Cambridge University Press

978-1-107-68236-8 — Academic Writing Skills 2 Teacher's Manual

Edited by Peter Chin , Joseph Garner , Miklos Juhasz , Samuel Reid , Sean Wray , Yoko Yamazaki
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U NIT

1
Unit 1 • Part 1

Part 1
Essay structure and the introductory paragraph

• What should a body paragraph contain?

Section 1 Essay structure (Answer: Topic sentence, supporting sentences,
concluding sentence)
This section introduces a lot of information. However, • What should a concluding paragraph contain?
it is important to note that all of the information will (Answer: Restated thesis, summary of main
be covered in more depth later in the unit. ideas, final thought)
1. Introduce the idea of an essay by having students
discuss these questions with a partner: Option 2
• What types of essays have you written in the 1. Divide the class into groups of three.
past?
2. Instruct one student in each group to read each
• How long were they?
section (i.e., one student reads about introductory
• What topics did you write about? paragraphs, one student reads about body
2. Explain: paragraphs, and one student reads about
• The first type of essay the textbook will cover concluding paragraphs).
is an expository essay – an essay that explains 3. Have students close their textbooks and
something. summarize the information to each other.
3. To elicit how much students know about essay 4. Check understanding by asking:
organization: • What should an introductory paragraph
• Draw the following table on the board. contain? (Answer: Hook, building sentences,
thesis statement)
1 • What is the purpose of an introductory
2 paragraph? (Answer: To create interest in the
topic, outline the writer’s main ideas, and
3 suggest how they will be presented)
• What should a body paragraph contain?
4
(Answer: Topic sentence, supporting sentences,
5 concluding sentence)
• What is the purpose of body paragraphs?
• Explain: This is a five-paragraph essay. Each line (Answer: To explain in detail the main ideas
represents a paragraph. presented in the thesis statement)
• Then elicit: What is the type of paragraph that • What should a concluding paragraph contain?
should go on each line? (Answer: Restated thesis, summary of main
• As students give correct answers, write them in ideas, final thought)
the table. • What is the purpose of a concluding
(Answer) paragraph? (Answer: To review the main ideas
from the body paragraphs and leave the
1 Introduction reader with a final thought)
2 Body
Five-paragraph essay structure
3 Body 1. Have students look at the essay structure diagram
on page 4 for one minute.
4 Body
2. Have students close their books. Then ask them to
5 Conclusion draw the diagram on a blank piece of paper.
3. Ask students to compare their diagram with the
4. Emphasize: one in the textbook.
• This textbook will focus on five-paragraph
4. Emphasize:
essays; however, the structure can be adapted
for longer or shorter essays. • The thesis statement is the most important
sentence in the essay.
Introductory, body, and concluding paragraphs • Each body paragraph must link to the thesis
Option 1 statement.
• The thesis statement should be restated in the
1. Have students read the explanations in the concluding paragraph.
textbook.
2. With books closed, elicit:
• What should an introductory paragraph
contain? (Answer: Hook, building sentences,
thesis statement)

Part 1 Essay structure and the introductory paragraph 7

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978-1-107-68236-8 — Academic Writing Skills 2 Teacher's Manual
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Exercise 1 that will be used to support the writer’s

position)
Option 1 • Where is a thesis statement usually located?
(Answer: At the end of the introductory
1. Have students work individually to: paragraph)
• skim the model essay. • How long is a thesis statement? (Answer:
• identify the elements in the model essay (by Usually one sentence in shorter essays)
writing the name of the element in the margin
next to the appropriate section). 3. Emphasize:
• The thesis statement is the most important
2. When done, have students compare answers with sentence in the essay as it is the answer to
a partner. the essay question, which the rest of the essay
3. Elicit answers. will support.

