Longman Academic Writing 2 - Answer Key.pdf

M01 LAWS TM2 2723 indd Lida Baker with contributions from Lindsey Rothschild Educational Technology Consultant 2 THIRD EDITION Longman Academic Writing Series PARAGRAPHS Teacher’s Manual Longman Acade[.]

Notes

Start the lesson by writing the chapter title on the board and reading it aloud Engage students by asking them to explain the meaning of "describe," focusing on how it relates to explaining what something or someone looks like Encourage students to practice describing themselves, a classmate, or a famous person, and write their descriptive words and phrases on the board to reinforce vocabulary and understanding.

Have students observe the photo and read or listen to the caption, encouraging them to identify and describe each family member Prompt students to call out descriptive words for each person, which can be added to a class list on the board Including phrases and sentences, such as "The father has a mustache," helps enhance vocabulary and descriptive skills, making the activity engaging and educational.

This chapter aims to introduce students to key skills essential for their learning journey The objectives outline the specific abilities students will develop, such as understanding core concepts and applying new knowledge effectively Teachers should read these objectives aloud or encourage students to read them, setting clear expectations for the chapter It's important to note that at this stage, there is no need to spend extensive time defining or explaining each term in the objectives; instead, focus on providing students with a clear overview of what they will achieve This approach helps enhance student engagement and optimizes the learning experience while aligning with effective SEO practices for educational content.

Academic writing is a specific style of writing that students typically use in school to communicate complex ideas clearly and formally It is characterized by its structured format, precise language, and focus on evidence-based arguments Besides academic writing, students are also familiar with other types of writing such as creative writing, journalistic reporting, and technical documentation, which serve different purposes and follow different conventions Understanding these various writing styles can help students develop versatile writing skills applicable across different fields.

Academic writing has played a significant role in students' educational journeys by developing their critical thinking, organization, and communication skills Many students have experience with academic writing in their first language, which provides a strong foundation for mastering style and structure in additional languages In the future, academic writing will be essential for university coursework, research projects, and professional pursuits, making their ability to write in a proper academic style crucial for success Mastering academic writing ensures clear, concise, and credible communication, which is vital for academic achievement and professional credibility.

Begin by reviewing the introduction to this section aloud and engaging the class in a discussion about their experiences with prewriting techniques such as asking questions, taking notes, or freewriting Clarify that prewriting focuses on idea generation, while actual writing occurs afterward Recognize that some students may have never practiced prewriting before and ensure they understand the essential difference between the two stages of the writing process.

Asking Questions and Taking Notes (page 2)

In the United States, it is appropriate to ask about topics marked "yes" during the initial conversation or assessment, allowing for open and respectful inquiry However, it is considered inappropriate and unprofessional to ask about topics marked "no," as this can violate personal boundaries and privacy Understanding these boundaries helps ensure sensitive and effective communication while respecting individual comfort levels.

• Have students complete Part A alone

Review each answer with the class by reading through each topic and encouraging students to respond with “Yes” or “No.” Facilitate discussions to clarify misunderstandings and explore differing opinions For items 15 and 16, invite individual students to share their topics and responses, recording their contributions on the board to promote active participation and reinforce learning.

• Read the instructions and examples for Part B Have students complete the exercise alone and compare answers with a partner Then go over the answers.

Variation: Have students complete Part B with a partner Then have them join with another pair and compare answers.

Review the instructions and examples for Part C carefully, ensuring clarity on spelling and other details Encourage learners to ask questions such as "How do you spell that?" or "Do you live in a small town or a large city?" to facilitate understanding This approach helps reinforce accurate spelling and boosts confidence in responding appropriately.

Looking at the Models (page 5)

• Go over the introductory text and directions Have students read the writing models silently and answer the questions with a partner or small group Go over the answers.

Variation: Go over the models and the answers to the questions with the whole class Have a different student read each writing model aloud.

Ask students which paragraph they liked better and why.

• Go over the introductory text.

• Go over the directions for Practice 2

Provide additional examples of synonyms

(e.g., big / large, fast / quick) and elicit others from the class Have students complete the activity Go over the answers.

Variation: Have students do Part A alone,

Part B as a whole class, and Part C with a partner All or part of the exercise can also be assigned for homework.

Have students say or write their own true sentences using the words in Part B.

• Go over the introductory text Explain or elicit the meaning of format (the way a page looks).

Page Format for Handwritten Work

• Go over the text, or have students read the different sections Have students read the example on page 9 silently.

Page Format for Work Done on a Computer (page 10)

• Go over the text, or have students read the different sections Have students read the example on page 11 silently.

Begin by reviewing the introduction and instructions for Practice 3, ensuring students understand the concept of editing Engage the class by eliciting one or two common format errors, then encourage students to identify these mistakes independently or collaboratively This activity helps reinforce editing skills and promotes active learning.

• Have students work alone to rewrite the paragraph according to the directions You can also assign this as homework.

In this lesson, students review the instructions, vocabulary in the green box, and the Writing Tip for the Try It Out! activity on page 13 together as a class The key focus is understanding the meaning of "proofread," which means to carefully check written work for errors before finalizing it This activity emphasizes the importance of proofreading to improve writing accuracy and clarity.

• Have students write their paragraphs in class or at home Collect the papers and mark them according to criteria you select.

Have students exchange papers and proofread each other’s paragraphs for proper format.

