Great writing 4 great essays teachers notes 4th edition

Teacher’s Notes
for
Great Writing 4: Great Essays, 4th Edition
Keith S. Folse
April Muchmore-Vokoun
Elena Vestri Solomon

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition
Copyright © 2014 National Geographic Learning/Cengage Learning. Permission granted to photocopy for use in class.

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UNIT 1

Exploring the Essay

OVERVIEW
Unit 1 introduces students to the structure of an essay and its basic components. Some
students may already be familiar with essay writing, but chances are that for most students, essay
writing in English is a new skill. In Unit 1, students are not expected to learn the different
rhetorical styles (although many are presented in the unit); instead, the focus is placed on the
purpose of essay writing, the elements of a good essay, and the basic organization pattern.
Unit 1 introduces students to Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 4 Assessment CD-ROM with ExamView® to
produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit.
OBJECTIVES
1. Learn about the kinds of essays and the structure of an essay. (pp. 4–5)
2. Become familiar with the elements of an essay, i.e., introduction, hooks, thesis statements,
body paragraphs, and conclusion. (pp. 5, 9, 22–24, 30–34)
3. Analyze sample essays and answer comprehension questions. (pp. 5–21)

4. Work with outlines. (pp. 20, 31–33)
5. Write an original essay by following a guided writing activity. (pp. 36–37)
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 traditional castellers building a human castle during La Merce Festival in Barcelona,
Spain.
Go over the objective on the top of page 2. Explain that students will do this 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.
TEACHING NOTES
Unit 1 teaches students about the format of an essay. Students are introduced to five
common kinds of essays: narrative, comparison, cause-effect, argument, and reaction. Point
out that writers often mix rhetorical modes depending on the information they want to present.
In this unit, students will learn how to identify the three basic parts of an essay. Most of
the activities in this unit require students to study and analyze example essays. Students will
learn how to write the organizational plan of an essay by completing activities that require them
to practice outlining by making both a general and a specific outline.

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Parts of an Essay, p. 5
Elicit from students what they know about the introduction, body, and conclusion of an
essay as a way to prepare them to learn about these parts as well as to give you an idea of their
current understanding. Remind students that they will learn to identify and write these parts of an

essay. Check comprehension by asking questions: Where is the introduction? What does it do?
What is the thesis statement? What do body paragraphs have? Where is the conclusion? How is it
similar to the introduction? What does a conclusion often do?
Have students turn to the last sentence in Paragraph 1 in “Cinderella and Her Tedious
Household Chores” and place their finger at the beginning of this sentence. Remind students that
this sentence is the “thesis statement” and ask them to identify where this sentence appears in the
essay (first paragraph, last sentence). Point out that thesis statements in general follow this
pattern.
Have students write thesis statement on one side of an index card, and on the back, write
the following definitions: states the main idea of the essay; tells what the organization of the
information will be. Encourage them to reference this definition occasionally as they write,
analyze, and peer edit essays.
If appropriate, have students turn to p. 24 for more information about the thesis
statement.
Write topic sentence on the board or screen and discuss with the class why a paragraph
needs a topic sentence. Record students’ answers and be sure to point out that a topic sentence
tells the reader the main topic of the paragraph and that it often gives the reader a hint about the
writer’s purpose. Discuss how this kind of hint might be helpful to the reader.
Ask students to tell the meaning of support in their own words. Have students give realworld examples of how to support something or someone (reinforce, back up, explain). Help
students make a connection between the meaning of support and how supporting sentences
reinforce a topic by giving examples, reasons, facts, or more specific information about the topic.
If possible have students look up the definition of conclude in a dictionary or read the
definition aloud to the class (to finish, to end). Point out that an essay finishes or ends with a
conclusion and emphasize that a conclusion often restates the thesis.
Activity 1: Studying a Classification Essay, pp. 5–8
This activity is perhaps the most important one in the textbook as it covers the terms that
describe the main elements of an essay. Reassure students that they do not have to understand all
the information presented in Activity 1, as more in-depth study of the elements of an essay will
be explained later in the unit.

