TEACHER’S MANUAL
INTRODUCTION
The Teacher’s Manual for Advance in Academic Writing 1 provides instructors with guidance
and teaching tips in 16 concise one-page chapter descriptions.
Flexible Teaching: Flip between Teaching Inductively and Deductively
Chapters 1 to 10 include tasks on different aspects of grammar and sentence structure for
academic writing. The authentic texts in each chapter illustrate how expert authors use these
structures. More detailed descriptions of rules and a variety of practice activities can be found in
the Handbook units, which correspond thematically and numerically with the chapters. Teachers
may choose to teach the language in context first, in the chapter, before following up with a
description of the rules; this is an inductive approach to teaching, that is, moving from examples
to rules. However, you may prefer to switch to a deductive approach to teaching by beginning
with the rules in the Handbook and moving to the examples in the chapters—especially if
students need to study the more difficult grammar and sentence structures first.
Multi-Stage Review and Consolidation
The content taught in Advance 1 is reviewed and consolidated throughout the book to improve
students’ chances of retaining knowledge and applying it later in their studies. Content is
carefully consolidated between chapters and Handbook units, and in My eLab.
My eLab: Hand the Learning Over to the Learner
An important feature of Advance 1 is the tailored My eLab, which includes the following
consolidation activities (Exercises tab) and resources (Documents tab):
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70-point Grammar and Sentence Structure Diagnostic
vocabulary extension and consolidation activities in reading, writing, and grammar
model essays with concise analysis tasks
answer keys for the tasks in the book
adaptable review sheets for self-evaluation and peer review (Word and PDF formats)
adaptable assessment rubrics for writing tasks (Word and PDF formats)
All activities in My eLab are self-grading, so you save marking time while students receive a
percentage grade for each exercise (as well as an overall average). When they get an answer
wrong, they are directed to the page(s) in the book that explain the relevant content. You can
also encourage students to check their own work in the book tasks by making the answer keys
available to them in My eLab Documents; simply switch the access beside the file name.
One-Page Chapter Descriptions
The one-page chapter descriptions provide explanations, highlight key ideas to emphasize to
students, and offer teaching tips for the following:
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the chapter introduction and exploratory writing/discussion task
reading and critical analysis
vocabulary
effective writing style
grammar and sentence structure
writing tasks
The descriptions also direct you to the corresponding Handbook units and to the related
resources in My eLab.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 1
THE WRITING PROCESS
INTRODUCTION The introduction describes academic writing as a process and a product.
Emphasize: During the writing process, students use the following key skills: reading and
critical analysis, understanding and using academic vocabulary, writing in an appropriate style,
and using accurate sentence structure.
Emphasize: Writing is a process. By writing, reviewing, and rewriting paragraphs, ideas
become clearer and more convincing to readers.
EXPLORE THROUGH WRITING Students do short exploratory writing tasks at the beginning of
chapters to generate ideas. They should be aware that other students may read their writing.
Students can do informal peer review in groups of three, adding comments.
Emphasize: Exploratory writing is the first stage of the writing process; the aim is to generate
ideas. Style and accuracy are less important.
Teaching tip: At the end of a class, ask students to write exit slips: what was useful or not and
what they did not understand. Have them submit the slips, with names or anonymously.
READING AND CRITICAL ANALYSIS (pp. 2–10) Six stages of the writing process are explained,
with practice tasks: 1. Analyze your audience, genre, and purpose. 2. Understand your topic,
focus, and task. 3. Gather information and ideas. 4. Form an outline. 5. Write the essay
sections. 6. Review and edit your work. An excerpt from a peer-reviewed academic journal
article follows, with two tasks: identifying features of good academic writing and answering
comprehension questions.
VOCABULARY (pp. 10–12) The focus is on four strategies for learning academic vocabulary,
with practice tasks featuring words drawn from the journal article. Key vocabulary is presented
for extension, with practice in My eLab.
Emphasize: Students do not have to understand the meaning of every word they read.
GRAMMAR AND SENTENCE STRUCTURE (pp. 12–13) The rules for articles and noun phrases in
English are complex. Task 10 requires students to identify two basic types of noun phrases. →
HANDBOOK UNIT 1 Articles and Noun Phrases
Teaching tip: Students can follow up with detailed Handbook consolidation (inductively) or
study the Handbook first and then the chapter (deductively).
Teaching tip: Ask students how ideas such as general and specific are expressed in noun
phrases in other languages. Then compare with English usage.
WRITING WITH STYLE (pp. 13–14) The focus is drawn from the journal article: parallel structure.
Students rewrite sentences with non-parallel structure in a practice task.
Emphasize: The focus is on style, not accuracy. Parallel structure increases readability and can
make the arguments in a text more persuasive.
WRITING TASK (p. 14) Students expand on the exploratory writing they did for Task 1, on “my
strengths and weaknesses as a writer.”
Emphasize: This is personal, reflective writing, so it is appropriate to use personal language
such as I, my, and me.
My eLab 1. Grammar and Sentence Structure Diagnostic. 2. Vocabulary: identify different forms
of the vocabulary words. 3. Chapter consolidation: identify parallel/non-parallel structure.
4. Grammar and sentence structure: do exercises on articles and noun phrases.
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 2
MAKING TIME CONNECTIONS IN WRITING
INTRODUCTION The introduction explains that academic writing requires students to connect
different time ideas in different text types, for example, describing a process in a lab report,
providing historical background in an essay, or writing about the future in a conclusion.
Emphasize: Even if students have previously studied the different tenses in the chapter, further
practice will enable them to express ideas more clearly and effectively.
EXPLORE THROUGH DISCUSSION Students discuss how they imagine cars of the future.
READING AND CRITICAL ANALYSIS (pp. 16, 24–26) Students read an excerpt from a book about
the history of fuel cell vehicles. Key vocabulary is highlighted for the following vocabulary task.
