Teacher’s Notes for GREAT PARAGRAPHS, 2nd Edition Keith Folse April Muchmore-Vokoun Elena Vestri Solomon Houghton Mifflin Company Great Paragraphs 2nd edition Chapter Notes 1 Unit 1 What Is a Paragraph? This unit introduces students to a paragraph and its four basic features, namely the topic sentence, the interrelation of all the sentences to one topic and only topic only, the indenting of the first line, and the concluding sentence. Some students may already be familiar with paragraph writing, but students’ familiarity with paragraphs may vary greatly. In Unit 1, students are not expected to learn to write a specific kind of paragraph, but they are expected to recognize these four key features in several example paragraphs. Having students complete this material gives the teacher a chance to see who knows exactly how much about paragraphs from the very beginning of the course. In addition, Unit 1 introduces students to the Building Better Sentences and Web practice activities found throughout the text. OBJECTIVES 1. Understand what a paragraph is and looks like as well as how it relates to sentences and essays. (1-3; 13-19) 2. Understand the importance of repetition of key words and use of present tense verbs in paragraphs. (3-4) 3. Analyze a process paragraph. (4-7) 4. Analyze a narrative paragraph. (7-8) 5. Understand the use of “I” and past tense in narrative paragraphs. (8) 6. Become familiar with the four features of a paragraph. (9-11) 7. Learn to analyze multiple paragraphs to compare the use of the four features in all four paragraphs. (12) 8. Be able to use capitalization and end punctuation better by the end of this course. (19-20) 9. Understand how to create and then correctly write a title in English. (20-21) 10. Learn to identify the verb in a sentence without any difficulty. (22-24) 11. Understand the importance of rewriting your work soon after it is written. (26) Great Paragraphs 2nd edition Chapter Notes 2 12. Introduce Building Better Sentences and Web Activities found throughout the textbook (Appendix 5 pp 229-247) 13. Combine sentences for sentence variety. (9, 21) CHAPTER NOTES Unit 1 introduces students to the basics of the composition of a paragraph. The unit introduces the four main features that every good paragraph has, namely: (1) a topic sentence, (2) a single theme around which all the sentences revolve, (3) an indented first line, and (4) a concluding sentence or statement. If your students are already familiar with the basics of paragraph writing, then jump into the middle of unit 1 rather than starting with page 1. Most of the activities in this unit require students to read an example paragraph, answer some comprehension and analysis questions about the paragraph, and then consider how they might write a paragraph like this. Activity 1, pp. 2-3 As with all the paragraphs in the entire text, it is important for the teacher to ask some pre-reading questions to (1) pique students’ curiosity about the upcoming topic, (2) gauge how much English vocabulary they already know about the content of the paragraph, and (3) prime the students for the material that they’ll be encountering very soon. For this paragraph, potential questions include “What do you call it when a person can’t see?” “How can blind people read books?” (Get some recent statistics from the Web about the number of blind people in your area or in the country.). As you go over the questions following the paragraph, encourage students to ask questions about vocabulary and content. Also, encourage (force?) students to write down new vocabulary in some sort of vocabulary notebook. They should learn MANY vocabulary items by the time they finish Great Paragraphs.. Writer’s Note, pp. 2 – 3 Great Paragraphs 2nd edition Chapter Notes 3 This Writer’s Note explains repletion of key vocabulary words as well as the predominant use of present tense in factual paragraphs, i.e., explanations of things that are always true. It is imperative that the teacher ask students about this concept every time they see another example paragraph. Ask “Why is this paragraph in present tense? Or why aren’t the verbs here in present tense?” Activity 2, p. 4 You may wish to have some students volunteer to write 1 or 2 of their sentences on the board for everyone to see. Have other students take turns reacting to their classmates’ sentences. Keep the pace moving! Activity 3, p. 4 Possible pre-questions include “What is the easiest food you can think of to make?” “On a scale of 1 to 10 with 1 being very easy and 10 being very hard, where would rate cooking a steak? Cooking a turkey? Making a salad? Making a sandwich?” and/or “Have you ever made egg salad? If so, how do you usually make it?” Writer’s Note, p. 6 Some students may know this grammatical form as the “command form.” Activity 4, pp. 6-7 Students have a chance to write some of their unique ideas on paper. It’s ok if they write as few as 4 steps but not more than 7. If it takes more than 7, you need to cut down what you are planning. If you have fewer than 4, then your topic is far too simple. Activity 5, pp. 7-8 Prereading questions include “How many of you have flown on an airplane?” “How many have flown more than 20 times? 10 times?” and “Can you remember your first flight? Tell us about it.” Writer’s Note, p. 8 Great Paragraphs 2nd edition Chapter Notes 4 This note simply reminds paragraph writers that narrative writing frequently uses past tense and it is o.k. to use I in narrative writing but that this should be avoided in other types of more academic writing. Activity 6, p. 9 Students must write about something that happened to them, but it should be in the form of a list of the events or steps in the thing that happened to them. The minimum acceptable number of sentences is 5 and the maximum is 10. Building Better Sentences, Practice 1, p. 9 Take students to first two pages of Appendix 5 (229-230) and go through the examples of sentence-combining strategies as a class. Many students need to see the steps of combining on the blackboard before doing it themselves. Explain the importance of sentence variety in writing and ask them to be conscious of the types of sentences they are creating. 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. Activity 7, 8, 9, pp. 10-18 These three exercises provide extensive practice in identifying the four parts of a paragraph. It is important to make sure that everyone knows the four features and can analyze a paragraph to indicate whether or not the four features are there in that paragraph. In these activities, students will work with seven paragraphs (#4-#10). You should ask pre-reading questions to keep students interested. In addition, after students have read and analyzed all of these paragraphs, ask them which they liked the most and why as well as which they did not like and why not. You may wish to list the four paragraph features on a poster board or newsprint and keep this in an easily seen area of the classroom for the remainder of this unit. Great Paragraphs 2nd edition Chapter Notes 5 Building Better Sentences, Practice 2, p. 11 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. Activity 10, pp. 19-20 Students work with basic capitalization and end punctuation rules. Writer’s Note, pp. 20-21 This writer’s note explains the basic issues in coming up with a good, clear, wellwritten, and well-punctuated title for subsequent paragraphs and essays. Activity 11, pp. 21-22 You may want to have your students copy their work on separate sheet of paper rather than use the book pages. However, if you do this, it is important then that you read and comment on what you collect. For students who are good writers, this copying phase can be omitted. Language Focus, Writer’s Note, Activity 12, pp. 22-24 All three of these deal with the importance of finding the main verb in a sentence. When you are helping students analyze sentence, ALWAYS have them find the verb first and work back from the verb. Activity 13, pp. 24-25 This is a copying activity. Activity 14, pp. 25-26 In this Original Writing Practice, students must choose a topic, develop a topic sentence, and write a paragraph. Great Paragraphs 2nd edition Chapter Notes 6 Because this is the first writing assignment given to students, you may decide that it is too soon for the students to write an original paragraph. In this case, you might want to ask students to outline a paragraph, work in groups to create an outline, or give students a specific topic to write about. Peer Editing: Writer’s Notes and Activity 15, pp. 26-27 Peer editing of original writing is an important part in the writing process. Students will use Peer Editing Sheet #1 from Appendix 6. The introduction to peer editing in Unit 1 explains what to expect (or not) in terms of Peer Editing. EXPANSION ACTIVITIES 1. Bring in extra paragraphs on overhead transparency sheets. Ask students to find the general topic and then the actual topic sentence. 2. If your school has a school newspaper, you can avoid photocopying by picking up 15 copies of the student newspaper and have students dissect it to find examples of good topic sentences or good concluding sentences. If there is an editorial page, the paragraphs there are more likely to be better crafted than those in the regular news stories. (Important: Very few paragraphs in the regular news stories will have good concluding sentences, and most will not even have any concluding sentence, let alone a good one.) 3. Some editing formats do not indent the first lines of the first paragraph in a story. Have students find examples of this. (This happens with first paragraphs in textbook examples, but we have asked the typesetters for the GREATs to make sure that all paragraphs are indented.) I would make sure that the whole class sees one example of this and then verbalizes the rule and rational behind exception. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). Great Paragraphs 2nd edition Chapter Notes 7 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, something that we strongly advocate. An easy way to accomplish this is to do the following: 1. Ask students to separate a piece of paper into two sections: the section on the left (approx. 2 inches wide) with the vocabulary word and the section on the right for the definition and a sample sentence. 