• Go over the introductory text, or have students read it aloud.

• Go over the directions for Practice 4, Parts

A and B (Note: For Part B, tell students that the ^ symbol is called a caret.) Have students do the exercise with a partner

Review the answers with the class to ensure understanding For Part B, select three students to write the corrected sentences on the board, encouraging active participation Have other students read the sentences aloud and verify their accuracy, promoting peer learning and comprehension.

Subjects, Verbs, and Objects (page 15)

• Go over the introductory text and the

Review the directions and examples for Practice 5 on pages 15–16, and instruct students to complete the exercise independently or with a partner Have several students write the marked sentences on the board to reinforce understanding and encourage active participation.

• Go over the directions for Practice 6 Have students do the activity alone or with a partner If they work with a partner, have them compare answers with another pair of students.

• Go over the introductory text and examples in the box Have students give additional examples of affi rmative and negative commands.

Variation: Play a game Have a student stand in front of the class and give commands to the class (e.g., Stand up, Put your left hand on your head).

• Check that students understand the term capital letters (Some students may know the terms upper case and lower case.)

Go over the introductory text Then have different students read the rules and examples in the chart For each rule, elicit additional examples and write them on the board.

• Go over the directions for Practice 7 Have students do the exercise alone or with a partner Go over the answers.

Variation: If you have an overhead projector, copy the paragraph onto an overhead slide Have different students come to the projector and insert capital letters directly on the slide.

Students should review the model paragraphs on pages 5 and 6, focusing on identifying the subject, verb, and object in each sentence They need to determine whether the verbs are action or linking verbs to understand sentence structure better This exercise enhances grammatical skills by analyzing sentence components for clearer writing.

Begin by reviewing the introductory text and guiding students to study the sentences in the chart carefully If students are confused about the concept of a “one subject-verb pair,” clarify that this refers to simple sentences Explain that they will learn about sentences containing multiple subject-verb pairs, known as compound sentences, in Chapter 2.

Analyzing Your Writing for Verbs

Notes

• Write the chapter title on the board and read it aloud Elicit examples of lists (e.g., shopping lists, to-do lists, an invitation list).

• Have students look at the photo Read or have a student read the caption

Have students say their ideas for better organization and list them on the board

Provide an oral summary of the information on the board (e.g., We’ve listed three improvements this worker might make

• Read the objectives aloud, or have students read them If students ask about unfamiliar terms, tell them that the meanings will be explained in the chapter.

Have students do a freewriting using the ideas on the board to suggest how someone could better organize his or her workspace.

• Go over the introductory text, or have students read it silently To review, have students defi ne paragraph, topic sentence, supporting sentences, concluding sentence.

Introduce the concept of clustering with vivid examples such as a cluster of grapes, a cluster of stars, or a cluster of balloons to engage students visually Encourage students to predict how writers use clustering as a writing strategy to organize ideas Then, review the introduction and explaining the concept of clustering to deepen understanding of how related ideas are grouped together to improve writing clarity and coherence.

Ensure students understand the instructions for Practice 1: have them complete Part A individually and Part B with a partner Remind students to store their clusters safely, as they will need to use them again later in the activity.

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• Go over the introductory text, or have students read it silently.

Looking at the Model (page 38)

• Go over the introductory text and the directions

Variation: Before reading, have students predict qualities that the paragraph will discuss List them on the board.

• Have students read the paragraph silently and answer the questions in small groups

Variation: Ask additional questions about the model (e.g., How many sentences talk about each characteristic? Which connecting words introduce each characteristic? Which words introduce the conclusion?). © 2014 by Pearson Education, Inc

In this lesson, we review how intensifiers are organized from weakest to strongest, as shown in the green box Students are encouraged to share other intensifiers they know, such as "a little," "somewhat," or "incredibly," and identify where to place them along the intensity continuum We also go over the instructions for Practice 2, guiding students to complete the activities to reinforce their understanding of intensifier sequencing and usage.

Part A and Part B alone Have them do

Variation: Model Parts B and C with sentences about yourself.

Have students look back at Writing Model 2 on page 6 Have them use the Questions about the Model on page 38 to analyze this paragraph.

• Go over the introductory text, or have students read it.

Variation: Use an inductive approach

Write the topic sentences on the bottom of page 40 on the board Tell students these are topic sentences for three different paragraphs For each topic sentence, ask:

“What is the topic of this paragraph?

What does the paragraph discuss about the topic?” Underline the topics once and the controlling ideas twice.

• Go over the directions for Practice 3 and

Practice 4 Have students do the exercises alone or with a partner Remind students that the controlling idea can come before the topic Go over the answers.

• Go over the directions for Practice 5,

Part A Have students complete the exercise alone or with a partner and compare answers.

In Practice 5, students are instructed to choose specific paragraphs and identify the supporting details that reinforce the main idea For example, in Paragraph 3, the controlling idea is centered around several reasons, prompting students to ask how many reasons are presented and what they are Teachers should write the main idea on the board and organize the supporting details beneath it to enhance understanding and clarity.

Follow the instructions for Practice 5, Part B, by having students follow the suggested variation to identify and list the main ideas of each paragraph Creating these lists helps students understand the core content and serves as a foundation for writing clear topic sentences, ultimately improving their reading comprehension and writing skills.

