Great writing 3 teachers notes 3rd edition

Teacher’s Notes
for
Great Writing 3: From Great Paragraphs to Great Essays, 3rd Edition
Keith S. Folse
Elena Vestri Solomon
David Clabeaux

Teacher’s Notes for Great Writing 3: From Great Paragraphs to Great Essays, 3rd Edition
Copyright © 2015 National Geographic Learning/Cengage Learning. Permission granted to photocopy for use in class.

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UNIT 1

Introduction to Paragraphs

OVERVIEW
The purpose of this unit is to introduce students to the parts of a good paragraph. Students
will study the basic elements of a paragraph, and they will be exposed to example paragraphs
that will model the elements in context. In addition, students will begin work on grammatical
elements (Grammar for Writing) that appear in all of the units of the text. Students will also be
introduced to peer editing and writing their first original paragraph.
Unit 1 introduces students to Building Better Sentences and Building Better Vocabulary
activities found throughout the text. For further support, you may use the Great Writing 3
Assessment CD-ROM with ExamView® to produce quizzes on the grammar, vocabulary,
editing, or writing that is covered in this unit.
OBJECTIVES
1. Understand the parts of a paragraph. (p. 4)
2. Learn about topic sentences. (pp. 4–13)
3. Become familiar with brainstorming. (pp. 13–15)

4. Learn about supporting sentences. (pp. 15–20)
5. Identify verbs and fragments. (pp. 20–21)
6. Learn about nouns and noun forms. (pp. 21–22)
7. Practice connecting topic sentences and supporting sentences. (pp. 23–26)
8. Learn about concluding sentences. (pp. 27–28)
9. Understand the four features of a well-written paragraph. (pp. 28–32)
10. Write an original paragraph. (pp. 34–35)
TEACHING NOTES
Before beginning this unit, have students make some attempt at writing in order to assess
their writing proficiency and their knowledge about the parts of a good paragraph, namely
indenting, topic sentences, supporting sentences, and concluding sentences.
In Unit 1, the goal of the Grammar for Writing items is to teach students how to identify
verbs and fragments and how to use the correct noun form with certain adjectives.
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 mountain biker peering over the Colorado River in Utah.
Go over the objectives on the top of page 3. Explain that students will do these in the
unit. Have students look at the question at the bottom of page 3. Tell them you will come back to
this question at the end of the unit.
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What Is a Paragraph? pp. 4–5
This section presents some very important and foundational information on paragraphs
and topic sentences. Before moving onto the activities, carefully go over the explanations and

examples presented here. Encourage students to take notes on this information and reference it as
needed as they write topic sentences.
Activity 1: Selecting a Good Topic Sentence, p. 6
This activity will help the students understand the concept of a good topic sentence. Have
students complete this exercise in class with a time limit. Once they have completed the exercise,
check it as a class. Ask students to share their answers and how they came to each conclusion.
Discuss the answers in order to help students grasp the concept of a topic sentence.
Activity 2: Studying Topic Sentences in a Paragraph, p. 7
Have students discuss their answers to the pre-reading questions before they read the
paragraph. Point out to students that they will see this format (pre-reading questions, example
paragraph/essay, questions to have students analyze the paragraph/essay) throughout the text.
Point out the glossed words and clarify any unfamiliar vocabulary before students begin the
activity.
Five Features of a Good Topic Sentence, p. 8
Review the explanations and examples with students. Encourage students to take notes on
this information and reference it as needed as they write topic sentences.
Activity 3: Recognizing Effective Topic Sentences, pp. 8–9
Clarify that students should: (1) identify the general topic of the sentences and
(2) identify the best topic sentences. Have students refer to the information on topic sentences
presented on pages 4 and 8 as needed. Have students complete the activity individually or in
pairs depending on students’ needs.
Practice with Controlling Ideas, p. 10
Be sure to go over the explanations and examples, as students will need this information
to complete the next activity.
Activity 4: Reviewing Topic Sentences and Controlling Ideas, p. 10
Tell students that while his activity is similar to Activity 1, here they will have to identify
the controlling ideas as well. Have students refer to the information on controlling ideas
presented on pages 4, 8, and 10 as needed. Give students a time frame to complete the activity
and when they are done, have students share their answers and explain how they came to their
conclusions.