2. In the left column, students will write the vocabulary word and what part of speech it is. 3. On the right side of the paper the student will write either a definition, a synonym, or a native language translation of the word. 4. Underneath the definition, the student will create a sample sentence using the word, but a BLANK SPACE will be used instead of the vocabulary word. 5. Explain to the students that this type of vocabulary journal can be used in different ways: a. by covering the list of vocabulary words vertically, students must look at the clues (definition and sentence) and recall the vocabulary word; b. by covering up the vocabulary word and the definition, 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. VOCABULARY JOURNAL vocabulary word definition/synonym/translation sample sentence 1. routine, n. custom; habit My daily Great Paragraphs 2nd edition Chapter Notes is getting up, going to work, 8 and coming home to make dinner. 2. glamorous, adj. exciting attractiveness; stylish Movie stars usually have lifestyles. 3. tasks 4. 5. 6. 7. Paragraph 1, p. 2 1. special 2. run (your fingers across a system) 3. characters 4. pattern 5. (Braille) gets (its name from ….) 6. yet (= but) 7. effective Paragraph 2, p. 4 1. easiest 2. delicious 3. cool 4. a bowl 5. a fork 6. creation Great Paragraphs 2nd edition Chapter Notes 9 Paragraph 3, p. 7 1. although 2. flew 3. afraid 4. wonder 5. to be like (What is that like?) 6. crowded 7. turn (a color) 8. entire 9. meal 10. even 11. details Paragraph 4, pp. 10-11 1. at some point (= at some point in time) 2. whether or not 3. allow 4. a pet 5. responsibility 6. take care of 7. in addition 8. compassionate 9. on the other hand 10. hurt 11. might do something 12. shed 13. require 14. in brief 15. be divided 16. a variety of Great Paragraphs 2nd edition Chapter Notes 10 17. reasons Paragraph 5, p. 13 1. typewriters 2. allow 3. major 4. fluid 5. correction fluid 6. fix 7. effort 8. research 9. convenient 10. several 11. sources 12. useful 13. however 14. obtain Paragraph 6, p. 14 1. several 2. inaugural speech 3. develop 4. pneumonia 5. term 6. less than 7. a pension 8. ironic Paragraph 7, p. 15 1. valuable 2. industry / industries Great Paragraphs 2nd edition Chapter Notes 11 3. products 4. cotton 5. tobacco 6. battles 7. revolution 8. fought 9. War Between the States 10. seaport 11. distinct Paragraph 8, p. 16 1. victory 2. controversial 3. sports figure 4. took away 5. athlete 6. professional 7. reverse (a decision) 8. a ruling 9. achieve, achievements Paragraph 9, p. 17 1. skip 2. extremely 3. prepare 4. uncomfortable 5. stomach 6. be concerned about 7. avoid 8. fatty (foods) 9. scrambled eggs Great Paragraphs 2nd edition Chapter Notes 12 10. fried sausage Paragraph 10, p. 18 1. incident 2. trembling 3. humor Paragraph 11, pp. 21-22 1. increase 2. the number of 3. residents 4. public 5. funding 6. result 7. facilities 8. services 9. current 10. however 11. (be) concerned 12. handle 13. conservationists 14. environmental 15. damage 16. Everglades 17. decreasing 18. supply 19. positive Paragraph 12, pp. 24-25 1. vary 2. method Great Paragraphs 2nd edition Chapter Notes 13 3. exist 4. appropriate 5. amount 6. culture 7. each other 8. disinterested 9. behavior 10. farther 11. apart 12. close 13. might 14. aggressive 15. a universal language Great Paragraphs 2nd edition Chapter Notes 14 Unit 2 Developing Ideas for Writing a Paragraph The main goal of Unit 2 is for writers to learn how to come up with lots and lots of ideas for a writing topic and narrow that topic down to one that is suitable for a paragraph. To accomplish this purpose, the main focus in Unit 2 is on BRAINSTORMING ideas. OBJECTIVES: 1. Learn how and why of brainstorming. (28-34) 2. Improve subject-verb agreement accuracy. (35-37) 3. Add variety to sentence patterns. (37) 4. Write an original paragraph that started from an original general idea that was narrowed down to a more specific topic by brainstorming potential subtopics and questions about the topic. (37) CHAPTER NOTES: One of the hardest things for many writers is coming up with an idea for a topic. Some students can come up with the general topic but need a great deal of assistance in narrowing down their chosen topic. The material and activities in Unit 2 will teach students to brainstorm. This improves their ability to ask questions about a topic, which in turn improves their ability to answer those questions, which in turn provides information for sentences that can become the backbone of a good paragraph. Introducing Brainstorming, p. 28 The unit opener activity on p. 28 is an easy, structured way to get students to understand what brainstorming is. You may want to ask them what BRAIN is and then what a STORM is. Ask them if they can make the connection between the meanings of these two words separately and the new term BRAINSTORMING. Great Paragraphs 2nd edition Chapter Notes 15 Activity 1, p. 29 This activity is similar to the unit opener on brainstorming. Follow the directions. Writer’s Note, p. 30 This note discusses the why behind the concept of brainstorming. (In contrast, the unit opener and Activity 1 focused more on the how of brainstorming.) Activity 2, p. 31-33 There are three topics for this brainstorming activity. It is not necessary to do all three. If two of these will suffice for your students, we suggest that you try to choose the two topics that are the most relevant and meaningful to your group of students. Activity 3, p. 34 This activity is important because it asks students to use printed material as their base for brainstorming (unlike the visual/pictorial prompts found in Activity 2). Language Focus, p. 35-36 Subject-verb agreement is one of the most basic yet error-filled grammar points for composition writers. The most common student errors are discussed. We suggest bringing in other sentences on an overhead transparency to provide further examples. Activity 4, pp. 36-37 In this activity, students must find all the subject-verb errors in the paragraph and correct them. Building Better Sentences, Practice 3, p. 37 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. Great Paragraphs 2nd edition Chapter Notes 16 Activity 5, p. 37 In this Original Writing Practice, students must choose a topic, brainstorm specific ideas, develop a topic sentence, and write a paragraph. Because of the variety of levels in any writing course, some learners may need additional help with this activity even though all of the “pieces” have been covered in Unit 2 (and in Unit 1). Activity 6, p. 37 Peer editing of original writing is an important part in the writing process. Students will use Peer Editing Sheet #2 from Appendix 6. EXPANSION ACTIVITIES 1. Write out general topics on 3 x 5 notecards or small sheets of paper. Have students work in groups of 3-5 students to brainstorm ideas for writing a paragraph on specific topics from that general topic. Allow students 8-10 minutes per card and then have them exchange cards. At some point, have students compare answers with their classmates from other groups. 2. Have students practice subject-verb agreement with other similar paragraphs that you have typed in large font on an overhead transparency. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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, 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. Paragraph 13, pp. 36-37 1. kindergarten Great Paragraphs 2nd edition Chapter Notes 17 2. elementary school 3. organize 4. supplies 5. teacher’s aide 6. keeps 7. extremely 8. fight 9. cry 10. attend 11. create Great Paragraphs 2nd edition Chapter Notes 18 Unit 3 The Topic Sentence In Unit 3, students will learn what a good topic sentence looks like as well as why a particular sentence would not be a good topic sentence. At the same time, this unit builds upon the information found in Unit 1 and Unit 2. OBJECTIVES 1. Learn the basics of a good topic sentence. (whole unit) 2. Evaluate the effectiveness of various topic sentences. (41-42) 3. Learn about controlling ideas. (43-47) 4. Write topic sentences that have controlling ideas. (47-50) 5. Explore keeping a journal as a way to develop writing topics. (50) 6. Write sentences with more varied patterns. (50, 55) 7. Improve use of commas. (51) 8. Understand the difference between a fragment and a comma splice. (52-55) 9. Write an original paragraph by choosing a general topic, narrowing it down, and developing a good topic sentence with appropriate controlling ideas. CHAPTER NOTES: Without a good topic sentence, a paragraph will go nowhere fast. For many writers, coming up with a general topic is not too difficult and even narrowing the topic down is not that hard. However, they simply have a very difficult time with a solid topic sentence, one that has a general topic with specific controlling ideas. The bulk of this unit is devoted to controlling ideas and how they can make or break a topic sentence, which can make or break the entire paragraph. The exercises may seem a bit easy at times, but it is important to discuss answers as a whole class to help students make the transition from objective exercises in this book to their own original writing. Great Paragraphs 2nd edition Chapter Notes 19 Activity 1, pp. 38-40 Students read a paragraph and answer analysis questions about grammar, vocabulary, and organization. SHIFT will be a new word (paragraph 14) to students, so we recommend doing a prereading survey to see (1) how many students in the class can drive, (2) how many have their license, and (3) how many can drive both a manual and an automatic shift car. (You might also point out that SHIFT is the word used in the final flight attendant speech on every flight upon arrival: “Please be careful when removing items from the overhead bin as items may have SHIFTED during flight.” They have heard this word many times but have probably not caught it since they did not know the meaning of the word, i.e., to change place.) The questions are straight-forward and lead you through the activity logically. Activity 2, pp. 41-42 Students need to be reminded that they have to read all three of the sentences before they try to deduce the general topic. Reading just the first one will not suffice. Activity 3, pp. 43-45 This activity practices the information in “Controlling Ideas” from page 43. Building Better Sentences, Practice 4, p. 45 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. Activity 4, pp. 45 Multiple choice. Students have to choose which of three sentences is the best topic sentence. The clue here is to look for the best controlling ideas. Great Paragraphs 2nd edition Chapter Notes 20 Activity 5, pp. 46-47 This exercise simulates student errors with topic sentences that lack controlling ideas. Students have to rewrite a sentence that lacks controlling ideas. Activity 6, pp. 47-50 Students will find five paragraphs that are missing the opening topic sentence. Students must read the entire paragraph, decide which ideas control or