1 SECOND EDITION Longman Academic Writing Series SENTENCES TO PARAGRAPHS Teacher’s Manual Linda Butler with contributions from Lindsey Rothschild Educational Technology Consultant IELTSMatters.com Telegram:@IELTSMatters Instagram:@IELTS_Matters CONTENTS Introduction. iv General Teaching Notes. 1 Chapter Teaching Notes. 41 Writing Assignment Scoring Rubrics.
55 Chapter Quiz Answer Key. 65 Student Book Answer Key. 69 © 2014 by Pearson Education, Inc. Longman Academic Writing Series 1, Second Edition, Teacher’s Manual ● Contents iii IELTSMatters.com INTRODUCTION Welcome to the new edition of Level 1 in the Longman Academic Writing Series, a five-level series that prepares learners of English for academic coursework.
This book, formerly called Fundamentals of Academic Writing, is intended for students in university, college, adult, or secondary school programs. It offers a carefully structured approach that helps students develop basic writing skills, understand writing as a process, and build a solid foundation for becoming independent writers. Like the first edition, this book uses a clear, step-by-step approach as it introduces students to the requirements of academic writing in English. You will find a wealth of realistic models to guide student writers, along with clear explanations of sentence structure, paragraph organization, grammar, and mechanics.
The explanations are followed by the extensive practice that learners need in order to assimilate the material and write with accuracy and confidence. The text focuses on the elements of good sentences but within the context of simple descriptive and narrative paragraphs on student-centered topics. It effectively combines an introduction to basic paragraph structure with an emphasis on personal writing, the kind of writing that is most appropriate and motivating for learners at the beginning level. There are interactive tasks throughout the text—pair work, small-group activities, and full-class discussions—that engage students in the learning process and complement the solitary work that writers must do.
There are also directions for keeping a journal so that students work on developing fluency in addition to doing the more formal paragraph assignments. Finally, the extensive appendices and a thorough index make the text a valuable and easy-to-use reference tool. What’s New in This Edition Instructors familiar with the first edition will find these new features: • Chapter objectives on the chapter opener pages preview key learning points; • Two new vocabulary sections, Looking at Vocabulary and Applying Vocabulary, explain vocabulary from the writing models and support its use in the Writing Assignment; • Try It Out! activities challenge students to be creative and apply the skills they have studied; • Writing Tips contain strategies that experienced writers use; • Self-Assessments ask students to evaluate their own progress; • Timed Writing practice develops students’ writing fluency; • Additional journal topics appear in a new appendix. The Teacher’s Manual The Teacher’s Manual includes everything you need to teach this course.
It includes these features: • General Teaching Notes explain how to use this text effectively; © 2014 by Pearson Education, Inc. • Chapter Teaching Notes provide step-by-step instructions on how to teach each section, as well as variations and expansions for the practice activities; • Writing Assignment Scoring Rubrics facilitate fair and easy grading. They can be photocopied and used for all students in the class; • Chapter Quizzes assess students’ writing and editing skills. They can be photocopied and used for all students in the class.
An answer key for the quizzes is also provided; • The Student Book Answer Key provides answers for all Student Book practice activities. Longman Academic Writing Series 1, Second Edition, Teacher’s Manual ● Introduction iv Telegram:@IELTSMatters Instagram:@IELTS_Matters GENERAL TEACHING NOTES 1 IELTSMatters.com GENERAL TEACHING NOTES These notes describe the chapter organization in the Student Book and provide general suggestions on how to approach each section. They also include information about the Writing Assignment Scoring Rubrics and Chapter Quizzes in this manual, as well as suggestions on how to integrate technology and a brief description of MyEnglishLab Writing 1 (www.com for additional writing skill practice, composition practice, and assessments). Specific step-by-step teaching suggestions for the Student Book are in the Chapter Teaching Notes that follow.
The Student Book The book contains nine chapters, each one organized as follows. Chapter Opener The chapter title and a photo introduce students to the chapter theme, and the list of objectives previews the chapter writing skills. The title and photo provide an opportunity for students to express ideas about the chapter theme, exercise their imaginations, and share their experiences. The objectives provide a roadmap for teachers and students.
You may want to spend 10 to 15 minutes on this page. Looking at Models The Introduction presents two or three simple and realistic model paragraphs. These show students more than one way to complete a writing task and provide appropriate models for the chapter Writing Assignment. The questions following the models will help students notice important elements of the paragraphs, focusing first on paragraph content and organization (with comprehension questions and questions relating to paragraph structure) and then on language (with grammar, syntax, and vocabulary questions).
You may want to add your own questions to have students further analyze the writing models. !Looking at Vocabulary This section highlights, explains, and provides practice with useful words and phrases from the model paragraphs. Types of vocabulary include word partners (i., collocations), phrasal verbs, and go + -ing verbs. Organization The next major part of the chapter, the first of the skill-building sections, focuses on organization.