• Have students come to the board and write their topic sentences for Paragraphs 2 and 3

To craft an effective paragraph, start by analyzing each sentence to determine its relevance, asking questions such as: What is the main topic? What is the central idea controlling the paragraph? Does the topic sentence clearly reflect the supporting details? Is this sentence a good fit as the opening statement? Ensuring that these questions are addressed helps maintain coherence and aligns with SEO best practices, resulting in clear, focused content that improves readability and search engine ranking.

Variation: Have students peer-evaluate their classmates’ topic sentences Write the questions above on the board

Divide students into small groups Have students read their topic sentences to their classmates, who will use the list of questions to decide if the topic sentences are suitable.

Start by reviewing the introductory text and instructions for Practice 6 Encourage students to complete the activity independently or with a partner To review answers, have different students write their outlines on the board Carefully examine each outline to ensure that every supporting point clearly reinforces the main controlling idea, fostering understanding and guiding accurate paragraph development.

• Go over the introductory text, or have students take turns reading it Go over the directions and have students do Practice 7,

Part A alone and compare answers with a partner.

• Go over the directions for Part B Have students complete the task with a partner

Before students begin Part B, have them identify and circle the listing-order transitions in Practice 4 and Practice 5 paragraphs Remind students to pay attention to how commas are used with transition signals to enhance clarity and coherence This exercise helps improve their understanding of transition words and proper punctuation, essential for effective writing.

Begin by reviewing the introductory text to set the context for the lesson Then, direct students to Practice 8, encouraging them to complete the activity independently or with a partner for collaborative learning Afterward, review the answers together, prompting students to identify why certain sentences are irrelevant—they do not support the main topic or the controlling idea This activity enhances comprehension skills and helps students distinguish relevant information from distractions, improving overall writing and reading clarity.

Writing Tip, or have students take turns reading them.

Variation: Go over the introductory text and the Writing Tip Then go back to the paragraphs in Practice 4 and Practice 5

Encourage students to identify the concluding transition and the comma in the sentence to understand its structure Additionally, prompt them to determine the type of concluding sentence—whether it restates the main idea using different words or summarizes the key points This exercise helps improve their understanding of effective paragraph endings, enhancing their writing clarity and coherence.

To effectively complete Practice 9, review the instructions with students and encourage them to work independently on the activity Afterward, go over the correct answers together and facilitate a discussion where students explain why the incorrect options are not suitable, such as identifying instances where they introduce new information in the conclusion, which violates standard writing principles.

Encourage students to complete Practice 10, Part A individually or with a partner, focusing on writing effective conclusion sentences Remind them that a strong conclusion should restate or summarize the main topic sentence Have students share their concluding sentences on the board and discuss as a class why certain sentences are appropriate or not This exercise helps improve their ability to craft clear and cohesive ending statements that reinforce the main ideas.

Review the instructions for Practice 10, Part B, and encourage students to complete the activity collaboratively with a partner Have multiple students share their concluding sentences by writing them on the board Facilitate a class discussion to evaluate why these sentences are effective or need improvement, helping students understand how to craft strong, coherent conclusions.

Variation: Ask each student to write his or her best concluding sentence on the board

Go over the sentences as described above.

Students should revisit the paragraphs in Practice 8 and replace each listing-order transition signal with a different one from the box on page 49 Ensure they understand the importance of using proper punctuation, especially when connecting ideas with "also." This exercise helps improve their understanding of transition signals, enhancing coherence and flow in writing.

• Go over the introductory text and the Writing Tip Point out the characteristics of an outline: (1) details are indented, and

(2) similar ideas have the same grammatical structure.

Notes

• Write the chapter title on the board and read it aloud Give or elicit a few examples of giving instructions or how to do something.

Begin by drawing a chart on the board with the headings "Woman" and "Man," and then show students the photo and read the caption together Encourage students to discuss and identify the steps both the woman and man took to prepare, prompting them to share their ideas As students contribute, list their responses under the respective columns in the chart This interactive activity helps students practice descriptive language and improve their speaking skills while engaging with visual content.

(e.g., the woman read the man’s résumé; the man studied the company’s website).

• Read the objectives aloud, or have students read them Do not spend much time at this point defi ning or explaining terms used in the objectives.

• Go over the introductory text Elicit additional examples of how to do or make something.

• Have students recall the methods of prewriting they have learned so far (asking questions and taking notes; freewriting; clustering; outlining) Then go over the introductory text.

Begin by reviewing the introductory text and instructions for Practice 1 Divide students into small groups to complete the activity collaboratively Afterward, select two students to write their lists on the board, encouraging the rest of the class to contribute additional information Remind students to store their lists safely, as they will be needed for future activities.

Variation: Put students in groups of four

Two students brainstorm the fi rst topic, and two brainstorm the second Give a time limit

When time is up, have each pair share its list with the other two students in the group.

Effective instructions often rely on clear sequencing to guide readers seamlessly Time order instructions, such as recipes or step-by-step procedures, help users follow actions in a logical chronological sequence, ensuring successful outcomes For example, a baking recipe might instruct to "preheat the oven, mix the ingredients, then bake for 30 minutes." Conversely, listing order instructions organize tips or advice numerically or categorically, making information easy to remember and execute An example is a set of tips for better sleep, like "avoid caffeine in the evening, establish a regular bedtime, and create a relaxing bedtime routine." Incorporating these organizational structures not only enhances clarity but also improves SEO by using relevant keywords related to instructions and sequencing.

