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GREAT ESSAYS, 2 nd Edition
Keith Folse
April Muchmore-Vokoun
Elena Vestri Solomon
Unit 1
Exploring the Essay
This unit introduces students to an essa and its !asic components" Some students
ma alread !e #amiliar $ith essa $ritin%, !ut chances are that #or most students, essa
$ritin% is a ne$ skill" &n 'nit (, students are not e)pected to learn the di##erent rhetorical
st les *althou%h man are presented in the unit+ instead, the #ocus should !e on the
purpose o# essa $ritin%, the elements o# a %ood essa , and the !asic or%ani ation
pattern" &n addition, 'nit ( introduces students to the .uildin% .etter Sentences and /e!
practice acti0ities #ound throu%hout the te)t"
1. E3T&VES
(" E)plain essa s and essa t pes" *( - 2+
2" .ecome #amiliar $ith the elements o# an essa , ie introduction, hooks, thesis
statements, !od para%raphs, conclusion" *2 4 5 26 4 78+
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7" Anal e sample essa s and ans$er comprehension :uestions" *; 4 5, < 4 ((, (2 4 (7,
(= 4 (8, (5 4 26+
;" /ork $ith outlines *(7, (< 4 (>, 76 4 7;+
=" &ntroduce .uildin% .etter Sentences and /e! Acti0ities #ound throu%hout the
te)t!ook" *Appendi) 2? pp (;6 4 (;(+
3@A TER 91TES
a%es ( 4 2
Students $ho are un#amiliar $ith the #ormat o# an essa should not skip o0er the #irst #e$ pa%es o# the te)t" 1n pa%e 2, the authors e)plain that there are man essa t pes and that
authors o#ten mi) rhetorical modes dependin% on the in#ormation the $ant to present"
Acti0it (
a%es 7 4 5
This acti0it is perhaps the most important one in the te)t!ook as it co0ers the terms that
descri!e the main elements o# an essa " Students, especiall those $ho ha0e not !een
e)posed to essa $ritin%, should concentrate on the /riterBs 9otes em!edded in this
acti0it " E)plain to students that the do not ha0e to understand all the in#ormation
presented in Acti0it (" More in-depth stud o# the elements o# an essa $ill !e e)plained
later in the unit"
.uildin% .etter Sentences, ractice (
a%e 5
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Take students to Appendi) 2 *(;6 4 (;(+ and %o throu%h the e)amples o# sentence-
com!inin% strate%ies as a class" Man students need to see the steps o# com!inin% on the
!lack!oard !e#ore doin% it themsel0es" E)plain the importance o# sentence 0ariet in
$ritin% and ask them to !e conscious o# the t pes o# sentences the are creatin%"
/hile $orkin% on .uildin% .etter Sentences Acti0ities, it is important that students 91T
look at the ori%inal sentences" The %oal here is to see the com!inations that result and
ho$ the are di##erent, not Cust to see i# the student com!inations match the ori%inal"
Acti0it 2a%es 5 4 (6
This sample essa is a narrati0e, and instructors mi%ht $ant to mention that a narrati0e
essa tends to !e more personal and less #ormal than another essa t pe" Time permittin%,
students are encoura%ed to share their personal e)periences $ith #orei%n lan%ua%e
miscommunication $ith the rest o# the class or in %roups" Duestion < o##ers %ood
practice in stud in% the chronolo%ical order o# e0ents"
.uildin% .etter Sentences, ractice 2
a%e (6
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
Acti0ities ; 4 =
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a%es (( - 26
The comprehension :uestions in these t$o acti0ities %i0e students a chance to see $hat
outlines look like" Students ans$er speci#ic :uestions * 5 on pa%e (7 and ; on pa%es (>
4 (>+ ! #illin% in partial outlines" You ma $ant to point out to the students that the
$ill !e doin% similar or%ani ational tasks $hen the $rite their o$n ori%inal essa s"
Duestion 8 *pa%e (>+ allo$s students to :uestion their preconcei0ed notions a!out an
essa "
.uildin% .etter Sentences, ractice 7 4 =a%es (7, (8, 26
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
/ritin% the &ntroduction? The @ook
a%es 2( 4 22
This section o# 'nit ( is important as it e)plains the elements o# an introductor