Later, in Task 9, students do exploratory writing about critical thinking, followed by an explanation of how to assess the reliability of sources. For Task 10, students use the reliability
checklists in the book to assess sources they find online.
Emphasize: Students need to use reliable sources when they write research essays.
VOCABULARY (pp. 16–17) Students review the four strategies for learning academic vocabulary
(studied in Chapter 1), applying them to the vocabulary highlighted in the book excerpt. Later
(p. 24), key vocabulary is presented for extension, with practice in My eLab.
Teaching tip: Direct students to My eLab and do the first few extension exercises together in
class for familiarization.
GRAMMAR AND SENTENCE STRUCTURE (pp. 17–22) The chapter focus is on understanding and
using past, present, and future tenses. Tasks 3 to 5 draw on reading texts to identify and explain
different tenses. In Task 6, students correct verb-tense mistakes in a text about the life of an
international student. Students can follow up with detailed Handbook consolidation and further
practice in My eLab. → HANDBOOK UNIT 2 Past, Present, and Future Tenses
WRITING WITH STYLE (pp. 22–23) Chapter 2 focuses on formal and informal language. In Tasks
7 and 8, students rewrite sentences and a paragraph to add formality.
Emphasize: There is a difference between formal language and personal language. In some
subject areas, personal language is acceptable; in others, it is discouraged.
WRITING TASK (p. 26) Students write one paragraph on each of the following topics, using the
different verb tenses they have studied in the chapter: learning English at school, their current
academic English course, and future career plans.
Emphasize: This is personal, descriptive writing, so it is appropriate to use personal language
such as I, my, and me.
My eLab 1. Vocabulary: use the vocabulary words correctly in sentences. 2. Chapter
consolidation: replace informal language with more formal expressions. 3. Grammar and
sentence structure: do exercises on past, present, and future tenses.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 3
DEVELOP YOUR ARGUMENTS
INTRODUCTION The introduction states the need to provide not only clear and accurate
language but also well-supported, convincing arguments in academic writing.
Emphasize: Convincing argumentation is key to succeeding as an academic writer.
EXPLORE THROUGH WRITING Students write about what makes an argument convincing.
Teaching tip: Ask students to read their writing aloud to lead and stimulate a class discussion.
READING AND CRITICAL ANALYSIS (pp. 28–33, 35–36) The initial chapter focus is on the
following aspects of developing arguments: distinguishing opinions from facts; supporting
arguments with reasons, examples, evidence, and counter-arguments; and presenting a final
position. In Tasks 2 to 7, students put into practice this process of argumentation.
Emphasize: Students should aim to shift from an original opinion to a final position.
Teaching tip: Add a debate task to Task 4: have students sit on opposite sides of the classroom, depending on whether they believe that first-year academic writing courses should be
compulsory for all students. At the end of the debate, ask students to move across the room if
they have been persuaded to change their opinions. This task will generate ideas for the writing
task at the end of the chapter.
Later, students read an excerpt from a peer-reviewed book chapter on funding in German
higher education, and they infer meaning in Task 9.
VOCABULARY (pp. 33–34) The focus is on language of opinions, arguments, and concession.
Students read the vocabulary boxes and rewrite sentences in Task 8, using the vocabulary.
Later (p. 40), key vocabulary is presented for extension, with practice in My eLab.
GRAMMAR AND SENTENCE STRUCTURE (pp. 36–37) The chapter focuses on independent and
dependent clauses.
Emphasize: A good understanding of independent and dependent clauses is essential for
students to write different types of sentences and punctuate texts correctly.
Students can follow up with detailed Handbook consolidation and further practice in My eLab. →
HANDBOOK UNIT 3 Independent and Dependent Clauses
WRITING WITH STYLE (pp. 38–39) Chapter 3 focuses on how to incorporate APA and MLA in-
text citations into sentences, with practice in Task 11.
Emphasize: In-text citations are not required in journalistic writing or when writers present ideas
that are common knowledge.
Teaching tip: Direct students to Appendices 2 and 3 for more on APA and MLA styles.
WRITING TASK (p. 40) Students write one argumentative paragraph on the advantages of
making academic writing courses compulsory for all first-year students, and one on the
disadvantages of studying in a foreign country.
Teaching tip: It may seem easier to express arguments and opinions using personal language.
If students are or will be studying in subject areas that discourage personal language, you could
advise them to use the impersonal language in the vocabulary boxes they studied earlier in the
chapter.
My eLab 1. Vocabulary: identify and use different forms of the vocabulary words (adjectives).
2. Chapter consolidation: answer questions about APA and MLA in-text citations. 3. Grammar
and sentence structure: do exercises on independent and dependent clauses.
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 4
PARAGRAPHS: TOPIC SENTENCES AND UNITY
INTRODUCTION The following features of effective paragraphs are presented: topic sentences,
paragraph unity, coherence and cohesion, support for arguments, and concluding sentences.
Emphasize: Paragraphs can be written differently depending on the subject area and personal
preferences. However, in Chapters 4 and 5, students will study common features of effective
paragraphs.
EXPLORE THROUGH WRITING Students write about the following question: How do you write
academic paragraphs?
Teaching tip: After students read each other’s writing, ask each group to nominate one
member to come up to the board and write one key idea to share.
READING AND CRITICAL ANALYSIS (pp. 42–47, 49–51) The first section introduces topic
sentences, with practice in Tasks 2 and 3. It then focuses on paragraph unity, with practice in
Task 4. The second section focuses on reading skills—reading around a text, skimming, and
scanning—which students apply to an article on changes in DNA caused by space travel.
Emphasize: Explain to students that developing these reading skills will help them save time in
their current and future academic studies.
