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Great Writing 2: Great Paragraphs, 4: Teacher's Notes For Edition

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2K views104 pages

Great Writing 2: Great Paragraphs, 4: Teacher's Notes For Edition

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Ayman Zahra

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Teacher’s Notes

for
Great Writing 2: Great Paragraphs, 4th Edition

Keith S. Folse
April Muchmore-Vokoun
Elena Vestri Solomon

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

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UNIT 1 Paragraphs

OVERVIEW
This unit introduces students to a paragraph and its four main features, namely the topic
sentence, the interrelation of all the sentences to the topic, the indenting of the first line, and the
concluding sentence. Students’ familiarity with paragraphs and paragraph writing may vary
greatly.
In Unit 1, students are not expected to learn to write a specific kind of paragraph, but they
are expected to recognize these four key features in several example paragraphs. Having students
complete this material gives the teacher a chance to assess how much students already know
about paragraphs from the very beginning.
In this unit, students will be introduced to Building Better Sentences and Building Better
Vocabulary. For further support, you may use the Great Writing 2 Assessment CD-ROM with
ExamView® to produce quizzes on the grammar, vocabulary, editing, or writing that is covered
in this unit.

OBJECTIVES
1. Understand what a paragraph is, what it looks like, and how it relates to sentences and
essays. (pp. 4–5, 12–22)
2. Understand the importance of repetition of key words and use of simple present tense verbs
in paragraphs. (pp. 6–8)
3. Analyze a narrative paragraph. (pp. 7–8)
4. Understand the use of the imperative in process paragraphs. (pp. 8–9)
5. Analyze a process paragraph. (pp. 9–11)
6. Understand the use of I and the simple past tense in narrative paragraphs. (pp. 11–12)
7. Become familiar with the four features of a paragraph. (p. 12)
8. Analyze example paragraphs to compare the use of the four features in those paragraphs.
(pp. 13–22)
9. Learn to use capitalization and end punctuation correctly. (pp. 23–24)
10. Understand how to create and then correctly write a title in English. (p. 25)
11. Learn to identify and check for verbs in sentences. (pp. 26–27)
12. Write an original paragraph (on a general topic) by following a guided writing activity.
(pp. 29–30)
13. Understand the importance of peer editing and rewriting your work soon after it is written.
(p. 30)

TEACHING NOTES
Unit 1 introduces students to the basics of the composition of a paragraph. The unit
introduces the four main features that every good paragraph should include: a topic sentence, a

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single topic around which all the sentences revolve, an indented first line, and a concluding
sentence or statement.
If students are already familiar with the basics of paragraph writing, then begin in the
middle of Unit 1 rather than starting with page 4. Most of the activities in this unit require
students to read an example paragraph, answer several comprehension and analysis questions
about the paragraph, and then consider how they might write a similar paragraph.

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 a bungee slingshot ride in Singapore.
Go over the objectives on the top of page 2. Explain that students will do these things 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.

What Is a Paragraph?, p. 4
Read the information aloud. Point out that the information is presented in a paragraph –
all the sentences are about one topic. They will learn more about the features of a paragraph on
page 12.

Activity 1: Studying an Example Paragraph, pp. 4–5

As with all the paragraphs in this book, it is helpful to use pre-reading questions in order
to activate students’ curiosity about the upcoming topic, gauge how much English vocabulary
students already know about the content of the paragraph, and to prepare students for the
material with which they will be working. Lead a discussion with the class using the two
Preview Questions.
Note to students that this is a comparison/contrast paragraph. (While types of paragraphs
are mentioned in this unit, rhetorical styles will not be focused on until later in the book.) As you
discuss the questions following the paragraph, encourage students to ask questions about
vocabulary and content.

Grammar for Writing

Using the Simple Present Tense with Facts, p. 6
After presenting the information in the chart, review the use and form of some common
verbs in the simple present. Have students work in pairs to write five sentences that are facts.
Call on students to read sentences to the class.

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Writer’s Note: Repetition, p. 6
Explain that the use of repetition and simple present tense verbs are two common features
of paragraphs, especially those that explain or describe something. On the board or on the screen,
write the heading Repetition and record students’ answers and examples to the bulleted questions
on page 6. When two things are being compared, it is often necessary to use repetition for clarity.

Activity 2: Writing Practice, p. 6

Have students volunteer to write one or two of their sentences on the board for everyone
to read. Have other students take turns reacting to their classmates’ sentences. Point out the verb
tense used (many sentences will use the simple present tense).

Activity 3: Studying an Example Paragraph, pp. 7–8

Note that this is a process paragraph that tells the reader how to do something (how to
make an easy sandwich). Have students read their steps aloud from question 2 on page 8, or
write examples on the board. You can use these to illustrate imperatives in the next section.

Grammar for Writing

Using the Imperative in Process Paragraphs, p. 8
Some students may know this grammatical form as the “command form.” Remind them
that this form is used to give directions and giving directions often requires the use of sequence
words. Display the following sequence words in the classroom or have students copy them down
on an index card to use a reference when writing: First, Next, Then, After that, Finally. If
students have written imperatives on the board, have students identify them and give the verbs.

Activity 4: Writing Practice, p. 9

While students should write unique, original ideas, ask them to include at least four steps
but not more than seven. Remind them that if it takes more than seven steps, they may need to
cut down what they are planning. If they have fewer than four steps, then their topic may be too
simple. Remind students to use commands and to make the sequence of the steps clear.

Activity 5: Studying an Example Paragraph, pp. 9–11

Ask pre-reading questions such as: Who has flown on an airplane? How many times have
you flown on an airplane? and Can you remember your first flight? Tell us about it. If
appropriate, explain to students that this type of paragraph is called a narrative paragraph (it tells
a story).

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Grammar for Writing
Using the Simple Past Tense in Narrative Paragraphs, p. 11
Explain that narrative writing frequently uses the simple past tense and the subject
pronoun I. Point out that while it is acceptable to use I in narrative writing, it should generally be
avoided in other types of more formal, academic writing.

Activity 6: Writing Practice, p. 12

Remind students that they should write about something that happened to them, but that it
should be in the form of a list of events. Encourage students to write about a memorable
experience (rather than a mundane one). Remind them that narrative writing often uses the
simple past tense and the subject pronoun I. For guidelines in terms of length, ask them to
include at least five sentences, but no more than ten.

Building Better Sentences, p. 12

Have students turn to page 283 of Appendix 1 and go through the examples of sentence-
combining strategies as a class. Demonstrate the steps of combining sentences on the board.
Explain the importance of sentence variety in writing and ask students to be conscious of the
types of sentences they are creating as they write.
Have students complete Practice 1 on page 284 individually, in pairs, or in small groups
as needed. Remind students NOT to look at the original sentences while working on Building
Better Sentences activities. The goal here is to see the combinations that result and how they are
different, not just to see if the student combinations match the original.

Four Features of a Paragraph, p. 12

Have students read the information. Check comprehension by asking questions: What is a
topic sentence? (It states the main idea) Where is the topic sentence usually? (It is at the
beginning of the paragraph) How are the sentences in a paragraph related? (They are all about
the same idea or topic) What is special about the first sentence? (It is indented) What does the
last sentence do? (It brings the paragraph to a logical end.)

Activity 7: Analyzing the Features of a Paragraph, pp. 13–14

Tell students that by visualizing the parts of a paragraph, it can help them create a map in
their mind that they can follow when writing their own paragraph. As you review the answers
with students, be sure to refer them back to the appropriate points on the four features of a
paragraph on page 12.

Activity 8: Analyzing the Features of the Example Paragraphs, pp. 14–15

Explain to students that they will now go back and analyze paragraphs they have already
read in this unit to identify some of their features. Note that while paragraphs may be about

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different topics and have different purposes (e.g., tell a story, explain how to do something),
good paragraphs should have the four main features explained on page 12.

Activity 9: Analyzing the Features of Student Paragraphs, pp. 15–22

Tell students that in this activity, they will study five example paragraphs and identify the
four main features of each paragraph. Remind them that it is important for them to become
familiar with the four features and be able to identify them in a paragraph before they can
incorporate those features as they write.
Ask pre-reading questions before working with each paragraph in order to help students
connect prior or background knowledge and become engaged. In addition, after students have
read and analyzed all paragraphs, ask them which they liked the most, which they did not like,
and why. List the four paragraph features on the board or screen and display it in the classroom
for students to reference as they read and analyze.

Building Better Sentences, p. 22

Refer students to Practice 2 on page 285. Have students complete the activity
individually, in pairs, or in small groups as needed. Remind students NOT to look at the original
sentences while working on Building Better Sentences activities. The goal here is to see the
combinations that result and how they are different, not just to see if the student combinations
match the original. If necessary, have students review the steps of combining sentences on pages
283–284.

Working with Paragraphs

In this section, students are taken step by step through a process of organizing and
formatting paragraphs before they are asked to write their own original paragraphs.

Activity 10: Reviewing Capitalization and End Punctuation, p. 23

Review some of the basic capitalization and punctuation rules with the class. If needed,
turn to pages 254–263 in the Brief Writer’s Handbook with Activities for a more thorough
review and/or practice of those rules.

Activity 11: Copying a Paragraph, p. 24

Suggest that students copy their work on separate sheet of paper rather than use the book
if it is easier than turning back and forth between pages. You may consider omitting the copying
phase for students who are good writers. If needed, have students identify the four features of a
paragraph after they have written the sentences in paragraph form.

The Title of a Paragraph, p. 25

After reviewing the guidelines and examples of paragraph titles, have students summarize
the guidelines in a list (e.g., it tells readers what they will find in the paragraph, it is not a

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sentence, etc.). Encourage students to reference this list as they write paragraph titles in this
course. Have students revise their titles on page 24 if necessary.

Grammar for Writing

Checking for Verbs and Fragments, p. 26
Remind students of the importance of finding the main verb in a sentence. Tell them that
a helpful strategy for analyzing sentences includes finding the verb first and then working back
from the verb. Practice using this strategy as a class and demonstrate with example sentences on
the board or screen. Emphasize the importance of avoiding fragments in academic writing, which
is considered a serious grammatical error.
Display several sentences on the board or screen that are missing verbs. Read each
sentence aloud and have students suggest verbs that would complete the sentences.

Activity 12: Checking Subjects and Verbs, pp. 26–27

Clarify the meaning of italics so the task is clear to students. Remind students of the
importance of proofreading and re-reading their work. Point out that this is a very helpful
strategy not only for double checking that their sentences include verbs, but also for checking for
correct grammar overall. Have volunteers share their answers so students are exposed to different
ways to correct sentences with missing verbs.

Activity 13: Copying a Paragraph, p. 27

Remind students about the importance of selecting a title for a paragraph that provides
the reader with an idea of the overall topic of the paragraph. Point out the indenting at the
beginning of a paragraph provides the reader with a visual clue that a specific topic will be
addressed. Have students reference the guidelines for a paragraph title on page 25. If needed,
have students identify the four features of a paragraph after they have written the sentences in
paragraph form.

Building Better Vocabulary

Activity 14: Word Associations, p. 28
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.

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Activity 15: Using Collocations, p. 29
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

Activity 16: Original Writing Practice, pp. 29–30
Have students complete this activity by following the bulleted list of guidelines to write a
simple paragraph. Model strategies for students on how to integrate the vocabulary words and
phrases from Activity 14 and Activity 15 into their writing.

Introduction to Peer Editing, p. 30

Students will practice peer editing throughout the book. This is an important skill because
it can help them be editors of their own work as it teaches them to look carefully at a piece of
writing and suggest improvement.

Editing Your Writing, p. 30

Tell students that while reviewing and revising their own work is crucial to improving
their writing, peer editing is one way to maximize this effort. Point out that peer editing can
provide important feedback about your writing from the point of view of another reader.

Suggestions for Peer Editing, p. 30

Display the four suggestions for peer editing on the board or screen and review the
meaning of each suggestion as a class. Model these examples for students in help students
understand how they can integrate these suggestions in their peer editing practice.

Activity 17: Peer Editing, p. 31

A series of peer editing sheets that students can use for each original writing assignment
can be found online at NGL.Cengage.com/GW2. Before every writing assignment, remind
students to download the appropriate Peer Editing Sheet for that unit. Direct students to Peer
Editing Sheet 1 to use with this activity. 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.

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Additional Topics for Writing, p. 31
Review with students the list of journal writing prompts that are tailored to fit the content
of this particular unit. Point out to students that in order to become better writers, they need to
write as much as possible. Tell students that while this is an opportunity to create original
writing, they should try to include vocabulary and grammar structures that they have learned
throughout the unit. In this way, the material that they have learned in this unit can become
integrated into their daily vocabulary and writing practices.

Timed Writing, p. 31
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 provided. If necessary,
teach the term writing prompt.

EXPANSION ACTIVITIES
Have students apply their understanding of the content they learned in Unit 1 by
providing them with a variety of publications to analyze. Bring in copies of newspapers,
magazines, or display copies of various articles on the screen. Have students work in pairs or
small groups to find the general topic and then the actual topic sentence.
Have students search through various publications to find examples of good topic
sentences or good concluding sentences. Encourage students to find an editorial page, which
often includes carefully crafted paragraphs. Point out that few paragraphs in the regular news
stories will have good concluding sentences and that some might not even have any concluding
sentence.
Tell students that some editing formats do not indent the first lines of the first paragraph
in a story and have them find examples of this format if possible. Ask students to share the range
of topic sentences, concluding sentences, and formats with the class. Ask them to identify any
exceptions to the rules that they have learned and discuss the rationale behind these exceptions.
It may also be helpful to clarify the expectations for writing conventions in this course.