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The Hook, p. 9
Direct students’ attention to the photo on p. 9. Discuss with students what a hook is used
for (fishing; to catch a fish). Use this illustration to help students understand that a hook in the
opening sentence of an essay is used to “catch” the reader’s attention and interest.
Activity 2: Studying a Narrative Essay, pp. 9–12
As this example essay is a narrative, mention that a narrative essay tends to be more
personal or less formal than other types of essays. As time permits, encourage students to share
with the rest of the class or in groups their personal experiences with a high-stakes exam or other
important challenge.
Activity 3: Studying a Comparison Essay, pp. 12–14
Work together as a class to discuss the preview questions on p. 12. Point out to students
that discussing these questions can provide them with a clue about the topic of the essay and help
them anticipate the information they will encounter in the reading.
Activity 4: Studying an Example Essay, pp. 14–17
Point out that this is a cause-effect essay. Ask students to identify the cause(s) (good diet,
regular exercise, protection from sun) and effect (reduction in cancer risks) that the essay
discusses.
Activity 5: Studying an Comparison/Argument Essay, pp. 17–21
Explain that while this essay looks like a comparison essay at first glance, it is actually an
argumentative essay because the purpose of the essay is to persuade the reader that it is more
advantageous to attend a community college than a university.
You may want to consider having students complete the outline in item #2 in pairs, in
small groups, or as a class. Review the general organization of the essay. Then explain how and
where students can find the missing information in order to complete the outline. Model the task

as needed.
Writing the Introduction, pp. 22–24
This section of Unit 1 is important as it explains the elements of an introductory
paragraph (hook, main idea, connecting information, thesis statement). Carefully review the
material presented in this section as some students may struggle with the concept. Encourage
students to ask for clarification as needed.
Writer’s Note: Hook versus Main Idea, p. 23
Remind students that the purpose of a hook is to grab readers’ attention and interest them
in reading further. Explain that a writer should never assume that a reader will want to read
his/her essay and that part of a writer’s job is to get the reader to become interested in reading the
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essay by first presenting the reader with an enticing hook. Once they catch the reader’s attention
with the hook, then they can state the main idea.
Connecting Information, p. 24
Have students turn to the photograph of the bridge on p. 21 and ask students to describe
the function of the bridge (connects the road). Explain to students that just as the bridge connects
the road from one side to the other, a writer uses connecting information to connect the reader to
the topic. This connecting information usually consists of three to five sentences and can be
background information about the topic or examples.
As needed, display the paragraph on p. 21 on the board or screen. Read the paragraph
aloud and discuss as class how these sentences connect the reader to the topic “unpleasant
household chores.”
The Thesis Statement, p. 24
Review the explanations and examples of the two types of thesis statements. Make sure
students are clear on the difference between the two. Clarify any expectations you may have

regarding the type of thesis statement that is preferred or expected in this course.
Activity 6: Practice with Hooks, pp. 24–25
Point out that this argumentative essay argues against mandatory retirement. Be sure
students read the entire essay before they begin working on the three hooks. Depending on the
students’ understanding of hooks, you may want them to write their hooks on separate pieces of
paper and turn them in to you instead of having them share with their classmates in groups. In
this way, you can provide students with support in revising and editing their hooks.
Activity 7: Thesis Statement Questions, p. 27
The questions in these practices are important in helping students analyze thesis
statements. In item #3, students are asked to re-write the thesis statements. Be sure to check these
answers carefully to assess if students understand the differences between stated and implied
theses. If they have difficulty, have them review pp. 23–24.
Activity 8: More Practice with Hooks, pp. 27–29
Point out ahead of time to students that the comparison essay compares two different
types of jobs. Emphasize that students should begin working on their hooks only after they have
read the entire essay. If appropriate, ask several volunteers to share their hooks with the class.
Discuss how these hooks might help capture readers’ interest or ways to make the hooks more
interesting.

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Activity 9: Thesis Statement Questions, p. 29
If additional support for students in understanding the thesis statement is needed,
complete this activity together as a class. Discuss how to identify the thesis statement in an essay
and how to determine if it is a stated or implied thesis. Then work together to create alternative
forms by rewriting the thesis statement.

