great writing 4 great essays pdf download

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Great Writing

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Great Writing 4: Great Essays

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Great Writing 4: Student's Book (Great Writing, Fifth Edition) 5th Edition

• ISBN-10 0357020855
• ISBN-13 978-0357020852
• Edition 5th
• Publisher National Geographic/(ELT)
• Publication date January 29, 2019
• Language English
• Dimensions 8.5 x 0.75 x 10.75 inches
• Print length 198 pages
• See all details

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About the author, product details.

• Publisher ‏ : ‎ National Geographic/(ELT); 5th edition (January 29, 2019)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 198 pages
• ISBN-10 ‏ : ‎ 0357020855
• ISBN-13 ‏ : ‎ 978-0357020852
• Item Weight ‏ : ‎ 1.3 pounds
• Dimensions ‏ : ‎ 8.5 x 0.75 x 10.75 inches
• #20 in Reading Skills Reference (Books)
• #37 in Foreign Language Instruction (Books)
• #39 in English as a Second Language Instruction

About the author

Keith s. folse.

I've always been interested in language and languages. I was born in New Orleans, Louisiana, and grew up on the Mississippi Gulf Coast, which is really a linguistic extension of New Orleans. (We speak a similar dialect of English and eat the same food; I grew up on gumbo, red beans and rice, and jambalaya.) As a kid, I knew that we talked different. Beaucoup (boocoo), the neutral ground (the median in a road), and passing by someone's house (meaning: to stop and visit someone) were all a normal part of my dialect. I grew up primed to notice language nuances.

I love teaching, and I am thankful to the many dedicated teachers I've had over the years. I am especially grateful to my high school French teacher, Mrs. Emily de Montluzin, who was my first foreign language teacher many years ago. There was something inspiring about how she taught, which made what she taught so interesting and impactful on my life -- and isn't that what all of us teachers hope to accomplish?

Learning languages comes naturally to me and have studied six. Some were in a classroom setting with a teacher, a book, and other students. Other languages were learned by hanging out with native speakers and practicing a lot. A WHOLE LOT! More recently, I have started learning another language online. In the process of all this studying and learning, I have come to know a lot more about good teaching and good learning.

My first foreign language was French. I was naturally good at languages, which led me to continue studying them. I learned Spanish, eventually doing my master's thesis in dialects of Spanish in Nicaragua, Honduras, and El Salvador. My next language was Arabic. While living in Malaysia, I studied Malay, often by watching subtitles of the TV show "Dynasty" because it was one of only two shows on TV in English with Malay subtitles. (The other was "Sesame Street.") I studied Japanese and had to use it in my daily life there. Most recently, I have been learning German through my university course, which is 100% online due to COVID. This course has no Zoom and therefore no human interaction of any kind. I've come to realize and appreciate how hard it is to learn a language by yourself. Language is perhaps one of the most human interactions we have, yet I completed German 1 with a computer, an online textbook, and youtube videos.

For more than 40 years -- a number I cannot truly believe -- in the US and abroad. I've taught English as Second/Foreign Language in the US, Saudi Arabia, Malaysia, Kuwait, and Japan. I've also taught French and Spanish. In fact, I once taught Spanish in Japan IN JAPANESE. Now think about that combination for a moment!

In addition, I've conducted teacher training workshops all over the globe, from Argentina to Uzbekistan. I'm certified secondary (English & French), and one of my favorite events is working with hundreds of K12 teachers every summer in Arkansas through an amazing program with the Arkansas Department of State. I am a frequent conference presenter at international and regional TESOL events.

At a very early age, I loved teacher worksheets. Teachers back then passed out mimeographed handouts that they had run off on a spirit master machine. The handouts were a bluish-purple color, and they smelled GREAT! Teachers often arrived in class with last-minute handouts where the paper was still wet and the chemical smells were very strong. When a teacher passed out a worksheet, everyone was smelling the sheets.... but while my classmates continued with their handout-induced highs, I -- being a nerd -- was noticing the design of the worksheet. How did the teacher set up the matching activity? Terms on the left and definitions on the right? (Very American, I know now.) Or vice-versa? And where did the blanks go? And which words did she ask? It is no exaggeration to say that I really LOVED school. I LOVED those worksheets. I LOVED our workbooks. And so it's no wonder that at the age of 25, I published my first book. So far, I have published 75 books with the University of Michigan Press, National Geographic Learning, Wayzgoose Press, Oxford University Press, and Longman.

