M01 laws tm4 5700. indd

(pages 89–95)
• Have students read the introductory text 
silently. 
Organization and Thesis 
Statements 
(page 89)
• Read the introduction aloud. Have students 
identify the organization indicated by 
each thesis statement (sentence 1, logical 
division; sentence 2, comparison / contrast; 
sentence 3, chronological order).
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
23
© 2014 by Pearson Education, Inc. 

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• Read the directions for Practice 7. Have 
students complete both parts alone or with 
a partner. Have them compare answers with 
a partner, or go over the answers with the 
class. 
Organization and Body 
Paragraphs 
(page 90)
• For sentence practice with parallelism, 
see Chapter 10, pages 191–194. For 
coordinators and conjunctive adverbs, see 
Chapter 9, pages 176 and 179.
• You may want to have students read 
pages 90–91 at home. Begin the next class 
session with a review of the information 
on these pages. To follow up, ask questions 
such as: “What types of content lend 
themselves to logical division?” (causes, 
types, kinds, advantages, etc.) “What are 
four ways of writing a thesis statement for a 
logical-division essay?”
• Read the directions for Practice 8. Have 
students complete the exercise with a 
partner. Go over the answers with the class.
Variation: 
Some thesis statements in 
Practice 8 indicate methods of organization 
other than logical division (i.e., items 2, 4, 
6, 8, 10). Have students state the method of 
organization that these sentences suggest 
(chronological order or comparison / 
contrast).
• Read the directions for the Try It Out! 
activity. Select one topic and have the class 
work together to write a thesis statement. 
Have students complete the activity alone 
or with a partner. Go over the sentences 
by having different students write their 
thesis statements on the board. Have the 
class evaluate the sentences for clarity (i.e., 
whether the sentence clearly indicates how 
the body paragraphs will be divided).
• Have students read pages 93–94 alone. You 
may wish to assign this as homework. Then 
in class, elicit the differences in sentence 
structure and punctuation among the three 
categories in the chart on page 93. 
• Go over the essay “skeleton” at the top of 
page 94 with the class. Elicit alternative 
transitions and list them on the board. 
Emphasize differences in punctuation and 
sentence structure with the use of each 
transition (e.g., One way an angry driver 
may react is . . . compared to First, an 
angry driver may react by cutting off . . .).
• Read the directions for Practice 9. Have 
students do this exercise alone. Collect the 
papers and check for correct punctuation 
and sentence structure.