help organize the paragraph, and then go back and write the topic sentence including these controlling ideas in it. Teachers should ask questions about these paragraphs to force students to comment on the organization, especially the controlling ideas, the organization (e.g., first, second, third, etc.) You may want to earmark these pages for later use when you teach concluding sentences in the next unit. Writer’s Note, p. 19 Point out the option of keeping a journal that can serve as a springboard for new ideas for paragraphs. Building Better Sentences, Practice 5, p. 50 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. Activity 7, p. 51 This exercise practices commas in twelve related sentences. Students can look at Appendix 3 if they need instructional help. Activity 8, pp. 51-52 Students copy the sentences in Activity 7 in the correct paragraph format. They also have to add an appropriate title. Great Paragraphs 2nd edition Chapter Notes 21 You may have your students skip this activity is they are beyond the material. Some students may like this type of “safe” exercise. Since Activity 7 and 8 work with a paragraph and not unrelated sentences, you should take advantage of this by having students point out the topic sentence, the overall organization, the nature of the paragraph (i.e., a comparison or contrast of two countries), etc. Language Focus: Sentence Fragments and Comma Splices, pp. 52-53 A common error by both native and nonnative speaking students is sentence composition. If a sentence does not have a subject OR does not have a verb, that sentence is not a sentence but rather a fragment. Likewise, if a sentence actually consists of several sentences that have been “connected” by commas, that sentence is called a comma splice. Activity 9, pp. 54-55 Students practice identifying fragments and comma splices and correcting them. Building Better Sentences, Practice 6, p. 55 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. Activity 10, 11, 12, pp. 55-56 Students will brainstorm ideas (Activity 10, write an original paragraph (Activity 11), and analyze and edit their work through peer editing (Activity 12). EXPANSION ACTIVITIES: 1. Have students bring in original topic sentences that either have or do not have viable controlling ideas. Students write these on the board and other groups of students take turns voting YES or NO as to whether or not the sentence is a good topic sentence. Great Paragraphs 2nd edition Chapter Notes 22 2. Continue practicing brainstorming ideas for paragraphs. 3. Divide the class into small groups of 3-4 students. Give them a general topic such as CATS. Ask them to brainstorm the general topic and eventually come up with a viable topic sentence with good controlling ideas. Students can vote on which group came up with the best answer. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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, 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. Paragraph 13, pp. 36-37 1. kindergarten 2. elementary school 3. organize 4. supplies 5. teacher’s aide 6. keeps 7. extremely 8. fight 9. cry 10. attend 11. create Paragraph 14, p. 39 1. shift 2. clutch 3. advantages Great Paragraphs 2nd edition Chapter Notes 23 Paragraph 15, p. 48 1. wealthy Paragraph 16, p. 48 1. surroundings 2. may seem 3. quite Paragraph 17, p. 49 1. trim 2. healthy-looking 3. fewer 4. in shape 5. overall Paragraph 18, p. 48 1. doubt 2. foods 3. utensils 4. served 5. piping 6. addition 7. calories 8. cup 9. fat 10. heart-friendly 11. snack 12. furthermore 13. source 14. fiber Great Paragraphs 2nd edition Chapter Notes 24 15. certain types 16. surprised 17. sales 18. soaring Paragraph 19, p. 50 1. learners 2. foreign language 3. native language 4. stage 5. link 6. target word 7. hatchet 8. head 9. cut down 10. wheat 11. tree 12. effective Paragraph 20, pp. 51-52 1. located 2. next to 3. each other 4. might 5. similarities 6. to a certain extent 7. temperate 8. climate 9. throughout ____ 10. attract 11. colony Great Paragraphs 2nd edition Chapter Notes 25 12. thus Great Paragraphs 2nd edition Chapter Notes 26 Unit 4 Supporting and Concluding Sentences Now that students have seen what a paragraph looks like, how to come up with ideas for writing one, and what a good opening topic sentence is, it is time to work with the middle and ending of a paragraph: the supporting sentences and the concluding sentence. OBJECTIVES 1. Learn how to write the “rest” of a paragraph. (whole unit) 2. See the relationship between the topic sentence, the controlling ideas in the topic sentence, and the supporting sentences in the paragraph. (57-68) 3. Write sentences with more varied patterns. (69, 74) 4. Use correct pronouns for key nouns. (69-70) 5. Learn about the importance of staying on track, i.e., writing about ONE and only ONE topic. (70) 6. Study the kinds of good concluding sentences. (70-74) 7. Write an original paragraph by choosing a general topic, narrowing it down, and developing a good topic sentence with appropriate controlling ideas. (74) CHAPTER NOTES: Getting a topic and a good topic sentence was actually less than half the proverbial battle here. The real meat of a paragraph is the middle, which must be good supporting statements that follow logically from the topic sentence and the controlling ideas. In addition, a well-composed paragraph has a solid concluding sentence. This concluding sentence can do many things, but the information here focuses on two things: (1) restate the main idea (from the topic sentence) OR (2) make a prediction about what may happen (related to the paragraph topic). It is important for you to point out that a single paragraph all alone hardly ever really happens in the real world. In an essay, for example, a paragraph may be sandwiched among fifteen others. In this case, the concluding statement serves as a Great Paragraphs 2nd edition Chapter Notes 27 transition or link to the next paragraph. The concluding sentence should lead the reader logically to the content of the next paragraph. Activity 1, p. 59 Students read three topic sentences and then predict what information would logically appear in a paragraph that begins with each of them. In order to predict this accurately, learners must identify the controlling ideas. (NOTE: These three topic sentences and their corresponding “body” or paragraph appear in Activity 2, so students will have a chance to check their answers by analyzing a real paragraph.) Activity 2, pp. 59-61 Students read the three paragraphs that the topic sentences in Activity 1 came from. This allows students a chance to verify their answers from Activity 1 by analyzing real paragraphs. Activity 3, pp. 61-62 Students match eight supporting sentences with one of two topic sentences. Activity 4, pp. 62-63 This is an important activity because it helps students add supporting details (and sentences) to their paragraphs. Activity 5, pp. 63-64, and Activity 6, p. 65 These two activities require students to brainstorm topics, write a topic sentence with controlling ideas, and then create a list of questions that can help generate supporting details. Activity 7, pp. 66-68 Students read three paragraphs to analyze whether underlined sentences are good supporting sentences or unrelated sentences. Be sure to make students explain their reasons, especially when the sentence is judged to be unrelated. Great Paragraphs 2nd edition Chapter Notes 28 Building Better Sentences, Practice 7, p. 69 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. Language Focus, p. 69, and Activity 8, p. 70 Students practice using appropriate pronouns for key nouns in their writing. Writer’s Note, p. 70 This small note is extremely important. It is connected to the recently studied notion of “unrelated” vs. “good supporting” sentences. Writers must stay on track; they must stick to the topic. Activity 9, pp. 72-74 This exercise is a little more difficult than most because the students are not given any information. In previous exercises, certain words or sentences were underlined and students had to identify those as unrelated or good supporting information. Here, however, students must work with three paragraphs, analyze them for topic sentence, good supporting information (vs. unrelated information), and write a good concluding sentence. The writing of the concluding sentence alone is a difficult task. Building Better Sentences, Practice 8, p. 74 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. Activity 10, 11, p. 74 Students will use a topic sentence from Activity 5 to write an original paragraph (Activity 10) and then edit their work through peer editing (Activity 11. Great Paragraphs 2nd edition Chapter Notes 29 Writer’s Note, p. 74 This note talks briefly about the fact that it is up to the writer of the information to decide what is and what is not important information. However, a writer can only use information that can logically occur in a paragraph with that topic sentence with those controlling ideas. EXPANSION ACTIVITIES 1. Many of the activities mentioned in Units 2 and 3 can be used here with supporting and concluding sentences. 2. Scrambled Paragraphs: Since all parts of a paragraph have been covered, teachers can now use scrambled paragraphs as an expansion activity. Choose or write a paragraph that has a good topic sentence, good supporting sentences, and a good concluding sentence. Write out the sentences of a paragraph on a sheet of paper and cut them in strips. Give groups of students the strips and have them race to put the sentences in the correct order. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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, 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. Paragraph 21, p. 59 1. cities 2. coast 3. landmarks 4. tourist spots 5. monuments 6. such Great Paragraphs 2nd edition Chapter Notes 30 7. excitement 8. northwest 9. famous 10. rooms 11. appeal 12. own Paragraph 22, p. 60 1. career 2. flight attendant 3. amount 4. training 5. job 6. interpersonal skills 7. customer service 8. safety 9. scenery 10. bargain price 11. wide variety 12. truly 13. worth Paragraph 23, p. 61 1. immigrant 2. admire 3. grandmother 4. young 5. ship 6. landing 7. seamstress 8. grandfather Great Paragraphs 2nd edition Chapter Notes 31 9. large 10. discrimination 11. world wars 12. depression 13. illnesses 14. rarely 15. accomplishments Paragraph 24, p. 66 1. childhood 2. parents 3. strict 4. protective 5. prison 6. straight 7. cartoons 8. chores 9. laundry 10. ironing 11. mowing the lawn 12. architect 13. housewife 14. hard work Paragraph 25, p. 67 1. pool 2. beautiful 3. maintained 4. chlorine 5. swimming pool 6. grow algae Great Paragraphs 2nd edition Chapter Notes 32 7. rainstorm 8. chemicals 9. balanced 10. swallow 11. leaves 12. insects Paragraph 26, p. 68 1. sweet dreams 2. asleep 3. relax 4. pleasant 5. peaceful 6. creative mind 7. effective 8. deep-breathing 9. rhythmic 10. stay awake 11. classical 12. baroque 13. developed 14. majority Paragraph 27, p. 72 1. college 2. adjustments 3. surprised 4. hardly 5. university 6. seemed 7. mountains Great Paragraphs 2nd edition Chapter Notes 33 8. important 9. information 10. night out 11. high school Paragraph 28, p. 73 1. river 2. turtles 3. equipment 4. rocks 5. sand 6. vegetation 7. items 8. aquarium 9. large 10. construct 11. pond 12. back yard Paragraph 29, pp. 73-74 1. eggs 2. prepare 3. delicious 4. boil 5. cook 6. scramble 7. mixture 8. pan 9. involves 10. skillet 11. yolk Great Paragraphs 2nd edition Chapter Notes 34 12. spatula 13. poaching 14. involves 15. dish 16. shallow Great Paragraphs 2nd edition Chapter Notes 35 Unit 5 Paragraph Review This unit is a review unit for Units 1-4. OBJECTIVES 1. Consolidate information regarding the basics of paragraphs. (whole unit) 2. Consolidate language focus material on verbs in a sentence, capitalization and punctuation, sentence fragments and commas splices, and pronouns. (whole unit) 3. Understand articles better in composition. (85-87) 4. Learn about the importance of proofreading. (77) 5. Combine sentences to develop sentence variety. (78, 85) 6. Write original paragraphs that contain all of the necessary parts and features. (88) CHAPTER NOTES This unit is a chance for students (and teachers) to catch their breath a bit. All of the basics of writing paragraphs have been covered. In this unit, students must demonstrate mastery of the parts of a good paragraph. If your students are already familiar with the basics of paragraph writing, then it is possible to begin the writing course with this unit before moving into Units 6 – 10, each of which deals with a different rhetorical mode of paragraph writing. Activity 1, pp. 76-77 Students must write a good topic sentence for three independent paragraphs. Writer’s Note, p. 77 Discuss the importance of proofreading with your students. You may wish to say that you will give a poor grade to any paper that has obviously not been proofread. Great Paragraphs 2nd edition Chapter Notes 36 Activity 2, pp. 77-78 This is a straight-forward exercise on editing. Building Better Sentences, Practice 9, p. 78 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. Activity 3, p. 78 Students are asked to copy their corrected sentences/paragraph from Activity 2 here. You may wish to skip this with more advanced students. For students whose language uses a different alphabet, such copying may be helpful. Activity 4, p. 79, and Activity 5, p. 79 These are parallel to Activity 2 and 3. You may opt to skip this if students seem to be good at editing at this point. Activity 6, p. 80, and Activity 7, pp. 80-81 This activity is also similar to Activity 2 and 3. It does not involve editing, however. In Activity 6, students have to put the five sentences in the correct order and label each as topic sentence, supporting information, or concluding sentence. In Activity 7, students copy these sentences in correct paragraph format. Activity 8, p. 81 Students must answer four questions to analyze the content, formatting, and organization of Paragraph 35 in the previous activity. Writer’s Note, p. 82 This is just a simple reminder that students should check each sentence as they proofread to make sure that it is related to the topic sentence. Great Paragraphs 2nd edition Chapter Notes 37 Activity 9, pp. 82-83 Students read two paragraphs and identify any unrelated sentences in each. Activity 10, pp. 83-84 Students read a paragraph to edit the comma errors. (Students can refer to Appendix 3 for help if they need to.) Activity 11, pp. 84-85 This is a proofreading activity but with a new twist. The writer has written questions in the margin for the editor (a classmate) to answer. Answering these questions will give the writer feedback regarding the paragraph. Building Better Sentences, Practice 10, p. 85 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. Language Focus: Articles, pp. 85-86, and Activity 12, p. 87 Articles are tiny words, but they are extremely problematic for students. Some will omit articles; others will add articles; still others will confuse articles. Some basic rules of article usage in writing are covered. In Activity 12, students must practice these rules. Activity 13 and 14, p. 88 Students will brainstorm ideas and write an original paragraph (Activity 13) and analyze and edit their work through peer editing (Activity 14). Activity 15, p. 88 This is an important listing of additional writing assignments. The number and exact scope of any extra assignments are up to the instructor. Great Paragraphs 2nd edition Chapter Notes 38 EXPANSION ACTIVITIES 1. For further practice, use paragraphs in Units 1-4 for any of the expansion activities described up to now. As long as students have their books closed, this can be a good activity. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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, 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. Paragraph 30, p. 76 1. request 2. submit 3. academic records 4. paperwork 5. reaches 6. deadline 7. accepted 8. quota 9. semester 10. steps 11. quickly 12. easily Paragraph 31, p. 76 1. bridge 2. suspension 3. rises Great Paragraphs 2nd edition Chapter Notes 39 4. wood 5. rope 6. steep canyon 7. adventure-seeking 8. attempt 9. narrow 10. goal 11. amazing 12. sight Paragraph 32, p. 77 1. young 2. public 3. excited 4. seat 5. crowd 6. grew 7. band 8. guitars 9. blared 10. drums 11. crashed 12. deafening 13. arena 14. ached 15. throat 16. sore (throat) 17. rock concert 18. grown-up Paragraph 33, p. 78 Great Paragraphs 2nd edition Chapter Notes 40 1. hockey 2. skate 3. score 4. hit 5. goalie 6. perhaps Paragraph 34, p. 78 1. southern 2. beverage 3. stir 4. dissolve 5. mixture 6. brew 7. definitely 8. refresh Paragraph 35, p. 80 1. ancient 2. coin 3. mast 4. shipbuilder 5. variety 6. location 7. active 8. frigate 9. shipbuilding 10. tradition 11. roots 12. disaster 13. crew Great Paragraphs 2nd edition Chapter Notes 41 14. afterlife 15. sailor 16. ferry Paragraph 36, p. 82 1. frozen 2. harsh 3. Arctic 4. amount 5. land 6. percentage 7. region 8. scenery 9. extremely 10. be accustomed to _____ 11. Inuit 12. desert 13. several 14. growth Paragraph 37, p. 83 1. bears 2. Polar bears 3. weight 4. warm 5. icy 6. winds 7. snowdrift 8. claws 9. paw 10. amazing Great Paragraphs 2nd edition Chapter Notes 42 11. creatures Paragraph 38, p. 84 1. historic 2. culture 3. zoo 4. giant 5. cubs Paragraph 39, p. 85 1. Everglades 2. unique 3. gigantic 4. fresh water 5. marsh 6. environment 7. hundreds 8. flooding 9. lake 10. wide 11. variety 12. drain 13. worse 14. management 15. dams 16. canals 17. generations Paragraph 40, p. 87 1. grandchildren 2. great-grandchildren Great Paragraphs 2nd edition Chapter Notes 43 3. relatives 4. experience 5. seafood 6. red beans 7. one kind of _____ 8. stew 9. cookbook 10. memory 11. agree 12. conclusions 13. ability Great Paragraphs 2nd edition Chapter Notes 44 Unit 6 Definition Paragraphs This unit introduces students to definition paragraphs. Students will learn how to write concise definitions of a term. Writing a concise definition requires students to use adjective clauses, which is the main grammar focus of unit 6. OBJECTIVES 1. Learn what a definition paragraph is (89) 2. Study and analyze examples of definition paragraphs (90-95) 3. Combine sentences for sentence variety. (95, 103-107) 4. Use quotation marks to cite taken information (95-98) 5. Include specific, relevant examples in writing. (99-100) 6. Use adjective clauses in constructing definition sentences (100-103) 7. Write an original definition paragraph by choosing a general topic, brainstorming it, narrowing it down, developing a good topic sentence with appropriate controlling ideas, including cited information with quotation marks. (107-108) CHAPTER NOTES Unit 6 is the first of five paragraphs that deal with a specific rhetorical mode, i.e., type of paragraph writing. Unit 6 introduces students to the basics of composing a definition paragraph. We suggest that you begin with a definition. Ask students to define terms that they know but that someone else might not know. This could be a word from their language. It could be a kind of food that they like but that most people would not know. It could be something related to a hobby of theirs that most people would not know. Students will need to use an adjective clause in their sentences, so this is a natural lead into the grammar focus of this unit. If you want your students to see the bigger picture here, then try to show how a definition paragraph could fit into an essay. This is important because a definition Great Paragraphs 2nd edition Chapter Notes 45 paragraph by itself is a rare occurrence. For example, if the essay is comparing two plans or two medicines, the writer will need to define the two plans or the two medicines. Such an essay might have an introductory paragraph followed by a definition paragraph followed by the body of that essay (which might be a compare-contrast chunk of writing). In this unit, students will study how to write a good topic sentence for definition paragraphs. Most of the activities in this unit require students to study example paragraphs and interact with them or analyze them. Activity 1, p. 90 Students will study and analyze a definition paragraph on gumbo, one on gossip, and one on pretzels. Follow the questions for a good analysis of this material. Building Better Sentences, Practice 11, p. 95 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. Writer’s Note, pp. 95-96 This writer’s note covers the use of quotation marks for citing material taken from other sources. First, discuss what students know about quotation marks. They will bring up their use for enclosing direct statements. Then move to this new use of quotation marks. Teachers may wish to bring in other forms of citation, depending on the goals of the particular writing course, e.g., write a research paper, write a thesis, etc. Activity 2, pp. 96-97 This activity practices inserting quotation marks in the correct place. It covers both words taken from a book and words spoken by someone. Activity 3, p. 97; Activity 4, p. 98, Activity 5, pp. 99-100 In Activity 3, students have to number seven sentences in the correct sequence to form a coherent definition