VOCABULARY ENRICHMENT ACTIVITIES

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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.
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 paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

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Example Paragraph 1, p. 4
although
geography
population
nation
to take up
border
contrast
narrow
to differ
majority
to settle
extremely

Example Paragraph 2, p. 7
easiest
delicious
to cool
to boil
to peel
shell
to mash
ingredient
at least
to spread
bowl
fork
creation

Example Paragraph 3, p. 10
although
to fly
afraid
to wonder
to be like
to board
aisle
sort of
crowded
turbulence

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to turn
entire
to be relieved
destination
over
meal
even
detail

Example Paragraph 4, p. 13
at some point
whether or not
to allow
a sense of
pet
responsibility
to take care of
in addition
compassionate
bond
on the other hand
to hurt
to shed
to require
to be divided
reason
brief
a number of
significant

Example Paragraph 5, pp. 15–16

device
normal
energy
lightweight
efficient
convenient
wireless
comfortable
to convince

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to purchase
traditional

Example Paragraph 6, p. 16
principal
nickname
independence
approximately
feat
although

Example Paragraph 7, p. 18
in person
famous
located
world-class

Example Paragraph 8, p. 19
both
to take part in
controversial
figure
to take away
athlete
professional
to reverse (a decision)
ruling
achievement

Example Paragraph 9, p. 20
participate
citizen
politician
election
candidate
vary
considerably

Example Paragraph 10, p. 21

incident

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to tremble
neither
silly
humor
career

Example Paragraph 11, p. 24

geography
unique
continent
border
coast

Example Paragraph 12, p. 27

to vary
method
to exist
appropriate
amount
culture
each other
disinterested
behavior
farther
apart
near
might
aggressive

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 Developing Ideas for Writing a Paragraph

OVERVIEW
The main goal of Unit 2 is for writers to learn how to come up with a multitude of ideas
for a writing topic and then narrow that topic down to one that is suitable for a paragraph. To
accomplish this purpose, the main focus of Unit 2 is how to brainstorm ideas for writing.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 2 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 brainstorming works and understand how it can help your writing. (pp. 34–39)
2. Improve subject-verb agreement accuracy. (pp. 40–42)
3. Write an original paragraph that started from an original general idea that was narrowed down
to a more specific topic by brainstorming potential subtopics and questions about the topic.
(p. 44)

TEACHING NOTES
The activities in Unit 2 guide students through the brainstorming process by
demonstrating and providing practice in narrowing down a chosen topic. In this way, students
learn how to ask questions about a topic, which improves their ability to answer those questions,
which in turn provides information for sentences that can become part of a good paragraph.

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 lava flowing out of the Pu’u O’o vent of Kilauea Volcano in Hawaii.
Go over the objectives on the top of page 33. Explain that students will do these things in
the unit. Have students look at the question at the bottom of page 33. Tell them you will come
back to this question at the end of the unit.

Brainstorming, p. 34
Write the words brain and storm on the board or screen. Ask students to describe what
each of the words means. Then write the word brainstorming and ask them to guess what the
connection between the meanings of these two words separately and the new term brainstorming
might be. Ask students how quickly writing down all the thoughts that come into their heads
might help them find an idea for writing.

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Activity 1: Brainstorming Practice, pp. 34–35
Practice brainstorming as a class. Write a topic on the board, such as Plan a menu for a
class reunion. Ask students to quickly say the ideas aloud that come to their minds. Write down
all student responses on the board or screen in order to model that all ideas are recorded during a
brainstorm session. Then have students complete the activity individually.

How Brainstorming Works, p. 35

Be sure to remind students that all ideas are recorded during a brainstorm session. Point
out that brainstorming involves considering all ideas before narrowing down and selecting an
idea as this provides them with many ideas to choose from. Also note that the ideas they generate
during brainstorming can always be revised or changed as they develop their ideas further.

Activity 2: Brainstorming Practice, pp. 36–38

Direct students to each photo in turn. Have students describe the photo and use it as a
springboard for one additional idea. Encourage students to use input such as photos, personal
experience and other people’s stories as a source of ideas for writing.
Select one of the brainstorming topic activities to complete together as a class. Model
how to follow the steps provided in the instructions on page 36 by reading each step aloud and
then demonstrating how to complete each step. Once you have modeled one topic as a class,
have students complete a brainstorming practice in pairs or small groups and then have them
complete a brainstorming practice individually. In this way, students who are not familiar with
this process will receive the scaffolding and support in learning how to use this practice and
apply it to their everyday writing skills.

Activity 3: Brainstorming Practice from Example Paragraphs, p. 39

Explain to students that while the pictorial prompts in Activity 2 helped them visualize
the brainstorming they completed, as they become more experienced with this practice, they will
need to use printed material as a basis for brainstorming. Point out that by writing down their
ideas in the brainstorm area provided, or on a sheet of paper, students can visualize what they are
thinking, which will help them narrow down and focus on a single topic or idea.

Grammar for Writing

Subject-Verb Agreement, p. 40
Tell students that subject-verb agreement is one of the most basic and important grammar
points for writers. While it may be a bit tedious, carefully review each point and example in this
section with students. If appropriate, illustrate these points by providing other examples of errors
that appear in students’ writing.

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Activity 4: Finding Subject-Verb Errors, p. 41
Do the first two sentences together as examples. Have students explain their answers by
referring to a rule on p. 40, or their own knowledge of grammar. Suggest that students work in
pairs to complete the activity. Suggest that students underline the subject to help them with
agreement.

Activity 5: Practicing Subject-Verb Agreement, p. 41

As needed, provide extra support in identifying subject-verb agreement by completing
this activity together as a class or have students work in pairs or small groups. For those students
who are most familiar with this grammar point, have them complete this activity independently.

Activity 6: Correcting Subject-Verb Agreement Errors, p. 42

Remind students that editing/correcting activities will help them become better able to
recognize errors in their own writing.

Building Better Sentences, p. 42

For further practice, have students go to Practice 3 on pages 285–286 in Appendix 1.
Have students complete the activity individually, in pairs, or in small groups as needed. Remind
students NOT to look at the original sentences while working on Building Better Sentences
activities. The goal here is to see the combinations that result and how they are different, not just
to see if the student combinations match the original. If necessary, have students review the steps
of combining sentences on pages 283 –284.

Building Better Vocabulary

Activity 7: Word Associations, p. 43
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 8: Using Collocations, p. 44

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

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list of the most common or useful collocations and ask them to review them on their own for
reinforcement.

Original Student Writing

Activity 9: Writing a Paragraph from Brainstorming, p. 44
Tell students that in this Original Writing Practice, they must choose a topic, brainstorm
specific ideas, develop a topic sentence, and write a paragraph. Due to varying writing levels
among students, some students may need additional help with this activity.
Model strategies for students on how to integrate the vocabulary words and phrases from
Activity 7 and Activity 8, into their writing.

Activity 10: Peer Editing, p. 45

Remind students to download Peer Editing Sheet 2 from NGL.Cengage.com/GW2 before
completing this activity. Have students exchange papers with a partner and use the sheet to edit
each other’s work. 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.

Additional Topics for Writing, p. 45

Review with students the list of journal writing prompts that are tailored to fit the content
of this particular unit. Point out to students that in order to become better writers, they need to
write as much as possible. Tell students that while this is an opportunity to create original
writing, they should try to include vocabulary and grammar structures that they have learned
throughout the unit. In this way, the material that they have learned in this unit can become
integrated into their daily vocabulary and writing practices.

Timed Writing, p. 45
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 provided. If necessary,
teach the term writing prompt.

EXPANSION ACTIVITIES
Write a variety of general topics on index cards or small sheets of paper for this group
activity. Have students work in pairs or small groups to brainstorm ideas for writing a paragraph
on specific topics from that general topic. Allow students 8-10 minutes per card and then have
them exchange cards. Finally, ask students to compare their responses with their classmates from

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other groups or with the class and discuss the variety of responses that students produced from
the general topics provided.

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

Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

Example Paragraph 13, p. 42

may
kindergarten
elementary school
to organize
supplies
to keep
to fight
to cry
to attend
to create
extremely
however
every now and then
to shout
must
a great deal of

Self-Assessment
Have students refer back to the opening spread on pages 32 and 33. 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 3 Topic Sentences

OVERVIEW
In Unit 3, students will learn how to write a topic sentence. They will learn both what a
makes a good topic sentence, as well as why a particular sentence would not be a good topic
sentence. This unit builds upon the information presented in Units 1 and 2.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 2 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 identify and write a good topic sentence. (pp. 48–69)
2. Evaluate the effectiveness of various topic sentences. (pp. 48–51)
3. Learn about and write good topic sentences with controlling ideas. (pp. 51–60)
4. Practice and improve the use of commas. (pp. 60–61)
5. Understand the difference between a fragment, a run-on sentence, and a comma splice, and
how to avoid them. (pp. 62–65)
6. Write an original paragraph by choosing a general topic, narrowing it down, and developing
a good topic sentence with appropriate controlling ideas. (pp. 67–68)

TEACHING NOTES
Without a good topic sentence, a paragraph lacks direction. Many writers are able to
come up with a general topic but need practice and support in writing controlling ideas, which
are crucial to helping guide the flow of ideas in the paragraph. The bulk of this unit is devoted to
controlling ideas and how they can solidify a topic sentence, which can solidify the entire
paragraph. Although some of the exercises may seem a bit easy, discussing answers as a class
can help students make the transition from completing exercises in this book to integrating what
they learn into their own original writing.

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 a woman learning to sky dive over Sao Paulo, Brazil.
Go over the objectives on the top of page 47. Explain that students will do these things in
the unit. Have students look at the question at the bottom of page 47. Tell them you will come
back to this question at the end of the unit.

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The Topic Sentence, p. 48
Review the four features of a paragraph from page 12. Tell students that they will focus
on the first feature, the topic sentence, in this unit.

Activity 1: Studying a Topic Sentence in a Paragraph, pp. 48–50

Tell students ahead of time that they will read a paragraph and answer analysis questions
about its content and organization. Because shift (Example Paragraph 14) may be unfamiliar to
students, conduct a pre-reading survey that may include the following questions: How many
students in the class know how to drive? How many students have a driver’s license? and Who
can drive both a manual and an automatic shift car? Point out that shift is a word often heard on
an airplane upon arrival: “Please be careful when removing items from the overhead bin as items
may have shifted during flight.” Help students make the connection that shift means “to change
place” in both contexts.

Activity 2: Recognizing Effective Topic Sentences, pp. 50–51

Before students begin this activity, remind them of the importance of reading all three of
the sentences before they try to deduce the general topic. Suggest that they re-read all three
sentences after they have made their selection in order to double-check their answer.

Features of a Good Topic Sentence, pp. 51–52

Review the features of a good topic sentence, as well as the examples and explanations of
controlling ideas. These are very important for students to master as the quality of their
paragraphs greatly depends on the quality of their topic sentences. Encourage students to take
notes on the material presented here and to reference those notes as they write topic sentences
throughout this course.

Activity 3: Recognizing Controlling Ideas in Topic Sentences, p. 53

Before students complete this activity, read each example from “Controlling Ideas” (page
52) aloud and ask students to explain in their own words why each example that is underlined is
a controlling idea in the topic sentence. Then have them work in pairs as needed, or
independently, to complete Activity 3.

Building Better Sentences, p. 53

For further practice, have students go to Practice 4 on page 286 in Appendix 1. For
further practice, have students go to Practice 3 on page 254 in Appendix 1.Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

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Activity 4: More Practice Recognizing Controlling Ideas, pp. 53–54
Have students work independently or in pairs to complete this activity. Remind them to
reference the information on topic sentences and controlling ideas on pages 51–52 as needed. Go
over the answers as a class and discuss why the incorrect choices are not good topic sentences.

Activity 5: Adding Controlling Ideas to Create Better Topic Sentences, p. 55

Work together as a class to complete the first item together. Because this exercise
simulates student errors with topic sentences that are too general and lack controlling ideas, it
may be challenging for students to recognize the errors on their own. Model how to check if a
sentence is missing a controlling idea and then model for students how to rewrite the sentence so
that it includes a controlling idea. Encourage students to ask for clarification as needed.

Activity 6: Studying a Topic Sentence in a Paragraph, p. 55

Have students work in pairs to complete this activity. As you discuss with the class, you
may want to take notes on the board to help students understand connections between ideas.

Activity 7: Writing Topic Sentences, pp. 56–60

Tell students that in this section they will find five paragraphs that are missing the
opening topic sentence. Explain that they must first read the entire paragraph, decide which ideas
control or help organize the paragraph, and then go back and write the topic sentence and the
controlling ideas.
Be sure to ask questions about these paragraphs in order to prompt students to comment
on the organization, especially in regard to the controlling ideas, the organization (e.g., first,
second, third, and so on). Also, remind students to indent the first line as well as to use correct
capitalization and punctuation in their topic sentences.
Have students to return to these pages when they learn about concluding sentences in the
next unit.