Explore the world of yard sales, also known as garage or rummage sales, by reviewing the introductory text and directions Consider including a photo of a vibrant yard sale scene to engage students visually Ask students if they have ever seen or shopped at a yard sale to create a relatable connection and spark their interest in the topic.

Encourage students to read the writing model aloud or silently to enhance their understanding Have them collaborate with a partner or in small groups to answer questions related to the model, promoting active engagement Finally, review and discuss the answers collectively to reinforce comprehension and writing skills.

• Go over the introductory text Emphasize that adverbs of manner tell how something is done Ask questions about the examples (e.g., How should you clean the mirror?

[gently] How should you rub the pots?

• Go over the directions for Practice 2, Part A Have students do the exercise alone or with a partner Go over the answers

Repeat this procedure for Practice 2, Part B.

Variation: Elicit the position of adverbs in sentences (they can come before or after the verb, after a direct object, or at the end of the verb phrase).

Have students use the adverbs in the green box on page 76 to write sentences about themselves or their experiences.

• Go over the introductory text, or have students read it aloud.

To effectively review Practice 3, encourage students to complete the activity independently or with a partner Afterwards, select five students to write their sentences on the board for class discussion This allows the teacher to review each sentence and facilitate understanding by guiding students to identify the main topic and controlling idea within each sentence, reinforcing their comprehension of paragraph structure.

For the "Try It Out!" activity, guide students through the directions and have them write their sentences Invite volunteers to share their sentences by writing them on the board Encourage other students to read these sentences aloud, helping them identify the main topic and the proper controlling idea within each sentence This interactive exercise enhances understanding of sentence structure, topic development, and clear controlling ideas, making it a vital part of effective writing instruction.

Variation: Have students exchange books with a partner and peer-edit each other’s topic sentences.

Time-Order and Listing-Order

When analyzing transition signals, it's important to recognize which words serve both time order and listing order functions, and which are unique to each Transition signals like "first," "second," "finally," and "next" commonly indicate sequence and are effective for both time and listing purposes However, some signals, such as "then," while frequently used to show sequence, may have different nuances depending on context and are best used carefully To ensure clarity and coherence in your writing, always restate and reinforce the importance of proper punctuation—particularly commas—when using transition signals, except when using "then," to avoid confusion and improve readability Properly employing commas with transition signals enhances the flow of ideas and makes your writing more professional and polished.

• Go over the directions for Practice 4 Have students do the activity with a partner or small group Go over the answers.

• Go over the directions for Practice 5, Part A

Complete Group 1 with the whole class

Then have students do Groups 2–4 alone or with a partner Go over the answers.

• Go over the directions for Practice 5, Part

B Students can write their paragraphs in class or at home Remind them to proofread their paragraphs for correct format and comma use.

Variation: Have students peer-edit each other’s paragraphs.

Have several students read one of the paragraphs they wrote in Practice 5 in front of the class.

• Go over the introductory text (You can also assign this for homework.) Instruct students to pay attention to the changes the writer made in each step.

Review the instructions for Practice 6 and assign students to complete the activity independently Have students submit their lists from pages 72–73, along with their edited list from step 1 and their outline from step 2 Ensure you review their submissions to confirm they have followed all the steps correctly and have not skipped any part of the process.

Instruct students to follow the directions for the "Try It Out!" activity, encouraging them to write their paragraphs either in class or at home Collect the completed paragraphs to assess their understanding of key writing elements Provide constructive feedback focusing on topic sentences, concluding sentences, paragraph organization, transition signals, and the use of descriptive adverbs This practice helps reinforce their grasp of paragraph structure and improves their overall writing skills.

Pair students who wrote about different topics in Practice 6 to read their paragraphs aloud to each other, fostering peer learning and comprehension Alternatively, students can use their outlines from Practice 6 to deliver engaging oral presentations, enhancing their communication skills This activity encourages collaboration, reinforces understanding of diverse topics, and improves presentation abilities.

Independent and Dependent Clauses (page 86)

An independent clause is equivalent to a simple sentence, which is essential for understanding sentence structures Students should review the introductory text or read it aloud to grasp this concept clearly All the sentence patterns they've learned, such as S V and SS V, are examples of independent clauses Recognizing that independent clauses form the basic building blocks of sentences helps improve grammar and writing skills.

• Go over the directions for Practice 7, and have students do the activity with a partner

Begin by reviewing the introductory text with students, encouraging them to read it aloud for better comprehension Focus on analyzing the model sentences presented in the chart at the top of page 88, guiding students to identify the independent and time clauses within each sentence Help students understand the role of subordinators by prompting them to determine which event occurred first, noting that the word following the subordinator indicates the initial event, even though it may seem counterintuitive This approach enhances comprehension of how time clauses function to establish the sequence of events in complex sentences.

Begin by reviewing the instructions for Practice 8 with your students, encouraging them to complete the activity individually or with a partner Afterward, go over the answers together to reinforce understanding Have students analyze each sentence to identify which event occurred first, enhancing their comprehension of sequence and chronology This practice helps improve reading skills and reinforces the importance of understanding the order of events for better contextual understanding.

Part A Have students do the activity alone

Have several students write the answers on the board Elicit both versions of each sentence (i.e., with the independent clause fi rst and with the dependent clause fi rst).