Teacher’s Notes for Great Writing 3: From Great Paragraphs to Great Essays, 3rd Edition
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Activity 5: Using Controlling Ideas to Limit or Narrow a Topic, p. 11
Tell students that this activity will give them an opportunity to practice what they have
learned so far. Choose a topic that is of interest to students, such as traveling, and use it to create
a topic sentence that is too general. Write this topic sentence on the board and work with students
to rewrite it by adding or changing the controlling idea. After you have demonstrated this process
on the board, have students complete the rest of the activity on their own.
Activity 6: Writing Topic Sentences, pp. 12–13
Have students each paragraph before writing the topic sentences. Clarify any unfamiliar
vocabulary as needed. Note that teach example paragraph in this activity is a different type of
paragraph. If needed, have students work in pairs to complete this activity.
Building Better Sentences, p. 13
Have students turn to the first pages of Appendix 1 (pages 232–233) 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.
For further practice, refer students to Practice 1 on page 233. Have students complete the
activity individually, in pairs, or in small groups as needed. While working on Building Better
Sentences activities, it is important that students NOT look at the original sentences. 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. Have students complete the activity individually, in pairs, or in
small groups as needed.
Brainstorming, pp. 13–14
Go over the information and complete the brainstorming activity. If students need further
clarification, provide another topic for students to brainstorm. Write students’ ideas on the board

and organize them. Then, decide which ideas would be the best ones to elaborate on and which
ones should be discarded. Emphasize that during brainstorming, the focus should be on
generating and writing down ideas rather than correct spelling or grammar.
Activity 7: Brainstorming Practice, p. 14
If students completed the brainstorming activity from pages 13 and 14 as a class, have
students complete Activity 7 independently as an extension of the brainstorming strategies they
learned. Clarify that students should brainstorm first. Then they should write a topic sentence
with a good controlling idea below the brainstorming box. Point out that students will use their
ideas from this activity to write a paragraph in the next activity. As students work on this
activity, circulate around the room in order to support students as they complete brainstorming
practice on their own.
Teacher’s Notes for Great Writing 3: From Great Paragraphs to Great Essays, 3rd Edition
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Activity 8: Writing Your Own Paragraph, p. 15
Before the students begin this activity, review the structure of a paragraph: (1) topic
sentence, (2) supporting sentences, and (3) concluding sentence. If needed, have students review
the information about a paragraph on page 4.
Supporting Sentences, pp. 15–16
Go over the explanations and examples of the role of supporting sentences as well as the
types of supporting sentence. Encourage students to take notes on this information and reference
it as needed for future writing.
Activity 9: Creating Questions Leading to Supporting Details, p. 17
As stated on page 15, supporting sentences answer wh- questions about the main idea in
the topic sentence. Go over the model provided and have the class come up with more questions
for this topic sentence using who, when, where, and how. Examples might include questions such
as Who uses pesticides on their products? How are pesticides used? Where do people use

pesticides the most?
Avoiding Unrelated Sentences, p. 17
Emphasize the point that each supporting sentence must be directly related to the topic
sentence. Remind students that the information that is included in a paragraph (supporting
sentences) should be limited by the controlling idea of the topic sentence.
Activity 10: Identifying Supporting Sentences, pp. 18–20
Depending on the needs of your students, do the first one or two items as a class to model
the activity and/or have students work in pairs or groups for part or all of the activity. When
reviewing the answers, be sure to go over students’ explanations for their answer.
Building Better Sentences, p. 20
For further practice, refer students to Practice 2 on page 234. 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 232–233.
Grammar for Writing
Checking for Verbs and Fragments, p. 20
Emphasize the importance of avoiding fragments in one’s writing. While including a
subject and verb in each sentence is basic grammatical knowledge, they are not always included
Teacher’s Notes for Great Writing 3: From Great Paragraphs to Great Essays, 3rd Edition
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in student writing. Explain that fragments greatly reduce the reader’s perception of the quality of
the writing and that they are an important grammatical point to master.
Activity 11: Checking for Fragments, p. 21
After completing Activity 11, go over the answers as a class. Remind students that