para%raph *hook, main idea, thesis statement+" Man students ha0e trou!le $ritin%
hooks, so instructors ma $ant to #ind additional samples o# essa introductions to share
$ith the class" Some students $ill easil understand hooks, !ut others ma stru%%le $ith
the concept" For the latter %roup, it is important that the understand that in academic
En%lish, e0en $orse than not ha0in% an interestin% hook is ha0in% an introduction that
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!e%ins $ith the topic *main idea+ o# the essa ? This essa $ill e)plain the three main
reasons #or H"
/ritin% the &ntroduction? The Thesis Statement
a%e 2;
Iiterar 0oca!ular ? The thesis statements are la!eled here as STATEJ and &M I&EJ
*in lieu o# J&RE3T and &9J&RE3T+" &t is up to the instructor to decide $hich la!el
he she $ants the students to use"
Acti0ities 8, < * ractice $ith @ooks+
a%es 2= 4 28 2<
Jependin% on the studentsB understandin% o# hooks, ou ma $ant them to $rite their
hooks on separate pieces o# paper and turn them in to ou instead o# ha0in% them share
$ith their classmates in %roups" &n this $a , ou can pro0ide the class $ith the !etter
hooks"
Acti0ities 5, > * ractice $ith the Thesis Statement+
a%e 25, 2>
The :uestions in these practices are important in %ettin% students to anal e thesis
statements" &n 7 o# !oth acti0ities, students are asked to re-$rite the thesis statements"
&nstructors should check these ans$ers care#ull to see i# students understand the
di##erences !et$een stated and implied theses"
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.uildin% .etter Sentences, ractice 8
a%e 25
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
.uildin% .etter Sentences, ractice 5
a%e 2>
&t is important that students 91T look at the ori%inal sentences" The %oal here is to seethe com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
/ritin% the .od
a%es 76 4 7;
This section o# 'nit ( e)plains $hat in#ormation is to !e used in the !od o# the essa "
Students $ith trou!le or%ani in% their thou%hts should !e told to pa special attention to
the outlinin% strate%ies on pa%es 76 and 7( !e#ore doin% acti0it (( *#illin% in outlines+"
/ritin% the 3onclusion
a%es 7= 4 78
You can help our students remem!er the pneumatic de0ice S1 *su%%estion, opinion,
prediction+ to help remem!er some e##ecti0e $a s o# endin% their essa s" Students
should !e made a$are that $ritin% conclusion para%raphs is o#ten di##icult e0en #or nati0e
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speakers" /hate0er the conclusion para%raph is, ho$e0er, students should !e encoura%ed
to ha0in% at least 7 sentences in their conclusions"
Topics #or /ritin%
.ecause this is the #irst $ritin% assi%nment %i0en to students, ou ma decide that it is
too soon #or the students to $rite an ori%inal essa " &n this case, ou mi%ht $ant to ask
students to outline an essa , $ork in %roups in creatin% an outline, or %i0e students a
speci#ic topic to $rite a!out"
EL A9S&19 A3T&V&T&ES
(" @elp students reco%ni e $hat is and isnBt a %ood thesis statement #or an essa !
thinkin% up topic e)amples !e#ore class and $ritin% them on the !oard" Students
should !rainstorm and narro$ the topic, then decide as a %roup i# the thesis or main
idea is too %eneral or speci#ic #or an essa "
E)? ollution, mo0ie stars, $ar, e)ercise, a speci#ic countr
2" @a0e students #ind essa s #rom outside sources" Groups or the $hole class can $ork
to%ether to #ind and anal e the thesis statement, !od , and conclusion"
7" @a0e students !rin% in topics that the are interested in" As a class, !rainstorm on the
!lack!oard on the t pes o# thesis statements that $ould !e appropriate #or the topic"
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V13A.'IARY E9R&3@ME9T A3T&V&T&ES
.elo$ is a list o# 0oca!ular $ords #rom the essa s in the unit *not includin% the %lossed
$ords+" &nstructors ma $ant their students to maintain a 0oca!ular Cournal to
correspond to the 0oca!ular " An eas $a to accomplish this is to do the #ollo$in%?