Part B Have students do the activity with a partner Have each pair work with another pair and compare answers.

Part C Have students complete it in class or at home Collect students’ papers and check them for proper sentence structure and comma use.

Variation: Have students peer-edit each other’s paragraphs using criteria that you provide.

• Go over the introductory text, or have students take turns reading it aloud.

• Go over the directions for Practice 10, Part

A Have students do the activity with a partner Then go over the answers.

Practice 10, Part B, focuses on collaborative learning by having students complete the task with a partner Afterward, several students are invited to write the corrected sentences on the board, fostering active participation The teacher reviews these corrections with the class, providing guidance and clarification Additionally, students are encouraged to suggest alternative corrections, promoting critical thinking and reinforcing language accuracy This engaging activity enhances students' understanding of sentence correction while encouraging interaction and peer learning.

Summary: Simple, Compound, and Complex Sentences (page 92)

• Go over the introductory text, or have students read it with a partner Elicit additional examples of simple, compound, and complex sentences.

• Go over the directions for Practice 11, Part A and Part B Have students complete the exercises with a partner Go over the answers.

• Go over the directions for Practice 12 Go over the vocabulary Then have students complete Part A alone.

• Have students do Practice 12, Part B with a partner or small group Call on ten students to write the sentences on the board Check for correct sentence structure and punctuation.

• Have students do Practice 12, Part C in class or for homework Check the paragraphs for the topics taught in this chapter and offer suggestions for correction or improvement.

Variation: Before you go over them, have students peer-correct each other’s paragraphs using criteria you provide.

Have a Sentence Structure Treasure Hunt

Notes

Describing with Space Order (pages 106–135)

• Write the chapter title on the board and read it aloud Elicit examples of things we commonly describe (e.g., someone’s face, a room, a painting, a scene in a fi lm).

• Have students look at the photo Read or have a student read the caption Have students answer the question and list their answers on the board.

Have students do a freewriting describing the scene in the painting Alternatively, have them write in their journals about the scene and how it makes them feel.

In Practice 1, Part A, focus on demonstrating the positive meaning of the word "athletic" by eliciting a sample sentence from students Encourage students to identify a word with a negative connotation and create a sentence using that word to deepen understanding Finally, guide students to complete the exercise collaboratively with a partner, reinforcing vocabulary and comprehension skills.

In Practice 1, Part B, students should complete the activity independently to reinforce their understanding Afterward, review the answers collectively or encourage students to discuss their responses with a partner or small group to enhance collaborative learning This approach promotes active engagement and helps solidify lesson objectives (© 2014 Pearson Education, Inc.)

• Read the instructions for Practice 1,

Part C Defi ne unfamiliar vocabulary

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Divide the class into two groups, with one group responsible for describing Picture 1 and the other group focusing on Picture 2 After their individual descriptions, pair students from each group to share and compare the details they provided This interactive activity promotes communication skills and reinforces descriptive vocabulary in an engaging way.

Students should select a real room, such as their bedroom, a family room, or an image from a design magazine, and write a detailed description about it in their journals or blogs This activity encourages them to observe and analyze interior spaces while practicing descriptive writing Incorporating keywords like "interior design," "room decoration," or "home decor" can enhance SEO visibility By focusing on specific elements like color schemes, furniture arrangement, and overall ambiance, students develop their writing skills and deepen their understanding of spatial aesthetics.

• Go over the text, or have students take turns reading it aloud Have students look back at Picture 1 or Picture 2 on pages 108–109

Elicit how the details they wrote might be organized using space order (e.g., in

Picture 1, from left to right; the items on the bookcase can be described from top to bottom).

• Go over the introductory text, directions, and model Have students work with a partner or small group to answer the questions following the model Go over the answers.

• Go over the text Have students give examples of prepositions that are confusing for them.

• Go over the directions and the example for Practice 2, Part A Do item 2 Then have students complete the exercise alone Go over the answers.

• Go over the directions for Practice 2, Part B and have students do the activity alone

Then have students share their clues with a partner.

Variation: Have students do Part B alone Then go around the room and have each student read one sentence The whole class guesses the item.

Students should seek out detailed room descriptions from newspapers, magazines, or online sources such as restaurant reviews, architecture articles, and travel columns Posting these descriptions on a classroom bulletin board—physical or virtual—encourages students to engage with the material Afterwards, students read the descriptions and reflect on their impressions in their journals, enhancing their understanding of descriptive writing.

Topic Sentences and Concluding Sentences (page 113)

Begin by reviewing the introductory text with students, encouraging them to read it aloud and engage with the material Provide time for students to analyze the topic sentences and concluding statements, helping them recognize how these parts relate through restatement or the expression of opinions This activity enhances understanding of paragraph coherence and improves their skills in identifying key ideas and conclusion links, essential for effective writing and reading comprehension.

• Go over the directions for Practice 3 Read or have a student read the paragraph aloud Have students discuss the questions in small groups Go over the answers.

Supporting Sentences with Speciﬁ c Details (page 115)

• Go over the introductory text Elicit additional examples of vague descriptions (e.g., a big house, a cool phone, a sick child).

Variation: Assign only one item per pair of students Have students share their descriptions.

Part A Have students complete the activity with a partner or small group Then discuss the questions.