fragments are both a common and serious error, and encourage them to practice and check their
work for fragments.
Grammar for Writing
Nouns and Noun Forms, p. 21
Explain that students must: (1) be able to distinguish between count and non-count nouns
and (2) know which adjectives take plural nouns. Ask students which points they need work on
and provide further explanations and examples as needed.
Activity 12: Editing for Noun Forms, p. 22
Point out to students that this activity will provide them with practice identifying count
and non-count nouns. Discuss as a class why “families” is a better choice than “family.” As a
class, also decide whether “elders” is correct or not and have a student explain why. Have
students complete sentences 2 through 6 independently and if time allows, correct the sentences
as a class to make sure that the students have fully grasped this concept. Encourage students to
ask for clarification as needed.
Connecting Topic Sentences and Supporting Details, p. 23
In good paragraph writing, supporting details have an obvious connection to the topic
sentence and elaborate on that idea.
Activity 13: Brainstorming for Topic Sentences, p. 23
Ask students to refer back to Activity 7, and remind them of what they learned when they
were first introduced to the concept of brainstorming. Quickly review the purpose of
brainstorming with students. Clarify that they first need to brainstorm and then write a topic
sentence. Then have students complete this activity independently. Once students are done
completing this exercise, have them share their answers with a partner.
Activity 14: Asking the Right Questions, p. 24
Have students refer back to Activity 9 and remind them that asking wh- questions is an
effective way to generate the supporting details. Clarify that students should use one of the topic
sentences from Activity 13 for item #2 in this activity.

Teacher’s Notes for Great Writing 3: From Great Paragraphs to Great Essays, 3rd Edition
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Activity 15: Writing Supporting Sentences, p. 25
Have students continue practicing by continuing with the ideas that they have developed
in previous activities. Remind students that they should use the topic sentence and questions they
wrote in Activity 14 and develop appropriate supporting sentences by answering the whquestions they invented.
Activity 16: Writing a Paragraph, p. 26
Emphasize to students that the most important point of this series of exercises is for
writers to see the connection between having a topic sentence with good controlling ideas and,
subsequently, a paragraph that includes solid supporting sentences.
Concluding Sentences, p. 27
Go over the information on concluding sentences, including the features of a concluding
sentence and transitions with concluding sentences. Encourage students to take notes on this
information and reference it as needed for future writing. Also, point out the note at the bottom
of the page about connectors and transitions that are presented in the rest of this text. They
should review pages 220–222 in the Brief Writer’s Handbook with Activities for more
information on connectors and transitions.
Activity 17: Writing Concluding Sentences, p. 27
Have students write a concluding sentence for Paragraphs 2 and 5 (pages 12 and 18).
Keep in mind that concluding sentences have been intentionally omitted from these two
paragraphs so that students could add them at this point.
Four Features of a Well-Written Paragraph, p. 28
While most of this information has been presented in this unit already, these four points
concisely sum up the key features of a good paragraph. Be sure to point out the third feature and
direct students to examples in the book of paragraphs that are indented. Encourage students to
take notes on this information and reference it as needed for future writing.
Activity 18: Analyzing the Features of a Paragraph, pp. 29–30
At this point students should be familiar with the parts of a paragraph. To keep students

from feeling intimidated by this task, have them work with a partner on this activity for a limited
amount of time. Then have the different groups share their ideas and if appropriate, record their
ideas on the board or screen so that later, you can decide as a group what the best option is.
Building Better Sentences, p. 30
For further practice, refer students to Practice 3 on pages 234 and 235. 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
Teacher’s Notes for Great Writing 3: From Great Paragraphs to Great Essays, 3rd Edition
Copyright © 2015 National Geographic Learning/Cengage Learning. Permission granted to photocopy for use in class.

