Unit 9 – Discoveries

Week: Nov 9 – 13, 2020

Getting Started

A) Look at the picture and answer the questions as a class:

1. Who do you think the man is and how is he feeling?
2. What could the man be thinking?
3. What do you think this robot is capable of?

B) Discuss the questions

1. Imagine you could have a robot built for you. What would you want it to do? Why?
2. Do you think new inventions and discoveries always lead to an improved quality of life? Why /
why not? Think of examples.
3. Do you think there are some things people will always want to do themselves and not get
machines to do? Which ones? Why?
1
Learn to new inventions

Activity 1: Reading – Medical Science and Health

Learning objective: understand an article about inventions in medical science

a) Discuss the questions.

1. What do you think about the health care system in the Dominican Republic? How could it be
improved?
2. Is medicine a good career to study in 2020? Do you think we have too many doctors?
3. Why are there people that take unnecessary risks like cosmetic surgery?
4. Would you get cosmetic surgery? What kind?

b) Read about inventions in medical science. Do you think they are fact or fiction? If you think
they are real, when could something like that get to the Dominican Republic?

2
 c) Read the article ‘Too good to be true?’ Which of the inventions in 1a are facts?

Too good to be true?

We’re always hoping for the next medical miracle – like a simple pill that can cure cancer. Often we hear of
breakthroughs in medical science that sound almost too good to be true. However, sometimes they really are
as good as they say they are. Here are five inventions from the world of medical science. If they sound like
science fiction, that just means that the future is here – now.

1 Black and white

Wouldn’t it be great if people who had lost their sight could see
again? This is already happening for some blind people. A small
device is put in the back part of a blind person’s eye. They then
wear special sunglasses with a camera, which transmits images to
the device. It isn’t a perfect system, but it’s enough for them to be
able to walk down a footpath or to know the difference between
black and white socks.

2 It’s all about comfort

In hospital, patients often complain about all the uncomfortable cables and wires that connect them to
monitors. It’s now possible to get rid of all this wiring simply by putting on electronic skin. This piece of
‘skin’ is very small and very thin. It’s about the size of a postage stamp and as thick as a piece of human
hair. It’s made of silicon and is attached using water in the same way that a fake tattoo is. Despite being
extremely small and thin, the skin contains electronic circuits that can receive and send radio waves to and
from monitors. It can also be used to help heal wounds by sending out heat that speeds up the repair process.

3 Under the care of three

During an operation, there’s always a surgeon in the operating theatre and an anesthetist, whose job is to
check the patient constantly. In the past, the anesthetist had to watch the patient carefully, but these days
they are also likely to use a touchscreen computer like a tablet. This tablet monitors key functions like
breathing and heart rate, but more importantly, it can send the anesthetist warnings and suggest how
medication should be altered during the operation. It also keeps a record of everything the surgeon does. So
these days, when you have an operation, you’re under the care of three ‘professionals’: the surgeon, the
anesthetist and the tablet.

4 Sometimes a matter of life and death

It’s surprising how many people are allergic to
different kinds of food. Sometimes this can be
life-threatening, for example for people who are
allergic to peanuts. Scientists at Northwestern
University in Chicago have found a way to turn
off an allergy to peanuts. They attached some
peanut protein to blood cells and reintroduced
them into the body of someone suffering from the
allergy. This makes the body think that peanuts
are no longer a threat and there’s no allergic
response. Scientists think this approach could be
used with a wide range of food allergies.

5 Warning signs
People who suffer from epilepsy never know when they are going to have an attack. This lack of certainty
can be very stressful. Researchers have now created a device that makes an epileptic seizure predictable.
These very small devices are planted in the brain. They’re able to tell if an attack is about to happen and
they can then send out electrical signals to other parts of the brain that can stop the seizure.
3
 d) Read the article again. Are the sentences true or false?

1. Anyone who’s blind is able to get some sight back with the new glasses and almost see perfectly.
2. Electronic skin can be used to monitor patients and speed up the healing process.
3. The tablet now means that the anesthetist can leave the patient once the operation begins.
4. Scientists hope that it will be possible to turn off other allergies in the future.
5. The epilepsy device has two functions: prediction and prevention.

e) Discuss the questions.

1. Which of the inventions do you think is the biggest breakthrough in medical science? Why?
2. Imagine a medical invention you would like to exist. What would it do? Why would you like it to
be real?