Later, students study the first of four sections in the book on logical fallacies; here they identify
two common types of logical fallacies based on cause and effect. Students analyze how expert
writers avoid these logical fallacies in Task 11.
VOCABULARY (pp. 47–49) Drawing on the article on DNA changes, the focus is on synonyms
and antonyms, with an introductory mention of collocation. Key vocabulary is presented for
extension, with practice in My eLab.
Emphasize: Synonyms often do not have exactly the same meaning. Students need to take
care when replacing words with synonyms, and they must write with precision.
Teaching tip: Encourage students to use a reliable online thesaurus to find synonyms.
WRITING WITH STYLE (pp. 51–52) Chapter 4 focuses on formal writing style, specifically, the use
of Latinate verbs in academic writing. Students rewrite sentences to add formality.
Emphasize: Longer verbs that originate from Latin seem more formal and are commonly used
in academic writing. However, students should try to find a balance. If they use too many formal
verbs, their writing may seem wordy and unnatural.
GRAMMAR AND SENTENCE STRUCTURE (pp. 52–53) The chapter focuses on simple, compound, and complex sentences, with tasks on the topic of genetic ancestry tests. Students can
follow up with detailed Handbook consolidation and further practice in My eLab. → HANDBOOK
UNIT 4 Simple, Compound, and Complex Sentences
WRITING TASK (p. 54) Students rewrite a paragraph containing logical fallacies and weak
argumentation.
Teaching tip: A sample rewritten paragraph appears in the Chapter 4 Answer Key, in the
Documents section of My eLab.
My eLab 1. Vocabulary: identify synonyms and antonyms of the vocabulary words (adjectives).
2. Chapter consolidation: replace phrasal verbs with more formal academic verbs. 3. Grammar
and sentence structure: do exercises on simple, compound, and complex sentences.
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 5
PARAGRAPHS: COHERENCE, COHESION, AND
CONCLUDING SENTENCES
INTRODUCTION Chapter 5 builds on the previous chapter with a focus on three additional
features of academic paragraphs: coherence, cohesion, and concluding sentences.
EXPLORE THROUGH DISCUSSION Students discuss the following question: Do you try to
limit your use of plastic products to prevent pollution? This topic is discussed in the chapter and
in later chapters.
READING AND CRITICAL ANALYSIS (pp. 56–61, 67–68) The chapter begins with an extended
section that focuses on the following: coherence, with text analysis of four academic paragraphs
in Task 2 and organizing a jumbled paragraph in Task 3; cohesion, with analysis in Tasks 4 and
5; concluding sentences, with practice in Tasks 6 and 7; and a more general paragraph analysis
in Task 8.
Emphasize: The terms coherence and cohesion are closely interrelated. Coherence is used in
the chapter to refer to the logical ordering of ideas while cohesion refers to the language used to
join ideas.
Later, students study the second section in the book on logical fallacies, identifying two common
types of logical fallacies based on generalization. Students analyze how expert writers avoid
these logical fallacies in Task 14.
VOCABULARY (pp. 62–64) The section focuses on conjunctive adverbs and reference words,
referring to the sample paragraphs in the chapter for examples. Key vocabulary is presented for
extension, with practice in My eLab.
Teaching tip: Direct students to Appendix 1 to study more types of conjunctive adverbs as well
as alternative kinds of linking words.
WRITING WITH STYLE (pp. 64–65) Chapter 5 focuses on shifting style from informal to formal.
Students identify informal style such as contractions, addressing the reader as you, and conversational language. In Task 11, students rewrite sentences with these features to add formality.
Teaching tip: Remind students not to shift style when they use direct quotations.
GRAMMAR AND SENTENCE STRUCTURE (pp. 65–67) The focus is on relative clauses and
participle phrases, with an identification exercise in Task 12. Students can follow up with
detailed Handbook consolidation and further practice in My eLab. → HANDBOOK UNIT 5 Relative
Clauses and Participle Phrases
Emphasize: Explain to students that participle phrases are phrases, not clauses, because they
do not contain a subject and a corresponding verb.
Teaching tip: Two rules of thumb: 1. Non-defining clauses require commas. 2. Use which, not
that, in non-defining relative clauses.
WRITING TASK (p. 68) Students write two paragraphs: one presenting the negative sides of
using plastic products in daily life, and one presenting the positive aspects.
Teaching tip: Remind students to avoid logical fallacies when presenting their arguments,
and to support them with reasons and examples.
My eLab 1. Vocabulary: identify synonyms of the vocabulary words (conjunctive adverbs).
2. Chapter consolidation: add cohesion to a paragraph. 3. Grammar and sentence structure:
do exercises on relative clauses and participle phrases.
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Chapters 1 to 16
CHAPTER 6
INCORPORATING OTHERS’ IDEAS
INTRODUCTION The introduction explains that incorporating information and ideas from other
sources can strengthen arguments but stresses the need for writers to follow strict rules,
attribute information to authors, and cite the source(s) of information.
Emphasize: While it is important to follow the rules for incorporating others’ ideas, it is equally
important to make sure that the ideas come from reliable academic sources.
EXPLORE THROUGH DISCUSSION Which is more important in your writing: the voice of
experts or your personal voice?
Teaching tip: Explain that, although the voices of experts may seem very important, students’
voices are also important in academic writing. Their opinions count, too.
READING AND CRITICAL ANALYSIS (pp. 70–71, 80–81) The chapter begins with a section
focusing on two aspects of academic integrity: avoiding plagiarism and recognizing information
that is common knowledge. In Task 2, students analyze situations, deciding whether they
constitute plagiarism.
Teaching tip: This task is best done in pairs or small groups to stimulate discussion and debate
among students.
Later, students study the third section in the book on logical fallacies, identifying three common
types of logical fallacies based on misrepresenting others’ ideas and actions. Students identify
logical fallacies and rewrite sentences in Task 8.
