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Writing great writing great essays answer key unit exploring the essay elements of great writing activity page the purpose is to classify different types ...Writing great writing great essays answer key unit exploring the essay elements of great writing activity page the purpose is to classify different types ...Writing great writing great essays answer key unit exploring the essay elements of great writing activity page the purpose is to classify different types ...Writing great writing great essays answer key unit exploring the essay elements of great writing activity page the purpose is to classify different types ...
Great Essays GREAT WRITING Great Essays FOURTH EDITION KEITH S FOLSE UNIVERSITY OF CENTRAL FLORIDA APRIL MUCHMORE-VOKOUN HILLSBOROUGH COMMUNITY COLLEGE ELENA VESTRI SOLOMON KHALIFA UNIVERSITY OF SCIENCE, TECHNOLOGY, AND RESEARCH, UAE NATIONAL GEOGRAPHIC LEARNING I # CE N GAGE ·I Learning· #- Australia• Brazil• Japan• Korea• Mexico• Singapore• Spain• United Kingdom• United States NATIONAL GEOGRAPHIC LEARNING �-•� CENGAGE •- Learning· Great Writing 4: Great Essays Fourth Edition Keith S Folse, April Muchmore-Vokoun, Elena Vestri Solomon Publisher: Sherrise Roehr Executive Editor: Laura Le Drean Development Editors: Katherine Carroll, Charlotte Sturdy © 2014 National Geographic Learning/Cengage Learning ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher Director of Global Marketing: Ian Martin For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions Further permissions questions can be emailed to permissionrequest@cengage.com Senior Product Marketing Manger: Emily Stewart International Marketing Manager: Caitlin Thomas Director of Content and Media Production: Michael Burggren Senior Content Project Manager: Daisy Sosa Senior Print Buyer: Mary Beth Hennebury Cover Design: Christopher Roy and Michael Rosenquest Cover Image: MATT RAMBO/National Geographic Stock Interior Design: Aysling Design Composition: PreMediaGlobal, Inc U.S Edition ISBN-13: 978·1-285-19494-3 International Student Edition ISBN-13: 978-1-285-75062-0 International Student Edition+ Online WB Sticker ISBN-13: 978-1-285-75074-3 National Geographic Learning/Cengage Learning 20 Channel Center Street Boston, MA 02210 USA (engage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan Cengage Learning products are represented in Canada by Nelson Education, Ltd Visit National Geographic Learning online at ngl.cengage.com Visit our corporate website at www.cengage.com Printed in the United States of America 20 I 18 I Contents SCOPE AND SEQUENCE OVERVIEW 1v vi UNIT EXPLORING THE ESSAY UNIT NARRATIVE ESSAYS UNIT COMPARISON ESSAYS UNIT CAUSE-EFFECT ESSAYS UNIT ARGUMENT ESSAYS UNIT OTHER FORMS OF ACADEMIC WRITING 38 64 88 112 BRIEF WRITER'S HANDBOOK WITH ACTIVITIES 136 155 Understanding the Writing Process: The Seven Steps Editing Your Writing Sentence Types 164 169 Additional Grammar Activities Connectors 156 171 180 Citations and Plagiarism Academic Word List 181 183 Useful Vocabulary for Better Writing APPENDICES 189 185 Appendix 1: Building Better Sentences Appendix 2: Peer Editing Sheet Sample 190 208 INDEX 209 iii Scope and Sequence Building Better Original Vocabulary Student Writing Writing • What is an Essay? • Example Essays • Writing the Introduction • Writing the Body • Writing the Conclusion • Word Associations • Using Collocations • Connectors • What is a and Time Narrative Relationship Essay? Words • Example Narrative Essays • Sentence • Developing a Variety with Narrative Essay Prepositions of Time Plus Key Nouns for Better Cohesion • Adjective Clauses • Word Associations • Using Collocations • What is a Comparison Essay? • Example Comparison Essays • Developing a Comparison Essay • Developing Ideas for Writing • Word Associations • Using Collocations p EXPLORING THE ESSAY NARRATIVE ESSAYS p 38 p 64 COMPARISON ESSAYS iv Grammar for Writing Unit Original Student Writing: Write an Essay Photo Topic: Describe a festival or celebration in your culture T imed Writing Topic: What are the benefits of knowing a second language? • Sentence Structure of Connectors (for Comparison Essays) • Connectors That Show Comparison Between Sentences of Paragraphs • Connectors That Show Contrast Between Sentences of Paragraphs • Using Adverb Clauses Original Student Writing: Write a Narrative Essay Photo Topic: Write a story about a person who inspires you T imed Writing Topic: Narrate a