Writing the Body, p. 30
This section of Unit 1 explains what information is to be used in the body of the essay.
Discuss the similarities and differences between the general and specific outlines for Essay 7 on
pp. 30-31. Emphasize that a specific outline is easier to write from but that many writers begin
with a general outline and add details as they revise their outlines.
Writer’s Note: Using an Outline, p. 30
Help students understand the importance of using an outline by discussing how a map
helps navigate a trip. Explain that outline helps the writer plan where her or his writing is going
and how to successfully come to the end of the trip without getting lost. Point out that when a
writer has a clear idea of where her or his writing is headed and makes a plan to get the end, the
reader is able to follow the writing and better understand what the writer is trying to convey.
Activity 10: Making a General Outline, p. 31
For additional support, have students work in small groups or pairs. Guide students in
completing this activity by modeling how to refer back to the essay in order to identify and
locate the information necessary to complete a general outline.
Activity 11: Making a Specific Outline, pp. 32-33
For additional support, have students work in small groups or pairs. Guide students in
completing this activity by modeling how to refer back to the essay in order to identify and
locate the information necessary to complete a general outline. On the board or screen, use a
sample outline to model how to combine or eliminate ideas that do not add interest to the essay.
Explain how you decided to combine or eliminate and encourage students to ask for clarification
about this process as needed.
Writing the Conclusion, p. 34
Present the mnemonic device SOP (suggestion, opinion, prediction) to students as a way
to help them remember some effective ways of ending their essays. Remind students that writing
conclusion paragraphs is often a challenging task and encourage them to include at least three
sentences in their conclusions.

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Writer’s Note: Checking the First and Last Paragraphs, p. 34
Emphasize the importance of reading the introductory paragraph and the concluding
paragraph after they write an essay in order to make sure that the two paragraphs contain similar
information. Model this practice by examining the first and last paragraphs of some of the essays
in this unit.
Building Better Vocabulary
Activity 12: Word Associations, p. 35
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 13: Using Collocations, p. 35
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
Understanding the Writing Process: The Seven Steps, p. 36
Tell students that this section covers the basic steps of the writing process. Review and

discuss each step aloud. Have students turn to the Brief Writer’s Handbook with Activities
(pp. 157–163) for a more detailed review of this important information.
Activity 14: Essay Writing Practice, p. 36
Because this is the first original student writing assignment, you may decide that it is too
soon for the students to write an original essay independently. In this case, you might want to
assign a specific topic and have students work in pairs or groups to write the outline of the essay
before writing the first draft (which could also be done in pairs, groups, or independently).
Remind students to refer to the seven steps in the writing process on p. 36 (or in the Brief
Writer’s Handbook with Activities on pp. 157–163).

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Additional Topics for Writing, p. 37
Included in this section is a list of 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 (pp. 157–163).
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 essay guidelines
provided. If necessary, teach the term writing prompt.
EXPANSION ACTIVITIES

Help students recognize what is and is not a good topic for an essay. Display examples of
essay topics on the board or screen. Work as a class to brainstorm and narrow the topic. Then
decide as a group if the topic is too general or specific for an essay. Some example topics may
include pollution, movie stars, exercise, a specific country, and so on.
For additional practice, provide students with high-interest essays from outside sources.
As needed, have students work in small groups or as a whole class to find and analyze the thesis
statement, body, and conclusion.
Finally, have students volunteer ideas or topics that they are interested in writing about.
As a class, brainstorm the types of thesis statements that would be appropriate for the topic.
Suggest students write paragraphs about the opening spread, or another photo in the unit.
You may want to brainstorm vocabulary for the photo before students write their sentences.
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.
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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
speech

definition/synonym/translation
sample sentence

1. routine, n.

custom; habit
My daily
make dinner.

2. glamorous, adj.

3. task, n.

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 essays in the unit. We suggest that students
begin with these words and add other words to their vocabulary journals as necessary.
Essay 1, pp. 6–7
tedious
household
chore
meticulously
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to entail
wrinkled
silverware
elbow grease
dreaded
to tackle
to disinfect
to make do
Essay 2, pp. 9–11

steamy
to struggle
to squint
confines
to plop
dizzy
to nod
delight
Essay 3, pp. 12–13
rural
urban
dweller
regardless of
notable
the degree
the pace
wary
deadline
peak
drawback
Essay 4, pp. 15–16
shocking
well-informed
consumer
lack of
generation
fiber
colon
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diet
couch potato
a boom
to attain
to cut back on
in conjunction with
astounding
to flock to
prevalent
Essay 5, pp. 18–19
to opt to
namely
tuition
reluctant
minimal
credential
extracurricular
sufficient
interaction
alternative
Essay 6, pp. 25–26
mandatory
option
to violate
livelihood
payroll

misconception
to disregard
opening
entry-level
determined
fulfilling
without a doubt
Essay 7, pp. 28–29
detail-oriented
to pale in comparison
fundamental
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feedback
ensure
intermediary
function
manager
competitive
to straighten out
subordinate
hierarchy
up to par
particular
spokesperson
CEO