paragraph. In Activity 4, students copy the sentences in their Great Paragraphs 2nd edition Chapter Notes 46 own writing in correct paragraph format, including indentation. In Activity 5, students must answer six questions to analyze the content and composition of this paragraph. Writer’s Note, pp. 99-100 Students study when, where, and how to include an example in their writing to make their message more powerful. Language Focus: Adjective Clauses, pp. 100-101 Students learn how to construct an adjective clause. (If you are using Houghton Mifflin’s TOP 20, have students work on the unit with adjective clauses at this time.) Activity 6, pp. 101-102 Students study a definition paragraph about a hurricane. Students have to identify the adjective clauses in the paragraph and then label the relative pronouns and nouns that the clauses describe. Activity 7, pp. 102-103 Students write sentences with adjective clauses. Writer’s Note, pp. 103-105 This is one of the longest writer’s notes in the book. This note discusses how to have more variety in student writing. Activity 8, pp. 105-107 In this activity, students find three paragraphs that are each missing one sentence. Students are given the chunks or pieces that must be combined logically into a correct sentence. Students must then copy this sentence into the paragraph. This activity serves two purposes: (1) students practice sentence combining and (2) students have a chance to see how a single sentence (that they have composed) fits (or does not fit!) into the bigger picture (here, a paragraph) Great Paragraphs 2nd edition Chapter Notes 47 Building Better Sentences, Practice 12, p. 107 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. Activity 9, p. 107 In this Original Writing Practice, students must choose a topic, brainstorm specific ideas, develop a topic sentence, and write a definition paragraph. Because of the variety of levels in any writing course, some learners may need additional help with this activity even though all of the “pieces” have been covered in earlier units. Activity 10, p. 108 Peer editing of original writing is an important part in the writing process. Students will use Peer Editing Sheet #6 from Appendix 6 Activity 11, p. 108 This is an important listing of five additional writing assignments. The number and exact scope of any extra assignments are up to the instructor. EXPANSION ACTIVITIES 1. For further practice, have students find examples of definition paragraphs. 2. For many students, writing good, varied topic sentences for definition paragraphs may be the hardest part. To work on this, have students create numerous topic sentences for definition paragraphs and then critique these with in a peer-editing setting. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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 Great Paragraphs 2nd edition Chapter Notes 48 correspond to the vocabulary, 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. Paragraph 41, p. 90 1. definition 2. thick 3. a dish 4. mix 5. peppers 6. sausage 7. a delicacy 8. tasty Paragraph 42, p. 92 1. harmless 2. grow 3. facts 4. add 5. damage Paragraph 43, p. 94 1. originally 2. as a matter of fact Paragraph 44, p. 98 1. a hatchet 2. gain 3. among 4. sound (verb) 5. alike Great Paragraphs 2nd edition Chapter Notes 49 6. native language Paragraph 45, pp. 101-102 1. storm 2. hurricane 3. dangerous 4. tidal 5. flood 6. mostly 7. modern technology 8. strike 9. case 10. resident 11. track 12. movement 13. weather phenomena Paragraph 46, p. 105 1. patience 2. ability 3. result 4. misbehave 5. polite 6. customer 7. clerk 8. lack 9. nowadays 10. a civilized society Paragraph 47, p. 106 1. folly Great Paragraphs 2nd edition Chapter Notes 50 2. purchase 3. waste 4. barren 5. gold Paragraph 48, pp. 106-107 1. relationship 2. guess 3. pottery 4. wax 5. crack 6. worthless 7. brand-new Great Paragraphs 2nd edition Chapter Notes 51 Unit 7 Process Analysis Paragraphs This unit introduces students to process analysis paragraphs. Students will learn how to analyze a task by listing the steps in the task. The main grammar focus for this type of writing is the use of transition words and chronological order. OBJECTIVES 1. Learn what a process analysis paragraph is; study and analyze examples of this kind of paragraph (109-115) 2. Organize information correctly in a process analysis paragraph (116-118) 3. Combine sentences for sentence variety. (115, 121) 4. Use index cards to manage information. (115) 5. Use appropriate transition words and chronological order (whole unit) 6. Consider which words the audience may or may not know (118) 7. Use commas with transition words (119) 8. Write an original process analysis paragraph by choosing a general topic, brainstorming it, narrowing it down, developing a good topic sentence with appropriate controlling ideas, including cited information with quotation marks. (120-121) CHAPTER NOTES Unit 7 teaches students about the process analysis paragraph. It is, simply put, a paragraph that tells the steps in doing something or the subtasks in a larger task. However, dividing a task into smaller specific tasks is difficult for many writers. Writers need to remember their audience. The audience does not know the steps in the process, so the writer must be sure to define terms that may be new and to explain all steps to the audience. In this unit, students will study how to write a good topic sentence and a concise listing of the subtasks of the material in process analysis paragraphs. Most of the Great Paragraphs 2nd edition Chapter Notes 52 activities in this unit require students to study example paragraphs and interact with them or analyze them. Activity 1, pp. 110-115 Students will study and analyze a process analysis paragraph on eating a taco, one on applying to a university, and one on Turkish coffee. Follow the questions for a good analysis of this material. Building Better Sentences, Practice 13, p. 115 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. Writer’s Note, p. 115 Bring in some note cards for your students. Have them make note cards for material. There is no better way to learn about this than actually doing it. Language Focus: Transition Words and Chronological Order, p. 115 The material here is self-explanatory. Many students like lists. Study the list on p. 116 as a group. See if students can come up with any other words for this list. What you want to stress is how difficult it is for a reader to keep up with the steps if they are note clearly identified either by number (which is boring!) or by transition words (which is better writing). Activity 2, pp. 116-117 Students have to put eight sentences in the correct sequence. Activity 3, p. 117 Students copy the sentences from Activity 2 in correct order in correct paragraph format. They also have to give the paragraph a good title. More advanced students may skip this activity. Great Paragraphs 2nd edition Chapter Notes 53 Activity 4, p. 118 Students answer four questions to analyze the content and organization of the paragraph that they sequenced in Activity 2 and copied in Activity 3. Writer’s Note, p. 118 Remind students to keep their audience in mind. If a student is writing a process analysis paragraph about how to clean an aquarium, it is important for him to remember that the reader may or may not know the vocabulary associated with an aquarium (pump, gravel, etc.). Unknown or technical words must be defined for the audience. Activity 5, p. 119 Students have to put ten sentences in the correct sequence and add commas where necessary. Have students guess the content of the sentence from the artwork. Activity 6, p. 120 Students copy the sentences from Activity 5 in correct order in correct paragraph format. They also have to add commas where needed and give the paragraph a good title. More advanced students may skip this activity. Writer’s Note, p. 120 This note urges writers to go back and check their work for agreement between nouns and possessive adjectives. Building Better Sentences, Practice 14, p. 121 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. Great Paragraphs 2nd edition Chapter Notes 54 Activity 7, p. 121 In this Original Writing Practice, students must choose a topic, brainstorm specific ideas, develop a topic sentence, and write a process analysis paragraph with correct transition words. Because of the variety of levels in any writing course, some learners may need additional help with this activity even though all of the “pieces” have been covered in earlier units. Activity 8, p. 121 Peer editing of original writing is an important part in the writing process. Students will use Peer Editing Sheet #7 from Appendix 6 Activity 9, p. 121 This is an important listing of five additional writing assignments. The number and exact scope of any extra assignments are up to the instructor. EXPANSION ACTIVITIES 1. Have students find samples of process analysis paragraphs (or even a list of the steps of a process) in books or on the internet. Have students read their finding out loud and let other students guess what the process is. 2. As an alternative, read only the even-numbered steps to see if anyone can guess what it is. (The point here would be that without some of the steps, it is much harder to guess what the process is; hence, student writers should not assume that readers know some of the steps in the process that they have chosen to write about.) 