story about a disagreement you had with a friend (or family member) and how the disagreement was resolved Original Student Writing: Write a Comparison Essay Photo Topic: Compare or contrast two places on Earth T imed Writing Topic: Compare two popular vacation destinations Unit ARGUMENT ESSAYS Building Better Original Vocabulary Student Writing • What Is a Cause-Effect Essay? • Example CauseEffect Essays • Developing a Cause-Effect Essay • Choosing Words Carefully • Developing Ideas for Writing • Connectors for Cause-Effect Essays • Connectors That Show Cause • Connectors That Show Effect • Noun Clauses • Word Associations • Using Collocations • What Is an Argument Essay? • Example Argument Essay • Developing an Argument Essay • Controlling Tone with Modals • Using the if clause • Word Associations • Using Collocations • Part I: What is a Reaction/ Response Essay? • Example Reaction Essay • Part II: Understanding Written Exam or Essay Questions • Understanding Sentence Types Writing p 88 CAUSE-EFFE CT ESSAYS Grammar for Writing p 112 p 136 OTHER FORMS OF A CADEMI C WRITING Original Student Writing: Write a Cause-Effect Essay Photo Topic: Write about some effects of extreme weather Timed Writing Topic: Why people keep pets? Original Student Writing: Write an Argument Essay Photo Topic: Write an argument essay about industry vs nature Timed Writing Topic: What should happen to students who are caught cheating on an exam? Why? • Word Associations • Using Collocations Original Student Writing: Write a Reaction/ Response Essay Photo Topic: Write a response essay that describes your emotion and reaction to a photograph Timed Writing Topics: Question 1: Summarize the main points of this textbook Question 2: Evaluate your own academic writing skills Scope and Sequence v Overview Framed by engaging National Geographic images, the new edition of the Great Writing series helps students write better sentences, paragraphs, and essays The new Foundations level meets the needs of low-level learners through practice in basic grammar, vocabulary, and spelling, while all levels feature clear explanations, student writing models, and meaningful practice opportunities The new edition of the Great Writing series is perfect for beginning to advanced learners, helping them develop and master academic writing skills Great Writing: Foundations focuses on basic sentence construction, emphasizing grammar, vocabulary, spelling, and composition Great Writing focuses on sentences as they appear in paragraphs Great Writing teaches paragraph development Great Writing transitions from paragraphs to essays Great Writing focuses on essays Great Writing practices more advanced essays The earliest ESL composition textbooks were merely extensions of ESL grammar classes The activities in these books did not practice English composition as much as ESL grammar points Later books, on the other hand, tended to focus too much on the composing process We feel that this focus ignores the important fact that the real goal for English learners is both to produce a presentable product and to understand the composing process From our years of ESL and other L2 teaching experience, we believe that the Great Writing series allows English learners to achieve this goal Great Writing 4: Great Essays provides introductory instruction and extensive practical exercises and activities in essay writing at the high-intermediate and advanced levels This book contains a wide variety of exercises that offer practice in both working with the writing process and developing a final written product We assume that students can write good paragraphs and that what they need is instruction in, modeling of, and guidance with essays This book is designed for high-intermediate to advanced students Depending on the class level and the amount of writing that is done outside of class hours, there is enough material for 60 to 80 classroom hours Provided that enough writing is done outside of the classroom, the number of hours can be as little as 40 Organization In Great Writing 4, Units 1-6 deal with the elements of a good essay Unit presents the overall organization of an essay, and offers some specific suggestions for writing the introduction of an essay, including how to write a good hook and a solid thesis statement Units through teach five different kinds of essays-narrative, comparison, cause-effect, argument, and reaction While it is not necessary to cover these five essay types