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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 232–233.
Activity 19: Bringing it All Together, pp. 31–32
As with all paragraph or essay reading in this book, provide some type of previewing
work, even if it involves just a simple question such as Can someone explain to us what a
natural disaster is? (This is an example for the first paragraph in this activity.) Have students
reference the information on concluding sentences on p. 27 as needed.
Building Better Vocabulary
Activity 20: Word Associations, pp. 32–33
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 21: Using Collocations, pp. 33-34
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 22: Writing Your Own Paragraph, pp. 34–35
Tell students that in this activity, they will have an opportunity to combine everything
they have learned and have practiced. Read the directions as a class and encourage students to go
back to their recent work to use as guidelines. Encourage your students to use the Useful
Vocabulary for Better Writing on pages 226–229 to enhance their writing.
Use this activity as an opportunity to evaluate students in terms of how well they are
developing their writing skills. By evaluating your students at this point, you will also know if
there is an area or areas in particular with which some students are struggling and require
additional review.
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Activity 23: Peer Editing, p. 29
The website, NGL.Cengage.com/GW3, provides a series of peer editing sheets that
students can use for each original writing assignment. Remind students that peer editing is a
process that provides a writer with feedback and suggestions from a classmate and that can help
the writer find out if her or his writing is clear.

Before students begin, you may want to present the tips for peer editing on page 36.
Remind students to download and print Peer Editing Sheet 1 the website 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.
Tips for Peer Editing, p. 36
Explain that peer editing is an effective strategy in the writing process and that both the
editor and the writer benefit from the process. Remind students that the student who is editing
should also compliment the writer on his/her strengths and should also make some corrections
and suggestions in areas that need improvement. It is important for students to see the value in
this activity so that they will do it in a serious and respectful way.
Additional Topics for Writing, p. 36
Included in this section is a list of descriptive essay writing prompts. Point out to students
that in order to become better writers, they need to write as much as possible. You may choose to
assign these topics a daily, weekly, bimonthly, or voluntary basis. Remind students to refer to the
seven steps in the writing process in the Brief Writer’s Handbook with Activities (pages191–
198).
Timed Writing, p. 37
Timed writing is a valuable skill for students to work on since many standardized tests
include a timed-writing section. Students might feel varying levels of anxiety due to this time
limit, which can result in a greater number of errors than they normally make. Explain to
students that timed-writing practice can help them feel more comfortable and confident in other
timed-writing situations where they will need to write quickly and accurately.
Before beginning the writing task, review the writing prompt and the paragraph
guidelines provided. If necessary, teach the term writing prompt.
EXPANSION ACTIVITIES
Students will find many new vocabulary words in the paragraphs that they read. You may
want to pre-teach these words before students read the paragraph or address them within the
context of the paragraph. Be sure to check students’ understanding of vocabulary, whether it is

explicitly or through informal comprehension checks on an ongoing basis. Encourage recycling
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of vocabulary and let students know ahead of time that they may be informally or formally tested
on the vocabulary. Survey students in order to find out about their areas of academic interests
and goals. Based on students’ interests or majors (e.g., business, chemistry, literature), integrate
vocabulary related to these areas, possibly even from subject area textbooks. Have them create
their own subject area journals that they can use to add more vocabulary related to their specific
areas of interest and studies.
VOCABULARY ENRICHMENT ACTIVITIES
Because vocabulary is such an important point in moving to a higher proficiency level,
instructors may want their students to maintain a vocabulary journal to correspond to the
vocabulary, which is something that we strongly advocate.
Making a Vocabulary Journal
An easy way to accomplish this is to do the following:
1. Ask students to separate a piece of paper into two sections vertically. The column on the left
should be approximately 2 inches wide.
2. In the left column, students will write the vocabulary word and its part of speech.
3. In the right column, students will write either a definition, a synonym, or a native language
translation of the word.
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.

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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.
Paragraph 1, p. 7
jack
lug nut wrench
spare
to elevate
the strength
to be stuck
to screw
to make sure
tightly
fastened
in no time
Paragraph 2, p. 12
fuel
to skip
metabolism
Teacher’s Notes for Great Writing 3: From Great Paragraphs to Great Essays, 3rd Edition
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Paragraph 3, p. 12
résumé
to highlight
persistence
Paragraph 4, p. 13
venue
regardless of
to appreciate
craft
Paragraph 5, p. 18
courteous
customer
quality
imported
atmosphere
decor
Paragraph 6, p. 19
arrival
elaborate
dizzy
impressive
immense
obelisk
Paragraph 7, p. 29
illegal
to plague

professional
overdose
controversy
(side) effect
Paragraph 8, p. 31
tsunami
phenomena
landslide
eruption
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to shake-up
to subside
Paragraph 9, p. 26
acoustic
bass
appropriately
to plug
melodic
variety
deep
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

