they can

46
BRIEF WRITER’S HANDBOOK WITH ACTIVITIES
The sections of the Handbook can be used in any order and as necessary. It is important
to be familiar with the content presented in this Handbook in order to use it as needed throughout
the course.
Understanding the Writing Process: The Seven Steps, pp. 156–163

This section covers the basic steps of essay writing. It shows how a student successfully
follows the seven steps and produces a coherent, cohesive essay. It is helpful for instructors to
preview this section before students begin writing their first essay.
Editing Your Writing, pp. 164–168

This section guides students through the editing process and provides specific and
explicit advice on editing. This section helps student incorporate teacher feedback as they rewrite
their drafts by providing step-by-step training. In Editing Your Writing, students use a series of
guided questions to analyze and compare three versions of the same student essay.
Sentence Types, pp. 169–170

This section offers a concise guide to simple, compound, and complex sentences and
offers a few practice activities for students. You may wish to begin the textbook with a review of
sentence types in this section and then move on to the main units in the text.
Additional Grammar Activities, pp. 171–179

This section offers practice in grammar, all within the context of essays. Students can
practice verb forms, articles, and prepositions (among other things) either individually or as a
class assignment. These activities can be used in conjunction with the units (e.g., Activity 1,
p. 171 can be assigned while covering Unit 1). Another option is to use these activities as
needed, based on students’ grammatical errors in their essays (e.g., students who have problems
with articles can work on Activity 4 on p. 172). Many of the practice activities in Additional
Grammar Activities concentrate on editing for errors, which is a good way of reviewing specific
grammar rules in the context of essay writing.
Connectors, pp. 180–181

This section contains a list of connectors, including transition words and coordinating
conjunctions, to help maintain a flow of ideas in an essay. Make students aware of this list and
encourage them to use it as appropriate. You may have them turn to this section at the first
mention of connectors in the text (Unit 2, p. 50).
Citations and Plagiarism, pp. 181–182

This section explains and demonstrates how to cite borrowed information in order to
avoid plagiarism. A special emphasis is placed on teaching English learners how to paraphrase,

47
as they may not understand the original material or they may not know the necessary vocabulary
to express the same idea in their own words. This may be a relatively new concept to some
students, so it is important to emphasize the importance of avoiding plagiarism.
APPENDICES
Appendix 1 Building Better Sentences, pp. 190–207

Review the strategies for combining sentences presented on pp. 190–191 before students
attempt the activities and refer back to this section as needed. At this point, students will
probably have questions about word order and punctuation usage. Encourage students to ask for
clarification as needed.
Appendix 2 Peer Editing Sheet Sample, p. 208

This section contains peer editing sheets for students to use when reading each other’s
writing. Students are more likely to give relevant feedback if they are looking for specific
elements within an outline or essay. The questions are specifically designed to direct students’
attention to specific, targeted points to enable them to provide helpful and constructive feedback.
Answer Key
The answer key for Great Writing 4: Great Essays can be accessed on the web by going
to the instructor site at NGL.Cengage.com/GW4.

48

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Teacher’s Notes

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Activity 1: Studying a Classification Essay, pp. 5–8

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Activity 2: Studying a Narrative Essay, pp. 9–12

Activity 3: Studying a Comparison Essay, pp. 12–14

Activity 4: Studying an Example Essay, pp. 14–17

Activity 5: Studying an Comparison/Argument Essay, pp. 17–21

Writing the Introduction, pp. 22–24

Writer’s Note: Hook versus Main Idea, p. 23

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

The Thesis Statement, p. 24

Activity 6: Practice with Hooks, pp. 24–25

Activity 7: Thesis Statement Questions, p. 27

Activity 8: More Practice with Hooks, pp. 27–29

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Writing the Body, p. 30

Writer’s Note: Using an Outline, p. 30

Activity 10: Making a General Outline, p. 31

Activity 11: Making a Specific Outline, pp. 32-33

Writing the Conclusion, p. 34

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Building Better Vocabulary

Activity 13: Using Collocations, p. 35

Original Student Writing

Activity 14: Essay Writing Practice, p. 36

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

VOCABULARY ENRICHMENT ACTIVITIES

Making a Vocabulary Journal

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Using the Vocabulary Journal

Sample Vocabulary Journal

vocabulary word, part of definition/synonym/translation

1. routine, n. custom; habit

2. glamorous, adj. exciting attractiveness; stylish

3. task, n. assignment; job

Suggested Words for the Vocabulary Journal

Essay 1, pp. 6–7

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Essay 2, pp. 9–11

Essay 3, pp. 12–13

Essay 4, pp. 15–16

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Essay 5, pp. 18–19

Essay 6, pp. 25–26

Essay 7, pp. 28–29

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Activity 1: Identifying Hooks, p. 41

Writer’s Note: Storytelling Tip, p. 43

Activity 2: Studying a Narrative Essay, pp. 43–44

Activity 3: Outlining Practice, pp. 46–47

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Grammar for Writing

Activity 5: Adding Connectors, pp. 51–52

Grammar for Writing

Activity 6: Adjective Clause Review, p. 53–54

Building Better Vocabulary

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition

Activity 8: Using Collocations, pp. 55

Developing a Narrative Essay: Choosing a Topic, p. 55

Writer’s Note: Topic Tip, p. 56

Great Writing 4 Great Essays Teacher's Notes 2014 4th Edition

Great Writing 4 Great Essays Teacher's Notes 2014 4th Edition