Building Better Sentences, p. 60

For further practice, refer students to Practice 5 on page 287. Have students complete the
activity individually, in pairs, or in small groups as needed. Remind students NOT to look at the
original sentences while working on Building Better Sentences activities. The goal here is to see
the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Grammar for Writing

Using Commas in Sentences, p. 60
Go through the explanations and the examples. Suggest students write an additional
example for each explanation and compare sentences with a partner. For more information,

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Have students turn to the Brief Writer’s Handbook with Activities in order to preview
punctuation rules (pages 257–263). As needed, have students complete any punctuation activities
that will help them complete this activity.

Activity 8: Comma Practice, p. 61

You may want to read the paragraph aloud to help students notice where commas might
be necessary.

Grammar for Writing

Avoiding Three Common Sentence Errors, p. 62
Emphasize that fragments, run-on sentences, and comma splices in academic writing are
serious errors. Review the explanations and examples as a class. Have students copy the
following reminders on an index card to use as reference: If a sentence does not have a subject or
does not have a verb, that sentence is not a sentence; it is a fragment. If a sentence actually
consists of several sentences that have been “connected” by commas, that sentence is called a
comma splice. You may want to teach students the mnemonic device FANBOYS to remember
the coordinating conjunctions (for, and, nor, but, or, yet, and so).

Activity 9: Correcting Sentence Fragments, p. 63

This activity allows students to focus on identifying and correcting sentence fragments
before they deal with run-on sentences and comma splices. Suggest students refer to pages 26
and 62 as necessary.

Activity 10: Correcting Sentence Fragments, Run-On Sentences, and Comma Splices,
pp. 64–65
Before students work on this activity independently or in small groups, complete several
sample items on the board or on the screen. Encourage students to ask for clarification as you
demonstrate how to identify errors and correct them.

Building Better Sentences, p. 65

For further practice, refer students to Practice 6 on pages 287–288. Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

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Building Better Vocabulary
Activity 11: Word Associations, p. 66
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.
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 12: Using Collocations, pp. 66–67

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.
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

Activity 13: Brainstorming Ideas for a Paragraph, p. 67
If students need support with this activity, have them first choose one of the four topics
provided. Then have students divide into groups based on their topic choice and brainstorm ideas
as a group.

Activity 14: Original Writing Practice, p. 68

Display the following four main features of paragraph (from page 12) on chart paper or
on the board:
• A paragraph has a topic sentence that states the main idea.
• All of the sentences in a paragraph are about one topic.
• The first line of a paragraph is indented.
• The last sentence, or concluding sentence, brings the paragraph to a logical conclusion.

Encourage students to reference the list as they write an original paragraph. Have them use it
as a final checklist once they have finished writing to double-check that they have include all of
the main features of a paragraph.

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Activity 15: Peer Editing, p. 68
Remind students to download Peer Editing Sheet 3 from NGL.Cengage.com/GW2 before
completing this activity. Have students exchange papers with a partner and use the sheet to edit
each other’s work. 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.

Additional Topics for Writing, p. 68

Timed Writing, p. 69
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 provided.

EXPANSION ACTIVITIES
Have students write two original topic sentences, one with and the other without a viable
controlling idea. Have students write them anonymously on a piece of paper and hand them in.
Then randomly choose student topic sentences and write them on the board or screen. Have
students vote yes or no as to whether or not the sentence is a good topic sentence and ask
individuals to defend their choice.
Then have students practice brainstorming ideas for paragraphs. Divide the class into
small groups of 3–4 students. Give all groups a general topic, such as pets, hobbies, sports, and
ask them to brainstorm the general topic and come up with a viable topic sentence with good
controlling ideas. Then have groups share their answers with the whole class and discuss the
differences and similarities between each group’s ideas.

VOCABULARY ENRICHMENT ACTIVITIES

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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.

Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

Example Paragraph 14, p. 49

benefit
manual
automatic
transmission
typical
economy car
up to
to shift
clutch
gear
to release
vehicle
brake
type
to malfunction
while

Example Paragraph 15, p. 56

instrument
hobby
to occupy
oud
a great deal of
research
function
in sum

Example Paragraph 16, p. 52

reptile
modern
environment
to control

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temperature
surrounding
to seem
quite

Example Paragraph 17, p. 58

trim
healthy-looking
fewer
in shape
overall
to accomplish
goal

Example Paragraph 18, p. 59

food
to serve
piping (hot)
addition
calorie
cup
fat
heart-friendly
snack
furthermore
source
fiber
to surprise
to soar

Example Paragraph 19, p. 60

learner
foreign language
native language
stage
link
target word
hatchet
to cut down
tree

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effective

Example Paragraph 20, p. 61

to be located
next to
each other
might
similarity
to a certain extent
temperate
climate
throughout
to attract
colony
thus

Self-Assessment
Have students refer back to the opening spread on pages 46 and 47. 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 4 Supporting and Concluding Sentences

OVERVIEW
By this point, students have learned what a paragraph looks like, how to come up with
ideas for writing one, and what a good opening topic sentence includes. Unit 4 addresses the
middle and ending of a paragraph by teaching students how to write supporting sentences and a
concluding sentence.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 2 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 supporting and concluding sentences. (pp. 72–93)
2. Understand the relationship between the topic sentence, the controlling ideas in the topic
sentence, and the supporting sentences in the paragraph. (pp. 72–84)
3. Use correct pronouns for key nouns. (p. 85)
4. Understand the importance of only including information related to the topic sentence.
(pp. 79, 85)
5. Identify good concluding sentences. (pp. 86–90)
6. Write an original paragraph by developing a good topic sentence with appropriate controlling
ideas, creating appropriate supporting sentences, and writing a good concluding sentence.
(p. 92)

TEACHING NOTES
While selecting a topic and writing a good topic sentence is important, the middle of the
paragraph, which includes good supporting statements that follow logically from the topic
sentence and its controlling ideas, is crucial to developing a solid paragraph. In addition, a
well-composed paragraph has a solid concluding sentence. Unit 4 focuses on the concluding
sentence doing one of two things: (1) restating the main idea (from the topic sentence) or (2)
offering a suggestion, giving an opinion, or making a prediction.
It is important to point out to students that they will rarely see a single paragraph function
all alone. In an essay, for example, a paragraph might appear among fifteen other paragraphs. In
other words, a paragraph is a small part of a larger body of paragraphs. In this case, the
concluding statement serves as a transition or link to the next paragraph. The concluding
sentence should lead the reader logically to the content of the next paragraph.

Unit Opener
Each unit begins with a two-page opening spread featuring a photo, a set of objectives,
and a culminating writing task.

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Direct students’ attention to the photo and ask them to tell you what they see. This photo
shows a cable car going toward the top of Sugarloaf Mountain in Rio de Janeiro, Brazil.
Go over the objectives on the top of page 71. Explain that students will do these things in
the unit. Have students look at the question at the bottom of page 71. Tell them you will come
back to this question at the end of the unit.

Supporting Sentences, p. 72
Check comprehension by asking the questions: What do supporting sentences do? What
kind of questions do they answer?

Activity 1: Predicting Paragraph Content from the Controlling Idea, p. 72

Tell students that they will read three topic sentences and then predict what information
would logically appear in a paragraph that begins with each of them. Have students work in pairs
or small groups, as needed, and have them identify the controlling ideas. Tell students that these
three topic sentences and their corresponding “bodies” or paragraphs appear in Activity 2, so
they will have a chance to check their answers by analyzing a real paragraph.

Activity 2: Reading Example Supporting Sentences, pp. 73–75

As a class preview the three paragraphs that the topic sentences in Activity 1 came from.
Tell students that they should verify their answers from Activity 1 by analyzing how they are
part of the paragraphs in this activity.

Kinds of Supporting Sentences, p. 76

Review the function that good supporting sentences perform. Encourage students to write
these down in their notebooks and reference them as they write supporting sentences throughout
the course.

Activity 3: Matching Supporting and Topic Sentences, p. 76

Tell students that they will match eight supporting sentences with one of two topic
sentences. Before having students complete these sentences independently, or with a partner as
needed, preview and discuss the meaning of the vocabulary used in this exercise, such as low-fat,
high-protein, diet, stamina, and trim. Also, have students note the function that each supporting
sentence performs (in parentheses).

Activity 4: Asking Questions about Topic Sentences, p. 77

Point out to students ahead of time that this is an important activity because it will help
them learn how to add supporting details (and sentences) to their paragraphs. Explain that asking
wh- questions is not only a valuable exercise when brainstorming, but it is also beneficial when
developing supporting ideas.

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Building Better Sentences, p. 77
For further practice, refer students to Practice 7 on pages 288–289. Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Activity 5: Brainstorming Topic Sentences, pp. 77–78

As a class, review the first sample that has already been completed. Be sure to point out
to students how the Brainstorming Topic and the notes below the topic are related to the Topic
Sentence with Controlling Ideas. Encourage students to ask for clarification as needed.
Depending on the level of support needed for this activity, complete brainstorming topics
and writing topic sentences with controlling ideas together as a class, or have students work in
pairs or small groups for extra support.

Activity 6: Asking for More Information, p. 78

Clarify that students should choose two of the topic sentences they wrote in Activity 5 for
this activity. Display the question words on the board or screen and/or have students copy them
down on a notecard or in their notebooks to reference during this activity and for future writing.

Unrelated Information, p. 79
Go over the information. Remind students that it is up to the writer to decide what
information is important. Point out that a writer should only use information that can logically
occur in a paragraph with the topic sentence and the controlling ideas. Otherwise, that
information may confuse readers and prevent them from fully understanding the writer’s main
point.

Activity 7: Identifying the Unrelated Sentence, pp. 79–81

Have students read the first paragraph individually. Elicit which sentence is unrelated.
Ask students to support their answers. Have students complete the activity individually or in
pairs.

Activity 8: Identifying Supporting Sentences, pp. 82–84

As a class, go over the sample answers in the first paragraph, including the reasons for
the choices. Emphasize that students should ask themselves whether the sentences are directly
related to the topic sentence or help support the topic sentence. Encourage students to think
through and explain their reasons clearly, especially when the sentence is determined to be
unrelated.

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Grammar for Writing
Using Pronouns in Place of Key Nouns, p. 85
Display a paragraph on the board or screen that does not use pronouns for key nouns.
Read the paragraph aloud to demonstrate how the repetition of the key noun is distracting and
awkward. Then replace the key nouns with pronouns (after the first occurrence of the key noun)
and read the paragraph aloud again. Ask students to share their observations on the differences
between the first and second readings of the paragraph.
Also, emphasize the importance of consistent pronoun use. Read through the example
paragraph provided and, if time allows, have students rewrite the paragraph with the correct
pronouns and possessive forms (individually, in small groups, or as a class).

Activity 9: Identifying Key Nouns and Pronouns, p. 85

Display the pronouns it, they, and we on the board or screen and review examples of key
nouns that could be replaced by these pronouns. Keep the list posted for reference as students
practice using appropriate pronouns for key nouns in this activity.

Writer’s Note: Staying on Track, p. 85

Encourage students to practice sticking to the topic and making sure that supporting
sentences are related to the topic. Suggest that they highlight the topic sentence when they are
writing a paragraph. Encourage them to refer back to the highlighted topic sentence as they write
supporting sentences.

Concluding Sentences, pp. 86–87

Go over the types of concluding sentences as a class. Have students write down these
types on a notecard or in their notebooks to reference as they write concluding sentences
throughout the course.

Activity 10: Analyzing Concluding Sentences, pp. 87–88

Point out that these four paragraphs are from three different units in the book and show
how every paragraph should have a good concluding sentence that provides a logical end to the
paragraph.

Activity 11: Analyzing Paragraphs, pp. 88–91

Tell students ahead of time that this exercise might be a little more difficult than most
because they are not given any additional information. In previous exercises, certain words or
sentences were underlined and students had to identify those as unrelated or good supporting
information. Here, however, students must work with three paragraphs, analyze them for topic
sentence, good supporting information (vs. unrelated information), and write a good concluding
sentence. The writing of the concluding sentence alone is a difficult task.

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More advanced students may work independently, but those students who need extra
support may benefit from working in pairs or small groups.
Remind students to reference the information on types of concluding sentences on
pages 86–87 as they complete this activity.

Building Better Sentences, p. 90

For further practice, refer students to Practice 8 on page 289. Have students complete the
activity individually, in pairs, or in small groups as needed. Remind students NOT to look at the
original sentences while working on Building Better Sentences activities. The goal here is to see
the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Building Better Vocabulary

Activity 12: Word Associations, p. 91
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.
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. 92

Original Student Writing

Activity 14: Original Writing Practice, p. 92
Point out that students are to choose one of the topic sentences from Activity 5, as well as
the supporting information from Activity 6, as the basis for this original writing assignment.
Remind students to refer back to the information on types of supporting sentences (page 76) and
concluding sentences (pages 86–87) as they write. Model strategies for students on how to

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integrate the vocabulary words and phrases from Activity 12 and Activity 13 into their writing as
needed. After students have written their drafts, encourage them to check for good pronoun use.