Five Elements of Good Writing

OVERVIEW
The purpose of this unit is to teach students how to write paragraphs by reviewing the
components of a good paragraph, including the five elements purpose, audience, clarity, unity,
and coherence.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 3 Assessment CD-ROM with ExamView® to
produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit.
OBJECTIVES
1. Understand the purpose, audience, clarity, unity, and coherence of a paragraph. (pp. 40–57)
2. Learn how to write a purpose statement. (pp. 42–43)
3. Learn the importance of addressing the audience when writing. (pp. 44–46)
4. Learn how to make a paragraph clear. (pp. 46–50)
5. Practice unifying ideas. (pp. 53–56)
6. Learn how to make writing coherent. (pp. 56–57)
7. Understand the strategies of proofreading. (p. 58)
8. Write an original paragraph. (pp. 60–61)
TEACHING NOTES
Now that students understand the parts of a paragraph, they will continue to improve their
writing by learning how to apply the five elements of good writing to their own writing. These

elements include: purpose, audience, clarity, unity, and coherence. In Unit 2, the Grammar for
Writing items covered are using clear, descriptive language, and clear pronoun reference.
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 an elephant painting a picture in Chiang Mai, Thailand.
Go over the objectives on the top of page 39. Explain that students will do these in the
unit. Have students look at the question at the bottom of page 39. Tell them you will come back
to this question at the end of the unit.
What Makes a Good Paragraph?, p. 40
Without referring to their books, ask students to state the basic parts of a paragraph.
Record their responses on the board or screen and then have students open their books to page 40
and compare their responses to the bulleted list. Encourage students to take notes on this
information and reference it as needed for future writing.
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Five Elements of Good Writing
Element 1: Purpose, p. 40
Display the five elements of good writing on the board or screen and have students copy
the list onto an index card. Review each element and ask students to describe what they think
each term means in their own words. Remind students to use the list of elements as a reference
when analyzing writing and when they write original work.
Then discuss the purpose of a paragraph. Note that different types of paragraphs have
different purposes and explain that the purpose will determine what is written and how it is
written. Encourage students to take notes on this information and reference it as needed for

future writing.
Activity 1: Analyzing a Paragraph, pp. 41–42
Explain that this activity will help students analyze the purpose of this example
paragraph. Discuss the pre-reading questions as a class. Talk about murals and write a list of
related vocabulary words on the screen or board to help students both understand the terms and
express what they know about the topic. Encourage students to ask for clarification as needed.
Purpose Statement, pp. 42–43
Review the explanations and examples of purpose statements. Emphasize how effective
purpose statements can be to help the writer say focused on his or her purpose for writing.
Activity 2: Writing Purpose Statements, p. 43
Point out that students will now practice writing purpose statements. Have students
complete the activity individually or in pairs as needed.
Element 2: Audience, p. 44
Go over the explanations and examples with the class, including the information on
relating to the audience and person. Encourage students to take notes on this information and
reference it as needed for future writing.
Consistent Pronoun Usage, p. 44
Explain that shifting between first, second, and third person within one piece of writing
creates confusion for the reader. Provide a few examples such as People should watch what you
eat and how much you exercise.
Activity 3: Recognizing Person, p. 45
Point out that this activity will provide practice with consistent pronoun usage. It may be
helpful for students to underline all the pronouns first and then see if the pronouns match the
nouns they refer to.
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Choosing Person in Formal and Informal Writing, p. 45
Go over the information on formal and informal writing. Elicit from students more
examples of each type of writing. If needed, have students turn to page 44 to review the
definitions of first, second, and third person. Emphasize that the writing students do for this class
is generally formal.
Activity 4: Identifying Audience, p. 46
Before they begin the activity, read aloud a few examples of writing and have the class
decide the level of writing and which person should be used. Some examples can include an
e-mail to a friend, a paper for a class, an e-mail to an instructor, a letter of apology, or a letter of
recommendation.
Element 3: Clarity, p. 46
Explain that clarity means the writing is easy to understand because the language used is
specific and concise. Point out that the next two Grammar for Writing sections will teach
students how to achieve this goal.
Grammar for Writing
Using Clear, Descriptive Language, p. 47
While some of the Grammar for Writing items in this book help students avoid errors,
this section reminds students to use expressive, precise adjectives. Read the information aloud
and ask students to think about some words that would not be good to use because they are not
very descriptive. Write them down on the board. If students have a hard time thinking of
examples, you can suggest words such as stuff, things, fine, and good.
Activity 5: Choosing Clear and Precise Words, p. 47
If there are a limited number of dictionaries and thesauruses in the classroom, have
students work in groups or assign the activity as homework and have students use a dictionary or
thesaurus they have at home or online, or allow them to use their tablets or smart phones. After
students have completed the activity, compile a master list of all the adjectives students came up
with for each word. Point out that there are often a number of more descriptive and precise words
that students can use in their writing.
Emphasize that in addition to adjectives, prepositional phrases can be used to make one’s
writing more descriptive. Also note that the use of adverbs (such as slowly in the example