(" Ask students to separate a piece o# paper into t$o sections? the section on the le#t
*appro)" 2 inches $ide+ $ith the 0oca!ular $ord and the section on the ri%ht #or the
de#inition and a sample sentence"
2" &n the le#t column, students $ill $rite the 0oca!ular $ord and $hat part o# speech it
is"7" 1n the ri%ht side o# the paper the student $ill $rite either a de#inition, a s non m, or
a nati0e lan%ua%e translation o# the $ord"
;" 'nderneath the de#inition, the student $ill create a sample sentence usin% the $ord,
!ut a .IA9K S A3E $ill !e used instead o# the 0oca!ular $ord"
=" E)plain to the students that this t pe o# 0oca!ular Cournal can !e used in di##erent
$a s? a" ! co0erin% the list o# 0oca!ular $ords 0erticall , students must look at the
clues *de#inition and sentence+ and recall the 0oca!ular $ord !" ! co0erin% up the
0oca!ular $ord and the de#inition, students must use the sample sentence $ith
conte)t clues to recall the 0oca!ular $ord c" ! co0erin% up the 0oca!ular $ord
and the sample sentence, students must recall the 0oca!ular $ord ! usin% its
de#inition as a clue"
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VOCABULARY JOURNAL
vocab lary !or" "e#inition$synony%$translationsa%ple sentence
(" routine, n" custom ha!it
M dail is %ettin% up, %oin% to $ork,
and comin% home to make dinner"
2" %lamorous, adC" e)citin% attracti0eness st lish
Mo0ie stars usuall ha0e li#est les"
7" tasks
;"
="
8"
5"
Essa (, pp" 7 4 ;
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(" routine
2" %lamorous
7" tasks
;" thou%htlessl
=" Cust ri%htH
8" $rinkled
5" no lon%er
<" re%ardless
>" dreaded(6" $ide 0ariet o# L
((" make do
Essa 2, pp" 5 4 >
(" !e #aced $ith
2" ina!ilit
7" restless
;" %rains
=" clerks
8" po$der
5" in%redient
<" rush
>" pu led
(6" to occur to someone
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((" empt -handed
(2" to open someoneBs e es
Essa 7, pp" (( 4 (2
(" to picture
2" rural
7" tend to
;" d$ellers
=" likel unlikel8" hectic
5" appear to !e
<" series
>" tra##ic Cams
(6" leisurel
((" e)otic
(2" trul
Essa ;, pp" (; 4 (=
(" shockin%
2" $ell-in#ormed
7" consumer
;" lack o#
=" %eneration
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8" couch potato
5" used to
<" %ra0el
>" potential
(6" o0erall
Essa =, pp" (8 4 (5
(" char%e *0er!+
2" #ind onesel# 7" distracted
;" t picall
=" e)tracurricular
8" su##icient
5" interaction
<" alternati0es
Essa 8, pp" 2= 4 (8
(" option
2" 0iolate
7" li0elihood
;" pa roll
=" misconception
8" disre%ard *0er!+
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5" openin%s
<" $ithout a dou!t
Essa 5, pp" 2< 4 2>
(" detail-oriented
2" to pale in comparison
7" #eed!ack
;" competiti0e
=" strai%hten out8" trou!le-shoot
5" su!ordinates
<" hierarchies
>" up to par
(6" 3E1s
((" %o-!et$eens
Unit &
Narrative Essays
'nit 2 concentrates on the elements o# a narrati0e essa " An important #eature o#the narrati0e essa is the understandin% that this t pe o# essa must ha0e a !e%innin%, a
middle, and an end" .ecause narrati0e essa s are told in chronolo%ical order, transitions
are also co0ered in this unit"
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1. E3T&VES
(" E)plain the elements o# a narrati0e essa " *75+
2" Iearn ho$ to $rite a narrati0e hook" *7<+
7" Add supportin% in#ormation to narrati0e essa s" *;5 4 ;<+
;" 'se connectors and time relationship $ords *;> 4 =(+
=" 3om!ine sentences #or sentence 0ariet " *=( 4 =;+
3@A TER 91TES
&ntroducin% the 9arrati0e Rhetorical St le
You ma $ant to re#er to Essa ( on 3inderella and see i# students remem!er the #air
tale" As a $arm-up to !e%innin% the unit, ask students to summari e the stor " 1n the
!lack!oard, separate the stor into its three main parts *!e%innin%, middle, and end the
moral+"
Acti0it (
a%e 7< 4 7>
This acti0it is important in %ettin% students to see the di##erences !et$een narrati0e
hooks and other t pes o# hooks *presented in 'nit (+" /hile %oin% o0er the ans$ers, ou
ma $ant to ask our students $h a particular :uestion is or is not a %ood narrati0e
hook"
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1r%ani ational rinciples o# 9arrati0e Essa s
a%es 7> 4 ;(
.ecause narrati0e essa s tell a stor , their or%ani ational pattern is di##erent #rom other
rhetorical st les" Students must !e made a$are o# the #act that the thesis statement,
details, and conclusion o# a narrati0e are di##erent #rom other essa t pes and #rom the
other essa s presented in Great Essays 2 ed" Man students are alread #amiliar $ith this
t pe o# personal $ritin%, *e% $hat did ou do durin% summer 0acationNH+ @o$e0er, $e