Activity 15: Peer Editing, p. 92

Remind students to download and print Peer Editing Sheet 4 from
NGL.Cengage.com/GW2 before completing this activity. Have students exchange papers with a
partner and use the sheet to edit each other’s work. 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.

Additional Topics for Writing, p. 93

Timed Writing, p. 93
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 provided.

EXPANSION ACTIVITIES
At this point, students have learned about all parts of the paragraph. Use scrambled
paragraphs as an expansion activity by choosing or writing a paragraph that has a good topic
sentence, good supporting sentences, and a good concluding sentence. Write out the sentences of
a paragraph on a sheet of paper and cut them in strips. Have students work in groups. Give each
group a set of sentence strips and have them put the sentences in the correct order. Then have a
volunteer from each group read the paragraph aloud and ask the whole class to determine if the
sentences are in the correct order.
For extra practice, choose from the variety of activities in Units 2 and 3 and have students
complete them by adding supporting and concluding sentences.

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

Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

Example Paragraph 21, p. 73

city
coast
landmark
tourist
spot
monument
such (as)
excitement
northwest
famous
room
to lead
to view

Example Paragraph 22, p. 74

to admire
(great-)grandmother
young
ship
landing
property
seamstress
such
(great-)grandfather
large
discrimination
immigrant
world war

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depression
illness
rarely
to complain
admiration

Example Paragraph 23, p. 75

palace
destination
construction
to consist of
to surround
countless
official

Example Paragraph 24, p. 79

evaluation
dish
fresh
spicy
bland
curry
grilled
vinegar
ingredient
beverage
tremendously

Example Paragraph 25, p. 80

continent
to depend on
southern
to combine

Example Paragraph 26, p. 81

option
discounted
fare
to research

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Example Paragraph 27, p. 82
parent
strict
protective
prison
straight
cartoon
chore
laundry
to iron
to mow the lawn
architect
housewife

Example Paragraph 28, p. 83

underwater
adventure
to float
nervous
anxiety
coral reef
to snorkel
creature
squid
sea cucumber
lobster
blocked out
silence

Example Paragraph 29, p. 84

dream
to fall asleep
to relax
pleasant
peaceful
creative
deep-breathing
rhythmic
to stay awake
to develop

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majority

Example Paragraph 30, p. 88

college
to be surprised
to adjust
hardly
university
to seem
tremendous
limited
to be replaced
to go out
high school
used to
every other

Example Paragraph 31, p. 89

thunder
result
dangerous
hurricane
cyclone
due to
to endanger

Example Paragraph 32, p. 90

egg
to prepare
delicious
to boil
to scramble
mixture
pan
to fry
to involve
yolk
to cook
to poach
dish

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shallow

Self-Assessment
Have students refer back to the opening spread on pages 70 and 71. 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 5 Paragraph Review

OVERVIEW
This unit provides a review of the paragraph skills that were introduced in Units 1–4.
Students will continue with Building Better Sentences and Building Better Vocabulary. For
further support, you may use the Great Writing 2 Assessment CD-ROM with ExamView® to
produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit.

OBJECTIVES
1. Review and synthesize information regarding the structure of a paragraph. (pp. 96–115)
2. Review and synthesize language focus material on verbs in a sentence, capitalization and
punctuation, sentence fragments and commas splices, and pronouns. (pp. 96–112)
3. Understand the importance of proofreading and learn how to check for mistakes. (p. 100)
4. Learn how to choose the correct articles when writing sentences. (pp. 111–113)
5. Write an original paragraph that contains all of the features of a paragraph. (pp. 114–115)

TEACHING NOTES
Unit 5 requires that students demonstrate mastery of the parts of a good paragraph. If
students are already familiar with the basics of paragraph writing, you may want to begin the
writing course with this unit before moving into Units 6–10, each of which presents a different
rhetorical mode of paragraph writing.

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 hikers ascending Carlisle’s steep volcano with a clear view of Chuginadak’s Mount
Cleveland in Alaska.
Go over the objectives on the top of page 95. Explain that students will do these things in
the unit. Have students look at the question at the bottom of page 95. Tell them you will come
back to this question at the end of the unit.

Review, p. 96
Before students look at the items for review, elicit the features of a paragraph and the
elements of grammar and punctuation that they have studied so far. Write them on the board.
Have students read the review information and check to see if they remembered everything.

Working with the Structure of a Paragraph, p. 96

Remind students that understanding paragraph structure will, in turn, help them create
better paragraphs.

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Activity 1: Writing Topic Sentences, pp. 96–99
Before students begin Activity 1, which requires them to write a good topic sentence for
three independent paragraphs, review how the parts of a paragraph are arranged. Remind
students to indent.

Writer’s Note: Proofreading Your Work, p. 100

Discuss the importance of proofreading with your students and have students copy the
proofreading list on page 100 onto an index card. Have students use this list to double-check for
all items before they turn in any writing. Tell them that you will use the same list to check their
writing and provide feedback on any items they may need to review.

Activity 2: Correcting Errors in a Paragraph, p. 100

Use this straightforward exercise as an informal assessment. Review any grammar points
that you notice students need to review based on their accuracy in correcting the errors in the
paragraph. Suggest that students keep a tally of the number/types of errors they have found as
they work through this exercise.

Activity 3: Copying an Edited Paragraph, pp. 100–101

Students are asked to copy their corrected sentences/paragraph from Activity 2 here. You
may wish to have more advanced students skip this activity, but it may provide extra practice and
support for students who are not as advanced. Remind students that they should choose a title
that reflects the topic of the paragraph in order to provide the reader with a preview or clue about
the topic of the paragraph. If necessary, have students review the guidelines for paragraph titles
in Unit 1 on page 25.

Activity 4: Correcting Errors in a Paragraph, p. 102

Review general indentation (page 12), capitalization (page 254), and punctuation rules
(pages 257-262) with students before having them complete this activity independently. Suggest
that students keep a tally of the number/kinds of errors they have found as they work through this
exercise.

Activity 5: Copying an Edited Paragraph, p. 103

While this activity may provide students with reinforcement of general indentation,
capitalization, and punctuation rules, you may choose to assign this to students who need extra
practice. If necessary, have students review the guidelines for paragraph titles in Unit 1 on page
25.

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Activity 6: Sequencing Information, pp. 103–104
Clarify that students should first determine the best order of the sentences and then
identify the type of sentence each one is. If necessary, ask students to read the sentences and
identify any unfamiliar vocabulary words they need clarification on.

Activity 7: Copying a Paragraph, pp. 104–105

Tell students that while this activity does not require them to edit, it does reinforce what
they have learned by having them copy the sentences that they sequenced and labeled in the
previous activity in correct paragraph format. If necessary, have students review the guidelines
for paragraph titles in Unit 1 on page 25. Also, remind students to indent the first line.

Building Better Sentences, p. 105

For further practice, refer students to Practice 9 on page 290. Have students complete the
activity individually, in pairs, or in small groups as needed. Remind students NOT to look at the
original sentences while working on Building Better Sentences activities. The goal here is to see
the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Analyzing Paragraphs, p. 105

In the next few activities, students will analyze and improve paragraphs. Remind students
about the importance of rereading what they write, as it is a critical step to help them be sure that
each sentence is related to the topic sentence. Encourage them to use visual support, such as
circling the controlling ideas in the topic sentence as a focus point when checking to make sure
that the supporting sentences are related. Use this as an opportunity to emphasize the importance
of self-editing, as well as peer editing.

Activity 8: Analyzing a Paragraph, p. 105

Point out to students that in this activity, they must answer four questions in order to
analyze the content, formatting, and organization of Example Paragraph 38 from the previous
activity. This is a culminating exercise that reinforces sequencing information, labeling
sentences, and copying sentences in correct paragraph format.

Activity 9: Identifying Poor Supporting Sentences, pp. 106–107

Before having students identify the sentence in each paragraph that is not a good
supporting sentence, review what makes a good supporting sentence. Write an example of a good
supporting sentence from the first paragraph on the board or screen and discuss how it is related
to the topic sentence and its controlling ideas. Display the sentence and encourage students to
reference it as needed while they complete the activity. If necessary, review information about
supporting sentences in Unit 4.

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Activity 10: Proofreading for Comma Errors, pp. 108–109
Before students proofread for comma errors, have them turn to the Brief Writer’s
Handbook with Activities (pages 258–259) and review the different functions of commas. If
needed, have students complete additional practice with using commas correctly in the
Handbook. Remind students to rewrite the paragraph correctly on the lines provided on page
109.

Activity 11: Guided Peer Editing, pp. 109–110

Tell students that this proofreading activity provides a new twist, as the writer has written
questions in the margin for the editor (a classmate) to answer. Answering these questions will
give the writer feedback regarding the writing and models how to peer edit. Point out that there
are also errors that the classmate did not find, which students must identify and correct as well.

Building Better Sentences, p. 94

For further practice, refer students to Practice 10 on pages 290—291. Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Grammar for Writing

Reviewing Articles, p. 111
Write a, an, and the on the board or screen. As you review this section on articles, jot
down the key points about each article and keep this information posted as students complete
Activity 12. Encourage students to copy this information on a notecard or in their notebooks as
well and to refer back to it as they write.

Activity 12: Correcting Articles, p. 112

Point out that while articles may seem like “small” words, they can be very challenging.
Refer students to the guidelines on how to use articles correctly on page 111 and troubleshoot
common problems such as omitting, adding, or confusing articles. Depending on the level of
support needed, have students work independently, in pairs, or in small groups.

Activity 13: More Practice with Concluding Sentences, p. 113

In this activity, students will use their own judgment to select and revise a concluding
sentence. This will help them with revising their own work.

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Building Better Vocabulary
Activity 14: Word Associations, pp. 113–114
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.
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 15: Using Collocations, p. 114

Original Student Writing

Activity 16: Original Writing Practice, p. 114
Have students complete this activity by following the bulleted list of guidelines to create
an original paragraph. Model strategies for students on how to integrate the vocabulary words
and phrases from Activity 14 and Activity 15 into their writing. If time allows, have students also
check for correct article usage.

Activity 17: Peer Editing, p. 115

Remind students to download and print Peer Editing Sheet 5 from
NGL.Cengage.com/GW2. Have students exchange papers with a partner and use the sheet 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.

Additional Topics for Writing, p. 115

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throughout the unit. In this way, the material that they have learned in this unit can become
integrated into their daily vocabulary and writing practices.
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 additional paragraph writing tasks on a daily, weekly,
bimonthly, or voluntary basis.

Timed Writing, p. 115

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 provided.

EXPANSION ACTIVITIES
To help students synthesize the material they have learned in Units 1–5, have them work
in groups or pairs to create a summary of the information presented in those units. Encourage
students to be creative in the presentation of the information (chart, visuals, etc.) and to include
the most important points and helpful examples without making the summary so long that it
becomes difficult to use. Have groups present their summaries to the class. Encourage students to
refine and add to their summaries as they progress through the remaining units, using the
summary as a “cheat sheet” for future writing.

VOCABULARY ENRICHMENT ACTIVITIES

Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

Example Paragraph 33, p. 97

to compile
to narrow down
to figure out
to request
to submit

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

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likely
express
individual
timely

Example Paragraph 34, pp. 97–98

bridge
suspension
to rise
wood
rope
steep
canyon
adventure-seeking
to attempt
narrow
goal
amazing
sight

Example Paragraph 35, p. 98–99

to warn
to grab
to groom
stirrup
reins
smooth
horseback riding
to manage to

Example Paragraph 36, p. 100

hockey
skates
to score
to hit
disk
puck
to guard
goalie
perhaps

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Example Paragraph 37, p. 102
beverage
to perform
to stir
mixture
to brew
separate
to stir
to pour
magically
to stretch
foam

Example Paragraph 38, pp. 104–105

ancient
coin
mast
variety
location
active
tradition
roots
legend
disaster
crew
afterlife
sailor
ferry

Example Paragraph 39, p. 106

to adapt
various
hot springs
to gather
to bury
fur
remarkable

Example Paragraph 40, p. 107

polar bear

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harsh
to weigh
weight
warm
fur
to hide
pile
icy
wind
claw
paw
amazing
creature

Example Paragraph 41, p. 108

spot
historic
culture
stadium
ought to
zoo
giant
site

Example Paragraph 42, p. 110

Everglades
crucial
flood
to support
lake
wide
variety
to drain
worse
dam
canal
annual
eventually
generation

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Example Paragraph 43, p. 112
beyond any doubt
contest
grandchildren
great-grandchildren
relative
experience
seafood
red bean
gumbo
cookbook
memory
to agree
conclusion
ability

Self-Assessment
Have students refer back to the opening spread on pages 94 and 95. 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 6 Definition Paragraphs

OVERVIEW
Unit 6 is the first of five units that presents a specific rhetorical mode, i.e., type of
paragraph writing. This unit introduces students to definition paragraphs. Students will continue
with Building Better Sentences and Building Better Vocabulary. For further support, you may
use the Great Writing 2 Assessment CD-ROM with ExamView® to produce quizzes on the
grammar, vocabulary, editing, or writing that is covered in this unit.