In the early chapters, students learn sentence and paragraph basics as well as correct page formatting. In later chapters, they learn about academic paragraph structure, patterns of paragraph organization, and strategies for organizing ideas. © 2014 by Pearson Education, Inc. Skill-Building Sections The next major chapter sections focus on sentence structure, grammar, mechanics, or a combination of these skills.
Brief explanations and clear charts help students understand the basic elements of effective and accurate writing, especially at the sentence level. Practice activities reinforce this information in a controlled way, and Try It Out! activities provide opportunities to apply it in a more creative way. A complete Answer Key is on pages 69–89 of this manual. Longman Academic Writing Series 1, Second Edition, Teacher’s Manual ● General Teaching Notes 2 Telegram:@IELTSMatters Instagram:@IELTS_Matters Going Over Explanations in the Skill-Building Sections: Options 1.
Read the material aloud as students look at their books. Pause to restate or stress key points, add examples, and/or ask questions to check comprehension. Have students read the material first, either for homework or in class. Then call on students to read the material aloud.
Have students close their books. Use a projector to display the page to the class so that all eyes are on the same part of the text. Read the material aloud or have students do so. Practice and Try It Out! Activities: Options 1.
Have students complete activities alone to develop independent thinking. Have students complete tasks with partners or in small groups to increase interaction and promote communication and collaboration skills. Have students complete tasks at home if tasks are time consuming and/or class time is limited. Going Over Answers to Practice and Try It Out! Activities: Options 1.
Go over the answers orally (e., ask the class to call out the answers or call on individual students) when a task has students choose from among options shown in the book. Have a student or students write answers on the board and then go over them as a class. Give students the chance to correct their own errors before eliciting corrections from the class. Have students compare their answers with a partner and discuss any questions or disagreements.
Have students exchange books with a partner and check each other’s answers. Display a practice exercise from the book using, for example, a document camera and projector or an interactive whiteboard. Have the class tell you how to complete or correct the sentences. Display the answers on a shared website.
Have students check their work at home. Collect students’ written work or view their online postings. Correct their work outside of class. !Applying Vocabulary This section provides an opportunity for students to apply the vocabulary from the Looking at Vocabulary section and encourages them to use these words and phrases in the writing assignment.
The Writing Process and Writing Assignments The writing process as presented in this book has four steps, which are explained and illustrated in Chapter 1 on pages 16–17 of the Student Book. Each writing assignment clearly and systematically leads students through the following steps, helping them internalize the process. • Step 1: Prewrite to get ideas. Students work with a partner in various ways.
They brainstorm, interview each other, and use other strategies to generate, clarify, and organize ideas. These interactions with a partner raise students’ awareness of an audience’s needs. © 2014 by Pearson Education, Inc. • Step 2: Write the first draft.
Students write a draft using their prewriting notes and referring to the models in the chapter Introduction. This step can be done in class or for homework. If done in class, you can assist and observe what students can do in a given length of time. If done for homework, class time is saved and students who need it can take more time for the assignment at home.
Longman Academic Writing Series 1, Second Edition, Teacher’s Manual ● General Teaching Notes 3 IELTSMatters.com • Step 3: Revise and edit the draft. Starting in Chapter 2, students work with a partner to do peer review, which is explained on pages 38–40. Reviewing a partner’s paper will improve students’ editing skills and help students learn to give constructive feedback in a collaborative way. Getting feedback from a partner will help students improve their writing.
A Peer Review Worksheet for each assignment guides the reviewer through the process. Students who write first drafts on a computer will need to bring printouts to class for peer review. After peer review, the student marks up his or her own paper with changes to be made. • Step 4: Write a new draft.
If possible, allow at least a day between Step 3 and Step 4 to give students time to see their writing differently so that they can revise and edit more effectively. Students write a new draft to turn in to you. For suggestions on how to evaluate student work and give feedback, see the Writing Assignment Scoring Rubrics on pages 45–54 of this manual. For correction symbols and sample marked-up paragraphs, see Appendix F on pages 216–218 of the Student Book.
If needed, have students further revise and edit their paragraph and turn in another draft. Collecting Writing Assignments: Options 1. Have students hand in their papers. You may want to collect each student’s prewriting and marked-up first draft as well, for insight into the writer’s thinking and the development of the paragraph.
Have students email you their assignments. Have students submit earlier drafts along with new drafts so that you can make comparisons and review earlier feedback. Have students upload their assignments to a blog or a class website. Organizing and Storing Writing Assignments: Options 1.
Have students keep their handwritten writing assignments, or printouts of paragraphs, in a folder (portfolio) that they use for that purpose only. Have students working on computers set up a system of folders to store their drafts for each writing assignment. Give them guidelines for naming their files and for renaming them when they write a new draft. Self-Assessment Students review the objectives from the chapter opener and decide which skills they can do well and which they need to practice more.
You can either go over this list with the class and request a show of hands or ask students to give you their personal self-evaluations. This feedback will help inform any review or additional practice you plan for your students. On note cards, have students write what they can do well and what they need to practice more. Then collect the note cards.