#eel that the instructor should emphasi e that this rhetorical st le is the least academic o#
the #our t pes presented and remind the students that other $ritin% assi%nments *#rom'nits 7 4 =+ mi%ht !e more challen%in%"
Acti0it 2
a%es ;( 4 ;2
This essa can !e a sprin%!oard #or students to discuss their ad0entures in tra0elin%"
Duestion > is important in %i0in% students a %rammar hint a!out their o$n narrati0e essa
$ritin% *ie, use the past tense"+
.uildin% .etter Sentences, ractice <
a%e ;=
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
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Acti0it ;
Jependin% on the le0el o# our students, ou ma $ant them to $ork on this in pairs or
small %roups" Alternatel , %roups o# students can !e responsi!le #or #illin% in Cust one part
o# the supportin% in#ormation !e#ore sharin% it $ith the rest o# the class"
For students $ho are ha0in% trou!le comin% up $ith in#ormation, ou can $rite :uestions
on the !lack!oard to help in their !rainstormin%, e%" /hat did that part o# to$n look
likeN @o$ lon% did the dri0e take ouNH #or para%raph 7"
.uildin% .etter Sentences, ractice >a%e ;>
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
IA9G'AGE F13'S? 3onnectors and Time Relationship /ords
a%e ;> 4 =(
Most students $ill pro!a!l alread !e #amiliar $ith the maCorit o# these $ords and
phrases" 1ne thin% to point out to students is that $hile it is 0er important to add
transition $ords to essa s, it is eas to o0erdo it" Err on the side o# caution and %i0e a
limit to the num!er o# connectors to !e used $ithin each para%raph"
91TE? A complete list o# connectors is pro0ided in Appendi) = *pa%es (<6 4 (<(+"
There is also an e)ercise on connectors in Appendi) ;, ractice 7 on pa%e (8> 4 (56"
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.uildin% .etter Sentences, ractice (6
a%e =(
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
Acti0it 8
a%es =2 4 =7&# ou ha0e alread e)plained the $a s to com!ine sentences #or the .uildin% .etter
Sentences acti0ities *Appendi) 2+, this acti0it is sel#-e)planator "
.rainstormin% &deas
a%es =8 4 =5
&nclude an other t pes o# !rainstormin% ideas that are not speci#ied in the te)t" You
mi%ht $ant to ask students ho$ the come up $ith ideas #or $ritin% and discuss it as a
class"
Acti0ities > 4 (7 *pa%es =< 4 82+ $alk students throu%h the steps #or $ritin% their o$n
narrati0e essa "
Students $ho are ha0in% trou!le comin% up $ith an ori%inal topic can al$a s choose
#rom the additional topics %i0en in Acti0it (;"
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EL A9S&19 A3T&V&T&ES
(" @a0e students share their narrati0e essa s in class and 0ote on the most creati0e or
most surprisin% stor "
2" 3ollect the studentsB essa s and read parts o# them to the class" Ask students to %uess
$hich essa !elon%s to $hich classmate" *You ma $ant to %et permission #rom the
students !e#ore readin% them or let the students kno$ that their essa s ma !e read in
#ront o# the class"+
V13A.'IARY E9R&3@ME9T A3T&V&T&ESEssa <, pp" ;2 4 ;7
(" an)ious
2" panic
7" enormous
;" s:ueakin%
=" deserted
8" lo!!
5" handkerchie#
<" counter
Essa >, pp" ;5 4 ;<
(" superstitious
2" #ool
7" o0erslept
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;" tripped
=" shortcut
8" ri%ht a$a
5" sco$l
<" co##ee %rounds
Essa (6, pp" =6 4 =(
(" enthusiast *n+
2" $orkout *n+7" trails *n+
;" steepest steep
=" handle!ars
8" une0en
5" mis#ortune
<" no matter
Essa ((, pp" =2 4 =;
(" !eamed
2" dri0e$a
7" throne
;" residential
=" sputterin%
8" na0i%ated
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5" landmarks
<" spell *n+
>" leaked *0+
(6" som!er
((" se0erit
(2" 0iolation
Unit '
Co%parison Essays
The topic o# 'nit 7 is comparison essa s" 'nit 7 spends a %ood deal o# time e)plainin%
the di##erent patterns o# or%ani ation #or comparison essa s *!lock and point-! -point+"
/e chose the title o# this unit to !e comparison essa s, !ut the in#ormation in the te)t
actuall contains !oth comparison and contrastin% points in an essa " Students are o#ten
under the impression that comparison essa topics need to !e neat and o!0ious to the
reader, !ut 0er o#ten some o# the most interestin% comparison essa s compare and or
contrast ideas that one $ouldnBt normall consider doin%" Students $ritin% comparison
essa s ha0e t$o choices? choosin% a mundane topic that $ill produce a $ell-or%ani ed
essa $ith little interest, or creati0el tr in% to dra$ comparisons #rom dissimilar items
or makin% connections !et$een items that do not seem to ha0e connections"
1. E3T&VES