Option 2 Option 2
1. Divide the class into small groups. 1. Follow Option 1 above.
2. Have students work collaboratively to: 2. Elicit from students:
• skim the model essay. • What will the first body paragraph be about?
• identify the elements in the model essay (by (Answer: “providing efficient light safely”)
writing the name of the element in the margin • What will the second body paragraph be
next to the appropriate section). about? (Answer: “linking them to the global
3. Elicit answers. mobile community”)
• What will the third body paragraph be about?
Option 3 (Answer: “increasing their independence”)
1. Follow Option 1 or 2 above. 3. Emphasize:
• The thesis statement provides a map to the
2. Then, in small groups, have students discuss this
essay.
question: How is solar power being used in your
home country?
Option 3
3. Elicit answers.
1. Follow Option 1 above.
The introductory 2. Write this question on the board:
How has the advent of online shopping affected
Section 2 paragraph the way retailers conduct business?
3. Have students discuss the question in small
Option 1
groups.
1. Have students read the explanation. 4. Elicit ideas. (Possible answers: Can sell to wider
2. With books closed, elicit: area, can collect customer data easily, need fewer
• What is the purpose of an introductory staff)
paragraph? (Answer: To tell the reader the 5. Use the ideas to write an answer to the question
essay’s topic, purpose, and main ideas) on the board. (Possible answer: Online shopping
• What are the three elements of an has had a significant impact on retailers as it
introductory paragraph? (Answer: Hook, allows them to sell their products in a wider
building sentences, thesis statement) range of locations, easily collect customer data,
3. Write the answers on the board. and reduce staffing levels.)
6. Explain that this answer is a thesis statement.
Option 2 It contains a topic (online shopping), a position
(has had a significant impact on retailers), and
1. In small groups, have students discuss the answers
main ideas (reduce staffing levels, easily collect
to the following questions:
customer data, and sell their products to a wider
• What is the purpose of an introductory range of locations).
paragraph?
• What are the three elements of an
introductory paragraph? Exercise 2
2. Have students use their textbooks to check their Option 1
answers.
1. Have students complete the exercise individually.
1. Writing a thesis statement 2. Have students compare answers with a partner.
Option 1 3. Elicit answers.
1. Have students read the explanation.
Option 2
2. With books closed, elicit:
1. Divide the class into pairs.
• What should a thesis statement contain?
(Answer: Topic of the essay, writer’s position/ 2. Have students work collaboratively to complete
opinion/approach to the topic, the main ideas the exercise.
3. Elicit answers.
8 Unit 1 Writing an Expository Essay

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978-1-107-68236-8 — Academic Writing Skills 2 Teacher's Manual
Edited by Peter Chin , Joseph Garner , Miklos Juhasz , Samuel Reid , Sean Wray , Yoko Yamazaki
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Unit 1 • Part 1

Option 3 3. Then have students compare answers with a

partner.
1. Follow Option 1 or 2.
4. Elicit:
2. Then individually or in pairs, have students try to
• Which words link the appropriate hooks to the
improve the thesis statements marked with an X
thesis? (Answers: c – “modern life” and
by adding the missing elements.
“enduring crowded streets, noise, endless
3. Elicit answers. advertisements, work, and stress”; e –
“modern life” and “busier and busier”)
2. Writing a “hook” • What is wrong with the incorrect answers?
Option 1 (See answer key.)

1. Have students read the explanation. Option 2

2. With books closed, elicit:
1. Follow Option 1 above.
• What is the purpose of a hook?
• What are some common types of hooks? 2. Have students write an alternative hook for the
essay.
Option 2 3. Then have students:
• swap their hooks with a partner.
1. Read, or write on the board, the following
“hooks” one at a time: • give feedback on how effective their partner’s
hook is.
• Many scientists believe that in the future, the
average lifespan may be 150 years, 200 years,
or even longer. Option 3
• Some of the world’s most successful 1. Follow Option 1 or 2 above.
entrepreneurs never graduated from college. 2. Have students underline the topic, position, and
• Statistics show that more people are killed main ideas in the thesis statement. (Answer:
in the United States by vending machines “The slow life movement [topic] has successfully
falling on them than by shark attacks. led to [position] more and more people eating
2. Elicit after each hook: healthier food, a preference for locally produced
• Did I get your attention? over imported food, and an increase in the
• Why? demand for organic and naturally grown crops.”
[main ideas])
3. Emphasize:
3. Elicit:
• A hook is meant to create interest in your
essay. • What will the first body paragraph be about?
(Answer: “more and more people eating
healthier food”)
Exercise 3
4. Re-emphasize:
Option 1 • The thesis statement is a map of the essay.