go-between
inspection
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

Narrative Essays

OVERVIEW
Unit 2 concentrates on the elements of a narrative essay. Overall, students will learn that
a narrative essay tells a story, which allows the writer to be more creative than other types of
rhetorical styles. Students will also learn about the several important elements that make up a
story.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 4 Assessment CD-ROM with ExamView® to
produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit.
OBJECTIVES
1. Learn how to write a narrative essay. (p. 40)
2. Learn how to write a narrative hook. (p. 41)
3. Add supporting information to narrative essays. (pp. 42–43)

4. Use connectors and time relationship words. (pp. 50–51)
5. Use adjective clauses. (pp. 52–53)
6. Use the brainstorming process to generate ideas. (pp. 57–58)
7. Write an original narrative essay by following a guided outline and writing activity. (pp. 59–
61)
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 on pages 38 and 39 and ask them to tell you what
they see. This photo shows the explorers Beverly and Dereck Joubert in Botswana. They have
launched the Big Cats initiative to raise global awareness about the need to protect lions, tigers,
cheetahs, leopards, and jaguars.
Go over the objectives on the top of page 39. Explain that students will do these things 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.
TEACHING NOTES
An important feature of the narrative essay is the understanding that this type of essay
must have a beginning, a middle, and an end. Because narrative essays are told in chronological
order, transitions are also covered in this unit.
When introducing the narrative rhetorical style, you may want to refer to Essay 1 in Unit
1 about Cinderella and assess if students remember the fairy tale. As a warm-up to beginning the
unit, ask students to summarize the story. On the board or screen, separate the story into its three
main parts (beginning, middle, and end—the moral). Most of the activities in this unit require
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students to study and analyze example essays. Students will learn how to write a narrative essay

by completing brainstorming, outlining, and peer editing activities.
What Is a Narrative Essay?: The Introduction, The Body, The Conclusion, pp. 40–43
Because narrative essays tell a story, their organizational pattern is different from other
rhetorical styles. Students must be made aware of the fact that the thesis statement, details, and
conclusion of a narrative are different from other essay types. Many students are already familiar
with this type of personal writing (e.g., “What did you do during summer vacation?”). However,
it may be helpful for students if you emphasize that this rhetorical style is the least academic of
the five types presented in the book and remind students that other writing assignments (from
Units 3–5) might be more challenging.
Structure of a Story
After you have presented the elements of a story, check comprehension by asking questions.
Have students identify each element and give examples from popular books or movies.
Activity 1: Identifying Hooks, p. 41
This activity is important in helping students understand the differences between
narrative hooks and other types of hooks (presented in Unit 1). While going over the answers,
you may want to ask students to explain why they think a particular question is or is not a good
narrative hook.
Writer’s Note: Storytelling Tip, p. 43
Point out that when writing is descriptive, it paints a picture in one’s mind and helps the
reader visualize what is happening. Explain to students that this makes writing more interesting
and will help the reader feel like they are part of the story, which is very important in a narrative
essay.
Activity 2: Studying a Narrative Essay, pp. 43–44
When reviewing the answers, refer students back to the information on pages 40–43 for
clarification. Ask students to explain terms (e.g., narrative hook, setting, theme) as they give
answers.
Activity 3: Outlining Practice, pp. 46–47
Use the outlining activity to reinforce the role of each component in the narrative essay.
Discuss this writing activity as a class. Answers may vary slightly in wording, but overall, there
will be one answer per item.

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Activity 4: Adding Supporting Information, pp. 48–49
Depending on the level of your students, you may want them to work on this activity in
pairs or in small groups. Alternately, groups of students can be responsible for filling in just one
part of the supporting information before sharing it with the rest of the class.
For students who are having difficulty coming up with information, consider having them
first write a specific outline and/or writing questions on the board or screen to help them with
their brainstorming (e.g., “What did that part of town look like?” or “How long did the drive take
you?” for paragraph 3).
Grammar for Writing
Connectors and Time Relationship Words, pp. 50
Most students will probably already be familiar with the majority of the words and
phrases presented in the chart on p. 50. Be sure to point out to students that while it is very
important to add transition words to essays, it is also important not to use so many that the series
of events becomes difficult to follow. Have students turn to pp. 180–181 in the Brief Writer’s
Handbook with Activities to reference a complete list of connectors. As needed, have students
complete Activity 3 on p. 172.
For additional practice, suggest students write sentences with phrases that express time
order. Then have them exchange sentences with a partner to write in another way.
Activity 5: Adding Connectors, pp. 51–52
Work together as a class to fill in the first several blanks with the appropriate connector
or time relationship word or phrase. Model how you decide which connector to choose by
reading each paragraph aloud and discussing your choice. Based on the level of support that
students need to complete this activity, complete it as a class or have students work