in the given order, the current sequencing will allow for some recycling of grammatical and lexical items The Brief Writers Handbook with Activities and the Appendices contain additional practice material to support both the process and the mechanics of writing vi Contents of a Unit Although each unit has specific writing objectives (listed at the beginning of the unit), the following features appear in every unit: Example Essays Because we believe that writing and reading are inextricably related, the 22 example essays model a rhetorical mode and/or provide editing activities Many models are preceded by schema building questions and followed by questions about organization, syntactic structures, or other composition features New, potentially unfamiliar vocabulary words are glossed at the end of each paragraph These words can provide students with a list of vocabulary to add to a separate vocabulary notebook Grammar for Writing Since good writing requires a working knowledge of the mechanics of English, Great Writing includes clear charts and detailed instruction that relates directly to the writing assignments In addition, numerous activities give students the opportunity to practice and refine their grammar and writing knowledge and skills Activities The new fourth edition contains numerous activities, suggestions for additional essay writing assignments, and supplemental activities in The Brief Writers Handbook These writing, grammar, and vocabulary activities gradually build the skills students need to write well-crafted essays and provide learners with more input in English composition and paragraph organization and cohesion To this end, the activities in this book deal with elements that affect the quality of a written product, including grammar, organization, and logic Although in this text there is information about both process and product in essay writing, it should be noted that the focus is slightly more on the final written product Building Better Vocabulary Each unit includes two vocabulary activities to build schema and collocations In the first activity, Word Associations, the students identify words that best relate to the target vocabulary word This allows them to build connections to more words and thus grow their vocabulary more quickly Words from the Academic Word List are starred (see pages 183-184 for the complete list) The second activity, Using Collocations, helps students learn specific word combinations, or collocations, which will improve their writing It is helpful to encourage students to use these new words in their Original Student Writing assignment and to add them to a vocabulary notebook Writer's Notes Great Writing features writing advice that helps writers to better understand use and format Building Better Sentences Periodically in each unit, students are asked to turn to Appendix and work on building better sentences Each practice is intentionally short and includes only three problems In each problem, there are three to five short sentences that the students must combine into a single sentence that expresses all the ideas in a logical and grammatically correct manner Original Student Writing Each unit includes an activity that requires students to some form of writing Original Student Writing includes writing prompts and a set of directions to encourage students to follow the writing process and refer back to the lessons taught in the unit Overview viji Additional Writing Topics gives students the opportunity to continue practicing their writing skills The first topic always links back to the opening photograph and writing prompt The instructor can decide whether all students will write about the same topic or whether each student is free to choose any of the topics listed Peer Editing At the end of each unit, a peer editing activity offers students the opportunity to provide written comments to one another with the goal of improving their essays Peer editing sheets for each unit can be found at NGL.Cengage.com/GW4 and provide the guidance and structure necessary for students at this level to perform this task successfully There is also a sample in Appendix on page 208 We recommend that students spend 15 to 20 minutes reading a classmate's essay and writing comments using the questions on the peer editing sheet Timed Writing One way to improve students' comfort level with the task of writing under a deadline, such as during a testing situation, is to provide them with