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(" E)plain the comparison essa " *8;+
2" 3o0er the or%ani ational methods o# comparison essa s" *8; 4 8=+
7" Iearn more !rainstormin% techni:ues *55 - <6+
3@A TER 91TES
atterns o# 1r%ani ation
a%es 8; 4 8=
Students ma need more practice $ith these patterns than $hat is pro0ided in the
te)t!ook" You ma $ant to come up $ith other comparison contrast essa ideas and ha0estudents chan%e the #ormat #rom one t pe to the other" This can !e done as a class, in
%roups pairs, or indi0iduall
/riterBs 9ote? arallel 1r%ani ation o# Supportin% &n#ormation
a%e 8=
An ideal $a o# sho$in% this to the students is ! ha0in% an outline on the !lack!oard
and usin% arro$s to sho$ the parallel structure"
EL? 1n !oard
T1 &3? 3ommunit 3olle%e 0ersus 'ni0ersit
.I13K MET@1J
ara%raph (? 31MM'9&TY 31IIEGE
cost
si e
education
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ara%raph 2? '9&VERS&TY
cost
si e
education
The same thin% can !e done #or the point-! -point method"
Acti0it (a%es 88 4 8>
Duestion 5 on pa%e 8< o##ers a re0ie$ o# supportin% details in an essa $hile sho$in%
the parallel structure o# the supportin% ideas"
.uildin% .etter Sentences, ractice (2
a%e 8>
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
/riterBs 9ote? Ask Duestions
a%e 5(
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This note e)plains to students the importance o# askin% :uestions in order to %et ideas #or
the essa " E)plain to students that askin% and ans$erin% :uestions is %ood practice not
onl #or comparison essa s !ut #or all essa t pes"
Acti0it 7
a%es 5( 4 57
91TE? You mi%ht encounter some students $ho ha0e limited kno$led%e in !u in% cars
*especiall in the 'nited States+" &# this is the case, !reak the students up into %roups
*$ith at least one or t$o Oe)pertsB on this topic in each %roup+ and ha0e a :uestion ans$er period a!out this phenomenon !e#ore doin% the acti0it "
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.uildin% .etter Sentences, ractice (7
a%e 57
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
IA9G'AGE F13'S? 3onnectors that sho$ comparison or contrast
a%es 57 - 5;
Althou%h man %rammar courses include this t pe o# in#ormation in their s lla!us, it isup to the indi0idual teacher ho$ much time should !e spent on these connectors" You
ma $ant to %i0e an e)tra handout acti0it dependin% on ho$ much %rammar practice the
students ha0e %otten"
91TE? A complete list o# connectors can !e #ound in Appendi) = on pa%es (<6 4 (<("
There is also an e)ercise on connectors in Appendi) ;, ractice 7 on pa%e (8> 4 (56"
.uildin% .etter Sentences, ractice (;
a%e 55
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
.rainstormin%
a%es 55 4 5>
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E)plain to the students that usin% this t pe o# dia%ram is onl one o# the man $a s to
!rainstorm ideas" Some students enCo usin% the 0isuals o# %raphs and dia%rams $hile
others pre#er to #ree$rite their ideas"
Acti0ities 8 4 (6 *pa%es <6 4 <=+ $alk students throu%h the steps #or $ritin% their o$n
comparison essa "
Students $ho are ha0in% trou!le comin% up $ith an ori%inal topic can al$a s choose
#rom the additional topics %i0en in Acti0it (("
EL A9S&19 A3T&V&T&ES
(" ut the students in %roups o# #our" Ask them to $rite their t$o points o# comparison
on t$o pieces o# paper" @a0e them mi) up the ei%ht pieces o# paper and, $orkin%
to%ether, connect the t$o items lo%icall "
2" @a0e students read their thesis statements to the rest o# the class and ha0e the class
decide $hether the essa is a compare, contrast, or a com!ination compare-contrast
essa "
V13A.'IARY E9R&3@ME9T A3T&V&T&ES
Essa (2, pp" 88 4 85
(" !orders
2" portion
7" $ide ran%e o#
;" di0ersit
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=" %reatl
8" di0isi0e
5" remarka!le
<" ne0ertheless
Essa (;, pp" 5= 4 55
(" e)pectations
2" challen%e
7" emphasis;" disparit
=" compulsor
8" in order to
5" ma)imum
<" !orro$
>" interpersonal
(6" 0ital
((" sound *adC"+
Unit (
Ca se)E##ect Essays
T$o t pes o# essa s are presented in 'nit ;, one that #ocuses on the causes and
one that #ocuses on the e##ects" /hile there are other or%ani ational patterns o# cause-
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e##ect essa s *e% the chain e##ectH essa or the multiple causes lead to multiple e##ectsH
essa +, this unit co0ers onl the t$o most common" 1# course indi0idual instructors can
choose to opt #or an o# the st les and pro0ide their o$n handouts and ancillar
in#ormation" Some students come to $ritin% class $ith a %i#t #or #lo$er lan%ua%e" &t is
