great paragraphs to great essays pdf

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Great Writing 3: Student's Book | 5th Edition

Available study tools, great writing 3, 5e: online workbook, instant access (myelt), great writing 3: ebook, instant access, about this product.

The new edition of the Great Writing series provides clear explanations, extensive models of academic writing and practice to help learners write great sentences, paragraphs, and essays. With expanded vocabulary instruction, sentence-level practice, and National Geographic content to spark ideas, students have the tools they need to become confident writers. Updated in this Edition: Clearly organized units offer the practice students need to become effective independent writers. Each unit includes: Part 1: Elements of Great Writing teaches the fundamentals of organized writing, accurate grammar, and precise mechanics. Part 2: Building Better Vocabulary provides practice with carefully-selected, level-appropriate academic words. Part 3: Building Better Sentences helps writers develop longer and more complex sentences. Part 4: Writing activities allow students to apply what they have learned by guiding them through writing, editing, and revising. Part 5: New Test Prep section gives a test-taking tip and timed task to prepare for high-stakes standardized tests, including IELTs and TOEFL. The new guided online writing activity takes students through the entire writing process with clear models for reference each step of the way.

From Great Paragraphs to Great Essays is designed to guide intermediate students through the process of writing paragraphs and developing essays. It equips students with the necessary training to ultimately produce a well-structured 700-word essay. The book is supplemented by a website with additional quizzes that complement the topics studied in every unit.

This textbook provides an extensive and clear Table of Contents. It lists every topic heading within every unit. Similarly, the index at the end of the book offers easy and direct access to specific information.

The book comprises two complementary parts:

• Part 1 focuses on the basic process of writing a body paragraph. There are three units devoted to composing such a paragraph. The first introduces the components of paragraph writing (topic sentences, controlling ideas, brainstorming, supporting sentences, concluding sentences). The second unit concentrates on paragraph purpose, clarity, unity, audience, and coherence. Unit 3 introduces four types of paragraphs: description, compare-contrast, cause-effect, and classification. This section provides students with the tools to write correct paragraphs.
• Part 2 concentrates on forming specific essays out of these types of paragraphs. Unit 4 serves as a transition between paragraphs and essays by comparing the two. The authors emphasize the similar order and organization in a paragraph and an essay. Then they go on to say that the essay provides additional detailed information about the topic, with each paragraph within the essay elaborating the essay's focus. The next three units focus on various types of essays: compare-contrast, cause-effect, and classification. This section shows students how to select and develop the appropriate essay type for their subject.

Though the two parts complement each other, instructors need not follow the unit ordering in the second part of the volume. This gives teachers following different curricula flexibility. While I believe the three units in Part 1 constitute a whole, they could serve separately for review, as needed, before tackling the essay. Moreover, though the main purpose of the book is essay development, the authors have chosen to include crucial, often challenging, grammar and language sections in each unit. These Language Focus activities serve to complement the aim of every chapter. For instance, Language Focus 9 and 10 of Unit 5, "Compare and Contrast Essays," respectively deal with Forming the Comparative and Superlative, and Parallel Structure. These are essential for any student required to write this type of essay. Other topics include, but are not limited to, sentence fragments, noun forms, descriptive language, pronoun references, subject-verb agreement, and word forms.

The first page of every unit follows a similar pattern: four focus points in a box at the top of the page. To illustrate this, I'll use Unit 1 as a paradigm:

Every lesson helps explain the focus points listed in the box and is followed by a variety of activities that reinforce the learning process. The activities are pertinent to the lessons and are diverse. They require students to be attentive and active, but the exercises are also systematic. For instance, Units 1 to 3 provide students with the right steps to build a paragraph. Students must follow the guidelines learned in these chapters, from brainstorming to proofreading, and apply them to every paragraph they will write. Such structure trains students to be methodical and efficient.

Some exercises require individual work, while others direct students towards group work. Clearly, the authors endorse such activities, since every unit has at least one peer editing exercise. An appendix at the end of the book provides students with detachable peer-editing sheets where partners must answer specific questions. This collaborative feedback allows the student writer to reconsider some of the choices they have made. The quality of advice given allows teachers to gauge to what extent students understand a specific paragraph or essay building component: whether, in fact, they are capable of rephrasing, explaining, and answering. Such peer feedback also offers students guidance from someone other than the teacher. Group exercises change the momentum of the classroom, and often prove to be quite fun.