Activity 2: Vocabulary – Health

Learning objective: use a lexical set related to health to talk about health.

a) Look at the three examples below. What verb relates to medicine? Then match the verbs with
definitions 1–3

1 … a simple pill that can cure cancer. a Treat a disease and make healthy again
2 It can also be used to help heal wounds… b Look after
3 … a computer tablet will care for you. c Treat an injury and make healthy again

b) Complete the sentences with the correct form of the verbs in the box.

get develop strain come treat

Answers
1. I feel terrible. I’ve ______ down with the flu.
2. His doctor _______ his throat infection with antibiotics and that helped.
3. I can’t stand up for very long, because I’ve ______ my back.
4. I don’t want to go out yet. I’m still ______ over a heavy cold.
5. People who eat too much fatty food are likely to _______ heart disease.

4
c) Match verbs 1–5 with the pictures. Two verbs describe one picture.

1. cough 3. sneeze 5. shiver

2. faint 4. pass out

d) Discuss the questions

1. When did you last come down with the flu?

2. What do you think is the best way to treat a sore throat?
3. Have you ever fainted? What happened?
4. Have you ever strained/pulled a muscle? Which muscle? How did it happen?
5. What serious disease or illness are people in the Dominican Republic most likely to develop?

5
 e) Match the texts to the illustrations.

A few months ago, I woke up feeling

very ill. My face was very pale and my
head was aching. I also felt really dizzy.
I went to the doctor and he said it was
probably just an infection so I stayed
home until I felt better.

Last night I bumped my head against the

kitchen cupboard door so hard that I
collapsed on the ground and lost
consciousness. I didn’t cut myself badly,
so I won’t have a scar, but this morning
there’s quite a large bruise on my
forehead.

f) Match the words with the definition. Then say a sentence using the word.

1. a temporary dark mark on your skin a. bumped

2. to hurt part of your body by hitting it against something hard b. lost consciousness
3. when your face has less color than normal because you are ill c. scar
4. when you feel the world is spinning around d. bruise
5. a more formal way of saying ‘pass out’ e. pale
6. to have a continuous pain in a part of your body f. aching
7. a disease in a part of your body that is caused by bacteria or a virus g. dizzy
8. a permanent mark on the skin after you cut yourself h. infection

g) Tell the class something that happened to you or someone you know. Use some of the words
from the previous exercise.

6
 Activity 3: Grammar – Relative clauses
Learning objective: use defining and non-defining relative clauses to talk about inventions.

a) Look at these examples from a conversation about inventions. Can you identify the relative clause?
Decide if it adds information about a thing (T), a person (P) or a place (PL).

1. There’s this laboratory where they grow high quality meat.

2. There was a scientist who made his own synthetic hamburger and ate it online.
3. It’s incredible all the tiny pieces of meat that they have to push together just to make one burger.
4. And the end result is something which cost $500 pesos.
5. There’s not fat or blood in it, which means no flavor.
6. I mean, these scientists, who are sort of like Dr Frankenstein, how can they justify that?

b) Answer the questions about the clauses you underlined in 4a. Which clauses …?

1. add extra information that is not necessary to the overall meaning of the sentence
2. are necessary for the sentence to make sense

Grammar summary – Relative clauses: defining and non-defining

7
c) Complete the sentences with the correct relative pronoun. If no word is needed, put (-).

Answers
1. This is my best friend, Kim, _______ I’ve known since we were tiny.
2. There are three things ______ I need to tell you about today’s event.
3. Everybody congratulated the team, _______ hard work had won the contract.
4. The receptionist recommended the restaurant ________ we ate.
5. We never worried about money until the year ________ we bought our first house.
6. Who are the people_______ arrived late?
7. My job, _______ I love, is also really demanding.
8. They discovered a treatment _______ had no side-effects.
9. I wish I could move to a seat _______ I could see out of the window.
10. The singer, _______ voice I have loved all my life, seemed to be singing directly to me.

d) Discussion questions (Relative Clauses) – Sleep

1. Do you know any foods that make people sleepy?

2. Do you know a student who often falls asleep in class?
3. Have you ever had an alarm clock that suddenly didn’t work? Did it make you late?
4. Do know people who walk or talk in their sleep? Do you ever do this?
5. Have you ever watched a movie that made you have bad dreams?
6. Can you share any healthy habits that help you get enough sleep?
7. Have you ever had a dream that seemed very real? What was it about?
8. Are there any noises that often wake you up in the middle of the night?
9. Do you know anyone who snores loudly while sleeping? Do you snore?
10. Do you know someone who often drinks coffee before going to bed? Is this a good idea?