in this unit that $ordiness and redundanc are presented" A%ain, it is up to the instructor
to decide $hether this aspect o# $ritin% needs to !e addressed"
1. E3T&VES
(" E)plain cause-e##ect essa s and their or%ani ational methods" *<8 - <5+
2" Je0elop main ideas and supportin% details #or an e)istin% cause-e##ect essa outline"
*>7 4 >=+
7" ractice connectors commonl used in cause-e##ect essa s" *>< 4 (66+
;" 'nderstand the concepts o# $ordiness and redundancies" *(66 4 (67+
3@A TER 91TES
.uildin% .etter Sentences, ractice (=
a%e >6
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
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Acti0it 2
a%es >6 4 >2
Some students $ill ha0e more di##icult $ith this essa than $ith others !ecause o# the
su!Cect matter *man students $ere onl children $hen the &ron 3urtain #ell+" Students
mi%ht need a little !it o# !ack%round in#ormation to understand the e0ents in the post-
communist $orld"
.uildin% .etter Sentences, ractice (8
a%e >2&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
Acti0it 7
a%es >7 4 >8
An interestin% idea is to ha0e hal# o# the students in the class $ork on the #irst part o# the
acti0it *outlinin% the causes o# dru% a!use+ and the other hal# $ork on the other *the
e##ects+" Students can then compare their ans$ers and see ho$ one topic can actuall !e
0ie$ed in more than one $a " You ma also $ant to e)plain that some studentsB
personalities are more com#orta!le in askin% Oho$ $h somethin% happenedB $hile
others pre#er to look at the results"
Acti0it ;
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a%es >8 4 >5
To re0ie$ hooks, ask the students their opinions on the introductor para%raph o# this
essa " &s it e##ecti0eN @a0e them !rainstorm other methods o# introducin% this topic"
.uildin% .etter Sentences, ractice (5
a%e >5
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
3hoosin% /ords 3are#ull
a%es (66 4 (67
A%ain, instructors should look at their studentsB $ritin% a!ilities and decide ho$ much
stress the should put on these acti0ities *$ordiness and redundancies+" @o$e0er, e0en i#
students do not $rite o0erl $ord sentences and phrases, the can !ene#it #rom seein%
the dos and donBts o# concise $ritin%"
91TE? Students $ho $rite in En%lish ! translatin% #rom their nati0e lan%ua%es mi%ht
inad0ertentl use redundant e)pressions" E)plain to our students that $hile a phrase
such as t$o t$insH mi%ht !e accepta!le in another lan%ua%e, in En%lish it is redundant"
Acti0ities < 4 (7 *pa%es (67 4 (6<+ $alk students throu%h the steps #or $ritin% their o$n
cause-e##ect essa "
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Students $ho are ha0in% trou!le comin% up $ith an ori%inal topic can al$a s choose
#rom the additional topics %i0en in Acti0it (; or come up $ith their o$n topic"
EL A9S&19 A3T&V&T&ES
(" Students can !rin% in ne$spaper clippin%s $ith current headlines *the article $ill
pro!a!l state $hat !rou%ht a!out this e0ent the causes"+ Students !rainstorm the
possi!le e##ects o# this e0ent"
2" The instructor can %i0e a %eneral topic and ask students to #ind in#ormation on the
&nternet a!out the causes o# the e0ent or the e##ects o# the e0ent"
V13A.'IARY E9R&3@ME9T A3T&V&T&ES
Essa (=, pp" << 4 <>
(" praise *n+
2" minimi e
7" irresponsi!le
;" spare *0+
=" %et out o#
8" particularl
5" circumstances
<" em!arrassment
Essa (8, p" >(
(" !reak-up *n+
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2" consumers
7" e)ternal
;" adCustin%
=" commonplace
8" entit
5" priorities
<" empo$erment
>" ha0e ties $ith
(6" #eel le#t out((" reCoiced
Essa (<, pp" >< 4 (66
(" aspects
2" a0aila!ilit
7" di%ital
;" interacti0e
=" access
8" data!ases
5" techni:ues
<" a mountain o#
>" ad0ent
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Unit *
Arg %entative Essays
The o0erall %oal o# this unit is #or students to !e a!le to $rite a %ood
ar%umentati0e essa " To do this, students must understand the #ormula o# ar%ument
counterar%ument re#utation *((6, ((;+" .ecause the lan%ua%e o# the messa%e is as
important as the content o# the messa%e, it is 0er important #or $riters to understand that
the $riterBs tone is critical" &# a reader does not like the tone o# the $ritin%, the reader
$ill not !e persuaded ! the messa%e at all" This is a #ailure o# the $riter then since a
!asic %oal o# ar%umentati0e $ritin% is to chan%e a readerBs mind"
1. E3T&VES
(" E)plain the purpose o# an ar%umentati0e essa " *(6>+
2" 3o0er the importance o# choosin% an appropriate topic #or an ar%umentati0e essa "
The topic must !e somethin% that people can ha0e di##erent opinions on" *(6>-((6+