1. Have students complete the exercise individually. 3. Writing building sentences

2. Have students compare answers with a partner. Option 1
3. Elicit answers. 1. Have students read the explanation individually.
Then, in pairs and with books closed, have
Option 2 students summarize to each other what they read.
1. Divide the class into pairs. 2. Check students’ understanding of the key points
2. Have students work collaboratively to complete by asking:
the exercise. • What different kinds of information about the
topic could be included in the building
3. Elicit answers.
sentences?
(Answer: History, relevant statistics, the
Option 3 current situation regarding the topic, attitudes
1. Follow Option 1 or 2 above. towards the topic)
• What are the different ways of organizing
2. Have students look back at the model essay
building sentences? (Answer: General to
(page 5) and identify the type of hook that is
specific, familiar information to new
used. (Answer: A quotation)
information, chronologically)

Exercise 4 Option 2

Option 1 1. Draw the following table on the board:

1. Explain: Hook
• A hook must introduce the topic of the essay,
and it must link to the sentence that follows.
2. Have students complete the exercise individually. Thesis statement

Part 1 Essay structure and the introductory paragraph 9

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978-1-107-68236-8 — Academic Writing Skills 2 Teacher's Manual
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2. Elicit from students: 5. Repeat the process for item 2 OR have students
• What is missing? (Answer: Building sentences) do it individually or in pairs.
3. Have students discuss the following question in 6. Have students compare answers with another
small groups: student or pair.
• What types information can the writer give 7. Elicit answers and write them on the board.
the reader in the building sentences in order
to help the reader understand the essay? Option 2
(Answer: History, relevant statistics, the
current situation regarding the topic, attitudes 1. Divide the class into small groups.
towards the topic) 2. Have each group look at the topic for item 1.
4. Emphasize: Have them discuss and note down what they
• This information can be organized from know about “The threat of nuclear weapons.”
general to specific, from familiar information 3. Have students read the hook and thesis statement
to new information, or chronologically. for item 1. Then have students work
• Without effective building sentences, a reader collaboratively to write building sentences. Have
will not be able to have a good understanding students assign one writer. Other students are to
of the essay. help the writer with:
• vocabulary
Option 3 • grammar
• organizing the sentences
1. Have students look at the introductory paragraph
of the model essay on page 10. 4. Have students swap their building sentences with
another group and discuss:
2. Then have students discuss:
• How were the building sentences organized?
• What kind of background information do the (Possible answers: From general to specific;
building sentences in this model essay provide? familiar information to new information,
3. Elicit answers. (Answer: They give some chronologically)
background on the history and current situation 5. Repeat step 2–4 for item 2.
of the topic.)

Exercise 5

Option 1
1. Have students work individually to put the
building sentences in the correct order.
2. Then have students compare their answers in pairs
or small groups.
3. Elicit answers.

Option 2
1. Follow Option 1 above.
2. Once the correct order has been reached, have
students discuss this question: How were the
building sentences organized?
3. Elicit answers. (Answer: 1. From general to
specific. 2. Chronologically)

Exercise 6

Option 1
1. As a class, brainstorm the topic “The threat of
nuclear weapons.” Note ideas on the board.
2. Have students read the hook and the thesis
statement. Decide which of the ideas on the
board are relevant.
3. Use these ideas to write the building sentences.
4. Have students discuss:
• How were the building sentences organized?
(Possible answers: From general to specific;
familiar information to new information,
chronologically)

10 Unit 1 Writing an Expository Essay

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978-1-107-68236-8 — Academic Writing Skills 2 Teacher's Manual
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U NIT

