M01 laws tm4 5700. indd

Variation: 
Begin with an example. Write 
two independent clauses on the board, and 
elicit the three ways of connecting them 
(with a coordinator, a conjunctive adverb, 
and a semicolon). Follow up by having 
students read the explanatory text.
• Read the directions to Practice 2. Have 
students complete the task alone. Then 
have them compare answers with a partner 
or in a small group. (Note: If students 
are having trouble understanding the 
difference between but and yet, paraphrase 
the sentences. Replace but with in contrast. 
In sentences with yet, delete yet and attach 
although at the beginning of the other 
clause.)
• Read the directions for Practice 3, Part A. 
Have students complete the sentences alone 
or with a partner. Select students to write 
the sentences on the board. Call on other 
students to read and correct the sentences 
on the board.
Variation: 
To save time, divide the class 
into pairs or small groups and have each 
group complete just one of the exercise 
items. Have students write the items on the 
board and go over them as described above. 
• Read the directions for Practice 3, Part B 
and the Try It Out! activity. Have students 
write their sentences at home. Collect their 
papers and use their errors as the basis for 
an error-correction activity. 
Variation: 
Have students exchange papers 
and correct each other’s sentences. 
• Follow similar procedures for pages 179–
181.
Complex Sentences 
(page 182)
• Follow the same procedures as described 
for Simple Sentences and Compound 
Sentences above.
Compound-Complex Sentences 
(page 184)
• Follow the same procedures as described 
for Simple Sentences and Compound 
Sentences above.
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
37
© 2014 by Pearson Education, Inc. 

---

SENTENCE TYPES AND WRITING 
STYLE