Great Essays, 2nd Edition

8/12/2019 Great Essays, 2nd Edition

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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+

Great Essays 2nd edition3hapter 9otes

(



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


2



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 =


7



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




/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


;



!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"


=




a%e 25





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


/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


8



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"


5



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"


<



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 ;


>



(" 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


(6



((" 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


((



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!+


(2



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"


(7



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"


(;



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 ;=





(=



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 ;>




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"


(8



.uildin% .etter Sentences, ractice (6

a%e =(




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 (;"


(5




(" @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


(<



;" 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


(>



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


26



(" 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


2(



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"


a%e 8>




/riterBs 9ote? Ask Duestions

a%e 5(


22



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 "


27




a%e 57




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




.rainstormin%

a%es 55 4 5>


2;



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 "


#rom the additional topics %i0en in Acti0it (("


(" 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 "


Essa (2, pp" 88 4 85

(" !orders

2" portion

7" $ide ran%e o#

;" di0ersit


2=



=" %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-


28



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





25



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"


a%e >2&t is important that students 91T look at the ori%inal sentences" The %oal here is to see



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 ;


2<



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"


a%e >5




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 "


2>




#rom the additional topics %i0en in Acti0it (; or come up $ith their o$n topic"


(" 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"


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+


76



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


7(



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 (>"


72



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 ((;




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-((<


77



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%"


a%e ((<



com!inations match the ori%inal

IA9G'AGE F13'S? Modals

a%e ((>


7;



/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(


7=






/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 "


78



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"


(" 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"


Essa (>, pp" (((-((2

(" #undamental


75



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


7<



=" 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


7>



(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"


;6



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"


;(



Documents

Great Essays, 2nd Edition