The Great Writing series uses clear explanations and extensive practical activities to help students write great sentences, paragraphs, and essays. Each book contains a wide variety of writing models in carefully selected rhetorical styles that provide practice in working with the writing process to develop a final piece of writing. 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.
The new guided online writing activity takes students through the entire writing process with clear models for reference each step of the way. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Grammar for Great Writing is a three-book series that focuses on the key grammatical and lexical elements learners need to become more powerful academic writers. Ideal for the grammar component of a writing and grammar class, Grammar for Great Writing may be used as a companion to the Great Writing series or in conjunction with any academic writing series. Rediscover the lost art of excellent writing—a valuable skill through the ages, and even more so in the twenty-first century.
Thus, the ability to write effectively and beautifully has long been revered and rewarded. And yet in the digital age, people have begun to believe that this talent is somehow obsolete: that writing is something unworthy of study beyond the basic mechanics of vocabulary and syntax and grammar, that mediocre prose is acceptable in a world crying out for clear and precise communication.
Peter Yang believes otherwise. Great writing is a skill, and this book gives you the tools to make your words shimmer on the page or the screen. Now with 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. By illegally ent ering an on line polling site, the y could easily chan ge th e outcome of an election.
Citizens should also question whet her electron ic vot in g enhances th e vot ing proc ess. As Celeste, Thornburgh, and Lin poi nt o ut, "the desirabilit y of electron ic vot ing system s should be judged on the basis of wh ether their use will significantly improv e the pro cess of elec tion administr ation " p.
As the old saying tells us, "If something isn't brok en , don't fix it:' If govern me nt officials de cid e to use electronic vot ing machines , they sho uld ensure th at all voters receive receipts for their votes that could th en be collected for subsequent ver ification. These paper receipt s would clea rly state that th e voters really vote d for th e candidate s tha t they selected.
Furth ermore , if any ca ndid ate suspects th at an elect ion is unfa ir, these rece ipts could be co unted by hand and checked again st the results that the comput ers provid ed. At the ver y least, as Alvarez and Hall argue, votin g should be a simple, secure, and cons istent process, regardless of the voting pro cedure that is being used. Co mput er techn ologies have impro ved the qua lity of our lives vastly , bu t th ese techn olog ies are not a cure for all of society's probl ems.
Sometimes a little more hum an work ensur es a b etter, m ore precise result. Since voti ng is criticall y import ant to the effective and hones t working of soc iety, citizens should rely on a mu ch older tech nology- pa per and ink-rath er th an on computer s for all election s.
Electronicelections: The perils and promises of digital democracy. Celeste, R. Asking the right questions about electronic voting. Post-Reading 1. Write th e numb er s of the int rod uction paragraph s.
Writ e th e numb er s of th e body p aragra ph s. Wri te th e numb er s of the con clusion paragraph s. A good opening paragraph often grabs the rea der's attentio n. Was there anythi ng in the first paragraph that gra bbed your attent ion? Explain your answe r. A good ending paragraph often repeats information from the opening paragraph in an attempt to tie the introduction and conclusion together. Can you identify two or thre e pieces of information in the introdu ction that are repeated in the conclusion?
If you were going to rewrite this essay in your own voice, which part s would you ch ange and how? Locate it in the essay if you need help remembering the word or phra se. Then circle the best synonym, antonym, or collocation from column A, B, or C. The first paragraph of an essay is the introduction. A good introduction accomplishes four objectives: 1. The thesis state m ent gives th e writ er's plan for the essay and is often the last sentenc e in the introductory paragraph.
Then select the introduction you pr efer. Give at least one reason for your choice. It is the writer's attempt to make you want to read the essay. There are severa l different ways to write an effective hook. Type of hook I Example hook shocking statemen t Each year thousands of teenagers die in driving accidents. My life has been like a rolle r coaster. OR My life has been a roller coaster. Then use the chart above to identi fy th e type of hook. Write your comments about the hook.
For example, is the hook interesting, difficult, effective, or dull? In your opinion , which hook is the most effective? Explain your choice. In your opinion, which of th ese hooks is the weakest? How would you improv e it? Rewrite the hook here. Search the Internet for an essay hook that you think is good. Write it here. Write a hook that gets readers' attention and makes them want to read the essay.
In June , I accepted an overseas job in a rural area of Japan called Niigata and found myself faced with this language problem. One event in particular really stands out as an example of my inability to express my ideas to the p eople around me due to my lack of vocabulary. Although I knew my Japanese skills were limited, my lack of knowledge did not stop me from going to the store to buy flour.
I thought that I would locat e the section where the grains were displayed and find the bag that had a picture of either bread or flour on it. I walked around the store a few time s, but I did not see a bag of anything that appeared to be flour. In my home country, flour usually comes in a paper bag with picture s of biscuit s or bread on it, so this was what I was looking for.