3. Scramble sentences from process analysis paragraph and have students put the sentences in the logical order. Point out the transition words. (This could be done on an overhead transparency.) Great Paragraphs 2nd edition Chapter Notes 55 VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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, 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. Paragraph 49, pp. 110-111 1. juicy 2. blouse 3. smart 4. such as 5. attack 6. gently 7. raise 8. corner 9. bite 10. messy Paragraph 50, p. 112 1. apply 2. early 3. require 4. a money order Paragraph 51, p. 114 1. worth 2. a coffee pot 3. handle 4. teaspoon Great Paragraphs 2nd edition Chapter Notes 56 Paragraph 52, p. 117 1. hit 2. opposite 3. swing 4. volley 5. reach 6. peak 7. toss 8. position 9. shoulders 10. elbow 11. sky 12. knee 13. quite 14. left-handed Paragraph 53, p. 120 1. jar 2. oxygen 3. stem 4. sunlight 5. tiny 6. bubbles 7. temperature 8. science experiment 9. prove 10. quart 11. tight 12. lid 13. tape Great Paragraphs 2nd edition Chapter Notes 57 14. goldfish 15. tightly 16. layers Great Paragraphs 2nd edition Chapter Notes 58 Unit 8 Descriptive Paragraphs This unit introduces students to descriptive paragraphs. The main goal of this unit is for students to use more descriptive information in their writing, whether it be in the form of simple adjectives, a series of adjectives, adjective clauses, or “feeling” nouns or verbs. Students need their writing to do more than report the obvious facts. OBJECTIVES 1. Learn what a descriptive paragraph is; study and analyze examples of this kind of paragraph (122-129) 2. Examine the role of adjectives in better descriptive writing. (130-137) 3. Understand the power of the connotation (vs. denotation) of adjectives. (134-137) 4. Use prepositional phrases of location to add descriptive information. (138-145) 5. Write an original descriptive paragraph (that exhibits a variety of adjective usage) by choosing a general topic, brainstorming it, narrowing it down, and developing a good topic sentence with appropriate controlling ideas. (138) CHAPTER NOTES Unit 8 teaches students about descriptive paragraphs and more generally about better descriptive writing. Students work with simple adjectives, series of adjectives, adjective clauses, and even using prepositional phrases of location to describe their information better. Writers should do more in their sentences so that readers do not leave their writing with vague or simple snapshots of what the writer was trying to say. Opening Activity, p. 123 Students read a paragraph and look for the descriptive language, i.e., the adjectives. In “Describing with the Five Senses,” students will relate the five senses to specific original examples. Great Paragraphs 2nd edition Chapter Notes 59 Activity 1, p. 124 Students will take their examples from the previous exercise and expand upon them by identifying descriptive words for each. Activity 2, p. 124 Students will write original sentences with the descriptive words from Activity 1. Activity 3, pp. 125-129 Students will study and analyze a descriptive analysis paragraph on the subway, one on a tornado, and one on a special garden. Follow the questions for a good analysis of this material. Language Focus: Adjectives, p. 130 This is the introduction to the importance of using adjectives in good descriptive writing. Writer’s Note, p. 130 This note is on the correct sequencing of adjectives in a series. Grammar Note, p. 131 This note deals with linking verbs. The term predicate adjective may or may not be useful to your students, depending on how much grammatical terminology you wish to use. Activity 4, pp. 131-132 Many students find this activity very easy. Activity 5, p. 132 This is a fun activity. Students produce some interesting sentences, so this is an activity where you will want students to share / compare answers. Great Paragraphs 2nd edition Chapter Notes 60 Activity 6, pp. 132-133 This activity is similar in nature to Activity 5, but it requires more thought. Students who found Activity 4 or 5 easy will be more challenged here. Building Better Sentences, Practice 15, p. 133 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. Writer’s Note, p. 133 This note encourages students to crosscheck their findings in any bilingual dictionary to ensure that a found word is really the intended word/meaning that the writer was looking for. Language Focus: Denotation and Connotation, pp. 134-135 Have students think of an item or idea or action that has two or more names for it. Have students decide whether one name is “better” or “more polite” or “more technical” than the other. In other words, even with the same denotation, two words can have different connotations. Activity 7, pp. 134-135 Practice with positive and negative connotations. Activity 8, pp. 135-136 This is a cool activity. Two paragraphs on the same topic, a description of a river scene, have the same number of sentences, a similar number of words, and the same number of phrases or clauses. The differences are in the adjectives that the describe the nouns. Have students notice how the meaning of the paragraphs is affected by the use of certain adjectives. Activity 9, p. 137 Great Paragraphs 2nd edition Chapter Notes 61 Students fill in the missing adjectives to form a coherent descriptive paragraph. You may skip the copying part at the end. The most important part is to have students see how the adjectives “color” the paragraphs. Language Focus: Prepositions of Location, p. 138 Students know simple prepositions, but this list looks at AHEAD OF, ON TOP OF, THROUGHOUT, and AMONG. Point out how adding the location of the action or the noun with a prepositional phrase can actually add “color” to the sentence. Activity 10, p. 139 Students have to write 5 original sentences describing their classroom (or any room). Activity 11, pp. 139-143 Students analyze the use of prepositional phrases of location in a paragraph about a room and a paragraph about the Statue of Liberty. Answering the questions is sufficient for this exercise because the questions are quite detailed. Writer’s Note, p. 143 This note discusses word order with prepositional phrases of location. Use of commas is also discussed. Activity 12, p. 144 Students analyze a paragraph describing a person to identify prepositional phrases with particular emphasis on the objects within those phrases. Building Better Sentences, Practice 16, p. 144 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. Great Paragraphs 2nd edition Chapter Notes 62 Activity 13, p. 145 In this Original Writing Practice, students must choose a topic, brainstorm specific ideas, develop a topic sentence, and write a descriptive paragraph with appropriate adjectives and prepositional phrases of location. Because of the variety of levels in any writing course, some learners may need additional help with this activity even though all of the “pieces” have been covered in earlier units. Activity 14, p. 145 Peer editing of original writing is an important part in the writing process. Students will use Peer Editing Sheet #8 from Appendix 6 Activity 15, p. 145 This is an important listing of five additional writing assignments. The number and exact scope of any extra assignments are up to the instructor. EXPANSION ACTIVITIES 1. One step below writing a good descriptive paragraph is the ability to include more and more varied descriptive words and phrases in one’s writing. Have students look at different paragraphs to identify why one author’s work is very colorful or descriptive and another’s is not. 2. Have students bring in paragraphs from short stores on the Internet that are descriptive. These could typically be paragraphs in a dramatic story in which the author is trying to “paint” the scene in detail. 3. Bring a paragraph to class that you have gone through and cut out all the descriptive adjectives. Have students add logical adjectives. See which student writes the most descriptive paragraph. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). Because vocabulary is such an important point in moving to a higher Great Paragraphs 2nd edition Chapter Notes 63 proficiency level, instructors may want their students to maintain a vocabulary journal to correspond to the vocabulary, 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. Paragraph 54, p. 123 1. strong 2. giant 3. urn 4. fascinated 5. copper 6. swirl 7. craftsmen 8. village 9. exotic 10. aroma 11. brew 12. velvet Paragraph 55, pp. 125-126 1. underground 2. event 3. subway 4. staircase 5. increase 6. noise 7. poster 8. deep 9. palm tree 10. faraway Great Paragraphs 2nd edition Chapter Notes 64 Paragraph 56, p. 127 1. slender 2. horrible 3. neighborhood 4. huge 5. wild 6. beast 7. winds Paragraph 57, p. 129 1. bush 2. rip out 3. delicate 4. bright 5. replacement 6. smile 7. armful 8. enjoy Paragraph 58, p. 135 1. forest 2. environment 3. fresh 4. compete 5. perch 6. the supply 7. shade 8. healthy 9. grassy 10. bank (of a river) Great Paragraphs 2nd edition Chapter Notes 65 Paragraph 59, p. 136 1. sluggish 2. scrawny 3. struggle 4. pollute Paragraph 60, p. 137 (Students supply key vocabulary here.) Paragraph 61, p. 142 1. living room 2. wooden 3. bookcase 4. lamp shade 5. arrange 6. a sofa 7. stripe 8. coffee table 9. legs (of a table) 10. sailboat Paragraph 62, p. 142 1. freedom 2. structure 3. robes 4. continent 5. symbol 6. amazing Paragraph 63, p. 144 1. paralegal Great Paragraphs 2nd edition Chapter Notes 66 2. curly 3. makeup 4. blush 5. chain 6. eyeglasses 7. lose 8. I.D. 9. law firm Great Paragraphs 2nd edition Chapter Notes 67 Unit 9 Opinion Paragraphs This unit introduces students to opinion paragraphs. Students will learn how to separate facts from opinions. The main grammar focus that is emphasized here is the accurate use of word forms. OBJECTIVES 1. Learn what an opinion is; study and analyze examples of this kind of paragraph (146-152) 2. Separate facts from opinions. (152-153) 3. Work on using word forms for various parts of speech of the same base vocabulary. (153-156) 4. Sequence material in an opinion paragraph in a logical way. (157-158) 5. Choose topics that are most suitable for an opinion paragraph. (158) 6. Combine sentences for sentence variety. (153, 159) 7. Write an original opinion paragraph by choosing a general topic, brainstorming it, narrowing it down, developing a good topic sentence with appropriate controlling ideas. (159) CHAPTER NOTES Unit 9 teaches students about the opinion paragraph. This writing style is connected to persuasive writing or argumentative as well. If you are expressing your opinion, you are in essence defending it and even promoting it. At the very least, your writing should influence the reader; thus, an opinion paragraph can be persuasive or argumentative. In this unit, students will study how to write a good topic sentence and a concise listing of the subtasks of the material in process analysis paragraphs. Most of the activities in this unit require students to study example paragraphs and interact with them or analyze them. Great Paragraphs 2nd edition Chapter Notes 68 Activity 1, pp. 147-151 Students will study and analyze an opinion paragraph on dying with dignity, one on Coke and Pepsi preferences, and one on the pros and cons of wearing school uniforms. Follow the questions for a good analysis of this material. Writer’s Note, p. 151 Writers cannot give only their own opinion all the time. At times, it is important to acknowledge the opposing view. This note talks about the importance of at least acknowledging the opposition as a tool for gaining familiarity. Activity 2, p. 152 Students must identify good and bad topic sentences for opinion paragraphs. Activity 3, pp. 152-153 Students have to identify two facts and two opinions from the previous paragraph on medicides. The students here learn