WRITING WITH STYLE (pp. 72–76) Chapter 6 has a technical writing focus. Students refer to
short excerpts from academic texts to learn about paraphrasing, avoiding patchwriting, and
direct quotations, and to review APA and MLA citation styles. Students apply these techniques
in Tasks 3 to 5.
Teaching tip: Remind students that paraphrased information still requires an in-text citation if
the information is an original idea or statistic from another author.
VOCABULARY (pp. 77–80) The focus is on language of attribution and reporting verbs, with
practice in Tasks 6 and 7. Key vocabulary is presented for extension, with practice in My eLab.
Emphasize: Appropriate attribution in writing makes it clear to readers who thinks what.
GRAMMAR AND SENTENCE STRUCTURE (pp. 81–82) The focus is the passive voice. Students
identify passive-voice sentences in Task 9 and rewrite active-voice sentences in the passive
voice in Task 10. Students can follow up with detailed Handbook consolidation and further
practice in My eLab. → HANDBOOK UNIT 6 The Passive Voice
Emphasize: Explain to students that using the passive voice is mainly a style choice, to add a
sense of scientific formality to writing and to emphasize information.
WRITING TASK (p. 82) The task requires students to add at least two citations from reliable
academic sources to the paragraphs they wrote for the Chapter 5 writing task. They thus put
into practice the techniques they have studied in the chapter.
My eLab 1. Vocabulary: use correct forms of reporting verbs. 2. Chapter consolidation: analyze
paraphrases. 3. Grammar and sentence structure: do exercises on the passive voice.
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Chapters 1 to 16
CHAPTER 7
INTRODUCTIONS
INTRODUCTION The chapter focuses on common features of introductions in academic writing.
Emphasize: There is no single way to write an introduction; introductions are written differently
according to the subject area, text type, and the writer’s personal preferences. However, there
are common features that can be found in many good introductions. These will be studied in this
chapter.
EXPLORE THROUGH WRITING Students take five minutes to write about the following
question: What are the pros and cons of English being a world language?
Teaching tip: The activity can be followed up with a short discussion in small groups on how
English is affecting other languages in the world.
READING AND CRITICAL ANALYSIS (pp. 84–88) The section begins by describing the general-
to-specific shift that characterizes many introductions. Students read a model introduction and,
in Task 2, identify the following features: general background information, beginning of the shift
from general to specific, description of the essay structure, and the thesis statement. A description of different ways to form thesis statements follows, with a practice activity in Task 3.
The second part of the section covers three types of logical fallacies based on weak logic.
Students identify logical fallacies in sentences and rewrite them in Task 4.
VOCABULARY (pp. 88–90) The section focuses on coordinators and subordinators, with practice
in Task 5. Key vocabulary is presented for extension, with practice in My eLab.
Emphasize: Coordinators and subordinators can be used to express relationships between
ideas in sentences, for example, contrast, cause and effect, and time relations.
GRAMMAR AND SENTENCE STRUCTURE (pp. 90–91) The focus is punctuation: commas,
semicolons, colons, and apostrophes. In Task 6, students identify punctuation signs and
analyze their functions. Students can follow up with detailed Handbook consolidation and
further practice in My eLab. → HANDBOOK UNIT 7 Punctuation: Commas, Semicolons, Colons,
and Apostrophes
Emphasize: Writers may intentionally exclude commas in sentences because they are writing
in a less formal genre or because they want their writing to flow more smoothly.
WRITING WITH STYLE (pp. 92–93) Students learn different ways to avoid gender-exclusive
language in their writing, for example, by using he or she, she or he, and they. In Task 7,
students rewrite sentences to make them gender-inclusive.
WRITING TASK (p. 93) The writing task requires students to read a paragraph, identify incorrect
language and punctuation in it, and then rewrite it. A sample rewrite appears in the Chapter 7
Answer Key, in the Documents section of My eLab.
My eLab 1. Vocabulary: analyze sentences containing coordinators and subordinators.
2. Chapter consolidation: analyze a model introduction. 3. Grammar and sentence structure:
do exercises on punctuation (commas, semicolons, colons, and apostrophes).
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Chapters 1 to 16
CHAPTER 8
CONCLUSIONS
INTRODUCTION The chapter focuses on common features of conclusions in academic writing.
Emphasize: There is no single way to write a conclusion. Conclusions are written differently
according to the subject area, text type, and the writer’s personal preferences. However, there
are common features that can be found in many good conclusions. These will be studied in this
chapter.
EXPLORE THROUGH WRITING Students take three minutes to write about the following
question: What should be included in a conclusion?
Teaching tip: The activity can be followed up with students sharing what they have written and
writing key features of a good conclusion on the board.
READING AND CRITICAL ANALYSIS (pp. 95–97) The section begins by describing the specific-
to-general shift that characterizes many conclusions. Students read a model conclusion and, in
Task 2, identify the following features: summary, synthesis, the final position on the essay
question, and the general closing statement. In Task 3, students study the model conclusion,
matching sentences between the conclusion and the corresponding introduction in Chapter 7.
GRAMMAR AND SENTENCE STRUCTURE (pp. 97–98) The focus is on modal auxiliary verbs of
likelihood and obligation, with an identification and analysis exercise in Task 4. Students can
follow up with detailed Handbook consolidation and further practice in My eLab. → HANDBOOK
UNIT 8 Modal Auxiliary Verbs of Likelihood and Obligation
Emphasize: Modal auxiliary verbs show what the writer or speaker thinks—whether they think
that something is, was, or will be likely, or whether they think a situation is characterized by a
strong or mild degree of obligation.
WRITING WITH STYLE (pp. 98–99) Students learn different ways to avoid using repetitive
vocabulary and sentence structure. They rewrite repetitive paragraphs in Tasks 5 and 6.
