Writing Academic English 4th Edition

Preface

Orderof
Lesson
Presentation

Topic
Suggestions

In-Class

Writing

Writingunder

Pressure

Practice

Exercises

Editing

WritingAcademicEnglishisintendedtobecoveredinonefifteen-weeksemester,

withclassesmeetingfivehoursa week.ThechaptersinPartI,Writinga Paragraph,

andPartII,WlitinganEssay,shouldbetaughtinsequence.Thesentencestructure

chaptersinPartIIIshouldbetaughtalongsidethechaptersinPartsI andII inorder

toencouragestudentstowritea varietyofcomplexstructures.Chapter10,Types

ofSentences,shouldbetaughtatthebeginningofthecourse;subsequentsentence

structurechaptersmaybetaughtinanyorder.Whereverpossible,instructorsshould

integratesentencestructurewithrhetoric. Forexample,adverbialtimeclausesin

PartIIImaybetaughtsimultaneouslywithchronologicalorderinChapter5.

Forcoursesshorterthan fifteenweeks,thetextisflexibleenoughtoallow

instructors topickandchoosechaptersthatbestsuittheneedsoftheirclasses.

Sentencestructureispresentedseparatelyfromrhetoric,sothesechaptersmay

beomittedaltogether,leaving theinstructorfreetoconcentratesolelyonwrit-

ing.Fortwelve-weekterms,we suggestomittingChapters8 and9.Foreven

shorterterms,instructorsmayelecttoconcentratesolelyontheessay,Chapters 4

through9.

Thetopicslistedforeachwritingassignmentareonlysuggestions.Somechapters

havemorethanonekindoftopic.(1)Someareacademicinnaturebutstillgeneral

enoughsothatstudentsfromdifferentdisciplinescantacklethem.(2)Topicsonthe

LighterSideallowstudentstodrawonpersonalexperience.(3)Topicsforcontent-

basedwritingassignmentsthatfollowthereadingat theendofessaychaptersrelate

tothereadings.(4)Topicsfortimedwritingsareofferedinseveralchaptersinorder

togivestudentspracticeinthisimportantskill.

Ofcourse,weencourageinstructorstokeeptheireyesopenfortopicsfromcur-

rentnewsorforgraphs,photographs,andchartsinnewspapersonwhichtobase

writingassignments.

Groupbrainstormingandin-classwritingoffirstdraftsareespeciallyhelpfulinthe

earlystagesbecausetheinstructoris availableforimmediateconsultation.Also,the

instructorcanchecktomakesureeveryoneis ontherighttrack. Pairandgroupcol-

laborationis appropriateforbrainstormingandeditingwork;however, writingis

essentiallyanindividualtaskevenwhendoneinclass.

Specialassignmentsareincludedtobedoneinclassundertimepressuretosti-

mulatetheexperienceofwritingessayexaminations-valuablepracticefor

college-boundstudents. Instructorsshouldadjusttime limitsdependingonthe

needsoftheclass.

Thefinalpracticeexercisesofthesentence-structurechaptersusuallyaskstudents

to writeoriginalsentences. Becausethesepracticesprovewhetherthestudents

understandthestructuresandcanproducethemcorrectlyontheirown,weencour-

ageinstructorstousethem.

Formostchapters,self-editingandpeer-editingworksheetsareplintedback-to-back

inAppendixF. Instructorscanuseoneor theother,orboth, astheyprefer.One

methodofusingthepeer-editingworksheetistohavepeereditorsrecordtheircom-

mentsontheworksheet.Analternativemethodistohaveeachstudentreadhisor

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