• Go over the directions for Practice 5, Part B

Review the vocabulary in the green box and define or describe any unfamiliar terms During the class, discuss strategies for organizing details using spatial order, such as arranging items clockwise or from outside to inside Students should then write their paragraphs, either during class or at home, applying these organizational techniques to create clear and coherent descriptions.

• Go over the directions for Practice 5, Part C

Have students work with the partner or small group they were in for Practice 5,

Part A Have students in each group read their paragraphs to members of other groups and compare the details they included.

Encourage students to write their paragraphs on separate sheets of paper to promote neatness and organization Incorporate peer editing by having students review a partner’s work, fostering collaborative learning and improving writing skills After peer review, students should revise and produce a clean draft of their paragraphs to ensure clarity and quality Finally, display the completed paragraphs on the class bulletin board to celebrate student work and build a supportive classroom environment.

Have students write a journal entry describing the student lounge in their dormitory or another campus building.

• Go over the introductory text To refresh students’ memory about outlining, have them review pages 56–57 and 83–86, including the Writing Tip.

• Go over the directions for Practice 6 Have students do the activity alone or with a partner Go over the answers.

For Practice 7, students should independently complete the outline by following the provided directions To verify their work, have one or more students write their outlines on the board, ensuring peer review and collaboration It's essential to check that the formatting and grammar adhere to the guidelines outlined in the Writing Tip on page 57, promoting accurate and polished writing skills.

Follow the instructions for the Try It Out! activity to determine whether students should complete it in class, at home, or both For example, students can perform steps 1–3 in class and steps 4–5 as homework It's helpful to review students’ work at key points, such as after completing their outlines and before they begin writing their paragraphs, to ensure understanding and provide guidance.

Variation: In step 5, have students proofread each other’s papers using criteria you list on the board (e.g., format, sentence structure, comma use with transitions, capitalization).

If students need additional outlining practice, have them outline both paragraphs from pages 108–109.

• Go over the introductory text Have students take turns reading the numbered items in the chart aloud Elicit additional examples for each item.

• Go over the directions for Practice 8 Have students complete the activity alone and then compare answers with a partner.

Variation: Tell students the number of adjectives they should circle (27) Have them compete to see who can fi nd them all fi rst.

• Go over the introductory text Have students look at the list of cumulative versus coordinate adjectives Ask: “How are they different?” (Coordinate adjectives are separated by commas.)

Start by reviewing the introductory text with students, encouraging active participation Have students take turns reading each numbered item in the chart aloud to reinforce understanding Elicit additional examples for each item to deepen comprehension and engagement Finally, read the important writing tip aloud to emphasize best practices This approach promotes interactive learning and supports effective writing skills development.

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

Developing an ear for the proper order of adjectives is essential for students Encourage students to practice by looking away from their books and listening carefully Present two versions of each sentence from Practice 9—one correct and one incorrect—and have students identify the proper adjective order This exercise enhances their understanding of adjective placement, improving their overall grammar skills.

“vote” on which sentence is correct If they vote incorrectly, refer them to the rules on page 123.

• Go over the introductory text Go over the directions for Practice 10 Have students insert commas alone Have them exchange books and check each other’s work.

• Go over the directions for Practice 11 Have students complete the task with a partner

Remind them they can look back at the chart on page 123 to determine whether an adjective is cumulative or coordinate Go over the answers.

• Go over the directions for Practice 12 Have students use the chart on page 123 and the information on page 124 to correct the errors Go over the answers.

Variation: For Practices 10, 11, or 12, repeat the suggested variation to Practice 9 described above.

Review the instructions for Practice 13 and have students complete the activity independently Afterward, select several students to write their sentences on the board, fostering classroom engagement Encourage other students to read each sentence aloud, promoting active participation Finally, students should assess whether the punctuation and adjective order are correct, reinforcing their grammar skills and understanding of proper sentence structure.

Students can start the activity in class and fi nish it at home.

Encourage students to create a two-column chart in their notebooks for keeping track of cumulative versus coordinate adjectives

They should list cumulative adjectives in one column and coordinate adjectives in the other.

• Have students read the introductory text and the list of prepositions silently.

• Go over the introductory text Then have students take turns reading the bulleted sections aloud Elicit additional examples for each section.

• Go over the directions for Practice 15, Part A Have students do the activity with a partner Go over the answers Repeat these steps for Practice 15, Part B.

Using Prepositional Phrases to Vary Sentence Beginnings (page 129)

• Go over the introductory text, or have students take turns reading it To review and clarify transitive verbs, review the Writing Tip on page 16.

• Go over the directions for Practice 16, Part A Have students do the activity alone

Practice 16, Part B, involves guiding students to rewrite a given paragraph either in class or at home This exercise enhances their writing skills and understanding of the content After rewriting, students should read their revised paragraphs aloud with a partner or small group, promoting collaborative learning and oral communication practice.

Variation: Have students exchange books and proofread each other’s paragraphs for correct comma use.

• Go over the directions for Practice 17 Have students do the activity with a partner Have students write their sentences on the board

Go over each sentence and elicit other ways of writing it.

Notes

• Write the chapter title on the board and read it aloud Have students look at the photo

Ask if anyone has visited Costa Rica and what it was like Have them identify the bird

(a toucan) Read or have a student read the caption If necessary, explain doing research

(e.g., studying plants and animals, collecting information) Have students answer the question and list their answers on the board.

• Go over the directions for Practice 1, Part A

Have students complete the task with a partner or small group Give students a time limit for the discussion Encourage them to take notes for use in the next section.