The Websites

Don't be put off by the fact that the websites listed in the book are no longer accessible. When I discovered this, I contacted Heinle's technical support and promptly received the new address:

Under General Resources students can find ACE Quizzes, no login code required. These are interactive quizzes, divided by unit, that nicely complement each chapter from the book. The exercises vary in type. While they are predominantly multiple choice items that vary in number, there are some that require students to write in their own answers. Below you will find an example for each.

Quiz 1 "Identifying Good Topic Sentences" in Unit 1 has ten multiple choice questions:

1.   a) It is easy to make Italian Wedding cookies when using these simple steps.   b) Italian Wedding cookies are a tasty treat.

Students must type in their lower case a or b answer (case sensitive) in the box provided. Once done answering all the questions, students click on the Submit Quiz button and get a percentage mark and the answers immediately:

Correct    a Correct    a Correct!   

Incorrect    b Correct    a

Incorrect answer. A topic sentence must be specific. Generalized (nonspecific) words like nice, good, ugly, tasty , etc. do not give controlling information.

Incorrect answer explanations are generally short, to the point.

Longer answers work somewhat differently. Quiz 4 "Classification Transitions Practice" in Unit 7 requires students to add the right connector or transition word:

1. ___ student is an outcast that no one wants to associate with. Student Answer: First, 2. ___ how much you may want to be nice to this type of student, it would be social suicide. Student Answer: No matter

Whether the answers are correct or not, these exercises are not marked and no explanation is provided because many answers are possible, making correction difficult. However, while the directions invite students to "Then compare your sentence to the model provided," there is no model. Instead, two buttons at the bottom give students the option of either sending their answers to their teacher or printing them. A model or a suggestion would help guide students through the exercise. As they are, a teacher might want to do them in class.

The publisher provides further assistance with their Smarthinking Tutoring Center. This is a time controlled live tutoring center that requires a student account. Teachers also need to open one. Additionally teachers are offered access to ESL instructor sites when they call the phone number listed.

Student writers are well looked after in this book through the ample guidance and effective practice the authors provide. They use simple language in presenting the means to write an essay, from brainstorming to proofreading.

What the authors totally omit, however, is any guidance for writing academic papers. Plagiarism, for instance, is a subject not addressed at all. Even a brief discussion of it could have been incorporated within the unit on supporting ideas. Though not all the types of essays presented might require students to go beyond personal experience, some do. In fact, in "Step 6: Developing Supporting Details" of the "Eight Steps in Writing an Essay" listed in Unit 4, the authors begin their sample introductory paragraph with an external reference: "According to a recent survey, approximately forty-one percent of Americans fear speaking in public" (p. 88). Providing such a model opening sentence suggests that students in the class have to do some secondary reading--and need to acknowledge that. Moreover, in the example the authors give of the point-by-point method in the unit on compare-contrast essays, they prompt students to compare-contrast "Life in New York City in 1900 and 2000." Such a focus would require students to research the topic, but again no guidance is given about how to incorporate and give credit to others' opinions. The aim of this book--to help students write coherently structured paragraphs in order to produce an essay--should have encompassed ethical writing issues. The authors should have said something about the difference between quoting and paraphrasing--and the plagiarism that could result if that difference is unclear in student writers' minds.

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Great Writing 3: From Great Paragraphs to Great Essays (Great Writing, Fifth Edition) 5th Edition

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• ISBN-10 0357020847
• ISBN-13 978-0357020845
• Edition 5th
• Publisher National Geographic/(ELT)
• Publication date February 11, 2019
• Language English
• Dimensions 8.5 x 0.5 x 10.75 inches
• Print length 211 pages
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• Publisher ‏ : ‎ National Geographic/(ELT); 5th edition (February 11, 2019)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 211 pages
• ISBN-10 ‏ : ‎ 0357020847
• ISBN-13 ‏ : ‎ 978-0357020845
• Item Weight ‏ : ‎ 1.4 pounds
• Dimensions ‏ : ‎ 8.5 x 0.5 x 10.75 inches
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• #461 in English as a Second Language Instruction

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About the author

Keith s. folse.

I've always been interested in language and languages. I was born in New Orleans, Louisiana, and grew up on the Mississippi Gulf Coast, which is really a linguistic extension of New Orleans. (We speak a similar dialect of English and eat the same food; I grew up on gumbo, red beans and rice, and jambalaya.) As a kid, I knew that we talked different. Beaucoup (boocoo), the neutral ground (the median in a road), and passing by someone's house (meaning: to stop and visit someone) were all a normal part of my dialect. I grew up primed to notice language nuances.