Activity 4: Speaking Assessment – Relative Clauses

Learning objective: Use defining and non-defining relative clauses to talk about inventions

a) Think of a product that you wish that existed. Makes notes about:

1. The name of the product.

2. What it is made of.
3. What it does.
4. How your life would be better if that product existed.

b) Present your product to the class. Think of ways you can use relative clauses.

8
Learn to discuss people’s lives and achievement

Activity 5: Reading
Learning objective: understand an article about a musician

a) Discuss the questions

1. What kind of music do you like?

2. How often do you listen to music?
3. Is there a certain song or type of music that makes you really energetic?
4. Do you like dembow? Why / why not?
5. How is our music different to that from the US and UK?
6. Who are your favorite singers? Why?
7. Do you know any music from before the 1990s? What’s the oldest song you know?

b) Look at the picture of Sixto Rodriguez. What kind of music do you think he played? What do
you think his life was like?

c) Read the article ‘The Rockstar who wasn’t’ about the first part of Rodriguez’s music career.
Which of these sentences describes Rodriguez when the two producers first met him?

1. He was well known as a brilliant musician.

2. He was almost completely unknown and playing in small nightclubs.
3. He was quite well known in Detroit, but not very successful.

9
d) Read the article again. Are the
statements true, false or we don’t
know?

1. The Sewer was a luxurious

nightclub in Detroit.
2. It took them some time to
see who Rodriguez was.
3. They were surprised by the
way Rodriguez played.
4. Rodriguez made two
successful albums.
5. Rodriguez wasn’t talented
enough to become famous.
6. Rodriguez carried on
recording music after he left
the record company.

e) Does the article give us any idea

why Rodriguez wasn’t successful?
What do you think could be the
reasons? Why do you think he
was becoming famous in South
Africa?

10
 Activity 6: Grammar – Reported speech; reporting verbs
Learning objective: report what somebody else said using reporting verbs.

a) Look at these examples of things people said or thought.

These statements or thoughts are reported in the sentences below using reporting verbs. Complete the
sentences with the correct form of the verbs above.

1. They heard that a singer called Sixto Rodriguez ______ (play) in The Sewer.
2. They knew immediately that they _______ (want) to record him.
3. The record company told Rodriguez that they _______ (drop) him from their label.

b) Complete the rule with the correct answers.

Because the reporting verbs (heard, told, knew) are in the present / past, what the people said moves
‘one tense back’ into present / past.

c) Look at these examples of questions people asked or thought.

1. Complete the reported questions with the correct form of the verbs above. Check your answers
in the article.

Answers
1. No one knew who he_ ______
2. For a moment they weren’t sure if they _______ to the right place.
3. A few days later they asked him if he ________ to sign a contract.

2. Choose the correct to complete the rule: In reported questions use / don’t use question word order.
11
Grammar summary – Reported speech; reporting verbs

d) Look at the direct speech in the left-hand column. Complete the reported speech or thoughts in the
right-hand column.

He told me he didn’t understand what

1. ‘I don’t understand what you want.’
he wanted
2. ‘Harry can’t run.’
3. ‘You may feel a little sleepy after you take the tablets.’
4. ‘The exam will be really easy.’
5. ‘Yes, I was walking past the bank when I heard the alarm’
6. ‘We’ve been trying to call you since we heard the news.’
7. ‘Margaret won’t be happy when she finds out.’
8. ‘I couldn’t open the door because I’d forgotten my key.’

e) What did you say?! – Say the following questions in Reported Speech. Remember to use statement
word order.

He asked whether I liked going to the

1. Do you like going to the cinema?
cinema.

2. What are you doing at the weekend?

3. Have you ever sung in public?

4. How long have you been learning English?

5. What did you do last weekend?

6. What were you doing yesterday at 3.15?

12
7. Do you think you will get married?

8. Do you wish you were famous?

9. Did you enjoy your last holidays?

10. What are you going to buy?

11. Do you wish you were a member of the opposite sex?

12. Did you have breakfast?

13. What’s your dream job?

13
 Activity 7: Reading – Part 2
Learning objective: understand an article about a musician

a) Look at these key phrases from the final part of the story of Rodriguez. What do you think
happened? Try to make up a story using as many phrases as possible.

South Africa Committed suicide Rodriguez’s producer

a South African reporter
lyrics A huge success Living in Detroit

b) Now read the rest of the story. How much did you guess correctly? How are the phrases in part A
important to the story?