1
Unit 1 • Part 1

Part 2
Body paragraphs, concluding paragraphs,
and outlining
6. Emphasize:
Section 1 The body paragraph • All of the following sentences in the
paragraph must support this controlling idea.
Option 1
• After reading a topic sentence, the reader
Explain: should be able to predict what the paragraph
1. In a five-paragraph essay, there should be three will be about.
body paragraphs.
Option 2
2. The body paragraphs provide evidence that
supports the writer’s position. 1. Write the following on the board: The internet
3. Each body paragraph should focus on one main has changed the world.
idea from the thesis statement. 2. Elicit:
4. Each body paragraph needs a topic sentence, • If this were a body paragraph’s topic sentence,
supporting sentences, and a concluding sentence. could you predict what the paragraph would
be about? (Answer: No; it is too broad. You
Option 2 could tell that the paragraph is about the
internet, but it is impossible to know what the
1. Have students read the explanation. specific focus is.)
2. With books closed, have students discuss: 3. In pairs or small groups, have students brainstorm:
• How many body paragraphs does a five- • How has the internet changed the world?
paragraph essay need? (Answer: 3)
4. Elicit answers and write them on the board.
• What is the purpose of the body paragraphs?
(Possible answers: It has made it easier to access
(Answer: To provide evidence that supports
information; it has made it easier to communicate
the writer’s position)
across large distances)
• How many ideas should each body paragraph
focus on? (Answer: 1) 5. Add one of the reasons to the original sentence
• What are the three elements of a body on the board (e.g.: The internet has changed
paragraph? (Answer: A topic sentence, the world in that it has made it easier to access
supporting sentences, and a concluding information.)
sentence) 6. Explain:
• The topic sentence is now effective because it
1. Writing a topic sentence has both the topic and a controlling idea.
Option 1 (Underline the topic and controlling idea:
The internet has changed the world [topic]
1. Explain:
in that it has made it easier to access
• The first sentence of each body paragraph is information. [controlling idea])
the topic sentence.
• As result, the reader can now predict what the
• The topic sentence needs a topic and a paragraph will be about.
controlling idea.
• The controlling idea is what the writer wants 7. Have students read the explanation on pages 13
to say about the topic. and 14.

2. Have students read the explanation. 8. Emphasize:

• All of the following sentences in the paragraph
3. Then have students look at the second and third must support this controlling idea.
body paragraphs in the model essay (page 6) and
circle the topic and underline the controlling idea
for each. Exercise 1
4. Have students compare answers in pairs.
Option 1
5. Elicit answers.
1. Have students answer the questions individually.
(Answer)
• Body paragraph 2: topic = “the power of these 2. Then have students compare answers with a
solar panels”; controlling idea = “is also being partner.
used to help people in developing countries 3. Elicit answers.
connect to global communication networks”
• Body paragraph 3: topic = “solar power”; Option 2
controlling idea = “people in developing
countries are able to live their lives with 1. Divide the class into pairs.
greater autonomy”

Part 2 Body paragraphs, concluding paragraphs, and outlining 11

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978-1-107-68236-8 — Academic Writing Skills 2 Teacher's Manual
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2. Have students work collaboratively to complete 2. Instruct: Underline the expressions that introduce
the exercise. the different sentence types.
3. Elicit answers. 3. Elicit answers. (Answers: reason – Firstly, In
addition; evidence – According to, For example;
Option 3 explanation – This shows)
1. Follow Option 1 or 2 above.
Option 4
2. Then, individually or in pairs, have students try to
improve the topic sentences marked with an X. 1. Follow Option 2 above.

3. Elicit answers. 2. Then write the following table on the board:

Some retailers have greatly benefited
from the rapid growth in online
2. Organizing supporting sentences shopping as it has significantly
TS
Option 1 increased the number of places where
they can sell their goods.
1. Have students read the explanation.
2. Then, in pairs and with books closed, have Firstly, even retailers which cannot
students summarize to each other what they read. afford to invest in building a number
1 of shops are able to develop their
3. Elicit: business using online shopping.
• What is the purpose of the supporting
sentences? (Answer: To show why the 2 For instance,
controlling idea is true) 3 This means that
• What are the three different types of
supporting sentences? (Answer: State a reason,
3. Have students work in pairs or small groups to
provide an example, and provide an
complete the type 2 and type 3 sentences.
explanation)
• How many times may the “waltz” pattern be 4. Elicit answers.
repeated in one paragraph? (Answer: 3) (Possible answers)
• 2. For instance, a small retailer, which has only
Option 2 one actual shop, is now able to have a website
that can be viewed by anyone who has
1. Follow Option 1 above.
internet access.
2. Then draw the following table on the board: • 3. This means that even without having the
financial resources to build shops in a number
1 Topic sentence of locations, a retailer that uses the internet
2 effectively has the potential to sell their goods
to customers wherever they may be.
3
4 Exercise 2
5 Option 1
6 1. Have students complete the exercise individually.
7 2. Then have students discuss their answers with a
partner.
8 Concluding sentence
3. Elicit answers.
3. Elicit:
Option 2
• Based on the example paragraph on page 15,
what are the missing types of sentences? 1. Divide the class into pairs.
(Answer: 2. Reason; 3. Evidence; 2. Have students work collaboratively to complete
4. Explanation; 5. Reason; 6. Evidence; the exercise.
7. Explanation)
3. Elicit answers.
4. Emphasize:
• Every sentence must relate to the controlling 4. Emphasize:
idea. • Any part of the “waltz” (“reason,” ”evidence.”
• If a sentence/point is not relevant, it should and ”explanation”) can be more than one
not be included. sentence.
• The relevance of every piece of evidence must
be explained. 3. Writing a concluding sentence
Option 1
Option 3
1. Have students read the explanation.
To focus on transitional expressions: 2. Elicit:
1. Have students look at the model paragraph on • When is a concluding sentence needed?
page 15. (Answer: When a paragraph has multiple
reasons)

