M01 laws tm4 5700. indd

(page 168)
Timed Writing 
(page 168)
• 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 47 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. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
35
© 2014 by Pearson Education, Inc. 

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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. Put students in 
groups and have them evaluate the samples 
using the Peer Review worksheet on 
page 335.
Rebutting an Argument 
(page 168)
• Read the instructions. Have students reread 
the writing model on pages 153–154. Also 
have them review expressions of contrast 
on pages 158–159.
• Have students write at home. Then collect 
the papers and correct them. 
EXTENSION:
Choose a popular topic and have students 
debate it on the class blog or website. 
Encourage them to use the language and 
strategies they have learned in this chapter. 
The topic could be related to their lives as 
students or residents of the city or country 
in which they live.
P A R T 3
C H A P T E R S 9 – 1 4
(pages 169–278)
TEACHING OPTIONS
There are many ways to cover Part III, 
Chapters 9–14, with your students. How you 
assign these chapters will depend on your 
students’ needs and the amount of class time 
you have to devote to sentence-level work. 
If you would like to cover all the chapters in