I finally found a few clear plastic bags that had bread crumbs insid e, so I thought th at flour might be located nearby. No ma tter how m any bags I examined, however, I could not find any flour.
I desperately wanted to ask one of the three elderly women clerks where th e flour was, but I could not do this straightforward task. I kn ew ho w to ask where something was, but I did not know the word for "flour. I ran outside to his car and explained that I needed to know a word in Japanese. He told me effortlessly that the word was hana. I found one of the elderly clerks and asked in my best Japane se, "Sumima sen. Hana wa doko desu ka?
Where is the hana? I saw green onions , tomatoe s, and even pumpkins , but I could not under stan d why flour would be there. The woman then pointed to the beautiful yellow chrysanthemums-a type of flower-next to the green onions.
I had been in the country long enough to know that people in Japan some tim es eat chrysanthemums in salads. I was standing in front of the fo-w-e- r display, not the fo-u-r display.
When I asked my student for th e Japane se word for "flour;' I did not specify whether I meant "flour " or "flower" because it had never occurred to me that grocery stores, especia lly small ones, might sell flowers to eat. I was not able to find the flour either. My lack of knowledge about Japan ese food and my very limited knowledge of Japanese caused me to go hom e empty-handed.
However, I learne d th e often underestimated value of simple voca bular y in speaking a second language. For me, this event in a sma ll store in rural Japan really opened my eyes to the importan ce of vocabulary in a second language.
Locate it in the essay if you n eed help remembering the word or phrase. Then circle the be st synonym, antonym, or collocation from column A, B, or C. An essential part of any essay is the thesis statement. The thesi s statement explains the writer's position about the topic. It tells the general topic, gives details of spec ific aspects of the topic that will be discusse d , and provides a blueprint for the organization of the enti re essay.
Although the location of a thesi s statement can vary, the most commo n location is the last sentence in the introductor y paragraph.
The difference b etween a topic and a thesis stateme nt is illustrat ed in the following examp le: Topic:cell phones in school Thesisstatement: Student use of cell phones in schools should be prohibited.
Note that the topic does not usually show the writer's idea or position. However, the writer's opinion is clearly cont ained in the thesis statement.
In this case, the main ide a that controls the thesis state ment is th e word prohibited. As a result , we expect the essay to contain reasons that support the prohibition of cell phone use in school s. Thesis Statements and Controlling Ideas Good thesis stat emen ts include the writer's position about a topic as well as reason s or inform at ion to support that position. These extra pieces of information that provide support for the writer 's id ea are called controlling ideas.
For example, in the essay "Against E-Voting;' pages , the writer's position is that "societie s shou ld not vote with computers or other electronic media:' The reason to support this po sition is "because elections are too important to trust to cyberspace: ' The con trolling idea s are electionsand too important to trust to cyberspace.
Then explain how you, as the reader, expect the information in the essay to be organized. Your answer shou ld be based on the controlling ideas in the th esis statement. Essay 1 "Against E-Voting;' pages Thesis Statement Inparticular, societies should not vote with computers or other electronic media because elections are too important to trust to cyberspace.
Expected Organization Iexpect the writer to explain the reasons that we should not allow our elections to happen in cyberspace. Iexpect the writer to give some examples of possible problems with electronic elections. In your opinio n, which of th e thesis statement s is the best?
In your op inion, which of th e thesis statem ent s is the weakest? How would you impro ve it? Rewrite the thesis statem ent here. Write the essay title, the author if given , the thesis statemen t, and the source where you located the essay. Topic: Busin ess Essay title:- -- - Author : - - Thesis statement: - -- Source:- - - - -- - -- -- - -- -- 2.
Topic: Sciences Essay title: --Auth or: - Thesis statement: Source: - Essay title:- - - - -- - -- - - - -- -- - - - - - - -- -- - - Thesis statement: Source - 3. BODY 1. In the body paragraphs, writers explain and support their position and controlling ideas in the thesis statem ent. In a good essay,the body paragraphs develop th e writer's thesis statement so that the reader fully compr ehends the writer's point of view.
The thesis statement also provides the writin g plan for the body paragraphs. Read the introductory paragraph and the concluding paragraph on this page.
Then number the paragraphs on page 19 as 2, 3, 4, and 5 to indi cate the correct sequence of the four body paragraphs. Finally, copy the topic sentence from each body paragraph on the lines provided in the essay. The topic sentences for the body paragraphs will give you a clear picture of the organization of this essay, but the essay will not be comple te below.