numerous writing opportunities that are timed The final activity in each unit features a timed-writing prompt geared toward the grammar and sentence structure presented in that unit Students are given five minutes to read the prompt and make a quick writing plan, followed by 40 minutes of actual writing Instructors may use this activity at any time during the lesson What's New in This Edition? • Engaging images from National Geographic connect learning to the greater world • New and updated essays act as springboards and models for writing • Updated Grammar for Writing sections clearly present grammar and help students learn the structures for writing • Streamlined instruction and practice activities offer step-by-step guidelines to focus writers on both the writing process and product • Words from the Academic Word List are highlighted in vocabulary activities, encouraging students to expand their word knowledge • The expanded Brief Writer's Handbook with Activities now includes a Useful Vocabulary for Better Writing section to help writers choose appropriate language for the different rhetorical modes • An all-new level, Great Writing: Foundations introduces students to the basics of grammar, spelling, and vocabulary • A new unit addresses additional writing assignments students may encounter, further preparing them for the types of writing tasks they will have in college • A new Online Workbook encourages learners to further practice grammar, vocabulary, and editing skills Students can also write paragraphs or essays, and submit them to the instructor electronically • An updated Presentation Tool allows instructors to use the book in an interactive whiteboard setting and demonstrate the editing process • An e-book provides another option to use Great Writing in a traditional or blended learning environment viii Overview Ancillary Components In addition to the Great Writing 4: Great Essays Student Book, the following components help both the instructor and the students expand their teaching and learning • Online Workbook: Includes a wealth of vocabulary, grammar, writing, and editing practice with immediate feedback • Presentation Tool CD-ROM: Offers instructors the ability to lead whole-class presentations and demonstrate the editing process • Assessment CD-ROM with ExamView® :Allows instructors to create and customize tests • Teacher Companion Site at NGL.Cengage.com/GW 4: Provides teachers with answer keys, peer editing sheets, and teacher's notes • Student Companion Site at NGL.Cengage.com/GW4: Provides students with peer editing sheets, glossary, and interactive flashcards • eBook: Offers an interactive option Overview ix It was from my boss D I put on my reading glasses I began scrolling through my list The list was of my e-mail friends Practice 10 Unit A My idol is a person I have known this person my entire life B As usual, we were woken up A sound woke us up The sound was of our sister She was playing the piano C It was obvious This, was a day The d ay was important It was important for everyone D Claudio meant something It was time The time was for me I needed to take on a role in the family The role was bigger 98 Appendix Practice 1 Unit A My father asked me to turn on the car He proceeded to guide me He guided me into reverse B My father had me drive around I drove around the same block This happened again and again C I was flying I was in the sedan It was old D All the information leaked out I had learned this information in the previous weeks The leak was out of my brain Practice 12 Unit A Brazil's weather varies greatly This is because of the large size of Brazil These variations occur from one area to another B Brazil was colonized The colonists were Europeans Brazil's culture has been influenced by this fact The influence has been great Bu ild ing Better Sentences 99 C I There is a mixture of cultures There is a mixture of customs The mixture has worked to form something The result is ethnically rich cultures in both countries D I Citizens believe that they have the right They can whatever they desire They can be whatever they desire This right exists as long as they not hurt others Practice 13 Unit A Still, shoppers need to know something They are computer shoppers They are today's shoppers They need to know what their options are B I A buyer needs to reach a decision He or she can compare these two computer types He or she compares them in terms of their overall cost He or she compares their