independently or with a partner.
Grammar for Writing
Adjective Clauses, p. 52
After students have read the information, check comprehension by asking questions.
Activity 6: Adjective Clause Review, p. 53–54
When students have completed the activity, call on students to identify the clauses and say which
provide necessary information.
Building Better Vocabulary
Activity 7: Word Associations, p. 54
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.
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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, pp. 55
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.
Developing a Narrative Essay: Choosing a Topic, p. 55
Review the common criteria for choosing a topic with students. As a class, brainstorm
topics that are not too small but too big and record all ideas on the board, screen, or on chart
paper. Discuss which topics on the list might provide enough action to make a story of five or six
paragraphs.
Writer’s Note: Topic Tip, p. 56
Have students write exciting on the front of an index card. Then on the back have them
writing a list of the exciting events they have experienced. Then discuss how many of the events
they listed could be developed into an interesting narrative essay. Have students repeat this step
with difficult, wonderful, frightening, etc., and encourage them to use this process when
brainstorming topics.
Review the questions. Ask students which questions they think are especially interesting.
Activity 9: Choosing Topics, p. 56–57
For additional support with determining how to choose topics, work together as a class to
complete this activity. Read each pair of topics aloud and discuss as a group why one topic is
better than the other for a narrative essay.
Activity 10: Ideas for a Narrative Essay, p. 57
Have students refer to the information on choosing a topic for a narrative essay from
pp. 56–57 as they complete the activity.

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Brainstorming: pp. 57–58
Discuss with students the process they go through when they come up with ideas for
writing. Have students turn to the illustration on p. 57 and explain that the man in the picture is

brainstorming. Display the definition of brainstorming on the board or screen and read it aloud.
Then write a list of the wh- questions and explain that answering these questions can guide them
through the brainstorming process. Discuss how making a list of words or phrases or how
making a map of a visual essay might help them brainstorm for a narrative essay. Encourage
students to experiment with all three brainstorming techniques as well as to keep a list of
brainstorming techniques that they can refer to as they write.
Original Student Writing: Narrative Essay
Activity 11: Developing Narrative Ideas, p. 59
Remind students that the main parts of an essay include the introduction, body, and
conclusion. As students complete the activity, circulate around the room and provide support as
needed.
Activity 12: Planning with an Outline, pp. 59-61
Remind students that the more detailed the outline is, the easier it will be to write the
essay. If students have difficulty completing the outline, have them go back to the brainstorming
stage and/or consider whether the topic is appropriate for a narrative essay.
About Peer Editing
Writer’s Note: Suggestions for Peer Editing, p. 61
Read the suggestions for peer editing aloud and model for students how to listen carefully
and how to make helpful comments. It may be helpful to provide examples of not listening
carefully or making comments that are not helpful. Emphasize the importance of choosing words
and comments carefully in order to not hurt their classmate’s feelings. Peer editing is intended to
be a positive, helpful experience for the writer.
Activity 13: Peer Editing Your Outline, p. 62
This book contains a series of peer editing sheets that students can use for their outlines
and first drafts of 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.
Direct students to Peer Editing Sheet 1 in Appendix 2. The sheets can be downloaded
from NGL.Cengage.com/GW4.

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Activity 14: Writing a Narrative Essay, p. 62
Review the features and purpose of a narrative essay before students begin this activity.
Remind students to refer to the seven steps in the writing process in the Brief Writer’s Handbook
with Activities on pp. 157–163.
Activity 15: Peer Editing Your Essay, p. 62
This book contains a peer editing sheet sample that students can use for their outlines and
first drafts of their 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.
Direct students to Peer Editing Sheet 2 on NGL.Cengage.com/GW4. The sheets can be
printed out, completed, and exchanged.
Additional Topics for Writing, p. 62
Included in this section is a list of narrative 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 (pp. 131–138).
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 essay guidelines provided.
EXPANSION ACTIVITIES

Have students volunteer to share their narrative essays in class and have classmates
provide positive feedback on the most creative or most surprising aspect of each story. As an
alternative to asking for volunteers to share their work, collect students’ essays and, keeping the
identity of the author anonymous, read parts of them to the class. Then have classmates provide
positive feedback on the most creative or most surprising aspect of each part of the story that was
shared.
Suggest students write paragraphs about the opening spread, or another photo in the unit.
You may want to brainstorm vocabulary for the photo before students write their sentences.