7" .rie#l e)plain the parts o# the pattern? our opinion, a counter-ar%ument, a re#utation,
and then a conclusion restatin% our opinion" *((6, ((;+
3@A TER 91TES
Essa (>"
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a%es ((( - ((;
Tr to esta!lish studentsB opinions a!out this topic !e#ore the read the essa " You ma
$ant to ha0e them actuall $rite do$n $hat the think o# this topic and then list 7
reasons to support their opinion as $ell as 7 reasons $h those opposed !elie0e $hat
the do" This could !e a %reat catal st #or the rest o# the unit"
A#ter readin% the essa , the ten :uestions co0er the $ritin% #eatures o# this ar%umentati0e
essa $ell"
.uildin% .etter Sentences, ractice (>a%e ((;
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
Acti0it 2
a%es ((= - ((5
The outlinin% acti0it $ill ser0e to rein#orce the role o# each component in the
ar%umentati0e essa " This is a $ritin% acti0it that can !e checked as a %roup" Ans$ers
ma 0ar sli%htl in $ordin%, !ut #or the most part, there $ill !e one ans$er per item"
Acti0it 7
a%es ((5-((<
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Addin% Supportin% &n#ormation is an important acti0it " /riters o#ten lack precision in
addin% an supportin% in#ormation 1R in addin% su##icient or appropriate supportin%
in#ormation"
This e)ercise $ill most de#initel ha0e 0ariations o# ans$ers, and it is $orth ha0in% other
students see $hat classmates ha0e $ritten" /e su%%est that ou treat each para%raph here
as a separate item and co0er each one separatel " For e)ample, ha0e e0er one $rite
para%raph num!er 2 and onl that para%raph #or home$ork" &n class, ha0e students
e)chan%e !ooks *$ithout $ritin% an commentsP+" The should read other studentsB
$ork" You mi%ht do this up to 7 or ; times so that students see a 0ariet o# ans$ers"Another possi!ilit is to ha0e students $rite out their ans$ers on a separate sheet o#
paper" @a0e the students then tape their ans$ers on the $all, and classmates can
circulate around the room to read each otherBs $ritin%"
.uildin% .etter Sentences, ractice 26
a%e ((<
&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal
IA9G'AGE F13'S? Modals
a%e ((>
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/e assume that students ha0e had lessons a!out modals in other classes" Rather than
d$ellin% on the usual %rammar issues such as donBt use an in#initi0e a#ter a modalH *e"%",
do not sa & can to %oH+, $e $ant students to look at modals #rom a $riterBs e es" /e
$ant students to see ho$ modals are used to persuade readers" Modals are like spices
that ou add to #ood" The donBt chan%e the !asic #ood, !ut the certainl can make it
taste di##erent" &n the same $a , modals do not chan%e the !asic messa%e o# the $riter,
!ut modals can make a messa%e seem more attracti0e or appealin% to a reader *or do the
oppositeP+"
Acti0it ;
a%e (26
The main purpose o# this essa e)ercise is to #ocus studentsB attention on modals and ho$
the #la0orH the $ritin%" @o$e0er, ou should e)ploit this essa as an e)ample essa "
Sample $ritin% :uestions? @o$ man para%raphs are thereN /here is the $riterBs thesis
statementN .ased on the thesis statement, $hat is the $riterBs opinion re%ardin% the topic
*in the title+N /hat is the purpose o# para%raphs 2, 7, and ;N *@&9T? Read the #irst topic
sentences"+ /hat is the purpose o# para%raph =N
Sample 0oca!ular :uestions? &n para%raph (, $hat does RETR&.'T&19 meanN or
Find a $ord in para%raph ( that means to maintain or keepN Qans$er preser0e*d+
.uildin% .etter Sentences, ractice 2(
a%e (2(
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&t is important that students 91T look at the ori%inal sentences" The %oal here is to see
the com!inations that result and ho$ the are di##erent, not Cust to see i# the student
com!inations match the ori%inal"
/ritin% ro 3on thesis statements" A%ain, here ou $ill see a %reat deal o# 0ariation, !ut
this is a %ood e)ercise to ha0e students read their classmatesB $ork" &tBs important to
discuss $hat the ha0e $ritten and then $h itBs ok or not ok as an ans$er here" These
ans$ers could !e $ritten on a sheet o# paper and put up on the $all #or all to read"
Acti0it =
a%es (27-(2;
A0oidin% Fault Io%ic can !e co0ered as much or as little as ou think appropriate #or
our students" 3ertainl not all student %roups $ill ha0e pro!lems $ith all o# these items"
/hen students J1 use #ault lo%ic, ho$e0er, it is usuall $ith s$eepin% %enerali ations,
ie $ritin% never or everyone to pro0e a point" For this reason $e recommend e)plainin%
the concept o# s$eepin% %enerali ations and the *ne%ati0e+ reactions that readers tend to