12 Unit 1 Writing an Expository Essay

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978-1-107-68236-8 — Academic Writing Skills 2 Teacher's Manual
Edited by Peter Chin , Joseph Garner , Miklos Juhasz , Samuel Reid , Sean Wray , Yoko Yamazaki
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Unit 1 • Part 1

• What should the concluding sentence do? • Essentially, the writer should include enough
(Answer: Summarize the reasons and show sentences to ensure that the message is clear
how they support the writer’s position) and convincing.
3. Emphasize:
• In most body paragraphs, there will be
multiple reasons; therefore, a concluding Section 2 The concluding paragraph
sentence is needed to explain to readers how
all of these reasons help support the thesis.
Option 1
• If the writer does not explain how the reasons
support the position in the thesis, the reader 1. Have students read the explanation.
may not be persuaded by the essay. 2. With books closed, elicit:
• What is the function of a concluding
Option 2 paragraph? (Answer: To reinforce the ideas in
1. Follow Option 1 above. the essay)
• Why is it so important? (Answer: It is the
2. Have students underline the topic and position in
writer’s last chance to make an impact on the
the thesis (page 16).
reader.)
3. Elicit answer. (Answer: “Solar power [topic] is • What should it include? (Answer: Restated
improving people’s lives in developing countries” thesis, summary of main ideas, final thought)
[position]) • Should it include new ideas? (Answer: No)
4. Have students underline the words in the
concluding sentence that relate to the position in Option 2
the thesis.
1. Have students read the explanation.
5. Elicit answer. (Answer: “made their lives safer”)
2. As students are reading, draw the following table
6. Explain: on the board:
• Although the word “improve” is not used in
the concluding sentence, clearly the idea of Concluding paragraph
becoming “safer” is an improvement.
Therefore, the concluding sentence links back
to the position in the thesis, without being
repetitive.

Exercise 3
3. With books closed, elicit:
Option 1 • What three types of information need to be
included in the concluding paragraph?
1. Have students complete the exercise individually. (Answer)
2. Then have students compare answers with a
partner. Concluding paragraph

3. Elicit answers. Restated thesis

Summary of main ideas
Option 2
Final thought
1. Divide the class into pairs.
2. Have students work collaboratively to complete 4. Elicit:
the exercise.
• What is the function of a concluding
3. Elicit answers. paragraph? (Answer: To reinforce the ideas in
the essay)
Option 3 • Why is it so important? (Answer: It is the
1. Have students complete paragraph 1 in pairs. writer’s last chance to make an impact on the
reader.)
2. Elicit answers.
3. Have students complete paragraph 2 individually. 1. Restating the thesis
4. Have students compare answers with their Option 1
partner.
1. Have students read the explanation.
5. Elicit answers.
2. With books closed, elicit:
6. Emphasize: • What is the purpose of a restated thesis?
• Each body paragraph must follow the “reason (Answer: To remind the reader of the writer’s
– evidence – explanation” pattern. position as expressed in the thesis)
• However, it does not mean that the writer
3. Have students look at the thesis and restated
only has to use one sentence for each function.
thesis.
For example, the evidence could be two or
three sentences. The explanation could also
take two or three sentences.