I love teaching, and I am thankful to the many dedicated teachers I've had over the years. I am especially grateful to my high school French teacher, Mrs. Emily de Montluzin, who was my first foreign language teacher many years ago. There was something inspiring about how she taught, which made what she taught so interesting and impactful on my life -- and isn't that what all of us teachers hope to accomplish?

Learning languages comes naturally to me and have studied six. Some were in a classroom setting with a teacher, a book, and other students. Other languages were learned by hanging out with native speakers and practicing a lot. A WHOLE LOT! More recently, I have started learning another language online. In the process of all this studying and learning, I have come to know a lot more about good teaching and good learning.

My first foreign language was French. I was naturally good at languages, which led me to continue studying them. I learned Spanish, eventually doing my master's thesis in dialects of Spanish in Nicaragua, Honduras, and El Salvador. My next language was Arabic. While living in Malaysia, I studied Malay, often by watching subtitles of the TV show "Dynasty" because it was one of only two shows on TV in English with Malay subtitles. (The other was "Sesame Street.") I studied Japanese and had to use it in my daily life there. Most recently, I have been learning German through my university course, which is 100% online due to COVID. This course has no Zoom and therefore no human interaction of any kind. I've come to realize and appreciate how hard it is to learn a language by yourself. Language is perhaps one of the most human interactions we have, yet I completed German 1 with a computer, an online textbook, and youtube videos.

For more than 40 years -- a number I cannot truly believe -- in the US and abroad. I've taught English as Second/Foreign Language in the US, Saudi Arabia, Malaysia, Kuwait, and Japan. I've also taught French and Spanish. In fact, I once taught Spanish in Japan IN JAPANESE. Now think about that combination for a moment!

In addition, I've conducted teacher training workshops all over the globe, from Argentina to Uzbekistan. I'm certified secondary (English & French), and one of my favorite events is working with hundreds of K12 teachers every summer in Arkansas through an amazing program with the Arkansas Department of State. I am a frequent conference presenter at international and regional TESOL events.

At a very early age, I loved teacher worksheets. Teachers back then passed out mimeographed handouts that they had run off on a spirit master machine. The handouts were a bluish-purple color, and they smelled GREAT! Teachers often arrived in class with last-minute handouts where the paper was still wet and the chemical smells were very strong. When a teacher passed out a worksheet, everyone was smelling the sheets.... but while my classmates continued with their handout-induced highs, I -- being a nerd -- was noticing the design of the worksheet. How did the teacher set up the matching activity? Terms on the left and definitions on the right? (Very American, I know now.) Or vice-versa? And where did the blanks go? And which words did she ask? It is no exaggeration to say that I really LOVED school. I LOVED those worksheets. I LOVED our workbooks. And so it's no wonder that at the age of 25, I published my first book. So far, I have published 75 books with the University of Michigan Press, National Geographic Learning, Wayzgoose Press, Oxford University Press, and Longman.

I have a BA in English with a minor in Secondary Education and French and an MA in TESOL. I also have a PhD in Second Language Acquisition and Instructional Technology. My main research areas are vocabulary and best teaching practices. I'm especially interested in experimental, quasi-experimental, and case study research on the teaching of grammar, the teaching of vocabulary, and error correction in second language writing.

Who knew that smelling the chemicals on worksheets in the 60s and 70s would lead me to be a textbook and workbook writer today? Well, they say that everything happens for a reason...

I hope you enjoy my English language materials. I am always open to hearing your suggestions for improving my work. Please feel free to contact me -- whether it is to comment on one of my books, ask about a research question, or invite me to participate at a conference in your area.

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Great Writing Makes Great Writers

Now in the fifth edition, Great Writing is a six-level series that helps students develop their academic writing with expanded vocabulary building, sentence development, and National Geographic content to spark ideas.

Great Writing provides clear explanations, academic writing models, and focused practice to help students write great sentences, paragraphs, and essays.

• A new unit structure offers students the targeted practice and skills they need to become competent writers
• Updated Building Better Sentences starts with editing and finishes with sentence combining for more refined writing
• Updated Building Better Vocabulary highlights academic words and gives many opportunities to practice
• New Words to Know boxes highlight academic and carefully-leveled words that students will frequently use

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