that information is rarely black and white. Building Better Sentences, Practice 17, p. 243 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. Language Focus: Word Forms, pp. 153-155 Using the correct word form is tough for learners at this level. However, stress to your students the importance of moving beyond the traditional listing of word forms. They need to make an attempt to include many different word forms in their written English. . Activity 4, p. 156 Students must identify words that do not have an error with word form and those that have a word form error. Great Paragraphs 2nd edition Chapter Notes 69 Activity 5, pp. 156-157 Students must read six sentences, identify them as F (fact) or O (opinion), and then put them in logical sequential order. Activity 6, pp. 157-159 Simple copying. Students copy the sentences from Activity 5 in paragraph format. Choosing a Topic for an Opinion Paragraph This part teaches students how to look at both sides of an opinion, especially when trying to decide if a particular topic is or is not suitable for an opinion paragraph. Building Better Sentences, Practice 18, p. 159 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. Activity 7, p. 159 In this Original Writing Practice, students must choose a topic, brainstorm specific ideas, develop a topic sentence, and write an opinion paragraph following the guidelines in the textbook. Because of the variety of levels in any writing course, some learners may need additional help with this activity even though all of the “pieces” have been covered in earlier units. Activity 8, p. 159 Peer editing of original writing is an important part in the writing process. Students will use Peer Editing Sheet #9 from Appendix 6 Great Paragraphs 2nd edition Chapter Notes 70 Activity 9, p. 159 This is an important listing of five additional writing assignments. The number and exact scope of any extra assignments are up to the instructor. EXPANSION ACTIVITIES 1. Opinions abound. This should be one of the easiest rhetorical modes to find a sample for in a book, newspaper, magazine, or Internet site. 2. Students need additional help editing. I personally like “Lucky 7,” which means that the task has 7 mistakes or 7 problems or 7 people. Put examples of opinion paragraphs on the board. The papers could be from the students who wrote (or miswrote) the paragraphs; be sure NOT to show the names of the writers. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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, 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. Paragraph 64, p. 147 1. government 2. pain 3. hardship 4. hope Paragraph 65, p. 149 1. advertising 2. better 3. fizz 4. recognizable Great Paragraphs 2nd edition Chapter Notes 71 5. greatness 6. mind Paragraph 66, p. 150 1. reasons 2. equal 3. choice Paragraph 67, p. 158 1. rays 2. disease 3. deadly 4. treat 5. harmful 6. ultraviolet rays 7. evidence 8. persuade Great Paragraphs 2nd edition Chapter Notes 72 Unit 10 Narrative Paragraphs This unit introduces students to narrative paragraphs. Here students will learn the important features of good narrative paragraphs. Students will learn what topics make better candidates for this important kind of writing and how to develop these topics into a good narrative paragraph with a solid beginning, middle, and end. OBJECTIVES 1. Learn what a narrative paragraph is; study and analyze examples of this kind of paragraph (160-167) 2. Write good topic sentences and supporting details for descriptive writing. (168170) 3. Use verb tenses consistently. (170-176). 4. Write sentences with more variety in their structure and patterns. (159, 176) 5. Write an original narrative paragraph by choosing a general topic, brainstorming it, narrowing it down, and developing a good topic sentence with appropriate controlling ideas. (177) CHAPTER NOTES Unit 10 teaches students about narrative paragraphs, the last rhetorical mode of paragraph writing that is covered in this book. Since good teachers try to work from the known to the unknown, from the familiar to the new or unfamiliar, try to make use of the fact that many students write in a daily journal. You should stress the similarities and then differences between journal writing and a narrative paragraph. Journals are narrative accounts, but narrative paragraphs are more tightly organized. Writer’s Note, p. 161 This note focuses on the fact that good narrative paragraphs must have a solid beginning, middle, and end. Great Paragraphs 2nd edition Chapter Notes 73 Activity 1, pp. 162-167 Students will analyze three different narrative paragraphs to see why each is or is not a strong narrative source of writing. Follow the questions after each of the three paragraphs; these will make the exercise run smoothly. Activity 2, p. 168 Students must decide whether certain titles are more likely to be good candidates for narrative writing than others. Activity 3, pp. 168-169 Students must read seven sentences that narrate one person’s experiences during a big earthquake and then put the sentences in the correct sequence. Activity 4, pp. 169-170 Students copy the sentences from Activity 3 in correct paragraph format and add a suitable title. Students must also identify the topic sentence (background information), beginning of story, middle of story, and end of story. Building Better Sentences, Practice 19, p. 170 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. Language Focus: Verb Tense Consistency, pp. 170-171 Students will hear about the need to use verb tenses consistently. Paragraph 73 serves as an illustration of the material in this language focus. Great Paragraphs 2nd edition Chapter Notes 74 Activity 5, p. 172 Students must underline all the verbs in a narrative about a first job and then make corrections to the verbs that have errors. This activity is harder than most students initially expect it to be. Activity 6, pp. 173-176 This is a cool exercise! Students get to become the teacher! There are 5 teacher comments about 5 short narrative paragraphs. Students must match the teacher’s comments with the appropriate paragraphs! Building Better Sentences, Practice 20, p. 176 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. Activity 7, p. 176 In this Original Writing Practice, students must choose a topic, brainstorm specific ideas, develop a topic sentence, and write a narrative paragraph following the guidelines in the textbook. Students are encouraged to check their verb tenses here. Consistency is key! Because of the variety of levels in any writing course, some learners may need additional help with this activity even though all of the “pieces” have been covered in earlier units. Activity 8, p. 177 Peer editing of original writing is an important part in the writing process. Students will use Peer Editing Sheet #10 from Appendix 6 Activity 9, p. 177 This is an important listing of five additional writing assignments. The number and exact scope of any extra assignments are up to the instructor. Great Paragraphs 2nd edition Chapter Notes 75 EXPANSION ACTIVITIES 1. Finding additional narrative material is not hard, especially in an ESL setting. Like opinion paragraphs earlier, this should be one of the easiest rhetorical modes to find a sample of in a book, newspaper, magazine, or Internet site. 3. Students need additional help editing. I personally like “Lucky 7,” which means that the task has 7 mistakes or 7 problems or 7 people. Put examples of opinion paragraphs on the board. The papers could be from the students who wrote (or miswrote) the paragraphs; be sure NOT to show the names of the writers. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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, 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. Paragraph 68, p. 161 1. conquer 2. fear 3. public speaking 4. assignment 5. mirror 6. podium 7. audience 8. breathe 9. flowed Paragraph 69, p. 163 1. nightmare Great Paragraphs 2nd edition Chapter Notes 76 2. turn around 3. public address system 4. cap 5. be lost 6. toward 7. hug Paragraph 70, p. 164 1. embarrassing 2. skirt Paragraph 71, p. 166 1. track team 2. scheduled 3. uniform 4. active 5. lonely 6. courage 7. classmates 8. develop Paragraph 72, pp. 169-170 1. earthquake 2. measure 3. violent 4. side-to-side movement 5. rumble 6. shake 7. stucco 8. collapse 9. uneventful Great Paragraphs 2nd edition Chapter Notes 77 10. unforgettable 11. a sixth sense 12. peaceful 13. tragedy 14. unexpected 15. disaster 16. doorway Paragraph 73, p. 171 1. paperwork 2. document 3. bank statement 4. landscape 5. embassy 6. patiently 7. guard 8. warm-blooded 9. personnel 10. frightened 11. baby-faced 12. employee 13. shocked 14. experience Paragraph 74, p. 172 1. assistance 2. business car 3. launch ( a new career) Paragraph 75, p. 173 1. unfortunate Great Paragraphs 2nd edition Chapter Notes 78 2. healthy 3. reddish 4. stuff 5. tripe 6. tongue Paragraph 76, p. 173-174 1. yard 2. scream 3. veterinarian 4. operate 5. cast Paragraph 77, p. 174 1. comfortable 2. banners 3. sports teams 4. twin bed 5. dresser 6. knobs 7. novel 8. closet Paragraph 78, p. 175 1. nightmare 2. backpack 3. missing 4. headquarters 5. steal 6. purse 7. valuables Great Paragraphs 2nd edition Chapter Notes 79 8. suggest 9. garbage 10. robbers 11. duplicate Paragraph 79, p. 176 1. trick 2. fail 3. cheat 4. restroom 5. switch 6. meanwhile 7. furious 8. right-handed 9. check marks ( ) 10. trouble Great Paragraphs 2nd edition Chapter Notes 80 Unit 11 Paragraphs in an Essay: Putting It All Together This unit introduces students to the basics of an essay. This unit helps students to see the similarities between writing paragraphs and essays and to understand how paragraphs function in a longer essay. The teaching strategy here, however, is not to teach the essay as independent, separate form of writing—even though it is different from a paragraph in many ways—but rather as a continuation or elaboration of a paragraph. We believe that this approach will help students retain the strategizing and organizing skills that they have developed in the earlier ten units here that deal with paragraphs. OBJECTIVES 1. Understand what an essay is. (178-180) 2. Compare and contrast the structure of a paragraph and an essay. (181) 3. Differentiate paragraph topics from essay topics. (181-182) 4. Analyze examples of essays. (182-184, 188-189) 5. Learn about the organization of an essay. (184-191) 6. Write a guided essay by brainstorming ideas, writing the body paragraphs, and peer editing other students’ work. (191-194) CHAPTER NOTES It is not enough for students to understand how to write a single paragraph