Part 2 Body paragraphs, concluding paragraphs, and outlining 13

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4. Elicit: 9. Elicit answers and comment on how well the

• What are the topic and the writer’s position on vocabulary and structure have been changed.
this topic? 10. Have students do item 3 individually.
(Answer)
11. Have students swap item 3 with a partner for
- The topic: “solar power” feedback.
- Position: “is improving people’s lives in
developing countries” 12. Elicit answers. Again, comment on how well the
vocabulary and structure have been changed.
• Are the same words used to restate the topic
and position? (Answer: Topic – yes; Position
– no [“improving lives” “a significant Option 2
difference to people’s lives”; “in developing 1. Divide the class into pairs.
countries” “in the developing world”])
2. For each thesis statement, have pairs identify the
5. Explain: topic and position.
• The restated thesis should not look identical to
3. Have pairs brainstorm ways to restate these.
the original thesis. The writer should therefore
look for ways to change: 4. Then have pairs swap their restated theses with
- words another pair to compare.
- sentence structure 5. Elicit answers. Comment on how well the
vocabulary and structure have been changed.
• However, the writer should be careful to not
change the meaning of the restated thesis
from the original thesis. 2. Summarizing the main points
• Not all of the words need to be changed. Some Option 1
words are so unique and important that
1. Have students read the explanation.
changing them might change the meaning or
make the writing sound strange. 2. With books closed, elicit:
• For example, the words “solar” and • Why is it necessary to summarize each body
“developing” are key words, and they are not paragraph’s main idea? (Answer: To remind
changed because there is no other simple way the reader of how the position has been
to write these words. supported)
6. Elicit: 3. Emphasize:
• Why are the main ideas not repeated in • As with the restated thesis, the wording of the
the restated thesis? (Answer: Because they will summary of the main ideas should not be
be included in the “summary of main ideas”) identical to the wording in the body
paragraphs.
Exercise 4 • The writer should therefore look for ways to
change:
Option 1 - words
- sentence structure
1. Have students look at item 1.
• However, the writer should be careful to
2. Elicit: not change the meaning expressed in the body
• What is the topic and position in item 1? paragraphs.
(Answer) • Not all of the words need to be changed.
- Topic: “Youth culture around the world” Some words are so unique and important that
- Position: “has been significantly influenced changing them might change the meaning or
by American youth culture” make the writing sound strange.
3. Write them on the board.
Option 2
4. Elicit alternative ways to write the topic and
position. 1. Have students look at the concluding paragraph
at the bottom of page 6.
(Possible answers)
- “Youth culture around the world” ➞ young 2. In pairs, have students discuss:
people’s behavior throughout the world • How is the wording in the summarized main
- “influenced by American youth culture” points different from the wording in the body
➞ affected by youth culture in the U.S. paragraphs?
• How is the wording in the summarized
5. Use the new wording and write a restated thesis
main points the same as the wording in the
on the board. (Possible answer: Youth culture
body paragraphs?
in the U.S. has affected young people’s behavior
throughout the world.) 3. Elicit answers.
6. Re-emphasize: (Possible answers)
• The structure of the sentence, as well as the • Some words changed (e.g., “dependable,”
vocabulary, could also be changed. “stable” ➞ “efficient”; “communicate with the
world” ➞ “global communication”;
7. Have students complete item 2 in pairs. “independence” ➞ “take control”)
8. Then have pairs swap their answer with another • Some sentence structures changed
pair.

14 Unit 1 Writing an Expository Essay

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Unit 1 • Part 1

3. Writing a final thought

Section 3 Outlining an essay
Option 1
1. Have students read the explanation. Option 1
2. With books closed, elicit: 1. Have students read the explanation.
• What are the different types of final 2. With books closed, elicit:
thoughts? (Answer: Opinion or judgment,
• Why is writing an essay outline important?
solution or recommendation, prediction or
(Answer: An outline helps the writer to stay
speculation)
focused and write a logical, well-organized
• What must a final thought not do? (Answer: It essay.)
must not introduce new information.)
• What should be included in an essay outline?
(Answer: Thesis statement, topic sentences,
Option 2
supporting points)
1. Follow Option 1 above.
2. Divide the class into pairs. Option 2

3. Have each pair write a “prediction” type of final 1. Divide the class into small groups.
thought for the example paragraph. 2. Have students discuss the following questions:
4. Have pairs swap their final thought with another • Why is writing an essay outline important?
pair and compare. (Answer: An outline helps the writer to stay
focused and write a logical, well-organized
5. Elicit a few answers. Comment on:
essay.)
• language use
• What information should be included in an
• how closely it relates to the essay’s topic and essay outline? (Answer: Thesis statement, topic
main ideas. sentences, supporting points – the more
details the better)
Exercise 5 3. Elicit answers.

1. Have students complete the exercise individually. 4. Have students read the explanation for a fuller
understanding.
2. Then have students compare answers with a
partner. 5. Confirm if the previous answers are correct.