Essay3 Varieties of Animal Camouflage for Survival 1 An imal s must prot ect th emselves from predators if they are to survive and reproduce, and many accomplish this goal through camouflage. If the y hide themselves well, their predators will not see them and thus will not eat them. The four primary strateg ies of camo uflage include concealing colorati on, disruptive coloration , disguise, and mimicry.
These var ieti es of camo uflage sh ow many evolutionary factors, but they develop primarily as responses to animal s' environmen ts. By blending in with their surrou ndings, anima ls greatly reduce the chanc e th at a predator will locate and kill them. Many animals combi ne camou flage with their "fight or flight" responses, which gives them additional time to decide whether they should stay and fight or whether they should flee.
Furthermo re, an imals that use camouflage for protection share a potential problem as well, as Street observes, "The disadvantage of camouflage is that if any anima l has to move from its normal surround ings, it may become very conspicuous against a different background " p. The most effective camouflages keep an imals safe from their predators. Whet her by concealing coloration , disruptive coloration, disguise, or mimicry, anima ls need the protections of camouflage if they are to escape their natural foes.
References Hamilton, W. New York: McGraw -Hill. Str eet, P. Colour in animals. Middlesex, En gland: Kestrel. The red, black, an d yellow rings of scarlet kingsnakes resemble th ose of cora l sna kes. Scarlet kingsnakes are not poisonous, but cora l snakes are one of the deadliest species of reptiles. Conseque ntly, the coloring of scarlet kingsnakes scares away th eir predators, who mistake them for their ven omous kin and do not target them for a meal.
Anim als such as zebras and giraffes show disrup tive color ation. It may seem strange to th in k that zebra s cam ouflage themselves throu gh their stripes since th ese features appea r quite distinctive to hum ans. The main predators of zebras, however, are lions, and they are color blind. Thu s, a zebra's stripes help it to blend in with the landsca pes of grassy plains.
Due to their h eight , giraffes are among the m ost easily recognized anim als on th e planet, yet their disruptive coloring allows them to blend in with trees, particularly when they are you ng and vulnerable. Disruptive coloration crea tes an optical illusion for predators, tricking th em about what stands right before their eyes, and so the se animals are rarely detected.
With disguise, some animals resemble sp ecific element s of their surroundings rather than their environmen t as a whole. The in sect known as a walkin g stick looks very much like a stick, so it is difficult to find it when looking at a tree or bush.
Anothe r insect species is referred to as leaf insects or walkin g leaves beca use th eir bodies so closely look like the plants where they live. Animals camou flage themselves in the seas and oceans as well. The tan colorin g and markings of flatfish make th em almo st impossible to recognize due to the sand aroun d th em, despite fluctuations in tides that disturb the ocean's floor.
Concea ling coloration helps anim als to blend int o their surrou ndings and create a visual illusion. For examp le, the wh ite coats or feathers of many anima ls living in arct ic zones , such as polar b ears and snowy owls, allow th em to blend into a uniform backgro und.
If a predator looks across a whit e snow-covered field, it is quite difficult to pick out its white prey. Of cour se, not all species in cold climates are white, but Hamilton points out the role of this color in cam ouflage: "W hit e coloration in the arctic is largely restricted to species with the greatest n eed for camou flage in pr edator -prey relationships" p. Locate it in the essay if you need help rem ember ing the word or phrase. Then circle th e best synon ym, antonym, or collocation from column A, B, or C.
Within the body of an essay, some words or ph rases help the reade r tran sition from on e paragraph to th e next. These connectors and transitions-"glue" words-help th e reader better understand the content of an essay. Circle th e connectors and tran sition word s that make the most sense for the content of this essay. Essay4 Effects of Computers on Higher Education 1 People have always created conveniences to make life easier.
One such mod ern invention is the computer, which has improv ed many asp ects of our lives, in particul ar in the sphere of educ ation and learnin g. We are now able to sit down in front of a digital screen and listen to a lecture being given at another university. In addition, by utilizing interactive media, we can question the lecturer to utilize: to use and exchange opinions with other students through e-mai l.
Such computerized lectures give us access to knowledge that we did not have before. It is easy to use the Internet and databases becau se all we have to do is type in a few key words and wait a few moment s. In addition, we can do this research at home, which is certainly convenient for busy students.
Another effect of computer technology on higher education is 4 time-saving writing technique s. E-mail assignments are becoming more common at universities. When it is time to hand in our assigned paper s or hom ework , we simply send them to our professors electronically. This method is beneficial for students and convenient for teachers, who will not risk losing their students ' work in a mountain to risk: to put in danger of losing of p apers.
Another time-saving device is the word processor. If we type a grammatica lly in correc t senten ce, one of these progr ams automati cally highlights the incorrect part s of the sentence and corrects them. In add ition, witho ut using a dictionary, we can write papers that to highlight: to draw attention to; to make more visible have no spelling mistakes.