convenience He or she compares their style C I Choosing between a model is a decision The decision is personal The decision is for the consumer The model types are desktop and laptop 200 Appe ndix D It can seem like a task now The task is daunting It will become more and more difficult This is certain New species of computers come on the market Practice 14 Unit A The film previews are finished The movie theater is quiet Everyone waits for something They wait for the feature film to begin B There is a toddler The toddler is sitting in the movie theater He is uncomfortable Perhaps he is unhappy C A child does something It is something careless like break a glass Lenient parents will not become angry They will not scream D Most fall somewhere in the middle It depends on the child It depends on the environment It depends on the particular situation B u i l d ing Better Sentences 201 Practice 15 Unit A The celebrated story of Pinocchio teaches us the importance of something He begins life as a puppet It is important to tell the truth B There is another reason people lie People lie to get out of situations They not want to be in these situations They cannot manage these situations C In this situation, lying can prevent some things The lying is protective The lying can prevent harm The lying can prevent disaster D People lie for many reasons The reasons are good The reasons are bad Practice 16 Unit A Tensions between two groups were high The two groups were the Western countries and the Soviet Union The world felt a potential danger The danger was of a disastrous conflict B One of the most obvious changes has been the shift Changes occurred in the post-communist world 202 Appendix The shift is to a market economy C These republics are in a process This process is current They are shaping their identities Their identities are their own Their identities are independent D They not want to be repatriated to lands The lands are distant There are lands such as North Korea or China Practice 17 Unit A Mr Stevenson has just come home from somewhere He came from work He had a terribly tiring day there B People use television for some reasons They use television to relax They use television to forget about troubles The troubles occur daily C There is another problem with TV watching It may cause children to have difficulty distinguishing between some things They not know what is real They not know what is not real Building Better Sentences 203 D Television has changed over the years It now includes more and more programs These programs are inappropriate for children Practice 18 Unit A Studying is not for everyone The studying happens abroad This is certain B One effect of studying abroad is a student's greater understanding The effect is important The understanding is of an educational system The system is different C The host country's language is the same There are many experiences The experiences are cultural The student will have these experiences D As a result, the student should remember something He must represent his country He must represent his culture The representation must be in the best possible light 204 Appendix Practice 19 Unit A Most people believe in the right to express their opinion The opinion is their own They not have fear The fear is punishment B Uniforms give students a message School is a special place It is a place used for learning C Students' standards of living differ The differences are great The differences occur from family to family Some people are well-off Others are not well-off D Studies show something about students when they wear uniforms Students learn better Students act more responsibly Practice 20 Unit A It was the year Diana, Princess of Wales was killed in that year She was killed in a car accident The accident was horrific B u i l d i n g Better Se ntences 205 B Many people decided something Diana, Princess of Wales was the victim She was a victim of reporters The reporters were overly aggressive C The debate continues The topic of the debate is celebrity privacy Almost everyone has an opinion It seems that way D Celebrities are often role models They need to be prepared for the cameras The cameras belong to the paparazzi They need to be prepared at all times Practice 21 Unit A The EU has one concern The concern is major It is the death penalty B There is a second reason It allows for capital punishment The reason is financial C These criminals not actively improve society Society