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VOCABULARY ENRICHMENT ACTIVITIES
Because vocabulary is such an important point in moving to a higher proficiency level,
instructors may want their students to maintain a vocabulary journal to correspond to the
vocabulary, which is something that we strongly advocate.
Whether or not this particular strategy is employed, it is imperative that students acquire
a large amount of appropriate vocabulary in this course.
Suggested Words for the Vocabulary Journal
Below is a list of vocabulary words from the essays in the unit. We suggest that students
begin with these words and add other words to their vocabulary journals as necessary.
Essay 8, pp. 43–44
anxious
to panic
frustration
to scowl
terminal

enormous
to squeak
despair
to gaze
to jerk
timidly
deserted
shuffle
predicament
lobby
handkerchief
courtesy
Essay 9, pp. 48–49
superstitious
to trip
fool
to oversleep
to trip
shortcut
right away
to scowl
coffee grounds
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Essay 10, pp. 51–52
idol

silly
to pack
to take on
role
Essay 11, pp. 53–54
driveway
throne
residential
sedan
spell
to leak out
somber
severity
a moving violation
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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20


UNIT 3

Comparison Essays

OVERVIEW
The topic of Unit 3 is comparison essays. Students are often under the impression that
comparison essay topics need to be neat and obvious to the reader, but very often, some of the
most interesting comparison essays compare and/or contrast ideas that one would not normally
consider doing. In this way, Unit 3 provides students with an opportunity to explore the flexible
nature of the comparison essay.
Students will continue with Building Better Sentences and Building Better Vocabulary.
For further support, you may use the Great Writing 4 Assessment CD-ROM with ExamView® to
produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit.
OBJECTIVES
1. Learn how to write a comparison essay. (p. 66)
2. Learn how to organize a comparison essay. (pp. 67–68)
3. Analyze sample comparison essays and answer comprehension questions. (pp. 68–70)
4. Develop comparison essays with outlining practice and supporting information. (pp. 69–83)
5. Use connectors for comparison essays. (pp. 75–77)
6. Use adverb clauses and subordinating conjunctions (pp. 78–79)
6. Use the brainstorming process to generate ideas. (pp. 80–82)
7. Write an original comparison essay by following a guided outline and writing activity.
(pp. 83–86)
TEACHING NOTES
Students writing comparison essays have two choices: choosing a mundane topic that will
produce a well-organized essay with little interest or creatively trying to draw comparisons from
dissimilar items or making connections between items that do not seem to have connections.
Unit 3 explains the different patterns of organization for comparison essays (the block
method and the point-by-point method). Students study and analyze example. Students will
learn how to write a comparison essay by completing brainstorming, outlining, and peer editing
activities.
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 on pages 64 and 65 and ask them to tell you what
they see. This photo shows the a team of sled dogs in the background in Nunavut, Canada, while
a sledder holds a photograph of a South Carolina swamp in the foreground.

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Go over the objectives on the top of page 65. Explain that students will do these things 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.
What is a Comparison Essay?, p. 66
Make sure students understand that comparison essays can discuss similarities and/or
differences. Direct students’ attention to the two paintings on pages 66 and 67. Have them work
in pairs to list similarities and differences, then lead a discussion with the class.
Patterns of Organization, p. 67
To reinforce the two methods of organization, present students with another topic using
one of the organizational patterns. Then have students change the format from one type to the
other. Repeat as needed. This can be done as a class, in pairs, or individually.
Parallel Organization of Supporting Information, p. 67
Emphasize to students that the order in which the subjects and the points of comparison
are presented must be the same from paragraph to paragraph.
Activity 1: Studying a Comparison Essay, pp. 68–70
Use item #5 on p. 70 to review supporting details in an essay as well as to illustrate the
parallel structure of the supporting ideas.
Activity 2: Outlining Practice, pp. 70–72
If necessary, have students turn to pp. 32–33 and review specific outlines. Use the
outlining activity to reinforce the role of each component in the comparison essay. Discuss this

