Great writing 2 great paragraphs teachers notes 4th edition

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
Copyright © National Geographic Learning/Cengage Learning. Permission granted to photocopy for use in class.

1


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 sentencecombining 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
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.

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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.

2. glamorous, adj.

3. task, n.

custom; habit
My daily
make dinner.

is getting up, going to work, and coming home to

exciting attractiveness; stylish
Movie stars usually have

assignment; job
The maid did not finish all her

lifestyles.

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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17


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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18

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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19


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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20


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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21


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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22


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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24


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
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. 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
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.

Teacher’s Notes for Great Writing 2: Great Paragraphs, 4th Edition
Copyright © National Geographic Learning/Cengage Learning. Permission granted to photocopy for use in class.

25