• Go over the directions for Practice 1, Part B

Have students work alone, with a partner, or in a small group They can use reasons from

Page 139 introduces the first use of numbered outlines with indented, detailed information, highlighting the importance of organizing ideas clearly Emphasize that using brief key phrases or examples helps structure content effectively, and other details like facts can also be included to enhance clarity This approach guides students in understanding how to develop coherent, organized outlines that progressively become more specific.

For effective English study, select a single location, such as your school, for students to complete all steps (1–4) on a chosen topic This focused approach simplifies supervision and allows for easier monitoring of students’ progress and answers.

Variation: Collect students’ completed outlines and check them Have students revise their outlines as needed before they do the Try It Out! activity on page 150.

PARAGRAPHS WITH REASONS AND EXAMPLES (pages 140–142)

• Go over the directions and writing model aloud, or have students read them with a partner or small group Have them answer the questions Go over the answers.

Variation: Have students count how many pieces of information support each example This will help them notice how they can use facts to illustrate their examples.

Begin by reviewing the introductory text and instructions for Practice 2, Part A with your students Encourage them to complete the task independently, focusing on identifying the key words Once students have found the words, prompt them to use the surrounding context to infer the meaning of each term, enhancing their vocabulary comprehension and critical thinking skills.

• Go over the directions for Practice 2, Part B Have students complete the sentences alone Go over the answers.

Have students use the geographical terms to write or talk about their own countries (e.g., There are no rainforests in Poland.).

• Go over the introductory text, or have students take turns reading it.

Have students complete the outline with a partner Go over the answers (Note:

This outline introduces a fourth level of specifi city, indicated by lower-case letters

Point this out and have students notice the indentation.)

Review the directions for Practice 4 carefully Collaborate with the entire class to identify the two main reasons explained in the activity Encourage students to complete the remaining details independently or with a partner, emphasizing the importance of maintaining similar grammatical structures in numbered items This approach helps reinforce understanding and improves writing coherence aligned with grammar rules.

• Go over the directions to Practice 5, Part A

Remind students that the numbered items must be complete sentences Have students work with a partner to complete the outline and share their work with another pair.

Part B Have students complete the task alone Then have students exchange books and check each other’s outlines for correct format and parallel structure.

Variation: Have students write their outlines on a separate sheet of paper

Collect the outlines and check them.

• Go over the introductory text, or have students take turns reading it aloud For

Pattern 2, help students understand the difference between a noun phrase and a noun clause as explained in the footnotes

(A clause has a subject and a verb; a phrase has one or the other but not both.)

• Go over the directions and the example for Practice 6 Have students complete the activity with a partner Have them proofread each item b and make sure it has a verb

Have several students write the sentences on the board Call on other students to read the sentences on the board and say if they are correct.

Transition Signals that Introduce Examples (page 148)

• Go over the introductory text, or have students take turns reading it aloud To check comprehension, have students explain the difference between such as and for example / for instance.

• Go over the directions for Practice 7, Part A and Part B Have students complete the tasks with a partner Go over the answers For Part B, elicit all correct answers.

• Go over the introductory text Have students turn back to page 53 and review the chart of conclusion signals Then go over the directions to Practice 8, Part A

Have students do the task alone Go over all possible answers.

In Practice 8, Part B, students should complete the task independently to reinforce their understanding Encourage several students to share their conclusions on the board, fostering class participation Review their sentences together, paying close attention to the correct use of commas to enhance punctuation skills This activity helps improve students’ writing accuracy and comprehension of comma placement in different contexts.

• Go over the directions for the Try It Out! activity and the four steps Have students write the paragraph in class or at home

Collect the papers and correct them according to the criteria you select.

Encourage students to proofread each other's papers by listing clear criteria on the board or a handout, selecting four to five key points from the Writer’s Self-Check This collaborative activity helps students identify areas for improvement and develop critical editing skills Ensure students revise their work based on peer feedback before submitting their final drafts, enhancing the quality and clarity of their writing.

Have students write a paragraph based on the outline in Practice 5, Part B on page 146 Have them add a conclusion.

Begin by reviewing the introductory text aloud with students or encouraging them to read it aloud in turns Focus on helping students identify the verb tenses in the conditional sentences, such as recognizing that the if-clause uses the simple present tense while the main clause employs the future tense Understanding these grammatical structures is essential for mastering conditional sentences and enhancing language proficiency.

Part A Have students do the activity alone or with a partner Go over the answers.

Students should independently complete the task to reinforce learning Next, five students write their sentences on the board, encouraging peer participation Other students evaluate the accuracy of these sentences, fostering critical thinking Finally, additional students read their sentences aloud, promoting confidence and oral practice This sequence enhances comprehension, engagement, and collaborative learning.

In Part A, students review key grammatical concepts including comma splices, run-on sentences, and fragments, as discussed on pages 64 and 91 of the textbook They are encouraged to complete the activity independently or with a partner to reinforce their understanding Several students then write the four identified sentences on the board, allowing the instructor to verify that they have correctly identified and marked the different types of errors, thereby enhancing their editing skills.

Part B Have students do the task on their own paper Have students peer-edit a partner’s paper Decide if you will have students turn in their paragraphs to you.