sentence) can also help make writing more descriptive.
Activity 6: Choosing Descriptive Phrases, p. 48
Activity 6 might be just as challenging as or even more so than Activity 5. For this
reason, it might be supportive for students to work with a partner in completing this activity. If
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appropriate, have students use a dictionary or thesaurus for support. When students are finished
and if time allows, have students share their final sentences with the whole class.
Clarity in Sentences, p. 48
Go over the explanation and examples. Point out that asking wh- questions (e.g., Who
went to the store? What kind of store did he go to? Why did he go?) can help students identify
the information that would bring more clarity to their sentences.
Activity 7: Rewriting for Clarity and Description, p. 48
Point out that this activity is similar to the Activity 6, but here students are improving the
clarity of sentences. If students completed the previous activity with a partner they might feel
more confident in completing this one on their own. Encourage students to complete this activity
on their own. Remind them to ask wh- questions if they have trouble identifying the information
that would make their sentences clearer. Then check their sentences and provide feedback as
needed.
Activity 8: Analyzing a Paragraph, pp. 49–50
Briefly explain that students will read and analyze a descriptive paragraph. Discuss the
pre-reading questions in groups. Talk about eating in a restaurant and then working in a
restaurant. Encourage students to share their work experiences. Then have students complete the
activity independently.
Building Better Sentences, p. 50
For further practice, refer students to Practice 4 on page 235. 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 232–233.
Activity 9: Clarity in a Paragraph, p. 50
Point out that students will now analyze the clarity in Paragraph 11. Depending on the
level of support needed, have students complete this activity in small groups, in pairs, or
individually.
Grammar for Writing
Clear Pronoun Reference, p. 51
Remind students that this second Grammar for Writing will also guide students on ways
to bring more clarity to their writing. This section focuses on the common error of faulty
pronoun reference. Share with students the fact that this type of writing error is common with
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native speakers as well as students learning English. Take some time to go over the explanations
and examples with students.
Activity 10: Editing for Clear Pronoun References, p. 51
Have students work individually in order to complete this activity. Clarify that the
number in parentheses is the number of pronouns in the item. Go over the answers as a class and
encourage students to ask for clarification as needed.
Activity 11: Editing for Clear Pronoun References, pp. 52–53
Tell students that this activity will help them continue to practice what they have learned
in the last two activities. Before students begin this activity, have them skim the paragraph and
then preview any vocabulary words with which students might not be familiar. Complete the first