VOCABULARY (pp. 99–102) The section provides a review of synonyms and antonyms, with
practice activities in Tasks 7 to 9. Students also study collocations, with an analysis activity in
Task 10. Key vocabulary is presented for extension, with practice in My eLab.
WRITING TASK (p. 102) Students choose one of the end-of-chapter writing tasks from Chapters
13 to 16: an argumentative essay, a comparative essay, a problem-solution essay, or a cause
and effect essay. They write an essay of at least 500 words, including research, which they
should cite using APA or MLA citation style. When students have completed the essay, they
use the corresponding review sheet in My eLab Documents and have their work reviewed by
several peers.
Teaching tip: When students do peer review, ask them to begin by doing a self-evaluation of
their own writing. After one or two other students have reviewed the writing, ask students to
compare their self-evaluation with the peers’ evaluations.
My eLab 1. Vocabulary: form collocations with the vocabulary words. 2. Chapter consolidation:
analyze a model conclusion. 3. Grammar and sentence structure: do exercises on modal
auxiliary verbs of likelihood and obligation.
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Chapters 1 to 16
CHAPTER 9
PROCESSES AND STATISTICS
INTRODUCTION The chapter focuses on studying processes, using reliable statistics, highlighting trends in data, and using accurate and precise language to show critical engagement.
Emphasize: Students from all subject areas require these writing skills.
EXPLORE THROUGH WRITING Students take five minutes to write about the factors that
affect life expectancy in different countries.
Teaching tip: Ask international students to describe the situations in their countries of origin.
READING AND CRITICAL ANALYSIS (pp. 104–105, 107–109) The section begins by describing
the process of coffee production. Later, in a second part on describing statistics, students work
with bar charts and line graphs. In Tasks 5 to 7, students consider the reliability of statistics,
select relevant statistical information, and show their understanding of a line graph on life
expectancy.
Emphasize: Statistics are created by people and are open to interpretation.
GRAMMAR AND SENTENCE STRUCTURE (pp. 105–106, 112–114) The tasks begin with a review
of the passive voice after the description of the coffee production process, with practice
exercises in Tasks 3 and 4. Later, the main focus of the chapter, conditional sentences, is
introduced. Students review or learn the rules for first and second conditionals, with practice
activities in Tasks 10 and 11. Students can follow up with detailed Handbook consolidation
and further practice in My eLab. → HANDBOOK UNIT 9 Conditional Sentences
Teaching tip: Sometimes, it can be useful to ask students to translate the different types of
conditional sentences into other languages that they speak; it may help them understand the
key concepts and time ideas.
VOCABULARY (pp. 109–111) The section focuses on representing statistics accurately:
describing increases, decreases, changes, and no change, with multiple examples in a table.
A practice activity follows in Task 8. Key vocabulary is presented for extension, with practice in
My eLab.
WRITING WITH STYLE (pp. 111–112) Students study two different ways to add emphasis: by
forming complex sentences and by beginning sentences or independent clauses with emphatic
negative adverbs such as not only, never, rarely, and hardly. Students rewrite sentences to add
emphasis in Task 9.
WRITING TASK (p. 114) Students write two paragraphs: one describing the coffee production
process and one describing statistical data on global life expectancy. Sample paragraphs
appear in the Chapter 9 Answer Key, in the Documents section of My eLab.
My eLab 1. Vocabulary: identify synonyms of the vocabulary words. 2. Chapter consolidation:
add emphasis to ideas. 3. Grammar and sentence structure: do exercises on different types of
conditional sentences.
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Chapters 1 to 16
CHAPTER 10
DEFINING AND EXEMPLIFYING
INTRODUCTION The introduction explains that terms should be defined when they may have
more than one possible meaning and that definitions often include examples and classifying
information.
Emphasize: Students need to use dictionaries with care because many words and phrases
have multiple meanings.
EXPLORE THROUGH DISCUSSION Students discuss the following question: Would you be
able to survive a day without intelligent machines such as your computer and phone?
Teaching tip: Ask students to survive the lesson without using their phones or laptops.
READING AND CRITICAL ANALYSIS (pp. 116–118) The section first explains why definitions are
necessary, using the term critical as an example. Students then read examples of how definitions can be written, either placed in parentheses or explained in a longer form of one or more
sentences. Components of definitions are highlighted: the term, the definition, a classification,
and exemplification. In Tasks 2 to 4, students identify these components, engage critically with a
definition of artificial intelligence in a book excerpt, and show their understanding of the text.
VOCABULARY (pp. 118–120) The section focuses on exemplification, showing how to use for
example, for instance, such as, and namely. Particular attention is paid to correct punctuation to
set off examples that are noun phrases and those contained in clauses. Tasks 5 and 6 offer
analysis and practice. Later (p. 123), key vocabulary is presented for extension, with practice in
My eLab.
WRITING WITH STYLE (pp. 121–123) Students review shifting style by analyzing a semi-formal
online news article on artificial intelligence. In Task 7, they rewrite sentences from the article to
improve formality, and in Task 8, they analyze journalistic writing style.
Teaching tip: To review style shift and bring a bit of fun to the class, show students an excerpt
of academic language (for example, from one of the articles or excerpts in the book) and ask
them to rewrite it in blog style, using less formal, conversational language.
GRAMMAR AND SENTENCE STRUCTURE (pp. 124–125) Chapter 10 focuses on three types of
ungrammatical sentences: sentence fragments, comma splices, and run-on sentences.
Students correct sentences in Tasks 10 and 11. → HANDBOOK UNIT 10 Sentence Fragments,
Comma Splices, and Run-On Sentences
WRITING TASK (p. 125) Students write a paragraph to describe a bar chart illustrating projected
growth in artificial intelligence revenue, with instructions to highlight the overall trend in the data,
the high point, and the low point. Students include a definition, incorporate vocabulary from
Chapters 9 and 10, and use the present and future tenses they studied in Unit 2 of the
Handbook. A sample paragraph appears in the Chapter 10 Answer Key, in the Documents
section of My eLab.