ha0e $hen the read them"
Acti0ities 5 4 (( *pa%es (2= 4 (25+ $alk students throu%h the steps in $ritin% their o$n
ori%inal ar%umentati0e essa "
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Topics #or /ritin%
a%e (2<
Acti0it (2 has #i0e sprin%!oards #or topics #or $ritin% more ar%umentati0e essa s" You
ma $ant to %i0e students speci#ic topics to $rite a!out or ha0e them choose their o$n
topics"
EL A9S&19 A3T&V&T&ES
(" A simple idea is to photocop and then cut up an ar%umentati0e essa $ith one
para%raph per piece" @a0e students tr to assem!le the para%raph in the correct order" &#
ou ha0e se0eral o# these, ou can put students in %roups and then ha0e them $ork on
di##erent essa s"
2" /e! /ork? @a0e students #ind ar%umentati0e essa s on the $e! and !rin% a printout
to class"
7" @a0e students !rin% a list o# 7 topics #or an ar%umentati0e essa to class" Students
$ork in %roups or ; 4 = to produce a list o# (6 %reat topics"
V13A.'IARY E9R&3@ME9T A3T&V&T&ES
Essa (>, pp" (((-((2
(" #undamental
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2" come under #ire
7" an out#it
;" in an e##ort to V
=" !e associated $ith UUUUU
8" a sense o# UUUUU
5" e0en *ad0er!+
<" truanc
>" suspension *#rom school+
(6" standard o# li0in%((" di##er
(2" !e $ell-o##
(7" implement
(;" mandator
(=" merit *noun+
(8" on the sur#ace
(5" #launt
(<" as a $hole
Essa 26, pp" ((5-((<
(" pi0otal
2" to mark *a ear+
7" to claim li0es
;" rel on
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=" indispensa!le
8" de#eat
5" reluctant
<" amendment
>" the ri%ht to !ear arms
(6" !e called upon to do somethin%
((" !e !etter o##
(2" to outla$ UUUUU
(7" anti:uated
Essa 2(, pp" (26-(2(
(" retri!ution
2" the ultimate UUUU
7" preser0e
;" #or the sake o# UUUUU
=" commit a crime
8" the de%ree o# UUUUU
5" to !e reser0ed #or UUUUU
<" un#air
>" such a UUUUUU
(6" such a purpose
((" le%itimate
(2" a #ine
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(7" the #ate o# UUUUUU
(;" L is 0ie$ed as UUUUU
(=" re#orm a person or a la$
Appen"ices
The appendices can !e used in an order, !ut it is important that teachers !e a$are o# the
content presented in them"
Appen"ix 1 co0ers the !asic steps o# essa $ritin%" This appendi) sho$s ho$ a student
success#ull #ollo$s the se0en steps and produces a coherent, cohesi0e essa " /e
su%%est ou #ind some time to %o throu%h this appendi) !e#ore the students %o a!out
$ritin% their #irst essa "
Appen"ix & contains .uildin% .etter Sentences e)ercises" /e stron%l su%%est that
some time !e spent on the strate%ies #or com!inin% sentences presented on pp" (;6 4 (;(
!e#ore students attempt the acti0ities" &t is at this point that students $ill pro!a!l ha0e
:uestions a!out $ord order and punctuation usa%e"
Appen"ix ' is de0oted to sentence t pes" &t o##ers a concise %uide to simple, compound,
and comple) sentences and o##ers a #e$ practice acti0ities #or students" Some instructors
ma $ish to !e%in the te)t!ook $ith a re0ie$ o# sentence t pes in this appendi) and then
mo0e on to the main units in the te)t"
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Appen"ix ( o##ers practice in %rammar, all $ithin the conte)t o# essa s" Students can
practice 0er! #orms, articles, and prepositions *amon% other thin%s+ either indi0iduall or
as a class assi%nment" Some instructors em!ed acti0ities #rom this appendi) into the
s lla!us" For e)ample? /hile co0erin% 'nit (, students $ill also !e responsi!le #or
practicin% 0er! #orms * ractice (, p" (8<+" Another option is to treat these acti0ities as
prescriptions #or studentsB %rammatical errors in their essa s, ie" students $ho ha0e
pro!lems $ith articles are ad0ised to $ork on ractice ; on p" (56" Man o# the practice
acti0ities in Appendi) ; concentrate on editin% #or errors, $hich is a %ood $a o#
re0ie$in% speci#ic %rammar rules in the conte)t o# essa $ritin%"
Appen"ix * contains a list o# connectors includin% transition $ords and coordinatin%
conCunctions to help in maintainin% a #lo$ o# ideas in an essa " /e su%%est that students
!e made a$are o# this list earlier rather than later in the semester" &nstructors can choose
to lead their students to Appendi) ; at the #irst mention o# connectors in the te)t *'nit 2,
p" ;>+"
Appen"ix + is a list o# peer editin% sheets #or students to use $ith each other" Students
are much more likel to %i0e rele0ant #eed!ack i# the are lookin% #or speci#ic elements
$ithin an outline or an essa " The :uestions are speci#icall desi%ned to concentrate the
studentsB attention on speci#ic points"
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