OBJECTIVES
1. Learn what a definition paragraph is. (p. 118)
2. Study and identify examples of definition paragraphs. (pp. 118–123)
3. Learn to cite information borrowed from another source. (pp. 123–125)
4. Study specific, relevant examples in writing to avoid plagiarism. (p. 124)
5. Learn how to order sentences in a paragraph. (pp. 125–127)
6. Use adjective clauses in constructing definition sentences. (pp. 127–129)
7. Combine sentences for variety. (pp. 130–133)
8. Write an original definition paragraph. (pp. 135–136)

TEACHING NOTES
Unit 6 introduces students to the basics of composing a definition paragraph. Most of the
activities in this unit require students to study and analyze example definition paragraphs.

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 the emotions of World Cup soccer players in Milan, Italy.
Go over the objectives on the top of page 117. Explain that students will do these things
in the unit. Have students look at the question at the bottom of page 117. Tell them you will
come back to this question at the end of the unit.

What is a Definition Paragraph?, p. 118

After going over the information, check comprehension by asking questions: What does a
definition paragraph do? (It defines something, a term or a concept.) What are two aspects of a
definition paragraph? (It explains what something is and it gives facts, details and examples to
make the definition clear.)

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Activity 1: Studying Example Definition Paragraphs, pp. 118–123
Students will study and analyze one definition paragraph on gumbo, one on gossip, and
one on pretzels. Remind students that the purpose of a definition paragraph is to tell the reader
what something is by providing facts, details, and examples to make the definition clear.

Building Better Sentences, p. 123

For further practice, refer students to Practice 11 on pages 291–292. Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Quotation Marks, p. 123

Tell students that quotation marks are used for citing material taken from other sources.
First, discuss what students know about quotation marks. Point out that they might already be
familiar with using quotation marks for enclosing direct statements. Bring in various examples of
quotations used for citing materials, such as a research paper, a journal article, etc., to show
students how this point applies to writing they may read or write at some point.

Activity 2: Adding Quotation Marks, p. 124

Tell students that they will practice inserting quotation marks in the correct place. Be sure
to point out that this practice covers both words taken from a book and words spoken by
someone. Clarify that students may have to add a comma and capitalize letters in some items.

Writer’s Note: Citing Ideas to Avoid Plagiarism, p. 125

Since not all students may be familiar with plagiarism and citing ideas, review this
material carefully. Emphasize the importance of avoiding plagiarism, which is a very serious
offense. Have students turn to the Brief Writer’s Handbook with Activities (pages 273–274) to
review the various ways to cite ideas that they borrow from somebody else.

Putting the Paragraph Together: Sequencing, p. 125

Point out that a definition paragraph often has two steps: (1) definition of a term
(2) followed by examples and descriptions.

Activity 3: Sequencing Sentences, p. 125

Tell students that they will have to number seven sentences in the correct sequence to
form a coherent definition paragraph. Have students work individually or in pairs as needed.
While reviewing the answers, ask volunteers to share how they sequenced the sentences.

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Activity 4: Copying a Sequenced Paragraph, p. 126
Tell students that while this activity does not require them to edit, it does reinforce what
they learned by having them copy the sentences that they sequenced in the previous activity in
correct paragraph format. Remind them that the original title they create for the paragraph should
give the reader a clue about the content of the paragraph. Remind students to indent the first line.

Activity 5: Analyzing a Paragraph, pp. 126–127

Tell students that the six questions in this activity will guide them in analyzing the
content and composition of this paragraph. Point out that these questions can serve as a guideline
for organizing and writing their own paragraphs.

Grammar for Writing

Using Adjective Clauses, p. 127
Clarify that an adjective clause is a clause (subject + verb) that acts as an adjective
(describes a noun). Display additional sample sentences with adjectives clauses on the board or
screen and as a class, identify the parts of an adjective clause. Point out that which and that are
used for things, and who and that are used for people (but that who is preferred).

Activity 6: Recognizing Adjective Clauses, p. 128

As a class, preview the definition paragraph about a hurricane. Before having students
complete this activity independently or in pairs, work together as a class to practice identifying
some of the adjective clauses in the paragraph and then labeling the adjective clauses and the
nouns that the clauses describe.

Activity 7: Writing Sentences with Simple Adjective Clauses, pp. 129–130

Display several examples of sentences with simple adjective clauses on the board or
screen. Remind them to reference these examples for support as they write their own definitions
with adjective clauses.

Grammar for Writing

Creating Sentences with Variety, p. 130
Present this section to class and have students take notes about specific points about
creating variety in their writing on index cards. Ask students to use these index cards for
reference material when writing their own original sentences. Remind students that the Building
Better Sentences section contains guidelines on combining sentences as well (pages 283–284).

Activity 8: Reading for Sentence Variety, p. 131

Suggest students circle the subjects in each sentence. This will help them notice sentence
patterns.

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Activity 9: Sentence Combining, pp. 131–133
For each of the three example paragraphs, make sure students read the entire paragraph,
read the sentences below the paragraph (Ideas), and think about how that information supports
the topic sentence before they combine the sentences.

Building Better Sentences, p. 133

For further practice, refer students to Practice 12 on page 292. Have students complete
the activity individually, in pairs, or in small groups as needed. Remind students NOT to look at
the original sentences while working on Building Better Sentences activities. The goal here is to
see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Activity 10: Word Associations, p. 134

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.
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 11: Using Collocations, p. 135

Original Student Writing: Definition Paragraph

Activity 12: Original Writing Practice, pp. 135–136
Have students complete this activity by following the bulleted list of guidelines to write
an original definition paragraph. Remind students to refer to the seven steps in the writing
process in the Brief Writer’s Handbook with Activities, pages 244–250.

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Activity 13: Peer Editing, p. 136
Remind students to download and print Peer Editing Sheet 6 from
NGL.Cengage.com/GW2. Have students exchange papers with a partner and use the sheet 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.

Additional Topics for Writing, p. 136

Included in this section is a list of writing prompts that are tailored to fit the content of
this particular unit. 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 additional definition paragraph writing
tasks on a daily, weekly, bimonthly, or voluntary basis.

Timed Writing, p. 137

EXPANSION ACTIVITIES
Provide students with additional practice composing a definition paragraph. Begin with a
definition and ask students to define terms that they know but that someone else might not know.
This could include a word from a language other than English that they know, or it could be a
kind of food or hobby that they like that most people would not be familiar with. Ask students to
use an adjective clause in their sentences.
In order to help students understand the bigger picture, try to show how a definition
paragraph could fit into an essay. Explain to students that this is important because a definition
paragraph by itself is a rare occurrence. For example, if an essay compares two plans or two
medicines, the writer will first need to define the two plans or the two medicines. This kind of
essay might have an introductory paragraph, followed by a definition paragraph, and then
followed by the body of that essay (which might consist of comparison writing).

VOCABULARY ENRICHMENT ACTIVITIES

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Suggested Words for the Vocabulary Journal
Below is a list of vocabulary words from the paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

Example Paragraph 44, p. 119

gumbo
definition
thick
bland
Cajun
to mix
such as
pepper
shrimp
crab
sausage
turkey
regardless of
ingredient
regional
dish

Example Paragraph 45, p. 120

gossip
informal
affairs
harmless
and so on
rumor
to grow
fact
to add
damage
subject
potential
to range

Example Paragraph 46, p. 122

pretzel
glazed

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knot
to be twisted
originally
reward
treat
especially

Example Paragraph 47, p. 126

hatchet
method
gain
among
sound
alike
association
link
popularity
connect

Example Paragraph 48, p. 128

storm
hurricane
dangerous
to feature
to flood
mostly
modern technology
in advance
case
to result in
to keep track (of)
movement

Example Paragraph 49, p. 131

patience
ability
result
to misbehave
clerk
polite

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customer
to drizzle
to lack
society
nowadays
civilized

Example Paragraph 50, p. 132

folly
foolish
absurd
purchase
oil
to produce
to convince
waste
empty
gold
mineral
source

Example Paragraph 51, p. 133

relationship
guess
sincere
pottery
to come from
wax
crack
worthless
potter
brand-new
careless
to realize
to be respected

Self-Assessment
Have students refer back to the opening spread on pages 116 and 117. Direct their
attention to the objectives. Ask them to put a check mark by the objective(s) they achieved. Then

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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 7 Process Paragraphs

OVERVIEW
This unit introduces students to process paragraphs. Students will learn how to analyze a
task by listing the steps in the task. The main grammar focus for this type of writing is the use of
transition words and chronological order.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 2 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 study, analyze, and write a process paragraph. (pp. 140–153)
2. Learn how to use notecards to manage information. (p. 146)
3. Use appropriate sequence words and chronological order to organize information in a process
paragraph. (pp. 145–149)
4. Use commas with sequence expressions. (pp. 148–149)
5. Write an original process paragraph. (pp. 151–152)

TEACHING NOTES
Unit 7 teaches students about the process paragraph, or a paragraph that tells the steps for
doing something. Most of the activities in this unit require students to study and analyze example
process paragraphs.

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 a particle physics detector looking for the Higgs bosun particle. The Higgs bosun is a very
small particle that gives mass to other things.
Go over the objectives on the top of page 139. Explain that students will do these things
in the unit. Have students look at the question at the bottom of page 139. Tell them you will
come back to this question at the end of the unit.

What is a Process Paragraph?, p. 140

After students have read the information, check comprehension by asking questions:
What do you do in a process paragraph? (List or explain steps in chronological order) What is
chronological order? (the order of events as they happen over time) What helps students
understand order? (time words or phrases) How does the paragraph end? (with a specific result)

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Activity 1: Studying Example Process Paragraphs, pp. 140–145
Preview the series of process paragraphs that students will study and analyze. Have them
work in pairs or small groups to discuss the pre-reading questions for each paragraph. After
students have read the paragraph, have them answer the questions that follow in pairs or
individually.

Building Better Sentences, p. 145

For further practice, refer students to Practice 13 on page 293. Have students complete
the activity individually, in pairs, or in small groups as needed. Remind students NOT to look at
the original sentences while working on Building Better Sentences activities. The goal here is to
see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284. .

Grammar for Writing

Using Sequence Words and Chronological Order, p. 145
As a class, study the list on page 145 together and ask students if they can come up with
any additional words for this list. Be sure to emphasize how difficult it is for a reader to keep up
with the steps if they are not clearly identified either by number or by transition words. Point out
that when time clauses occur at the beginning of a sentence, they must be followed by a comma.

Writer’s Note: Using Notecards to Help You Organize, p. 146

Point out that writing each step on an index card provides flexibility in ordering the cards
and that a clear order of steps is key to a clear process paragraph. In addition, briefly brainstorm
ways students can use index cards for other purposes in this class.

Activity 2: Sequencing Sentences, p. 146

Guide students with the activity by modeling several strategies for sequencing sentences
in the correct order. Have students share their sequencing with the whole class and compare any
differences. Ask students to share the clues they used to sequence the sentences and point out
how transition words help the reader follow the sequence (even when the sentences were out of
sequence!).

Activity 3: Sequencing Information in Paragraph Form, p. 147

Remind students to indent the first line. If needed, review how to write a good title for a
paragraph.

Activity 4: Analyzing and Understanding a Paragraph, pp. 147–148

Have students work in pairs or small groups to answer the questions as a way to analyze
the content and organization of the paragraph.

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Activity 5: Using Commas and Sequence Expressions, pp. 148–149
Have students guess the content of the sentence based on the photo. Then have them read
the sentences, number them in the correct order, and add the five missing commas. Point out how
the sequence words and phrases helped the students follow the order of the steps.

Activity 6: Writing a Paragraph with Sequence Expressions, p. 149

Remind students to indent the first line and discuss ideas for writing a title that is
appropriate for the paragraph. If appropriate, have students identify the topic sentence,
supporting sentences, and concluding sentence as a review.

Building Better Sentences, p. 149

For further practice, refer students to Practice 14 on pages 293–294. Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Building Better Vocabulary

Activity 7: Word Associations, p. 150
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.
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, p. 151

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Original Student Writing: Process Paragraph
Activity 9: Original Writing Practice, pp. 151–152
Elicit from students the purpose of a process paragraph (to list or explain the steps of a
process in chronological order). Ask students to keep this in mind as they write their paragraph.
Have students complete this activity by following the bulleted list of guidelines to write an
original analysis paragraph. Remind students to refer to the seven steps in the writing process in
the Brief Writer’s Handbook with Activities, pages 244–250.

Activity 10: Peer Editing, p. 134

Remind students to download and print Peer Editing Sheet 7 from
NGL.Cengage.com/GW2. Have students exchange papers with a partner and use the sheet 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.

Additional Topics for Writing, p. 152

Included in this section is a list of writing prompts that are tailored to fit the content of
this particular unit. 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 additional process paragraph writing tasks
on a daily, weekly, bimonthly, or voluntary basis.

Timed Writing, p. 153

EXPANSION ACTIVITIES
Have students find samples of process paragraphs (or even a list of the steps of a process)
in books or on the Internet. Then instruct students to read only the even-numbered steps aloud to
the class and to have the class guess what the process is. (The point here would be that without
some of the steps, it is much harder to guess what the process is; hence, student writers should
not assume that readers know some of the steps in the process that they have chosen to write
about.)
As needed, provide additional practice by scrambling sentences from a process paragraph
and have students put the sentences in the logical order. Be sure to point out the transition words
and other clues that might help students determine the sequence. It may be helpful to display the
sentences on the board or on the screen.

