M01 laws tm4 5700. indd

partner and evaluate each other’s writing. 
Be sure to leave enough time for students to 
discuss their evaluations with their partner. 
• Step 5: Read the instructions aloud. Go 
over the Writer’s Self-Check on page 328. 
Have students complete this step in class or 
at home.
• Step 6: Read the instructions aloud. Have 
students do this step in class or at home. 
Collect the papers and use the Writing 
Assignment Scoring Rubric on page 43 of 
this Teacher’s Manual to evaluate them. 
Decide if you will give a letter grade. 
SELF-ASSESSMENT 
(page 99)
• Go over the Self-Assessment with the class. 
See Options for using the Self-Assessment 
on page 5 of this manual. 
EXPANSION 
(page 100)
Timed Writing 
(page 100)
• Read the instructions aloud. Then read the 
prompts and have students begin writing. 
Signal them after 5, 15, and 40 minutes.
• Collect the papers after 50 minutes. 
• Decide how you will mark students’ papers. 
You may wish to refer to the Writing 
Assignment Scoring Rubric on page 43 of 
this Teacher’s Manual to evaluate them. 
• If possible, hold individual conferences 
with students and go over the rubric with 
them. If desired, have students rewrite weak 
parts of their essays. 
EXTENSION:
Select all or parts of some essays and use 
them for a group evaluation and correction 
activity. Make copies of both excellent and 
weak writing samples. Have students work 
in small groups to evaluate the samples 
using the Peer Review worksheet on 
page 327.
Using Quotes and Paraphrases to 
Support Ideas 
(page 100)
This is an involved writing project that will 
require suffi cient time for students to conduct 
interviews and/or do Internet research. The 
following suggestions may help you decide 
how to make use of this Expansion.
• Consider assigning this essay to only the 
most advanced, experienced, or motivated 
writers in your class.
• Have students conduct the interviews with a 
partner. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
25
© 2014 by Pearson Education, Inc. 

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• Have students divide up their Internet 
research by reading and taking notes on 
different sites and then sharing their fi ndings. 
• Have students follow Steps 2–6 of the 
Writing Assignment on pages 98–99. Check 
their work along the way. 
C H A P T E R 5
Process Essays