Academic life will never b e the same and will resu lt in a more dynamic learning experience for many. Locate it in the essay if you need h elp remembering the word or phra se. The conclusion should not include any new information. Adding n ew information does not make your essay sound stronger or more convincing.
In stead , it may actu ally confuse your reader. Good conclusions often end with a sentence that expresses a suggestion, an opinion, or a prediction. The writer suggests what should be don e now, offers a final op ini on about the topic , or predict s what will happen next.
With out a conclusion, essays often seem in complete and unfini sh ed. Then select the conclusion you prefer. For ideas, study the introduction paragraph and the thesis statement as well as the topic sentences of the body paragraphs. Essay5 Studying Study Skills 1 2 3 Many students dread them, but tests are an integral part of the educational experience. To be prepared for the various exams they mu st endure over the years of their education, students must develop study skills that help them learn a range of new academic materia ls efficiently yet with maximum comprehension.
A wide variety of study skills and technique s can aid student s as they achieve their objectives in all of their classes. One of the most important and simp lest ways to prepare for exams is to attend all classes and to take note s on lecture s and discussions. For effective st udying , how ever, students' note s must be meaningful and coherent, as Palmer points out: "All notes that are not accom panied by solid understanding are useless" p.
Palmer caut ion s st udent s not simpl y to write down everyt hing that th ey h ear but instead to write down key words and phrases that will rem ind them of the issues that were discussed. It is impo ssible-and would ultimately not be helpful-to write down every word the teacher says.
By focusing on the most important topics of the lecture or discussion in their note-taking, stud ent s improve their understanding of th e lesson. After class, student s should review the note s th ey have taken to clarify their meaning and to reinforce their under stan ding of th e relevant topics covered and also to determine what information is supplementar y, but not essential, to the lessons.
Sometime s studying for an exam requires memori zing large amounts of information. Study te chniques such as mnemonic devices and flashcard s can help students accomplish this task.
Mnemonic devices are nam ed after Mnemosyne, the Greek goddess of memor y, and they are simple cues to help a student's memory. In one common mnemonic device , the exact colors of what we see as white light are associated with the corresponding made-up name "ROY G.
BIV,"an acronym that stan ds for red, orange, yellow, green, blue, indigo, violet. While mnemonic devices can be helpful, sometimes it can be more chall enging to learn the mnemonic than simply to memorize the information it represents. Which is easier: to learn to spell the word "arithmetic " or to remember the length y phrase, ''A rat in Tom's house might eat Tom's ice cream;' in which the first letters of the words spell out "arithmetic"?
Flashcards also help students to develop their memory and to learn new information by repeatedly testing themselves on new information. Typically, students will write a term on one of side of the card and its definition on the reverse.
The use of flashcard s is an appropriate memorization technique when a student is learning a lot of new information, such as vocabulary words of a new language or scientific terms necessary for a biology class. Students can also rearrange the cards to ensure that they are learning each term separa tely and not simply memorizing the order of the cards.
To this end, Reynolds advocates the SQ3R Survey, Question, Read, Recite, Review method to help students und erstand the importance of the subject matter throughout their reading and study pp. Before each assignment, students should look over the material to get a genera l sense of the information they are expected to learn and its overall context.
Next, students formulate questions about thi s material, trying to anticipate what they will be expected to learn from it. Students then read the assignment, looking for the answers to the questions they created in the previous step.
For the fourth step, students recite or restate what they learned. To enhance this part of the SQ3R process, students might draw a diagram of the reading material, make an outline of it, or write a summary.
Finally, students must frequently review the materials. Reynold s cautions student s that "most forgetting takes place within twenty-four hours;' and so they must "review the reading selection to retain" the information p. Time management skills are another necessary component for effective studying. Many students simply "cram for the exam;' but this strategy limits long-term learning because people then forget information they have put in their short-term memory.
Turner advises students to pace themselves throughout the course of the semester: "It is difficult to take in a lot at any one time, especia lly when things are new to you. Spreading your learning over a period of time can help you to rem ember thing s" p. Thus, the single most effective strateg y for studying is to see it as a long process stretching over the course of a semester rather than as a rushed session the night before each test.
Studyingf or success. London: Routledge. Post-Reading 1. Source 2: great essays great writing 4 third edition. Great Essays Great Writing 4 pdf. Great Writing 5: From Great Essays to Research provides guided instruction and extensive practical exercises and activities in essay writing at the advanced level,.
ISBN He is the author of 57 textbooks on a variety of subjects from grammar to vocabulary to composition, including five best-selling books in the Great Writing series by National Geographic Learning. Convert currency. Add to Basket. Book Description Condition: new.
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