because real world demands on our students are such that they will rarely have to write a single well-developed paragraph (except as part of some essay exams). Students must be able to transfer their organizing skills from paragraph writing to essay writing. They continue to need a great deal of work on choosing a good topic. The material in this unit can serve as a bridge for students making the transition from writing paragraphs to writing essays. Great Paragraphs 2nd edition Chapter Notes 81 Opening information, pp. 178-179 This is designed to hit the high points of what a paragraph is. In a few pages, the book will work to show students that essay structure is actually very similar to paragraph structure; thus, it is important that students know the structure of a paragraph well so that they can see the similarities. Activity 1, pp. 179-180 This is a very short exercise (only 3 questions) that may serve as a warm up to the unit. The questions seek to identify students’ previous experience and perhaps perceptions of essays in English. Activity 2, pp. 181-182 For each of five problems, there are two thesis statements. Students must identify which is more appropriate for a paragraph and which is more suitable to an essay. Essay 1, p. 183 Point out the role of the parts that are underlined or in bold. Point out the structure of any individual part, e.g., the topic sentence in paragraph 3. Use this sample essay to show the similarities in parts or features of paragraphs and essays. Writer’s Note, pp. 184-185 This note mentions the true importance of more and more academic vocabulary. A student’s writing cannot be seen as growing or becoming more academic unless there is a growth in the writer’s vocabulary use. Activity 3, pp. 186-187 Five essay thesis statements are given. Students are to complete a roman numeral level only outline of these five paragraphs. The first three have been done for the students. Great Paragraphs 2nd edition Chapter Notes 82 Activity 4, p. 187 Students compare their answers in Activity 3, pp. 186-187. Activity 5, pp. 188-189 Students read Essay 2 and then answer the analysis questions on the next page. Appendix 6, pp. 189-191 The assignment is to complete the outline for Essay 2. The missing chunks can be determined by reading and grasping the content of the essay. Activity 7, pp. 191-192 Students practice brainstorming for an essay in a “guided” exercise. In the previous units, students are gradually weaned from any real help from the textbook when they are brainstorming. Because this is the students’ first attempt at brainstorming for an essay topic, we have included an essay that does not require students to “sink or swim.” Instead, we have set up an exercise that leads the student writers through the process. Have students read the topic and then follow the directions. Activity 8, pp. 193 Students practice original essay writing within by filling in the body paragraphs of an essay on the advantages of city life. Activity 9, p. 194 Peer editing of original writing is an important part in the writing process. Students will use Peer Editing Sheet #11 from Appendix 6 Activity 10, p. 194 This is an important listing of five additional writing assignments. The number and exact scope of any extra assignments are up to the instructor. Great Paragraphs 2nd edition Chapter Notes 83 EXPANSION ACTIVITIES 1. Students need to see MANY more essays. If you have a good group, have them search on the Internet or in the library for more essay samples that (1) are of real interest to them and (2) contain appropriate language and vocabulary. 2. Have students write outlines of essays. 3. As a group/class, have students brainstorm specific essay themes / titles based on a generic title. Put the class into groups of 3 or 4. Explain that they must come up with an essay theme / title and then write a simple five-item (four or six is o.k., too) outline. (Number 1 will be introduction and the last will be conclusion.) For example, you might write the term “DESSERTS” on the board. Give students a specific time limit of, say, ten minutes to have their outline ready. You may wish to give each group an overhead transparency and a pen so they can write their outline on the OHP sheet and then present their ideas to the entire class. (If you have too many groups in the class, this can be monotonous, so try to limit the number of presentations to four or five. Those who do not present for DESSERTS can present the next topic.) 4. Cut up paragraphs of an essay to have students unscramble them in the correct order. 5. For specific practice, give everyone a copy of the same essay, but remove ONE paragraph in advance. Students in class need to brainstorm to figure out the content of the missing paragraph. Teacher listens to students’ ideas and writes them on the board or overhead. Students talk about the ideas one by one to say whether each is plausible or not. For homework, have students write the missing paragraph based on the class discussion. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the unit (not including the glossed words). 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, something that we strongly advocate. Whether or not this Great Paragraphs 2nd edition Chapter Notes 84 particular strategy is employed, it is imperative that students acquire a large amount of appropriate vocabulary in this course. Essay 1, p. 41, p. 90 1. mass-produced 2. relatively 3. antibiotics 4. plague 5. swell 6. retreat 7. harm Essay 2, p. 188 1. disregard 2. in contrast 3. impact 4. role 5. widespread 6. entwined 7. behaviors 8. sympathetic 9. conversely 10. potential Essay 3, p. 193 1. routine 2. approximately 3. culturally diverse 4. obvious 5. afford Great Paragraphs 2nd edition Chapter Notes 85 6. tranquility Great Paragraphs 2nd edition Chapter Notes 86 Appendices The appendices can be used in any order, but it is important that teachers be aware of the content presented in them. Appendix 1 covers the basic steps of writing a paragraph. This appendix shows how a student successfully follows the seven steps and produces a coherent, cohesive paragraph about a Louisiana dish called gumbo. We suggest you find some time to go through this appendix before the students go about writing their first paragraph from scratch. (Several of the early exercises in Unit 1 and 2 requires mere copying or writing of paragraphs that we know do not follow the correct sequence of brainstorming, first draft, second draft, etc.) Appendix 2 focuses on capitalization. This appendix consists of two parts. The first part is a set of basic rules; the second part is actual practice with capitalization. Appendix 3 focuses on punctuation. This appendix provides instruction and pertinent practice in end punctuation, commas, apostrophes, quotation marks, semicolons, and editing of errors. Appendix 4 provides additional grammar practice in three key areas: verb tenses, articles, and editing for errors. Appendix 5 contains Building Better Sentences exercises. We strongly suggest that some time be spent on the strategies for combining sentences presented on pp. 229—230 before students attempt the activities. It is at this point that students will probably have questions about word order and punctuation usage. Great Paragraphs 2nd edition Chapter Notes 87 Appendix 6 is a list of peer editing sheets for students to use with each other. Students are much more likely to give relevant feedback if they are looking for specific elements within an outline or an essay. The questions are specifically designed to concentrate the students’ attention on specific points. VOCABULARY ENRICHMENT ACTIVITIES Below is a list of vocabulary words from the paragraphs in the appendices. 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, 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. Paragraph 80, p. 209 1. article 2. issue 3. Prime Minister 4. economic 5. ties 6. reestablish 7. sort 8. cooperation Paragraph 81, p. 210 1. cross 2. directly 3. certainly 4. twice 5. carry Great Paragraphs 2nd edition Chapter Notes 88 Paragraph 82, pp. 210-211 1. foreign 2. inspire 3. abroad Paragraph 83, p. 218 1. globe 2. destroy 3. area 4. heavy 5. damage 6. amazingly 7. reaction 8. broadcast Paragraph 84, p. 219 1. desert 2. earth 3. dry 4. rainfall 5. canyon 6. sand Paragraph 85, p. 219 1. review 2. wish 3. face 4. greatest 5. triumph 6. king 7. survive Great Paragraphs 2nd edition Chapter Notes 89 8. range 9. well-written 10. conflict 11. talented 12. independent 13. character 14. plot 15. turns 16. outcome 17. story 18. disappoint 19. praise Paragraph 86, p. 220 1. tuna salad 2. a can 3. flake 4. fork 5. mayonnaise 6. slice 7. easy-to-make ______ 8. treat Paragraph 87, pp. 220-221 1. infamous 2. moment 3. assassinate 4. theory 5. fateful day 6. bullet 7. assassin Great Paragraphs 2nd edition Chapter Notes 90 Paragraph 88, p. 221 1. routine 2. daily 3. shower Paragraph 89, p. 221 1. shortest 2. the White House 3. presidency 4. brief 5. catch 6. pneumonia 7. the army Paragraph 90, p. 222 1. soldier 2. battles 3. rich soil 4. thrive 5. agriculture 6. farmer 7. cotton 8. citrus Paragraph 91, pp. 222-223 1. brain teaser 2. amaze 3. multiply 4. square 5. digit Great Paragraphs 2nd edition Chapter Notes 91 6. correctly Paragraph 92, p. 223 1. among 2. geography 3. recent 4. survey 5. globe 6. capital 7. educator 8. blame 9. knowledge 10. memorization 11. material 12. regardless 13. unfortunate 14. fact Paragraph 93, pp. 223-224 1. free service 2. monthly 3. electricity bill 4. advantage 5. power company 6. analyst 7. inspect 8. identify 9. potential 10. energy-saving _____ 11. thermostat 12. air conditioning Great Paragraphs 2nd edition Chapter Notes 92 13. efficiently Paragraph 94, p. 224 1. convince 2. intrigue 3. improve 4. success Paragraph 95, p. 225 1. surprising 2. statistics 3. a college degree 4. rather _____ Paragraph 96, pp. 225-226 1. imagine 2. tap 3. brake pedal 4. emergency 5. emergency brake 6. lower gear 7. rub 8. tire 9. curb Paragraph 97, p. 226 1. aquarium 2. sales clerk 3. report card 4. a dime store 5. a fish bowl Great Paragraphs 2nd edition Chapter Notes 93 6. sword 7. green swordtail Paragraph 98, pp. 226-227 1. modern technology 2. cellular phone 3. destructive 4. upset 5. (be) prone to _____ 6. car accident Paragraph 99, p. 227 1. coins 2. denominations 3. regularly 4. a penny 5. monetary 6. transaction Paragraph 100, p. 228 1. oasis 2. silence 3. campus 4. hectic 5. solitude 6. shelf, shelves 7. rare 8. obscure 9. uncomfortable 10. wooden 11. a copy machine Great Paragraphs 2nd edition Chapter Notes 94 12. sociable 13. turmoil Great Paragraphs 2nd edition Chapter Notes 95