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Another option would be for student to take the paragraph that they wrote in Activity 9
and write each sentence/step on a strip of paper. Have students exchange strips with a partner
and put the strips in the correct order. If a student’s partner has trouble with this task, encourage
the student to add transition words to make the sequence clearer.

VOCABULARY ENRICHMENT ACTIVITIES

Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

Example Paragraph 52, p. 140

messy
juicy
taco
specific
embarrassing
attack
gently
horizontal
to raise
corner
angle
bite

Example Paragraph 53, pp. 143–144

complicated
lined
to assume
translation
synonym
inviting

Example Paragraph 54, p. 145

to guess

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trick
no matter
greater
multiply
divide
subtract
original

Example Paragraph 55, p. 147

to hit
opposite
to swing
racket
to reach
peak
to toss
position
shoulder
racket
elbow
sky
knee
quite
left-handed
substitute
preceding

Example Paragraph 56, p. 149

jar
oxygen
stem
sunlight
tiny
bubble
room temperature
science experiment
to prove
quart
tight
lid

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tape
goldfish
tightly
layer
direct

Self-Assessment
Have students refer back to the opening spread on pages 138 and 139. 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 8 Descriptive Paragraphs

OVERVIEW
This unit introduces students to descriptive paragraphs, including the use of descriptive
language. Students will continue with Building Better Sentences and Building Better
Vocabulary. For further support, you may use the Great Writing 2 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 study, analyze, and write a descriptive paragraph. (pp. 155–179)
2. Examine the role of using the five senses in better descriptive writing. (pp. 158–163)
3. Examine the role of adjectives in better descriptive writing. (pp. 164–168)
4. Learn how to use denotation and connotation of adjectives in descriptive writing. (p. 166)
5. Learn how to use a bilingual dictionary to check the meanings of unfamiliar words. (p. 169)
6. Use prepositional phrases of location to add descriptive information when writing.
(pp. 170–176)
7. Write an original descriptive paragraph that includes a variety of adjective usage. (p. 178)

TEACHING NOTES
Unit 8 teaches students about descriptive paragraphs and more generally about how to
improve descriptive writing. Students work with simple adjectives, series of adjectives, adjective
clauses, and prepositional phrases of location to describe information effectively.

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 the Jefferson Memorial in Washington, D.C.
Go over the objectives on the top of page 155. Explain that students will do these things
in the unit. Have students look at the question at the bottom of page 155. Tell them you will
come back to this question at the end of the unit.

What Is a Descriptive Paragraph? p. 156

Check comprehension by asking questions: What does a descriptive paragraph do? (It
describes how something or someone looks or feels.) Does it give definitions? (No, it gives
impressions.) What does it do for the reader? (It shows the reader, creates a sensory image in the
reader’s mind.)

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Activity 1: Studying a Descriptive Paragraph, pp. 156–157
First, go over the information about descriptive paragraphs on page 156. Then have
students read the descriptive paragraph and examine the paragraph to see if it does the items
listed in the box.

Describing with the Five Senses, p. 158

Elicit from students the five senses (sight, taste, touch, hearing, and smell). Emphasize
that using language that describes the senses helps make descriptive writing more interesting.
Review the examples of each sense in the chart at the top of page 158 and ask students to add a
second example of each sense. Ask volunteers to share their answers.

Activity 2: Using Adjectives to Describe Sensory Information, p. 158

Model for students how to take their examples from the previous exercise and expand
upon them by identifying descriptive words for each one. Tell students that the use of a thesaurus
may help them find appropriate words for this activity, as well as in descriptive writing.

Activity 3: Writing Sentences Using Sensory Adjectives, p. 158–159

Remind students to use the descriptive words from Activity 2 to write their original
sentences.

Activity 4: Studying Example Descriptive Paragraphs, pp. 159–163

Tell students that they will study and analyze a series of descriptive paragraphs. Have
students work individually, in pairs, or small groups for one or more of the paragraphs and
questions that follow. Point out that these descriptive paragraphs still follow the basic structure
of a good paragraph (topic sentence, supporting sentences, and concluding sentence).

Grammar for Writing

Using Adjectives in Writing, p. 164
Be sure to point out to students the importance of using adjectives in good descriptive
writing. Go over the explanations and examples as a class. If appropriate, share several examples
of original writing from stories, newspapers, or the Internet that highlight the use of adjectives in
descriptive writing.

Activity 5: Correcting the Location of Descriptive Adjectives, p. 165

While many students may find this activity to be easy, remind them of the importance of
placing adjectives correctly in order to communicate clearly in their writing.

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Activity 6: Adding Adjectives, pp. 165–166
This is a fun activity in which students produce interesting sentences. If appropriate, have
students use a thesaurus or have them work in pairs or small groups. Encourage students to share
and compare answers.

Activity 7: Writing Descriptive Sentences Using Adjectives, p. 166

This activity is similar in nature to Activity 6, but it requires more thought. Students who
found either Activity 5 or 6 easy will be more challenged here. Suggest that students think of a
sentence first (context) and then add appropriate adjectives for that context.

Building Better Sentences, p. 166

For further practice, refer students to Practice 15 on pages 294–295. Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Using Positive and Negative Adjectives for More Precise Meanings, p. 166
Have students think of an item, idea, or action that has two or more names for it. Have
students decide whether one name is considered “better,” “more polite,” or “more technical” than
the other. In other words, even with the same denotation, or basic meaning, two words can have
different connotations, or feelings associated with them. Emphasize the importance of using
words not only with the exact denotation you want, but also with the exact connotation you want.
Point out that using words with an unintended connotation will result in miscommunication.

Activity 8: Recognizing Adjectives in Paragraphs, pp. 167–168

Point out that the two paragraphs are on the same topic (a description of a river scene)
and have the same number of sentences, a similar number of words, and the same number of
phrases or clauses, but that the differences are in the adjectives that describe the nouns. Have
students notice the power of using adjectives and how the meaning of the paragraphs (illustrated
also by the pictures) is affected by the use of certain adjectives.

Writer’s Note: Using Bilingual and English Learner Dictionaries, p. 169

This note encourages students to crosscheck their findings in any bilingual dictionary to
ensure that a found word is really the intended word/meaning that the writer was looking for.
English Learner dictionaries can often be more helpful. If possible, have students practice the
task with a word or two as instructed at the bottom of the Writer’s Note.

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Activity 9: Writing Positive and Negative Adjectives, p. 169
If possible, have students use a dictionary or thesaurus to complete this activity.
Depending on the level of support needed, have students work individually, in pairs, or in
groups.

Activity 10: Changing Meaning with Descriptive Adjectives, p. 170

If time allows, read the paragraph aloud (before adding adjectives) to illustrate how dull a
description is without adjectives. Have students fill in the missing adjectives to form a coherent
descriptive paragraph and then read the paragraph again (to illustrate how much more vivid the
writing is with adjectives). Depending on the needs of the students, you may choose to skip the
copying task at the end. The most important point is to be sure that students understand how the
adjectives affect the paragraphs.

Grammar for Writing

Using Prepositions of Location to Describe, pp. 170–171
Tell students that although they are familiar with simple prepositions, this list includes
other adjectives (common prepositions of location), including ahead of, on top of, throughout,
and among. Point out how adding the location of the action or the noun with a prepositional
phrase can actually add vividness to the sentence. Encourage students to flag this page and
reference it as needed.

Activity 11: Using Prepositions of Location to Describe a Place, p. 171

Have students share their five original sentences describing their classroom with a partner
or with the class.

Activity 12: Studying Example Paragraphs with Prepositions of Location, pp. 172–175
Have students use the illustration and photo provided to help them better understand the
paragraph and to reference the illustration and photo as they read. Because the questions are very
detailed, you might want to use this exercise as an informal assessment.

Grammar for Writing

Using Correct Word Order with Prepositions of Location, p. 175
Review word order with prepositional phrases of location and the use of commas as a
follow-up to this note by having students take notes on the most important parts on index cards.

Activity 13: Identifying Objects of Prepositions, p. 176

Remind students to correct the two comma errors after they have circled the 20
prepositions and underlined the object of each preposition.

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Building Better Sentences, p. 176
For further practice refer students to Practice 16 on page 295. Have students complete the
activity individually, in pairs, or in small groups as needed. Remind students NOT to look at the
original sentences while working on Building Better Sentences activities. The goal here is to see
the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Building Better Vocabulary

Activity 14: Word Associations, p. 177
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.
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 15: Using Collocations, pp. 177–178

Original Student Writing: Descriptive Paragraph

Activity 15: Original Writing Practice, p. 178
Have students complete this activity by following the bulleted list of guidelines to write
an original descriptive paragraph. Remind students to refer to the seven steps in the writing
process in the Brief Writer’s Handbook with Activities, pp. 244–250.

Activity 17: Peer Editing, p. 179

Remind students to download and print Peer Editing Sheet 8 from
NGL.Cengage.com/GW2. Have students exchange papers with a partner and use the sheet 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.

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Additional Topics for Writing, p. 179
Included in this section is a list of writing prompts that are tailored to fit the content of
this particular unit. 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 additional descriptive paragraph writing
tasks on a daily, weekly, bimonthly, or voluntary basis.

Timed Writing, p. 179

EXPANSION ACTIVITIES
Learning to write a good descriptive paragraph requires the ability to include varied
descriptive words and phrases in one’s writing. Have students look at different paragraphs to
identify why one author’s work is more colorful or descriptive than others’.
Have students bring in paragraphs from short stories on the Internet that are descriptive.
These could typically be paragraphs in a dramatic story in which the author is trying to “paint”
the scene in detail.
Bring a paragraph to class that you have gone through ahead of time and cut out all the
descriptive adjectives. Have students add logical adjectives. Share examples of students’
descriptive paragraphs. Then share with students the original paragraph (with the original
adjectives) and have students compare it with their own versions.

VOCABULARY ENRICHMENT ACTIVITIES

Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

Example Paragraph 57, p. 157

principal
crowded

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local
overfill
breeze
scenery
massive
skyscrapers
in spite of
destination
recommend

Example Paragraph 58, p. 159

underground
subway
attack
smelly
platform
syrup
farther
to argue
increase
noise
poster
palm tree
sapphire

Example Paragraph 59, p. 161

slender
tornado
to descend
to spin
horrible
destruction
to rip
contents
neighborhood
to toss
victim
to roar
wild
wind

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delicate

Example Paragraph 60, pp. 162–163

constantly
to tease
to ignore
would (+ verb)
bush
remove
weed
to threaten
delicate
to trim
to make room
bright
replacement
pest
smile
armful
fragrant
to enjoy

Example Paragraph 61, p. 167

forest
quality
environment
fresh
trout
to compete
abundant
supply
healthy
shadow
grassy
bank

Example Paragraph 62, p. 167

to contain
to struggle
leafless

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adequate
to be polluted

Example Paragraph 63, p. 172

living room
tidy
wooden
bookcase
shelf
base
lampshade
faded
sofa
coffee table
leg
striking
peaceful
sailboat

Example Paragraph 64, p. 174

symbol
freedom
impressive
structure
flowing
robe
crown
spike
continent
pedestal
torch
tablet
chain
to symbolize
amazing
monument

Example Paragraph 65, p. 176

independence
method

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rights
soul
shooter
eager

Self-Assessment
Have students refer back to the opening spread on pages 154 and 155. 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 9 Opinion Paragraphs

OVERVIEW
This unit introduces students to opinion paragraphs. Students will learn how to
distinguish facts from opinions. The main grammar focus that is emphasized here is the accurate
use of word forms.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 2 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 study, analyze, and write an opinion paragraph. (pp. 182 –197)
2. Understand the role of counterargument and refutation in an opinion paragraph. (p. 187)
3. Separate facts from opinions. (pp. 188–189)
4. Learn how to choose good topic sentences for opinion paragraphs. (pp. 189–190)
5. Sequence material in an opinion paragraph in a logical way. (p. 190)
6. Learn how to use word forms for various parts of speech of the same base vocabulary.
(pp. 192–193)
7. Write an original opinion paragraph. (p. 196)

TEACHING NOTES
Unit 9 teaches students about the opinion paragraph. This writing style is connected to
persuasive writing or argumentative as well. When expressing an opinion, a writer must defend it
and even promote it. An opinion paragraph should influence the reader, which means an opinion
paragraph is persuasive or argumentative. Most of the activities in this unit require students to
study and analyze example opinion paragraphs.

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 the giant panda Wei Wei walking around a birthday cake made of fruits and bamboo at
the Wuhan Zoo in Wuhan, China.
Go over the objectives on the top of page 181. Explain that students will do these things
in the unit. Have students look at the question at the bottom of page 181. Tell them you will
come back to this question at the end of the unit.

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What Is an Opinion Paragraph?, p. 182
Go over the information on opinion paragraphs. Put students in pairs to take turns
retelling the information without looking at the book as their partners check their details against
the text.

Activity 1: Studying Example Opinion Paragraphs, pp. 182–187

Preview for students the topics of the opinion paragraphs that they will study and analyze
(driving and cell phones, the best way to communicate, and the pros and cons of wearing school
uniforms). Point out that although the purpose of these paragraphs is to express an opinion, they
all follow the basic format of a good paragraph (topic sentence, supporting sentences, and
concluding sentence). Have students record their answers to the questions following each
paragraph and share their analysis with the class.