My eLab 1. Vocabulary: use the vocabulary words in a paragraph on artificial intelligence.
2. Chapter consolidation: practise shifting style from informal to formal. 3. Grammar and
sentence structure: do exercises on correcting sentence fragments, comma splices, and
run-on sentences.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 11
HOW TO WRITE A SUMMARY
Chapter 11 is the first of six short chapters in Part 4 of the book focusing on different writing
assignments. Teachers or students can select writing assignments from these chapters.
Note that Chapters 11 to 16 do not include all of the integrated skills found in Chapters 1 to 10,
nor are there matching Handbook units for the chapters. There are also no boxes with specific
vocabulary for extension in My eLab.
INTRODUCTION The introduction explains what a summary is and lists requirements for
successful summary writing.
Teaching tip: Chapters 11 to 16 have corresponding sections in My eLab. Each section
contains a model text for analysis and vocabulary extension.
READING AND CRITICAL ANALYSIS (pp. 127–130) The section takes students through the five
stages of writing a successful summary: 1. Skim the text and take notes. 2. Read and take
notes. 3. Choose a structure. 4. Begin writing. 5. Edit your work. As students work through the
five stages of the writing process, they read a text on ethical decision making in business and
do a task on skimming and note taking. They also read example sentences for different stages
of the summary-writing process.
WRITING WITH STYLE (p. 131) Chapter 11 builds on the paraphrasing tasks that students did in
Chapter 6. In Task 3, students read key sentences from the text on ethical decision making and
paraphrase them for use in a summary. Sample answers are provided in the Chapter 11 Answer
Key (see the Documents section of My eLab) and in the teacher’s eText.
Emphasize: When paraphrasing text, students need to avoid patchwriting (using vocabulary
and sentence structure that is too close to the original) and changing the meaning of the original
text.
VOCABULARY (p. 132) The chapter focuses on language of attribution, again building on what
students studied in Chapter 6. In Task 4, they add language of attribution to the paraphrases
they wrote in Task 3, each of which lacks attribution.
Emphasize: If a summary lacks clear language of attribution, readers will not know who the
different information and ideas belong to.
WRITING TASK (p. 132) The writing task is a 200-word summary. First, students read the model
summary in My eLab and answer the text analysis questions. Then they write a 200-word
summary of the excerpts on pages 127 to 129 from M. S. Schwartz’s book Business Ethics: An
Ethical Decision-Making Approach, putting into practice what they have studied in the chapter.
Students use the Summary Review Sheet to review their own writing before reviewing others’
work in groups of three.
Teaching tip: Look at the review sheet and the assessment rubric for summaries in My eLab.
If necessary, use the Word version of either document to change any criteria that do not reflect
what you have taught in class. Consider showing students the assessment criteria so that they
know how their work will be evaluated.
My eLab 1. Vocabulary: review language of attribution. 2. Chapter consolidation: read and
analyze a model summary.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 12
HOW TO WRITE A RESPONSE PAPER
Chapter 12 is one of six short chapters in Part 4 of the book focusing on different writing
assignments. Teachers or students can select writing assignments from these chapters.
Note that Chapters 11 to 16 do not include all of the integrated skills found in Chapters 1 to 10,
nor are there matching Handbook units for the chapters. There are also no boxes with specific
vocabulary for extension in My eLab.
INTRODUCTION The introduction explains what a response paper is and lists requirements for
writing a successful response paper.
Teaching tip: Chapters 11 to 16 have corresponding sections in My eLab. Each section
contains a model text for analysis and vocabulary extension.
READING AND CRITICAL ANALYSIS (pp. 134–138) The section takes students through the five
stages of writing a successful response paper: 1. Skim the text and take notes. 2. Read and
take notes. 3. Choose a structure. 4. Begin writing. 5. Edit your work. As students work through
the five stages of the writing process, they read an article on the effects of e-cigarettes and do
tasks on skimming, note taking, and analyzing different note-taking strategies. They also read
example sentences for different stages of the writing process for response papers.
WRITING WITH STYLE (p. 138) Chapter 12 builds on the paraphrasing tasks that students did in
Chapters 6 and 11. In Task 3, students read sentences that refer to the text on e-cigarettes and
paraphrase them for use in a response paper. Sample answers are provided in the Chapter 12
Answer Key (see the Documents section of My eLab) and in the teacher’s eText.
Emphasize: When paraphrasing text, students need to avoid patchwriting (using vocabulary
and sentence structure that is too close to the original) and changing the meaning of the original
text.
VOCABULARY (pp. 138–139) The chapter focuses on language of attribution, building on what
students studied in Chapters 6 and 11. In Task 4, they add language of attribution to sentences
expressing key ideas from the article on e-cigarettes, each of which lacks attribution.
Emphasize: If a response paper lacks clear language of attribution, readers will not know who
the different information and ideas belong to.
WRITING TASK (p. 139) The writing task is a 200-word response paper. First, students read the
model response paper in My eLab and answer the text analysis questions. Then they write a
200-word response to Matthew Perrone’s article “Help or Harm? Report Wrestles with the
Effects of E-cigarettes,” putting into practice what they have studied in the chapter.
Students use the Response Paper Review Sheet to review their own writing before reviewing
others’ work in groups of three.
Teaching tip: Look at the review sheet and the assessment rubric for response papers in My
eLab. If necessary, use the Word version of either document to change any criteria that do not
reflect what you have taught in class. Consider showing students the assessment criteria so that
they know how their work will be evaluated.