must provide them free things Society provides housing 206 Appendix Society provides food D There are many reasons The reasons are good The reasons are to allow for the death penalty Practice 22 Unit A The photo was taken in 930 The photo was taken in New York City The photo is an image of an older construction worker The worker is on a building job B There is another building in the photo The building is tall It is the Chrysler Building The Chrysler Building is well known It is another landmark It is in New York City C He is not connected to harnesses He is not connected to other safety equipment This is incredible D It is a decades-old photo The photo reminds us of something We have accomplished so much This has happened in such a short period of time B u i l d i ng Better Sentences 207 Ap pe n d i x Pee r E d it i n g S h e et S a m p l e This is an example of the Peer Editing Sheets available for Great Writing 4: Great Essays For units -6, the Peer Editing Sheets can be downloaded at NGL.Cengage.com/GW4 U n it : N a rrative E ssay O u tl i n e Writer: _ _ Peer Editor: _ _ _ _ _ _ _ _ _ _ _ Is the hook interesting? _ _ _ _ _ _ Date: _ Topic: _ _ _ _ _ _ If not, how could it be made more interesting? _ _ How many paragraphs are going to be in the essay? _ What action or event does each topic sentence show? Paragraph : Paragraph 2: -Paragraph 3: - - - - - - - - - - - - Paragraph 4: -Paragraph 5: - - - - - - - - - - - - - - - - - - - - Is there a good ending to the action of the story? _ If not, can you suggest a change to the ending? - - - What kind of ending will the story have-a moral, prediction, or revelation? _ Do you think this essay will have enough information? anything important? Write suggestions here _ The best part of the outline is _ _ _ _ Questions I still have about the outline: _ 208 Appendix _ _ _ - - - _ Does the story leave out _ _ _ _ _ _ _ _ _ _ _ _ - - _ _ _ _ _ _ _ _ _ _ I n d ex Academic writing, 136- 54 essay questions, 46- 50 reaction/response essay, 138-145 written exams, 46- 50 Adjective clauses, 52-54, 102- 03 Adverb clauses, 78-80 Adverbial connectors, 02 Appeal to authority, Argument essays, 1 2- 135 brainstorming, counterargument, 26-127 defined, 14 faulty logic in, 127- 128 if clauses, 129 modals in, 123-125 outlining, 1 8- 1 9, 33- 34 refutation, 126- 27 supporting information, 120- topic selection, 22-1 23, Asking questions, 74 Block organization, 67-68 Body paragraphs cause-effect essays, 90 comparison essays, 67-68 defined, general outline for, 30-33 narrative essays, 42 reaction/response essays, 139 Brainstorming argument essays, 32 cause-effect essays, 07-108 comparison essays, 80-83 in the writing process, 36 narrative essays, 57-58 Venn diagrams, 82, 84 visual maps, 58 Building Better Sentences, 190-207 Building Better Vocabulary, 35-36, 54-55, 77-78, 06, 30- , 152- 53 Cause-effect essays, 88- 1 connectors in, 00 defined, 90 idea generation, 107- 08 outlining, 95-98, 09- 1 supporting information, 98-99 topic selection, 1 two types of, 90 Characters, 40 Classification essays, 5- Clustering, 58, 08-109 Collocations, 35-36, 55, 78, 106, , 153 Comparison essays, 64-87 connectors in, 75-76 defined, 66 idea generation, 80-83 outlining, 70-72, 84-86 patterns of organization, 67-68 supporting information, 72-74 topic selection, 87 Complex sentences, - 152 Compound sentences, - 52 Conciseness, 103- 04 Conclusions comparison essays, 67 defined, faulty logic, 27-128 guidelines, 34 narrative essays, 40, 42-43 reaction/response essays, 139 Connecting information, 24, 76 Connectors cause-effect essays, 00 noun clauses, 102 sentence structure of, 75 time relationship words, 50-52 Counterargument, 26- 27 Criticize/justify/argue questions, 149 Definition types, 47 Direct thesis statements, 24 Distinguish/differentiate questions, 48 Either/or arguments, 128 Enumerate/list/recount questions, 47 Essay exam questions, 46- 150 Essays, 2-37 cause-effect example, 4- classification example, 5-8 comparison example, 12-14 comparison/argument example, 7-2 defined, guidelines for timed writing, 37, 63, 87, 1 , 35, 54 kinds of, narrative example, 9- parts of, , 22-34 Evaluate/assess questions, 149 Explain/illustrate questions, 48 Faulty logic, 127- 28 First drafts, 36 Focus-on-causes method, 90 Focus-on-effects method, 90 General outlines, 30-32 Generalizations, 27- 128 Grammar for Writing adjective clauses, 52-54 adverb clauses, 78-80 connectors, 50-52, 75-76, 100 if clauses, 129 modals, 23- 24 