Rodriguez’s songs, which were about protest and

overcoming hardship, caught the imagination of young
people in apartheid-era South Africa and everyone was
listening to him. But no one in South Africa really
knew who Rodriguez was. People thought he was
dead; there were even rumors that he had committed
suicide while performing on stage. Then, one day in
1995, a South African reporter, Stephen ‘Sugar’
Segerman, became curious about the rumors of
Rodriguez’s death and decided to trace Rodriguez and
find out how he had really died. ‘First of all, I tried to
find out where the money for his albums had gone.
The money never reached Rodriguez and no one
knows to this day where that money went or why he
was never told about it. I was astounded that no one
knew anything about him. When I made enquiries,
people kept on being very vague.’ This made him even
more determined to find Rodriguez. Using words from
his songs (the only clues ‘Sugar’ had), he traced
Rodriguez to Detroit, where he managed to get in
touch with Rodriguez’s producer from the 1970s. He
discovered to his amazement that Rodriguez wasn’t dead at all – he was alive and living in Detroit,
completely unaware that half-way round the world he was a huge success. Stephen Segerman went to meet
Rodriguez and told him about his fame in South Africa. He invited Rodriguez to give a concert there and
Rodriguez agreed. In 1998, after years of living from
hand to mouth, Rodriguez went on his first South
African tour, playing six concerts in front of thousands
of fans and being treated like a superstar.

In 2012, the Sundance Film Festival hosted the premiere

of the documentary film Searching for Sugar Man, by
Swedish director Malik Bendjelloul, detailing the efforts
of two South African fans to see if his rumored death
was true and, if not, to discover what had become of him.
The documentary, produced by Simon Chinn and John
Battsek, went on to win the World Cinema Special Jury
Prize and the Audience Award, World Cinema
Documentary.

14
c) Discuss the questions:

1. What do you think about the story?

2. What do you think that happened with the money?
3. Do you know any artist from the Dominican Republic that should be more famous?
4. What kind of personality does Sixto Rodriguez have based on the story?
5. Would you watch the documentary ‘Searching for Sugar Man’? Why / why not?

Activity 8: Vocabulary – Verbs describing thought and knowledge

Learning objective: use a lexical set of verbs describing thought and knowledge to report ideas

a) Look at the sentences below from a conversation about Rodriguez’s documentary. Which verbs
from the box can you use instead of thought or knew to make the meaning more precise? Put them
into the correct form.

realize be aware doubt wonder

estimate
make sure come to the conclusion assume not have any idea.

Answers
1 He thought that Rodriguez would be dying to tell his story. assumed
2. He wanted to know Rodriguez really was that popular in South Africa.
3. The director knew by now this really was a story worth telling.
4. He didn’t know who they were.
5. He didn’t know why they’d come to see him.
6. People thought he’d sold about 1.5 million records in South Africa.
7. He thought that Rodriguez’s story was the one to tell.
8. Most people didn’t really think that he could be a superstar in one country when one else
had heard of him.
9. He knew that he might not be able to finish the film

Confirm your answers with the audio: https://youtu.be/ak4Yda5omxg

b) What could be possible continuations to these sentences? Be careful what verb tense you use!

Answers
After getting to know her better, I came to the
1
conclusion…
Before she went to San Juan she researched about the
2.
city, but she doubted….
3. It was already 5:30 am. She realized…
We never saw our new neighbor go out. We
4.
wondered.
After working for the company for five years, she
5.
estimated…
Before she left the house, she looked out of the
6.
window. She wanted to make sure…

15
 Activity 9: Speaking
Learning objective: describe and give information about a person you admire

a) Choose someone you know about (present or past) who is not widely known but you think
should be. It could be an artist, someone who has done something amazing or simply someone
you think is an incredible person.

b) Think of what you know about them and make notes on:

- Their life and background

- What they achieved or have achieved
- Your opinion about them.

c) Tell the class about the person you chose. The rest will tell if they deserve to be better known.

16
Learn how to express uncertainty
Activity 8: Video activity
Learning objective: understand informal conversations about giving someone a surprise

Part 1: Listening

a) Discuss the situations below.

1. When was the last time you had a surprise?

2. Was it a good or bad surprise? What happened?
3. Do you usually like surprises?
4. What are surprises that you don’t like?

b) Look at the photo and answer the questions.

1. Who has organized a surprise?

2. How does Becky feel about it?
3. Do you think Becky knows where she is?
4. What could she be thinking?
5. What could Tom be thinking?

c) Watch Part 1. Check your ideas in part B.

Video Part 1: https://youtu.be/2BWJHWzR68Q

d) What do you think the surprise is? Discuss your ideas.