writing activity as a class. Answers may vary slightly in wording, but overall, there will be one
answer per item.
Activity 3: Supporting Information, pp. 72–74
Before students complete this activity in pairs, clarify that they will need to write the
missing supporting information. Briefly review the importance of supporting information and
suggest they ask wh- questions about the topic to help them develop supporting information that
will support the main idea(s).
Writer’s Note: Asking Questions, p. 74
Emphasize the importance of asking questions in order to generate ideas for an essay.
Explain to students that asking and answering questions is good practice not only for comparison
essays, but for all essay types.

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Grammar for Writing
Connectors for Comparison Essays, pp. 75
Based on students’ needs, discuss the use of connectors for comparison essays. Note that
one chart presents connectors that show comparison (similarities) and that the other shows
contrast (differences). Have students turn to pp. 180–181 in the Brief Writer’s Handbook with
Activities to reference a complete list of connectors. As needed, have students complete the
exercise on p. 172.
Activity 4: Connectors, pp. 76–77
Model for students how to select the appropriate connector in each set of parentheses for
this activity. For additional support, have students refer to the charts on p. 75.
Building Better Vocabulary
Activity 5: Word Associations, p. 77

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 6: Using Collocations, p. 78
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.
Grammar for Writing
Using Adverb Clauses, pp. 78-79
For additional practice, write sentences on the board using either subordinating conjunctions or
transitions. Have students rewrite the sentences using another connector.
Activity 7, Identifying Adverb Clauses and Subordinating Conjunctions, p. 80
As you go over the answers, ask students to identify the function of any adverb clauses.

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23


Developing Ideas for Writing

Brainstorming, pp. 80-82
Explain to the students that making a list and using a Venn diagram are particularly good
ways to brainstorm ideas for a comparison essay. Encourage students to keep a list of
brainstorming techniques that they can refer to as they write.
Activity 8: Identifying Good Topics for a Comparison Essay, p. 82-83
Discuss the first completed sample for this activity as a class. Encourage students to share
why they think the answers make or do not make good choices for topics. Ask students to state
whether or not they agree with the sample answer and explain why. Based on the level of support
that students need, have them complete the activity individually, in pairs, or as a class.
Original Student Writing: Comparison Essay
Activity 9: Working with a Topic, pp. 83-84
Before students select a topic form the list presented, briefly discuss examples of some
possible subjects for each topic as a class. If necessary, review how to use a Venn diagram when
brainstorming.
Writer’s Note: Ideas for Supporting Information, p. 84
Write each bulleted point idea on the board or screen. Discuss with students how these
ideas can be used as supporting information in a body paragraph.
Activity 10: Planning with an Outline, pp. 84–86
Clarify that this outline uses the point-by-point method of organization and that students
should use their ideas from Activity 9 for the outline. Review the point-by-point method if
necessary.
Activity 11: Peer Editing Your Outline, p. 86
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.
Have students download Peer Editing Sheet 3 at NGL.Cengage.com/GW4.
Activity 12: Writing a Comparison Essay, p. 86
Review the features and purpose of a comparison essay before students begin this
activity. Remind students to refer to the seven steps in the writing process on p. 36 or in the Brief
Writer’s Handbook with Activities on pp. 156-163.

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24


Activity 13: Peer Editing Your Essay, p. 86
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.
Direct students to Peer Editing Sheet 4 at NGL.Cengage.com/GW4.
Additional Topics for Writing, p. 87
Included in this section is a list of comparison 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
(pp. 156-163).
Timed Writing, p. 83
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 essay guidelines provided.
EXPANSION ACTIVITIES
Have students work in groups of four. Ask them to write their two points of comparison
on two pieces of paper. Have them mix up the eight pieces of paper and, working together,
connect the two items logically. Then have students write a brief outline for the topic, using both
the point-by-point method and the block method.

Suggest students write paragraphs about the opening spread, or another photo in the unit.
You may want to brainstorm vocabulary for the photo before students write their sentences.
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 essays in the unit. We suggest that students
begin with these words and add other words to their vocabulary journals as necessary.

Teacher’s Notes for Great Writing 4: Great Essays, 4th Edition
Copyright © 2014 National Geographic Learning/Cengage Learning. Permission granted to photocopy for use in class.

25