Students need to understand that when combining sentences, they must make appropriate changes to punctuation, capitalization, and wording to ensure clarity and correctness For example, adjusting punctuation and capitalization can turn two simple sentences into a well-structured, cohesive statement Practicing this skill with a partner helps reinforce proper sentence combination techniques Reviewing the answers together by reading the combined sentences aloud allows students to identify and correct errors, improving their overall writing skills for clearer, more effective communication.

Part B Students can write the paragraphs in class or at home Afterward, have them exchange books and proofread each other’s paragraphs.

Variation: Have students write their paragraphs on their own paper Collect the papers and check them for correct punctuation, capitalization, wording, and sentence structure.

Numerous websites provide effective practice opportunities for sentence combining skills Conduct an internet search using keywords like "sentence combining practice" to find sites that are appropriate for your class and student skill level Encourage your students to utilize these resources for additional, targeted practice to improve their sentence construction abilities and overall writing skills.

• If desired, have students reread the capitalization rules on pages 18–19 and 96 Then read the two new rules in the chart Elicit additional examples from the class.

• Go over the directions for Practice 12 Have students complete the activity alone or with a partner Go over the answers.

Variation: Copy the email onto an overhead slide Project it so that the whole class can see it Have one student at a time make corrections directly on the slide.

Punctuation: Four More Comma Rules (page 158)

• If desired, have students review the rules on page 99 Then have them read the new rules and examples silently Elicit additional examples for each rule.

• Go over the directions for Practice 13, Part A Have students complete the task alone or with a partner Go over the answers.

• Go over the directions for Practice 13, Part B Have students complete the activity alone then exchange papers with a partner.

Instead of having students work with a partner, collect all the papers, shuffle them, and distribute them randomly for marking After grading, ensure students return their papers to the original authors This method promotes independent assessment and maintains student confidentiality.

• Have students review the words that describe geography on pages 141–142.

• Go over the directions for Practice 14 Have students complete the task with a partner

One student should ask the questions and the other should answer Then they should switch roles.

Variation: To save time, students can alternate asking and answering so that each student answers only half of the questions.

• Go over the introductory text containing the assignment.

• Step 1: If necessary, quickly review listing (page 71), clustering (page 35), and freewriting (page 27) Have students brainstorm in class You may wish to give a time limit (5–10 minutes).

• Have students write their outlines in class or at home You may want to check the outlines before they write their fi rst drafts.

• Step 2: Have students write their fi rst draft for homework.

• Step 3: Go over the Chapter 5 Peer

Review on page 214 Put students with a partner, and have them review each other’s paragraphs and share comments with the writer Then go over the Writer’s Self-

Check on page 215 Have students revise their fi rst drafts in class or at home.

• Step 4: Have students use the Writer’s

Encourage students to perform a self-check to revise their first drafts before writing their final versions Decide whether students should submit only their polished final drafts or a comprehensive folder that includes all their drafts and edits, fostering reflection and continuous improvement This process enhances writing quality and helps students develop essential editing skills.

• Use the Chapter 5 Writing Assignment

Scoring Rubric on page 41 of this Teacher’s

Manual to evaluate students’ fi nal drafts.

Encourage students to complete the Self-Assessment either during class or at home to enhance their self-awareness and learning Afterward, have students respond or react to their assessment results by choosing from the options provided on page 5 of the Teacher’s Manual, fostering reflection and active engagement in their educational progress.

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

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

Variation: You may wish to modify the prompt so that students include only two reasons.

• Decide how you will mark students’ papers

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

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

• Decide if you want students to choose one of the topics in the book, a topic from Appendix A on page 193, or their own choice.

• You may want to have students begin writing in class and complete the task for homework Alternatively, they can do all their writing at home.

• Write the chapter title on the board and read it aloud.

• Have students look at the photo Ask them who these men might be, when they lived, and what they are doing (Note:

Students may be unfamiliar with Greek philosophy or philosophers Ask them if they have heard of Socrates, Plato, or

Aristotle, a foundational figure in ancient Greek philosophy, significantly influenced Western intellectual thought To deepen your understanding, review the Wikipedia entry on ancient Greek philosophy Engage students by having them read the caption aloud, then answer related questions, encouraging active participation and critical thinking.

• Go over the introductory text Then go over the directions for Practice 1, Part A and the title of the blog Have students read the blog silently.

Part B Have students complete the task with a partner or small group Give a time limit Encourage students to take notes

Variation: Model taking notes using a chart The column heads could be Yes, meaning the punishment is too harsh, and

No, meaning the opposite Elicit one reason for each column and write them in the chart as examples Have students add reasons during their discussions.

• Go over the directions for Practice 1, Part C Have students complete the task alone.

Variation: Students with similar opinions can work together to write their outlines.

• Go over the introductory text, or have students take turns reading it aloud Elicit additional examples of topics that people have contrasting opinions about.

• Go over the directions Have students complete the activity with a partner or small group Go over the answers.

Tiêu đề	Longman Academic Writing Series 2: Paragraphs, Teacher’s Manual
Tác giả	Lida Baker, Lindsey Rothschild
Người hướng dẫn	Educational Technology Consultant
Trường học	Pearson Education
Chuyên ngành	Academic Writing
Thể loại	Teacher’s manual
Năm xuất bản	2014
Thành phố	White Plains

Định dạng
Số trang	78
Dung lượng	1,88 MB
File đính kèm	Great Writing 1 - Great Sentences.zip (30 MB)