17
Part 2: Useful language – Expressing uncertainty

a) Look at these two excerpts from Part 1. In which version does Becky express herself more
strongly? Why does she do this?

b) Becky talks about a place: ‘I’ve no idea where we are.’

Look at these expressions for talking a thing.

1. I’ve (really) (have/got) no idea what that is.

2. I have no clue what that is / I haven’t got a clue what that is.
3. What on earth is that?

Can you change expressions 1–3 to talk about a person?

18
c) Look at images 1–7 (continue in the next page). Can you guess what they are? Use the phrases in
part B to express uncertainty.

19
20
Part 3 – Listening

a) Look at the photo and answer the questions.

1. What has Tom done?

2. How does Becky feel about it?

b) Watch Part 2 and check your ideas in part A.

Video Part 2: https://youtu.be/6_fskSiGxIY

c) Watch again. Answer the questions.

1. How did Tom manage to get the flat?

2. What did Tom do earlier in the afternoon?
3. Why’s Becky a little annoyed?
4. What things does Becky like about the flat?
5. Why didn’t Becky guess?
6. What two documents do Tom and Becky have to sign?

21
Part 4: Conversation skills – Clarifying a misunderstanding

a) Read an excerpt of the conversation in part 2. Which two expressions does Becky use to clarify
a misunderstanding? (Both expressions begin with but.)

b) Look at the exchanges. Which are social situations? Which are work situations? Identify the
expressions in B’s replies used to clarify misunderstandings.

Social Work
A I’m off to the movies now.
1
B I thought that you were going to go to a football game.

A Our next meeting’s in two weeks.

2
B I understood that we were going to meet once a week.

A Here’s your ticket. It’s $250 pesos.

3
B Did I get this wrong? I thought it was free.

A By the end of this month, you’ll be able to take a week’s holiday.

4
B Have I misunderstood something? I thought I could take two week’s holiday.

A How about if I make the appetizers and you make the dessert?
5
B Didn’t we say that I’d make the appetizers?

c) What could you say in the situations below? Use the expressions in part B.

1. You’re in a restaurant. Your friend told you he/she wasn’t hungry, but has ordered an appetizer, a
main and dessert.
2. You stay in a hotel. When you pay the bill, you’re surprised to find breakfast is extra.
3. A friend offers you a ride to the metro station. When you get in, he/she starts driving in the
opposite direction.
4. A friend asks you go for a run in the morning. You wake up at 5:30 am and call your friend from
the park. When she picks up the phone, she’s still sleeping.

22
 Activity 9: Speaking – Role Play
Learning objective: use appropriate expressions to clarify a misunderstanding

a) Choose a partner and create a dialog about the situation below.

Student A:
Tell your partner you have a surprise for them related to entertainment. Make them try and
guess. Eventually tell them it’s free tickets for them to go and see Gata Salvaje in a movie
theater. If your partner looks a little disappointed, check that they like the movie theater –
you’re sure they told you they did like it.

Student B:
Your partner has a surprise for you related to entertainment. Try to find out what it is. You like
going to concerts, but you’re not very keen on movie theaters. Try to be polite and grateful.

b) Take turns talking about your hopes. Encourage your partner and show him/her you have
something in common he/she talks about similar experiences.

23
Learn to write an Argumentative Essay

Activity 10: Writing – Argumentative Essay | Zoos

Learning objective: Write an Argumentative Essay about a controversial topic

Context:
The exercises and topic for the Essay discusses some positive and negative effects of human alteration of the
world’s natural environment. In this case, it discusses the pros and cons of zoos.

a) Discussion
1. Are zoos necessary? What arguments can you say in favor of zoos?
2. If we keep zoos, how do you think animals should be kept in them?
3. Do you think zoos are educational? Why, or why not?
4. When you visit a zoo, do you go for education or entertainment?
5. Do you think animals are better in a zoo or out in the wild?

b) Critical thinking
1. What do you think are the greatest dangers to the survival of wild animals on our planet today?
2. What can be done to preserve endangered wild animals? Do you think it’s important to preserve
them in the modern world? Why, or why not?
3. Which animal species do you think are the most endangered? If you could save one endangered
species, what would it be? Why would you want to save it?
4. Imagine if dogs were an endangered species. Do you think people that are against zoos would
agree to have them preserved in a zoo?

c) Look at the image below and discuss the questions.