sentence together as a class in order to provide a model sentence for this activity.
Element 4: Unity, p. 53
Go over the meaning of unity. Emphasize that all supporting sentence should be related to
the topic sentence.
Activity 12: Analyzing Unity, p. 53
Point out that students will examine the unity of this example paragraph in this activity.
Before students begin this activity, review the glossed words and any other words that they might
not know so that students can understand the content and will be able to focus on the activity.
Explain that in addition to helping writers stay true to their purpose for writing, purpose
statements can also be an effective aid in maintaining unity. Go over the questions and answers
about Paragraph 13 and its unity in relation to its purpose statement.
Building Better Sentences, p. 54
For further practice, refer students to Practice 5 on pages 235 and 236. 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 232–233.
Activity 13: Maintaining Unity, pp. 55–56
Before students begin this activity, provide students with some tips on what to look for in
identifying a sentence that would not belong. An example would include sentences that do not
provide relevant information or accurate information. If students have difficulty, it may be
helpful for students to generate a purpose statement for this paragraph after reading the
paragraph. Then they can examine each sentence in the paragraph against the purpose statement.
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As with any exercise involving a paragraph, it is often helpful to do some pre-reading
practice, such as asking students general questions about the topic. An appropriate question
might be: Have you ever acted in a play? or How do you think acting on TV is different from
acting in a live play?
Building Better Sentences, p. 56
For further practice, refer students to Practice 6 on page 236. 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 232–233.
Element 5: Coherence, p. 56
Go over the three features of coherence. Explain that logical order is particularly
important in paragraphs in which information must be presented in a certain order, such as a
narrative paragraph that presents a story or a process analysis paragraph that presents steps for
how to do something.
Activity 14: Sequencing Information, p. 57
Have students read the sentences in the order presented. Point out how difficult it is to
understand the information when the sentences are not in logical order. Then have students
complete the activity.
Repetition of Key Words, p. 57
Emphasize that there needs to be a balance between repeating key words and using
pronouns.
Transitional Words and Phrases, p. 57
The section on transitional words and phrases includes tips to help the students improve
their writing. Take time to go over the transitional words and phrases aloud. Ask them to think of
some examples and write the examples on the board or on the screen. Encourage students to take
notes on this information or flag this page and reference it as needed for future writing.
Writer’s Note: Proofreading Your Work, p. 58
Explain that proofreading is a key component in the writing process. Point out that it is

helpful to have a list of items to check when proofreading.

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Five Proofreading Strategies, p. 58
These notes provide great tips for students. Go over the strategies as a class. Encourage
students to take notes on this information or flag this page and reference it as needed for future
writing.
Writer’s Note: Titles for Your Work, p. 58
Provide students with a copy of a sample paragraph, but do not reveal the title of the
paragraph. Have students brainstorm titles for the paragraph and record their responses on the
board or screen. Then write the original title of the paragraph and compare the title with those
that students suggested.
Building Better Vocabulary
Activity 15: Word Associations, p. 59
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 16: Using Collocations, p. 60
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 17: Writing Your Own Paragraph, pp. 60–61
Tell students that this activity will require them to apply everything they have learned and
practiced. Read the directions together as a class. After students brainstorm, make sure they
follow the guidelines listed.
Use this opportunity to evaluate students and get an idea of how well they are developing
their writing skills. By evaluating your students at this point, you will also know if there is an
area with which some students are struggling and need further support and review.
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Activity 18: Peer Editing, p. 62
Before completing this activity, remind students to download and print Peer Editing
Sheet 2 from NGL.Cengage.com/GW3. Have them use the sheet to provide feedback to their
peers. 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. 62
Included in this section is a list of different essay writing prompts. Point out to students
that in order to become better writers, they need to write as much as possible. You may choose to
assign these topics a daily, weekly, bimonthly, or voluntary basis. Remind students to refer to the
seven steps in the writing process in the Brief Writer’s Handbook with Activities (pages 191–

198).
Timed Writing, p. 63
Timed writing is a valuable skill for students to work on since many standardized tests
include a timed-writing section. Students might feel varying levels of anxiety due to this time
limit, which can result in a greater number of errors than they normally make. Explain to
students that timed-writing practice can help them feel more comfortable and confident in other
timed-writing situations where they will need to write quickly and accurately.
Before beginning the writing task, review the writing prompt and the paragraph
guidelines provided. If necessary, review the term writing prompt.
EXPANSION ACTIVITIES
Write five sentences on the board or screen. Of the five sentences, be sure that three of
them contain vague language, e.g. The book is good. and We bought some stuff at the store. Ask
students to take out a piece of paper and re-write the sentences they think are unclear. Have
students volunteer to write the sentences that they revised on the board or screen and discuss as a
class if the rewrites include more specific language.
Then give students an article or piece of writing that is of general interest to the whole
class. Have them work in pairs to find words that seem especially selected, i.e., words where it is
obvious that the writer chose these words carefully. Encourage partners to share the words they
identified with the class.
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.
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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.
Paragraph 10, p. 42
mural
impact
to influence
brushstroke
to apply
roller
proportion
scale
representation
Paragraph 11, p. 49
scene
hectic
server
to hustle
tremendous
pace
to hurry
busser
to rush
carelessly
flow
to juggle
Paragraph 12, p. 52
hometown
to center