Writer’s Note: Advanced Opinion Writing, p. 187

Emphasize to students that including a counterargument and refutation can be an
effective technique in opinion paragraphs because it shows that the writer has considered the
opposing view but has a logical reason for not agreeing with it.

Facts and Opinions, p. 188

Point out that in an opinion paragraph (and many other types of paragraphs), the topic
sentence is an opinion but using facts (and other opinions) to support the topic sentence can be
very effective.

Activity 2: Identifying Facts and Opinions, p. 188

Go over the first two items and their answers with the class. Elicit from the class why the
first item is an opinion and why the second is a fact. Depending on students’ needs, have them
complete the activity individually or in pairs.

Activity 3: Identifying Facts and Opinions in a Paragraph, p. 189

When reviewing the answers as a class, have students share how they came to decide
which statements were facts and which were opinions. If time allows, it may be beneficial to go
back to the paragraph and briefly examine the role that the facts and opinions play in the
paragraph.

Building Better Sentences, p. 189

For further practice, refer students to Practice 17 on page 296. Have students complete
the activity individually, in pairs, or in small groups as needed. Remind students NOT to look at
the original sentences while working on Building Better Sentences activities. The goal here is to
see the combinations that result and how they are different, not just to see if the student

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combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Topic Sentences for Opinion Paragraphs, p. 189

Remind students to choose topic sentences that are opinions not facts. The paragraph will
present arguments in support of an opinion. If there is no controversy, or difference in opinion, it
will not make a good opinion paragraph.

Activity 4: Recognizing Good Topic Sentences for Opinion Paragraphs, p. 190

As a class, brainstorm a list of criteria that makes a topic sentence appropriate for opinion
paragraphs. Be sure to review the basic principle that a topic sentence has a good controlling
idea. Display the list in the classroom and encourage students to use it as reference as they
complete Activity 4.

Activity 5: Sequencing Sentences in a Paragraph, p. 190

Clarify that students must complete two tasks: (1) put the sentences in the correct order
and (2) determine whether each sentence is an opinion or a fact.

Activity 6: Copying a Paragraph, p. 191

If appropriate, explain to students that while this activity does not require them to edit, it
does reinforce what they learned by having them copy the sentences that they sequenced and
labeled in the previous activity in correct paragraph format. Remind students to indent the first
line and to add an appropriate title. If time allows, briefly discuss the role that the facts and
opinions play within the paragraph.

Grammar for Writing

Recognizing Word Forms and Common Suffixes, p. 192
Using the correct word form may be challenging for learners at this level. However,
stress to students the importance of moving beyond the traditional listing of word forms.
Encourage them to use many different words to make their writing more accurate and interesting,
reminding them what they learned in Unit 8 about adjectives making descriptive writing more
interesting.

Activity 7: Identifying Word Forms, p. 193

Write Noun, Verb, Adjective, and Adverb on the board or on the screen and ask students
to give several examples of each. Review the definition of each term and model for students how
to identify each word form. Make dictionaries available to students if necessary. Direct students
to the part of speech that is given in each dictionary entry.

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Activity 8: Correcting Word Forms, p. 193
Write several sentences on the board or on the screen that contain word form errors. As a
class, discuss how to correct the errors. Model strategies for identifying and correcting word
form errors. Leave the practice sentences displayed and encourage students to refer to them as
needed while they complete Activity 8 independently. Make dictionaries available to students if
necessary.

Choosing a Topic for an Opinion Paragraph, p. 194

If possible, bring in a newspaper and show students the editorial section. Point out that
students can also view many newspapers online. Review the clustering brainstorming method
from Unit 2 (pages 34–35). Then introduce the negative-positive brainstorming technique
presented here. Create a similar chart on the board or screen and model for students how to use
this brainstorming method.

Building Better Sentences, p. 194

For further practice, refer students to Practice 18 on pages 296–297. Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Building Better Vocabulary

Activity 9: Word Associations, pp. 194–195
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.
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 10: Using Collocations, p. 195

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list of the most common or useful collocations and ask them to review them on their own for
reinforcement.

Original Student Writing: Opinion Paragraph

Activity 11: Original Writing Practice, p. 196
Have students complete this activity by following the bulleted list of guidelines to create
an original opinion paragraph. Remind students that they can use the clustering or negative-
positive brainstorming techniques to generate ideas for their topic. Have students refer to the
seven steps in the writing process in the Brief Writer’s Handbook with Activities, pp. 244–250.

Activity 12: Peer Editing, p. 196

Remind students to download and print Peer Editing Sheet 9 from
NGL.Cengage.com/GW2. Have students exchange papers with a partner and use the sheet 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.

Additional Topics for Writing, p. 196

Included in this section is a list of writing prompts that are tailored to fit the content of
this particular unit. 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 additional opinion paragraph writing tasks
on a daily, weekly, bimonthly, or voluntary basis.

Timed Writing, p. 197

EXPANSION ACTIVITIES
Expose students to a variety of original opinion essays by having them search the Internet
or in the library for more essay samples that are of real interest to them and contain appropriate
language and vocabulary. Have students identify the topic sentence/thesis statement, opinions
and facts, counterargument and refutation, etc., in the essay. Ask volunteers to share what they
found and any observations they made with the class.

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the paragraphs in the unit. We suggest that
students begin with these words and add other words to their vocabulary journals as necessary.

Example Paragraph 66, p. 182–183

deadly
obvious
to endanger
injury
damage
to ban
common sense
a (wide) range of

Example Paragraph 67, p. 184

no matter
to text
old-fashioned
without a doubt
mode

Example Paragraph 68, p. 186

uniform
mandatory
reason
equal
to choose
study
to perform
individuality

Example Paragraph 69, p. 191

ray

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chance
to develop
disease
deadly
to treat
harmful
ultraviolet
evidence
to persuade
severe

Self-Assessment
Have students refer back to the opening spread on pages 180 and 181. 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 10 Narrative Paragraphs

OVERVIEW
This unit introduces students to narrative paragraphs. Students will learn the important
features of good narrative paragraphs and better understand what topics support this important
kind of writing. Students will also learn how to develop these topics into a good narrative
paragraph with a solid beginning, middle, and end.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 2 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 study, analyze, and write a narrative paragraph. (pp. 200 –221)
2. Identify the parts of narrative paragraphs. (pp. 200–207)
3. Understand the role and placement of background information. (p. 203)
4. Use verb tenses consistently. (pp. 212–219)
5. Write an original narrative paragraph. (p. 220)

TEACHING NOTES
Unit 10 teaches students about narrative paragraphs, the last rhetorical mode of paragraph
writing that is covered in this book. Explain that many people write in a daily journal in order to
record their ideas, thoughts, and feelings. Be sure to stress the similarities as well as the
differences between journal writing and a narrative paragraph. Point out that journals are
narrative accounts that can provide the basis or an organized and structured narrative paragraph.

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 a photographer with two trained grizzly bears.
Go over the objectives on the top of page 199. Explain that students will do these things
in the unit. Have students look at the question at the bottom of page 199. Tell them you will
come back to this question at the end of the unit.

What Is a Narrative Paragraph?, p. 200

To present the information, you may want to read it aloud, or put students in small groups
to each take a part to read and present to the others in their groups.

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Beginning, Middle, and End, pp. 200–201
Point out that narrative paragraphs have a beginning, a middle, and an end. Go over the
example paragraph with students, pointing out the three parts of the paragraph, as well as the
topic sentence/background information within the beginning. Another idea would be to have
students close their books and to present the paragraph without the parts labeled. Then have
students try to identify the parts of the paragraph. Depending in your students’ needs, review the
information about the parts before or after presenting the example paragraph.

Activity 1: Analyzing Example Narrative Paragraphs, pp. 202–207

Tell students that they will read and analyze three different example narrative paragraphs.
Have students share their answers to the questions following each of the three paragraphs with
the class and compare responses.

Writer’s Note: Including Background Information, p. 203

Explain that the writer must always keep the audience in mind. Explain that in narrative
paragraphs, the reader may not know the background of the story, so it is important to provide
any information the reader might need (background information) to fully understand the story.

Working with Ideas for Narrative Paragraphs, p. 208

Tell students to read the paragraph. Highlight the use of memories and experiences as
sources of stories by providing sentence stems and having students complete them. Some
example stems are:
1. The most interesting thing I did on vacation was___.
2. My most embarrassing moment happened when ___.
3. My favorite memory from grade school is ___.

Activity 2: Recognizing Topics for Narrative Paragraphs, p. 208

After students have compared answers with a partner, ask pairs to share any answers they
did not agree on and discuss those items as a class.

Using Descriptive Language to Help Readers See Your Story, p. 208

Explain to students that much like a painter, a writer paints an image in a reader’s mind
with the language they choose. Remind students that they learned about this in Unit 8 (using
adjectives and prepositional phrases to make their descriptive writing more vivid and to connect
with their readers). Explain that a similar principle applies here, particularly with their
description of the story’s setting.

Activity 3: Describing a Moment, p. 209

Model the activity by telling a story about something that happened in your life. Touch
on the same points that are covered in the outline.

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Activity 4: Sequencing Sentences in a Paragraph, p. 210
Preview this activity with students by explaining that they must read seven sentences that
narrate one person’s experiences during a big earthquake and then put the sentences in the
correct sequence.

Activity 5: Copying a Paragraph, p. 211

Have students copy the sentences from Activity 4 in correct paragraph format (including
indentation) and add a suitable title. Remind students that they must also identify the topic
sentence (background information), beginning of story, middle of story, and end of story. Clarify
that the topic sentence/background information is part of the beginning of the story.

Building Better Sentences, p. 211

For further practice, refer students to Practice 19 on pages 297–298. Have students
complete the activity individually, in pairs, or in small groups as needed. Remind students NOT
to look at the original sentences while working on Building Better Sentences activities. The goal
here is to see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Grammar for Writing

Maintaining Verb Tense Consistency, p. 212
Review verb tenses together as a whole class, by writing simple past tense and past
progressive tense on the board or screen and including several examples of each. Remind
students of the importance of using verb tenses consistently and ask them compare the
information to the verb tenses they find in Example Paragraph 73.

Activity 6: Identifying Verb Tenses, pp. 212–213

After students have completed the activity, go over the answers as a class. For item #2,
point out that not all the verbs need to be in the same tense but that there should be a specific
reason for using a different tense when writing about an event that happened in the past. If time
allows, have students briefly identify the parts of the example paragraph.

Activity 7: Using Correct Verb Tenses, p. 214

If necessary, review how to correctly form the simple past tense (for regular verbs) and
the past progressive tense before students begin the activity.

Activity 8: Editing Narrative Paragraphs, pp. 215–219

Review the Teacher Comments as a whole class and discuss why the teacher might make
these comments. Complete Example Paragraph 77 as a class and model strategies for identifying

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which Teacher Comment belongs to the paragraph. Share with students how you determined
which comment reflected the errors in the paragraph.
Have students complete this process with the remaining example paragraphs
independently or, depending on the level of support students may need, continue this activity as a
class.

Building Better Sentences, p. 219

For further practice, refer students to Practice 20 on page 298. Have students complete
the activity individually, in pairs, or in small groups as needed. Remind students NOT to look at
the original sentences while working on Building Better Sentences activities. The goal here is to
see the combinations that result and how they are different, not just to see if the student
combinations match the original. If necessary, have students review the steps of combining
sentences on pages 283–284.

Building Better Vocabulary

Activity 9: Word Associations, p. 219
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.
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 10: Using Collocations, p. 220

Original Writing Practice: Narrative Paragraph

Activity 11: Original Writing Practice, p. 220
Have students complete this activity by following the bulleted list of guidelines to write
an original narrative. Encourage students to use a brief outline that has the beginning (including
the topic sentence with background information), middle, and end of the story. Remind students

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to use vivid language to describe the setting of the story. Have students refer to the seven steps in
the writing process in the Brief Writer’s Handbook with Activities, pp. 244–250.

Activity 12: Peer Editing, p. 221

Remind students to download and print Peer Editing Sheet 10 from
NGL.Cengage.com/GW2. Have students exchange papers with a partner and use the sheet 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.

Additional Topics for Writing, p. 221

Included in this section is a list of writing prompts that are tailored to fit the content of
this particular unit. 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 additional narrative paragraph writing tasks
on a daily, weekly, bimonthly, or voluntary basis.

Timed Writing, p. 221

EXPANSION ACTIVITIES
Provide students with additional narrative material from books, newspapers, magazines,
or the Internet. Have students work independently or in small groups to identify the beginning
(including the topic sentence), the middle, and the end of each sample. Have students keep a list
of descriptive language that they find in each sample and share it with another group or with the
whole class.