3. Elicit answers. 6. Emphasize:

• The more information that is included in an
outline, the easier it will be to write a well-
Exercise 6 organized and logical essay.
• An outline should not be thought of as a final
Option 1 plan for the essay. It can be changed.
1. Have students complete the exercise individually.
2. Then have students compare answers with a Exercise 7
partner.
Option 1
3. Elicit answers.
4. For each question, after getting the right answer, 1. Divide the class into pairs.
elicit: 2. Have students work collaboratively to complete
• Why are the other answers incorrect? (See the exercise.
answer key.) 3. Elicit answers.
Option 2 Option 2
1. Follow Option 1 above. 1. Have students complete the exercise individually.
2. Then, in pairs, have students write an alternative 2. Then have students compare answers with a
final thought for each of the paragraphs. partner.
3. Have pairs swap their new final thoughts with 3. Elicit answers.
another pair for feedback.
4. Elicit answers. Comment on:
• language use
• how closely it relates to the essay’s topic and
main ideas.

Part 2 Body paragraphs, concluding paragraphs, and outlining 15

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Cambridge University Press
978-1-107-68236-8 — Academic Writing Skills 2 Teacher's Manual
Edited by Peter Chin , Joseph Garner , Miklos Juhasz , Samuel Reid , Sean Wray , Yoko Yamazaki
Excerpt
More Information

U NIT

1 Part 3
Improving your work

1. Writing for a reader

Section 1 Revising and editing
Option 1
Option 1 1. Divide the class into small groups.
1. Have students read the explanation. 2. Have students brainstorm:
2. Elicit: • What will make a good impression on a person
who reads your essay?
• What is the difference between revising
and editing? (Answer: Revising is changing 3. Elicit answers and write them on the board.
the content and organization; editing 4. Have students look at the list at the top of page
is changing vocabulary, grammar, and form of 24 in the textbook and compare it with the list on
sentences,) the board.
• Why are revising and editing important?
(Answer: They make the writer look at the Option 2
essay in a critical way; this should improve the
quality of the essay and develop the writer’s 1. Have students read the explanation on page 24 of
ability to evaluate writing.) the textbook.
• What is peer editing? (Answer: Editing and 2. In pairs and with books closed, have students
revising the essays of classmates) recall:
• How many drafts of an essay should you write? • What will readers expect of your essay?
(Answer: At least 3) 3. Elicit answers.
Option 2 2. Academic tone
1. Divide the class into pairs or small groups. Option 1
2. Have students discuss the following questions: 1. Have students read the explanation.
• Why is it important to spend time revising and
editing your essay after you have written it? 2. Write the following sentences on the board:
(Possible answer: Initial drafts almost always I think that we need to protect the environment.
have mistakes or could be written better; You can purchase products made with animal fur
therefore, writers should take time to revise in many large department stores.
and edit to improve their writing.) Learning a foreign language can be a great way
• When making changes, should you mainly to improve your employment prospects.
focus on problems with grammar and 3. In pairs, have students rewrite the sentences
vocabulary? (Possible answer: No. The content with a more academic tone.
and organization should also be changed.)
• Why is it useful to get feedback on your essay 4. Elicit answers.
from other students? (Possible answer: They (Possible answers)
are more likely to read it objectively; they may • The environment needs to be protected.
find problems that you have missed.) • Products made with animal fur can be
• Why is it useful to give feedback on other purchased in many large department stores.
students’ essays? (Possible answer: It will • Employment prospects can be significantly
encourage you to think objectively about improved by learning a foreign language.
what makes good writing.)
5. Emphasize:
• How many times should you rewrite an essay?
• Students should pay close attention to the
(Possible answer: At least 3)
information presented in this section. Making
3. Elicit answers. these mistakes is extremely common in student
4. Then have students read the explanation for a writing.
fuller understanding. • Making these mistakes creates a negative
impression on the reader and means your essay
5. Emphasize: will be less effective.
• Revising and editing is not done only by
students. Any published piece of writing Option 2
(articles, books, etc.) will have been through
this process several times before being 1. Follow Option 1 above.
published. 2. Have students write five sentences that use
first- or second-person pronouns (e.g., I, we, you),
or emotional words (e.g., the best, great, terrific,
worst, stupid).

16 Unit 1 Writing an Expository Essay

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