My eLab 1. Vocabulary: review language of attribution. 2. Chapter consolidation: read and
analyze a model response paper.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 13
HOW TO WRITE AN ARGUMENTATIVE ESSAY
Chapter 13 is one of six short chapters in Part 4 of the book focusing on different writing
assignments. Teachers or students can select writing assignments from these chapters.
Note that Chapters 11 to 16 do not include all of the integrated skills found in Chapters 1 to 10,
nor are there matching Handbook units for the chapters. There are also no boxes with specific
vocabulary for extension in My eLab.
INTRODUCTION The introduction states that argumentation is a key part of critical engagement; this includes looking at ideas from different angles and presenting one’s own opinions
and arguments. Key requirements for writing a successful argumentative essay are listed.
Emphasize: Even if students have a strong opinion for or against an idea, it is important to
consider counter-arguments and potential weaknesses in their own arguments.
Teaching tip: Chapters 11 to 16 have corresponding sections in My eLab. Each section
contains a model text for analysis and vocabulary extension.
CHAPTER STRUCTURE AND FOCUS (pp. 141–146) Students are taken through the six stages of
writing a successful argumentative essay (the same six stages of the writing process described
in Chapter 1): 1. Understand your genre, audience, and purpose. 2. Understand your topic,
focus, and task. 3. Gather information and ideas. 4. Form an outline. 5. Write the essay
sections. 6. Review and edit your work.
As students work through the six stages, they do tasks that will help them prepare to write their
own essays: analyze the genre, audience, and purpose; analyze the topic, focus, and task;
gather ideas from existing knowledge; search online for reliable sources; analyze two outlines
(for-then-against and thematic).
Emphasize: The thematic outline has the benefit of allowing for more continuous critical
analysis through the essay, but it requires more advanced language.
Teaching tip: Students can refer back to Chapter 2, page 25, for criteria to use when assessing
the reliability of sources.
WRITING TASK (p. 146) The writing task for the chapter is a 700-word argumentative essay on
the topic of free higher education for all. First, students read the model argumentative essay in
My eLab and answer the text analysis questions. Then they write a 700-word essay, putting into
practice what they have studied in the chapter.
Students use the Argumentative Essay Review Sheet to review their own writing before
reviewing others’ work in groups of three.
Teaching tip: Students should refer to Chapter 3 and review strategies for making convincing
arguments in academic writing.
Teaching tip: Look at the review sheet and the assessment rubric for argumentative essays in
My eLab. If necessary, use the Word version of either document to change any criteria that do
not reflect what you have taught in class. Consider showing students the assessment criteria so
that they know how their work will be evaluated.
Teaching tip: Sometimes, ask students to do peer review in groups that include students they
have not worked with before so as to gain new insights.
My eLab 1. Vocabulary: review language of opinions, arguments, and concession. 2. Chapter
consolidation: read and analyze a model argumentative essay.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 14
HOW TO WRITE A COMPARATIVE ESSAY
Chapter 14 is one of six short chapters in Part 4 of the book focusing on different writing
assignments. Teachers or students can select writing assignments from these chapters.
Note that Chapters 11 to 16 do not include all of the integrated skills found in Chapters 1 to 10,
nor are there matching Handbook units for the chapters.
INTRODUCTION The introduction states that comparison is a common feature of everyday
communication and of academic writing. Key requirements for writing a successful comparative
essay are listed.
Teaching tip: Chapters 11 to 16 have corresponding sections in My eLab. Each section
contains a model text for analysis and vocabulary extension.
CHAPTER STRUCTURE AND FOCUS (pp. 148–154) Students are taken through the six stages of
writing a successful comparative essay (the same six stages of the writing process described in
Chapter 1): 1. Understand your genre, audience, and purpose. 2. Understand your topic, focus,
and task. 3. Gather information and ideas. 4. Form an outline. 5. Write the essay sections.
6. Review and edit your work.
As students work through the six stages, they do tasks that will help them prepare to write their
own essays: analyze the genre, audience, and purpose; analyze the topic, focus, and task;
gather ideas from existing knowledge; search online for reliable sources; analyze two outlines
(case-by-case and thematic).
Emphasize: The thematic outline has the benefit of allowing for more continuous comparative
analysis through the essay, but it requires more advanced language.
Teaching tip: Students can refer back to Chapter 2, page 25, for criteria to use when assessing
the reliability of sources.
VOCABULARY (p. 153) Chapter 14 provides a table of language of comparison. The vocabulary
is grouped under Comparing (similarities) and Contrasting (differences).
Emphasize: Using formal academic vocabulary such as this can raise the academic tone,
persuasiveness, and sophistication of students’ writing.
Teaching tip: Direct students to My eLab for practice using language of comparison. Consider
doing some of the online vocabulary tasks for Chapters 13 to 16 in class if time permits.
WRITING TASK (p. 154) The writing task is a 700-word essay comparing and contrasting the
global impact of English and one other major language. First, students read the model comparative essay in My eLab and answer the text analysis questions. Then they write a 700-word
essay, putting into practice what they have studied in the chapter.
Students use the Comparative Essay Review Sheet to review their own writing before reviewing
others’ work in groups of three.
Emphasize: It is important to present balanced comparisons and to compare like with like (that
is, the same issues or factors in each case) whenever possible.
Teaching tip: Look at the review sheet and the assessment rubric for comparative essays in
My eLab. If necessary, use the Word version of either document to change any criteria that do
not reflect what you have taught in class. Consider showing students the assessment criteria so
that they know how their work will be evaluated.
My eLab 1. Vocabulary: study language of comparison. 2. Chapter consolidation: read and
analyze a model comparative essay.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 15
HOW TO WRITE A PROBLEM-SOLUTION ESSAY
Chapter 15 is one of six short chapters in Part 4 of the book focusing on different writing assignments.