VOCABULARY ENRICHMENT ACTIVITIES

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

Example Paragraph 70, p. 201

to conquer
a fear
public speaking
to assign
mirror
podium
audience
to take a deep breath
to flow
to applaud

Example Paragraph 71, p. 202

to turn around
at the top of my lungs
public address system
to notify
cap
to be lost
toward
to hug
to be terrified

Example Paragraph 72, p. 204

talent show
disaster
embarrassing
stage
curtain
all of a sudden
lyrics
chorus
audience
in tears

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Example Paragraph 73, p. 206
track team
schedule
casually
uniform
funny
lonely
courage
classmate
to develop
relationship
valuable

Example Paragraph 74, p. 211

earthquake
measure
Richter scale
violent
rumble
to shake
to collapse
uneventful
unforgettable
peaceful
tragedy
unexpected
disaster
doorway

Example Paragraph 75, pp. 212–213

to gather
paperwork
document
bank statement
landscape
embassy
patiently
guard
personnel
to frighten

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baby-faced
to glance
to be shocked

Example Paragraph 76, p. 214

job
advertising
firm
downtown
executive
assistant
business card
administrative

Example Paragraph 77, p. 216

vase
oven
clay
to not think twice about something
popping
bubbles
to explode
to apologize

Example Paragraph 78, p. 216

comfortable
banner
sports team
dresser
knob
novel
closet
to get wrinkled

Example Paragraph 79, p. 217

nightmare
backpack
to be missing
headquarter
station

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to be surprised
to steal
purse
valuable
to suggest
garbage
robber

Example Paragraph 80, p. 218

trick
to fail
twin
to cheat
to excel
standardized
restroom
to switch
meanwhile
furious
right-handed
check mark
valuable

Self-Assessment
Have students refer back to the opening spread on pages 198 and 199. 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 11 Paragraphs in an Essay: Putting It All Together

OVERVIEW
This unit introduces students to the structure of an essay. Overall, Unit 11 helps students
analyze the similarities between writing paragraphs and essays and helps students understand
how paragraphs function in a longer essay. The essay is presented as a continuation or
elaboration of a paragraph, an approach that is intended to help students retain the strategizing
and organizing skills that they have developed in Units 1–10.
Students will continue with Building Better Vocabulary and Building Better Sentences.
For further support, you may use the Great Writing 2 Assessment CD-ROM with ExamView® to
produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit.

OBJECTIVES
1. Understand what an essay is and why people write essays, and compare and contrast the
structure of a paragraph and an essay. (pp. 224–225)
2. Differentiate paragraph topics from essay topics. (pp. 225–226)
3. Analyze examples of different kinds of essays. (pp. 227–228)
4. Learn about how essays are organized and the steps in writing an essay. (pp. 229–234)
5. Write a guided essay draft about why living in a big city is better than living in a small town.
(pp. 235–238)
6. Write an original narrative, comparison, cause-effect, or argumentative essay. (p. 240)

TEACHING NOTES
The material in this unit can serve as a bridge for students making the transition from
writing paragraphs to writing essays. It is important to convey to students that while they are
learning to write a single well-developed paragraph, they must eventually be able to transfer their
organizing skills from paragraph writing to essay writing. At this point, students need continued
support and practice with choosing a good topic.

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 two Mongolian men talking on cell phones in Mongolia, China.
Go over the objectives on the top of page 223. Explain that students will do these things
in the unit. Have students look at the question at the bottom of page 223. Tell them you will
come back to this question at the end of the unit.

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From Paragraphs to Essays, p. 224
Use this section to review the basics about paragraph writing. This will prepare students
for the paragraph/essay comparison on the following pages.

Activity 1: What Do You Know about Essays?, p. 224

Have students complete this very short exercise as a warm up for the unit. After students
have completed the activity, discuss items #1 and #3 as a class.

Getting to Know Essays, pp. 225–226

Go over this section as a class, using the chart to illustrate the similarities between
paragraphs and essays. Be sure to review the information below the chart on how paragraphs and
essays are different.

Activity 2: Topics for Paragraphs and Essay, p. 226

Before students begin the activity, elicit the difference between topic sentences and thesis
statements (thesis statements cover more information). Note that both should have a good
controlling idea.

What Does an Essay Look Like? pp. 227–230

Before students read the example essay, point out the role of the parts that are underlined
(topic sentences, or restated thesis), in italics (transition words/phrases), or highlighted (thesis
statement). Use this sample essay, as well as the essay outline at the top of p. 204, to show the
similarities in parts or features of paragraphs and essays.

An Essay Outline, The Hook, The Thesis Statement, Supporting Ideas, and Different Kinds
of Essay Organization, pp. 229–230
Go over the explanations and examples as a class. Connect the information presented on
essays with the information students already know about paragraphs as needed. Note the
differences as well, such as the broader scope that a thesis statement covers and that supporting
ideas are presented in body paragraphs (rather than sentences as is done in a paragraph).

Activity 3: Working with Essay Organization, pp. 230–231

Preview and read aloud the four thesis statements provided in this activity. Clarify the
meaning of any unfamiliar words. Have students complete original Roman numeral level
outlines for items #3 and #4 using the first two that have been done for them as models. If
necessary, review Roman numerals with the class.

Activity 4: Comparing Outlines, p. 231

Divide students into groups to compare their answers from Activity 3. Assign each group
a specific outline to share with the whole class.

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Activity 5: Working with a Sample Essay, pp. 231–233
Review the Cultural Note at the end of the essay and explain the context as needed. Ask
pairs to share their responses to the questions with the class.

Activity 6: Working with an Outline, p. 234

As needed, have students complete the outline for Example Essay 2 in pairs, small
groups, or independently. Remind students that rereading and grasping the content of the essay
can help to determine the missing sections. Model a few items as needed.

Putting an Essay Together

Activity 7: Brainstorming, pp. 235–236
This activity leads the student writers through the process of brainstorming for an essay
topic. Point out that they are brainstorming ideas for an essay that they will write in the next
activity. Review each step carefully with students before beginning the activity. Once students
have read the topic and then followed the directions, discuss as a class what the process was like
and have them share any parts that were particularly challenging.

Activity 8: Writing an Essay Draft, pp. 236–238

Tell students that they will practice original essay writing by filling in the body
paragraphs of an essay on the advantages of city life. Preview vocabulary that may be helpful for
their writing and write it on the board or screen for reference as they complete the activity. Make
sure students read the guided structure of the essay and clarify any vocabulary or terms that
students are unfamiliar with before students begin writing the body paragraphs.

Activity 9: Peer Editing, p. 238

Remind students to download and print Peer Editing Sheet 11 from
NGL.Cengage.com/GW2. Have students exchange papers with a partner and use the sheet to edit
each other’s work. If necessary, remind students to make helpful and positive comments and
suggestions.

Building Better Vocabulary

Activity 10: Word Associations, pp. 238–239
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.
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.

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Activity 11: Using Collocations, p. 239
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.
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: Essay

Activity 12: Essay Writing Practice, p. 240
Review the essay prompts (and clarify that an argumentative essay is similar to an
opinion paragraph) before students begin this assignment. This activity may be challenging for
some students to complete independently. Provide additional support as needed, including a
checklist of items, a series of discrete steps students should follow (based on the seven steps in
the writing process in the Brief Writer’s Handbook with Activities, pages 244–250), and so on.
Another option would be to have students work in pairs or groups.

Additional Topics for Writing, p. 240

Included in this section is a list of writing prompts that are tailored to fit the content of
this particular unit. 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 additional paragraph writing tasks on a
daily, weekly, bimonthly, or voluntary basis.

Timed Writing, p. 241

EXPANSION ACTIVITIES
Expose students to a variety of additional essays by having them search the Internet or in
the library for more essay samples that are of real interest to them and contain appropriate
language and vocabulary.
Have students write outlines of essays as a class by brainstorming specific essay themes
and titles based on a generic topic. Have students work in small groups to select an essay theme
and title, and then write a simple outline consisting of four to six items.

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For extra practice, cut up the paragraphs of an essay and have students put them in the
correct order. For extended discussion, give everyone a copy of the same essay but remove one
paragraph in advance. Have students brainstorm to figure out the content of the missing
paragraph. After students share their answers, present them with the missing paragraph and have
them compare its content with their answers.

VOCABULARY ENRICHMENT ACTIVITIES

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.

Example Essay 1, pp. 227–228

invention
mass-produced
relatively
antibiotic
plague
rat
flea
to contract
trivial
amputation
to be infected
ailment
suffer
to promote

Example Essay 2, pp. 232–233

bilingual
to communicate
relative
to immigrate
advantage
to rely

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automatically
impact
role
widespread
behavior
conversely
potential
suspicion
tragedy

Example Essay 3, p. 237–238

population
resident
routine
approximately
culturally diverse
exhibit
obvious
rural
benefit
to afford
metropolitan

Self-Assessment
Have students refer back to the opening spread on pages 222 and 223. 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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BRIEF WRITER’S HANDBOOK WITH ACTIVITIES
The Brief Writer’s Handbook with Activities can be used in any order, but it is important
to preview the content in order to be aware of how to best utilize this resource throughout the
course.

Understanding the Writing Process: The Seven Steps, pp. 244–250

This section covers the seven basic steps of writing a paragraph. It shows how a student
successfully follows the seven steps and produces a coherent, cohesive paragraph about a
Louisiana dish called gumbo. We suggest you find some time to go through this section before
students go about writing their first paragraph from scratch.

Editing Your Writing, pp. 251–253

Learning to edit one’s own writing is one of the most important skills of a good writer.
This section walks students through the three steps of revising a rough draft by helping them
understand the process of how to identify and correct errors in their own writing.

Capitalization Activities, pp. 254–256

This section focuses on capitalization and consists of two parts. The first part is a set of
basic rules, and the second part is actual practice with capitalization.

Punctuation Activities, pp. 257–263

This section focuses on punctuation. It provides instruction and pertinent practice in end
punctuation, commas, apostrophes, quotation marks, semicolons, and editing for errors.

Additional Grammar Activities, pp. 264–272

This section provides additional grammar practice in three key areas: verb tenses, articles,
and editing for errors.

Citations and Plagiarism, pp. 273–274

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,
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. 283–298

Appendix 1 contains the Building Better Sentences exercises. Be sure to spend some time
as a class reviewing the strategies for combining sentences presented on pages 283–284 before

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

frenglish.ru
students attempt the activities independently. Students are likely to have questions about word
order and punctuation usage at this point. It may be helpful to review this section periodically.

Appendix 2 Peer Editing Sheet Sample, pp. 299–300

Appendix 2 is a sample peer editing sheet that students will use when reading each
other’s work and providing feedback. Students will need to go to NGL.Cengage.com/GW2 for
the peer editing sheets that they will use with each unit. Students are much more likely to give
relevant feedback if they are looking for specific elements within a paragraph. The questions are
specifically designed to concentrate the students’ attention on specific points to enable them to
provide helpful and constructive feedback.

VOCABULARY ENRICHMENT ACTIVITIES

Suggested Words for the Vocabulary Journal

Below is a list of vocabulary words from the paragraphs in the end matter. We suggest
that students begin with these words and add other words to their vocabulary journals as
necessary.

Example Paragraph 81, p. 256

article
issue
Prime Minister
economic
ties
reestablish
sort
cooperation
development

Example Paragraph 82, p. 256

directly
certainly
twice
carrier

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

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Example Paragraph 83, p. 257
foreign
to inspire
abroad
to prevent

Example Paragraph 84, p. 263

globe
to destroy
area
heavy
damage
amazingly
reaction
to broadcast

Example Paragraph 85, p. 263

desert
earth
dry
rainfall
canyon
sand

Example Paragraph 86, p. 264

review
to wish
face
greatest
triumph
to range
well-written
conflict
talented
independent
character
plot
turn
outcome
story

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

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to disappoint
praise

Example Paragraph 87, pp. 264–265

tuna salad
can
flake
fork
mayonnaise
slice
easy-to-make
treat

Example Paragraph 88, p. 265

infamous
moment
to assassinate
theory
fateful day
bullet
assassin

Example Paragraph 89, p. 265

routine
daily
shower
without fail

Example Paragraph 90, p. 266

shortest
term
White House
presidency
brief
to take office
to catch
pneumonia
army

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

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Example Paragraph 91, p. 266
soldier
battle
rich soil
to thrive
agriculture
farmer
cotton
citrus

Example Paragraph 92, p. 267

brainteaser
to amaze
to multiply
to square
digit
correctly

Example Paragraph 93, p. 267–268

among
geography
recent
survey
globe
capital
educator
to blame
knowledge
memorization
material
regardless
unfortunate
fact

Example Paragraph 94, p. 268

free service
monthly
electricity bill
advantage
power company

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

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analyst
to inspect
to identify
potential
energy-saving
thermostat
air conditioning
efficiently

Example Paragraph 95, p. 269

to convince
to intrigue
to improve
success

Example Paragraph 96, p. 269–270

surprising
statistics
degree
rather
ratio

Example Paragraph 97, p. 270

to imagine
to tap
brake
pedal
emergency
gear
to rub
tire
curb

Example Paragraph 97, p. 271

aquarium
salesclerk
report card
dime store
fishbowl

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

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Example Paragraph 98, p. 271
researcher
upset
concentration
prone
accident

Example Paragraph 100, p. 272

coin
denomination
regularly
penny
monetary
transaction

Example Paragraph 101, p. 272

oasis
silence
campus
hectic
solitude
shelf
rare
obscure
uncomfortable
wooden
sociable
turmoil

Answer Key
The answer key for Great Writing 2: Great Paragraphs can be accessed on the web by
going to the instructor site at NGL.Cengage.com/GW2.

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition

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