It shows a photograph of a Blue Whale, which is classified as an ‘endangered’ species. The main cause is
due to human intervention. Blue Whales were hunted to almost the point of extinction until the end of the
19th century. The International Whaling Commission catch database estimates that 382,595 blue whales
were caught between 1868 and 1978. The global blue whale population abundance is now estimated to be
10,000–25,000.

§ What can humans do to prevent the Blue Whale and other species from dying out?
§ What role do you think Zoos play in preserving endangered species?

24
The Argument Essay

When you write an argument or persuasion essay, you give reasons to support your ideas for or against
something. When writing your essay, you may use description, comparison and contrast, or cause and effect
to illustrate your points.

- First, find relevant reasons to support your argument. Your reasons may be facts or opinions. Then
develop your reasons into paragraphs, using relevant facts, examples, and opinions. You may use the
following transitions to begin your body paragraphs:
o The first reason…
o The second reason…
o In addition,…

- When you list the points to support your argument, some may be facts and some may be opinions.
Facts are statements that are known to be true. Opinions are personal beliefs that may or may not be
true. You may use both facts and opinions in your argument essay. However, if you use only
opinions, your argument may not be so convincing. It is, therefore, important to distinguish between
fact and opinion.

Example:
Fact: In four months, 30 animals died and Taronga Zoo in Sydney, Australia.
Opinion: Animals get sick and due because they live in Zoos.

d) Decide if the following statements are Facts (F) or Opinions (O).

1. A study at a U.S. zoo found most visitors spend less than three minutes looking at each
F
exhibit and some as little as eight seconds.
2. Zoo life is easier than life in the wild.
3. Success stories of zoo-bred animals include the Arabian oryx, the Round Island boa, and the
Mauritian pink pigeon.
4. It is estimated that every day, between 150 and 200 species of plant or animal become extinct.
5. Zoos give pleasure to people.
6. A lot has been learned by studying animals in captivity.
7. Zoos in the United States are covered under the Federal Animal Welfare Act, which sets
housing and maintenance standards for captive animals.
8. Zoos encourage sympathy for and interest in wild animals.

Relevant Support

It is important for your argument to have relevant support. In other words, your support should
be directly connected to the argument.

- After giving reasons with relevant and specific details to support your argument, you can
conclude with one of the following:

As a result,… Finally,… For these reasons,… In conclusion,… Thus,…

25
e) Read the following essay written by a student. Then answer the questions at the end of the essay.

1. What is the thesis statement?

2. What is the topic sentence in each of the body paragraphs?
3. Which supporting sentences in the two body paragraphs are facts?
4. Which supporting sentences in the body paragraphs are opinions?

WRITING PRACTICE – Argument Essay

a) Choose one of the following topics to write an argument essay about:

1. Using animals in circuses

2. Keeping pets
3. Hunting animals for sport
4. Using horses as a means of transportation

Make notes for or against your topic, and make a list of your examples.

26
b) OUTLINE – Paragraph outline

Fill in the outline below. Write your thesis statement for an essay, and pick the two best examples from
exercise A for the topics of your body paragraphs.

Essay outline
Introduction Paragraph

Thesis statement:

Body Paragraph 1

Topic sentence:

Supporting detail 1:

Supporting detail 2:

Body Paragraph 2

Topic sentence:

Supporting detail 1:

Supporting detail 2:

Conclusion Paragraph

Restate of thesis:

Final comment:

27
c) WRITE A ROUGH DRAFT

Using the outline you made, write a rough draft of your essay. Remember to begin your paragraphs with
different transition words for giving reasons for or against your topic. Make sure that all of your supporting
details are relevant.

28
d) EDIT YOUR PARAGRAPH

Use the following revision and editing checklist to revise your paragraph.

Essay Organization
Introduction
Does it include general statements?
Is there a thesis statement?
Body
Do you give relevant reasons for your argument, with a paragraph for each reason?
Are your reasons identified as opinion or fact?
Are different transitions used to show reasons and order?

Conclusion
Does it summarize the main points or state your thesis again in other words?
Is there a final comment on the topic?

Paragraph Organization
Topic Sentences
Does each body paragraph have a topic sentence with a controlling idea?
Supporting Sentences
Is each paragraph about one main idea?
Do your sentences support your topic sentence?
Do you have specific factual details to support what you have said?

Editing checklist
Subject and verb in every sentence?
Correct tense?
Words in correct order?
Correct pronoun reference?
Subject and verb agreement?
Commas in correct place?
Wrong words?
Spelling?
Missing words?

29
e) WRITE A FINAL COPY

After you edit your introduction and conclusion, you can write the final copy.

30