distinct
mild
average
blizzard
Paragraph 13, p. 53
guideline
detergent
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to dust
nightstand
dresser
to mop
to vacuum
surface
Paragraph 14, p. 55–56
to classify
perhaps
genre
hybrid
fictional
forbidden
available

Self-Assessment
Have students refer back to the opening spread on pages 38 and 39. Direct their attention

to the objectives. Ask them to put a check mark by the objective(s) they achieved. Then ask
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

Types of Paragraphs

OVERVIEW
In Unit 3, students will review various types of paragraphs, as well as other writing skills.
Some students may already be familiar with different paragraph styles while others may not have
been exposed to this aspect of academic writing. It is important to take the time to ensure that all
the students in the class understand the different styles in order to prepare them for more
advanced academic writing.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 3 Assessment CD-ROM with ExamView® to
produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit.
OBJECTIVES
1. Understand descriptive paragraphs. (pp. 66–70)
2. Understand comparison paragraphs. (pp. 70–74)
3. Practice subject-verb agreement. (pp. 75–76)
4. Learn about and edit word forms. (pp. 76–77)
5. Understand cause-effect paragraphs. (pp. 78–81)
6. Understand classification paragraphs. (pp. 81–85)

7. Write an original paragraph. (pp. 87–88)
TEACHING NOTES
In Unit 3, students will study four types of paragraphs: descriptive, comparison,
cause-effect, and classification. Most of the activities in this unit require students to study and
analyze example paragraphs. Students will learn how to write the various styles of paragraphs
(descriptive, comparison, cause-effect, and classification) by completing brainstorming and peer
editing activities. The Grammar for Writing sections of this unit present subject-verb agreement
and word forms, which are two important grammatical points that will enhance the quality of
student 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 tourists photographing an emperor penguin in Weddell Sea, Antarctica.
Go over the objectives on the top of page 65. Explain that students will do these in the
unit. Have students look at the question at the bottom of page 65. Tell them you will come back
to this question at the end of the unit.

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Types of Paragraphs, p. 66
Explain that there are different types of paragraphs (some of which are listed here) which
differ in form and purpose. If time allows, have students identify the different types of
paragraphs presented in Units 1 and 2. Point out that in this unit, students will learn about
descriptive, comparison, cause-effect, and classification paragraphs. Briefly walk students
through the unit to show how each of the four types of paragraphs is covered in this unit.

Descriptive Paragraphs, p. 66
Go over the purpose, key features, and uses of descriptive paragraphs with students.
Encourage students to take notes on this information or flag this page and reference it as needed
for future writing.
Activity 1: Analyzing a Descriptive Paragraph, pp. 66–68
Point out that students will read and analyze a descriptive paragraph in this activity. Have
students discuss the pre-reading questions in groups. Talk about environments. Quickly move the
discussion topic to environmental destruction. Support students with vocabulary needs they have
as they try to discuss this topic (before reading). This kind of vocabulary support allows students
to re-encounter words they recently learned from class discussion or from other classmates. Have
students reference the information on descriptive paragraphs on page 66 as needed while they
answer the post-reading questions.
Building Better Sentences, p. 68
For further practice, refer students to Practice 7 on page 237. 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 232–233.
Writer’s Note: Use of the Pronoun I in Academic Writing, p. 68
Review with students that although the pronoun I is not usually used in formal academic
writing, it is used to write about a personal experience. If time allows, bring in various examples
of writing that do and do not include I and discuss why this is appropriate for each kind of
writing.
Activity 2: Writing a Descriptive Paragraph, pp. 69–70
Tell students that this activity will guide them through the process of writing an original
descriptive paragraph. Discuss the various sample topics already provided and have students
select a topic of their own. Then circulate around the classroom in order to support students as
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