noun clauses, 02 sentence types, - 152 subordinating conjunctions, 78-80 time relationship words, 50-52 Hasty generalizations, 12 7-128 Hooks, 9, 22-26, 27-29, 41 Idea generation, 80-83, 107- 108 if clauses, 129 Indirect thesis statements, 24 Introductions comparison essays, 67 defined, narrative essays, -42 parts of, 22-30 reaction/response essays, Loaded words, 128 Main ideas see also thesis statements hooks vs., 23 Modals, 23-125 Mood, 40 Moral of the story, 42 209 Narrative essays, 38-63 defined, 40 idea development, 59 outlining, 59-6 topic selection, 55-57 Narrative hooks, 41 Noun clauses, 02- 103 Noun phrases, 102 Opening sentences, Organization, patterns of, 67-68, 138-1 39 Outline questions, 147 Outlining argument essays, 1 8-1 19, 33-134 cause-effect essays, 95-98, 109- 1 comparison essays, 70-72, 84-86 in the writing process, 36 levels of, 30-33 narrative essays, 46-47, 59-61 reaction/response essays, 141142, 144- 145 Parallel organization, 67-68 Paraphrasing, 130 Patterns of organization, 38- 39 Peer editing, 36, -62, 86, 10, 134, 145 Peer editing sheet, 208 Persuasive essays see argument essays Plagiarism, 130 Plot, 40 Point-by-point organization, 67-68 Predictions, 42-43 210 I ndex Prompts, 38, 142- 143 Proofreading, 36 Quotations, 130 Reaction/response essays, 38- 145 Redundancy, 104- 105 Refutation, 26- 127 Relate/ compare/ contrast questions, 148 Response essays, 138-145 Revelations, 42-43 Revision, 36 Sentence types, - 52 Sentence variety, 50 Setting, 40 Short-answer questions, 146, 149- 50 Simple sentences, - 52 Specific outlines, 30-33 Story elements, 40 Subordinating conjunctions, 78-80 Summarize questions, 148 Supporting information, 84, 98-99, 120- Supporting sentences, 5, 48-49, 72-74 Sweeping generalizations, 127 Theme, 40 Thesis statements argument essays, 14 cause-effect essays, 95 defined, narrative essays, 42 reaction/response essays, 138 types of, 24 Three-point definitions, 14 Time relationship words, 50-52 Timed writing, 37, 63, 87, 1 , 135, 54 Topic selection argument essays, 122- 23, 135 cause-effect essays, 1 comparison essays, 82-87 narrative essays, 55-57, 62-63 writing process and, 36 Topic sentences, Transition sentences, 40, 42 Transitions, 79 Venn diagrams, 82, 84 Verbs, in essay questions, 14 -149 Visual maps, 58 Vocabulary see Building Better Vocabulary Wh-connectors, 02 Wh-questions, 41, 57-58, 74 Wh-ever connectors, 102 Word associations, 35, 54-55, 77, 106, 30- , 152 Wordiness, 103-104 Writer's notes, 34, 43, 56, 74, 84, 10, 139, 150 Writing process, seven-step, 36 Written exams, 146- 50 9781285750767 Great Writing Foundations, Student Book with Online Workbook Access Code 9781 285782454 eBook 9781 285750774 Audio CDs 9781285750477 Presentation Tool CD-ROM 9781 2851 94998 Assessment CD-ROM with ExamView® 9781285750712 Great Writing : Great Sentences for Great Paragraphs, Student Book with Online Workbook Access Code 9781 285782386 eBook 9781 285750354 Presentation Tool CD-ROM 9781 2851 94899 Assessment CD-ROM with ExamView® 9781285750729 Great Writing 2: Great Paragraphs, Student Book with Online Workbook Access Code 9781285782393 eBook 9781285750378 Presentation Tool CD-ROM 9781 2851 94912 Assessment CD-ROM with ExamView® 9781285750736 Great Writing 3: From Great Paragraphs to Great Essays, Student Book with Online Workbook Access Code 9781 28578241 eBook 978 285750392 Presentation Tool CD-ROM 9781 2851 94936 Assessment CD-ROM with ExamView® 9781285750743 Great Writing 4: Great Essays, Student Book with Online Workbook Access Code 9781 285782423 eBook 9781 285750422 Presentation Tool CD-ROM 9781 2851 94950 Assessment CD-ROM with ExamView® 9781285750750 Great Writing 5: From Great Essays to Research, Student Book with Online Workbook Access Code 978 285782430 eBook 9781 285750453 Presentation Tool CD-ROM 9781 2851 94974 Assessment CD-ROM with ExamView® To access the Online Workbook go to myelt.heinle.com MyELT Peel here for access code migrating and nesting I FREE Online Workbook Access Code included □ resources for For more resources, including a Teacher's Guide, please visit NGL.Cengage.com/GW4 NATIONAL! GEOGRAPHI� LEARNING National Geographic Learning, part of Cengage Learning, provides customers with a portfolio of quality materials for PreK-12, academic, and adult education It provides instructional solutions for EFL/ESL, reading and wntIng, science, early childhood through adult In the U S and globa ISBN-13 : - - - 7 - I S B N -1 : - - 7 - 90000 781 285 750743