Teachers or students can select writing assignments from these chapters.
Note that Chapters 11 to 16 do not include all of the integrated skills found in Chapters 1 to 10, nor
are there matching Handbook units for the chapters.
INTRODUCTION The introduction states that problem solving is an important feature of academic
writing, both in problem-solution essays and in essays where problems require analysis. Key
requirements for writing a successful problem-solution essay are listed.
Teaching tip: Chapters 11 to 16 have corresponding sections in My eLab. Each section contains a
model text for analysis and vocabulary extension.
CHAPTER STRUCTURE AND FOCUS (pp. 156–161) Students are taken through the six stages of
writing a successful problem-solution essay (the same six stages of the writing process described
in Chapter 1): 1. Understand your genre, audience, and purpose. 2. Understand your topic, focus,
and task. 3. Gather information and ideas. 4. Form an outline. 5. Write the essay sections. 6. Review
and edit your work.
As students work through the six stages, they do tasks that will help them prepare to write their own
essays: analyze the genre, audience, and purpose; analyze the topic, focus, and task; gather ideas
from existing knowledge; search online for reliable sources; analyze a problem-solution outline.
Emphasize: Many problems and solutions do not correspond one to one. It is therefore common to
look at problems and then solutions in separate essay sections.
Teaching tip: Students can refer back to Chapter 2, page 25, for criteria to use when assessing the
reliability of sources.
VOCABULARY (p. 160) Chapter 15 provides a table of language of problems, solutions, and
evaluation, containing commonly used words and phrases for problem-solution essays.
Emphasize: Using formal academic vocabulary such as this can raise the academic tone,
persuasiveness, and sophistication of students’ writing.
Emphasize: Some students find the evaluation section the most difficult to write. Remind students
that evaluation means considering the factors that might affect the chances for success of their
suggested solutions.
Teaching tip: Direct students to My eLab for practice using language of problems, solutions, and
evaluation. Consider doing some of the online vocabulary tasks for Chapters 13 to 16 in class if
time permits.
WRITING TASK (p. 161) The writing task is a 700-word problem-solution essay on plastic pollution.
First, students read the model problem-solution essay in My eLab and answer the text analysis questions. Then they write a 700-word essay, putting into practice what they have studied in the chapter.
Students use the Problem-Solution Essay Review Sheet to review their own writing before reviewing
others’ work in groups of three.
Teaching tip: Look at the review sheet and the assessment rubric for problem-solution essays in My
eLab. If necessary, use the Word version of either document to change any criteria that do not reflect
what you have taught in class. Consider showing students the assessment criteria so that they know
how their work will be evaluated.
My eLab 1. Vocabulary: study language of problems, solutions, and evaluation. 2. Chapter
consolidation: read and analyze a model problem-solution essay.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16
CHAPTER 16
HOW TO WRITE A CAUSE AND EFFECT ESSAY
Chapter 16 is one of six short chapters in Part 4 of the book focusing on different writing assignments.
Teachers or students can select writing assignments from these chapters.
Note that Chapters 11 to 16 do not include all of the integrated skills found in Chapters 1 to 10, nor
are there matching Handbook units for the chapters.
INTRODUCTION The introduction highlights the importance of understanding causal relations in
academic writing and the need to avoid logical fallacies of cause and effect. Key requirements for
writing a successful cause and effect essay are listed.
Teaching tip: Chapters 11 to 16 have corresponding sections in My eLab. Each section contains a
model text for analysis and vocabulary extension.
CHAPTER STRUCTURE AND FOCUS (pp. 163–168) Students are taken through the six stages of
writing a successful cause and effect essay (the same six stages of the writing process described in
Chapter 1): 1. Understand your genre, audience, and purpose. 2. Understand your topic, focus, and
task. 3. Gather information and ideas. 4. Form an outline. 5. Write the essay sections. 6. Review and
edit your work.
As students work through the six stages, they do tasks that will help them prepare to write their own
essays: analyze the genre, audience, and purpose; analyze the topic, focus, and task; gather ideas
from existing knowledge; search online for reliable sources; analyze a cause and effect outline.
Emphasize: Many causes and effects do not correspond one to one. It is therefore common to look
at causes and then effects in separate essay sections.
Teaching tip: Students can refer back to Chapter 2, page 25, for criteria to use when assessing the
reliability of sources.
Chapter 16 also contains a brief section emphasizing the need to avoid making generalizations
without evidence (see p. 167). In Task 6, students rewrite sentences to avoid this type of fallacy.
VOCABULARY (p. 167) Chapter 16 provides a table of language of cause and effect, containing
commonly used words and phrases for cause and effect essays, grouped under Describing causes
then effects and Describing effects then causes.
Emphasize: Using formal academic vocabulary such as this can raise the academic tone,
persuasiveness, and sophistication of students’ writing.
Teaching tip: Direct students to My eLab for practice using language of cause and effect. Consider
doing some of the online vocabulary tasks for Chapters 13 to 16 in class if time permits.
WRITING TASK (p. 168) The writing task is a 700-word cause and effect essay on life expectancy.
First, students read the model cause and effect essay in My eLab and answer the text analysis questions. Then they write a 700-word essay, putting into practice what they have studied in the chapter.
Students use the Cause and Effect Essay Review Sheet to review their own writing before reviewing
others’ work in groups of three.
Teaching tip: Look at the review sheet and the assessment rubric for cause and effect essays in My
eLab. If necessary, use the Word version of either document to change any criteria that do not reflect
what you have taught in class. Consider showing students the assessment criteria so that they know
how their work will be evaluated.
My eLab 1. Vocabulary: study language of cause and effect. 2. Chapter consolidation: read and
analyze a model cause and effect essay.
Advance in Academic Writing 1 My eLab
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Teacher’s Manual
Chapters 1 to 16