I have a BA in English with a minor in Secondary Education and French and an MA in TESOL. I also have a PhD in Second Language Acquisition and Instructional Technology. My main research areas are vocabulary and best teaching practices. I'm especially interested in experimental, quasi-experimental, and case study research on the teaching of grammar, the teaching of vocabulary, and error correction in second language writing.

Who knew that smelling the chemicals on worksheets in the 60s and 70s would lead me to be a textbook and workbook writer today? Well, they say that everything happens for a reason...

I hope you enjoy my English language materials. I am always open to hearing your suggestions for improving my work. Please feel free to contact me -- whether it is to comment on one of my books, ask about a research question, or invite me to participate at a conference in your area.

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Great Writing 4

Great Writing 4 is a six-level series that helps students develop their academic writing with expanded vocabulary building, sentence development, and National Geographic content to spark ideas

The new edition of the Great Writing series provides clear explanations, extensive models of academic writing and practice to help learners write great sentences, paragraphs, and essays.

With expanded vocabulary instruction, sentence-level practice, and National Geographic content to spark ideas, students have the tools they need to become confident writers.

Updated in this Edition:

Clearly organized units offer the practice students need to become effective independent writers.

Each unit includes:

Part 1: Elements of Great Writing teaches the fundamentals of organized writing, accurate grammar, and precise mechanics.

Part 2: Building Better Vocabulary provides practice with carefully-selected, level-appropriate academic words.

Part 3: Building Better Sentences helps writers develop longer and more complex sentences.

Part 4: Writing activities allow students to apply what they have learned by guiding them through writing, editing, and revising.

Part 5: New Test Prep section gives a test-taking tip and timed task to prepare for high-stakes standardized tests, including IELTs and TOEFL. The new guided online writing activity takes students through the entire writing process with clear models for reference each step of the way.

New Test Prep section gives a test-taking tip and timed task to prepare for high-stakes standardized tests, including IELTs and TOEFL.

Updated National Geographic content sparks ideas for refined academic writing.

The new guided online writing activity improves students ability to outline, draft, revise, and finalize their work.

Expanded Building Better Vocabulary highlights academic words, word associations, collocations, word forms, and vocabulary for writing.

Expanded Building Better Sentences helps writers develop longer and more complex sentences.

Now in the fifth edition, Great Writing is a six-level series that helps students develop their academic writing with expanded vocabulary building, sentence development, and National Geographic content to spark ideas.

Great Writing provides clear explanations, academic writing models, and focused practice to help students write great sentences, paragraphs, and essays.

• A new unit structure offers students the targeted practice and skills they need to become competent writers
• Updated Building Better Sentences starts with editing and finishes with sentence combining for more refined writing
• Updated Building Better Vocabulary highlights academic words and gives many opportunities to practice
• New Words to Know boxes highlight academic and carefully-leveled words that students will frequently use

Great Writing 4: Great Essays

Browse the ebook, great writing 4: great essays (great writing, fifth edition), if you are interested in buying this book, click on the button below, subscribe to language advisor for monthly updates, related posts:.

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Great White Shark Information Report – Writing Project

Updated:  29 Aug 2024

Get your students writing an informational text about sharks using this age-appropriate fact file and writing scaffold.

Editable:  Google Slides

Non-Editable:  PDF

Pages:  1 Page

• Curriculum Curriculum:  CCSS, TEKS

Grades:  3 - 5

• Printable PDF - Color (pdf) Sign up to Plus
• Printable PDF - Black and White (pdf) Sign up to Plus
• Google Slides Sign up to Plus

CCSS.ELA-LITERACY.W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.4.2

Ccss.ela-literacy.w.5.2, elar 3.12(b).

Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;

ELAR 4.12(B)

Elar 5.12(b).

Write an Informational Text About Sharks

At the end of a writing unit, teachers tend to assess students’ understanding of the genre by having them write a text independently.

This informational text writing project has been designed by our experienced teacher team for this very purpose! This resource will support your students in writing a high-quality information text about one of the ocean’s most iconic apex predators  – the great white shark. Students will be guided through the process of researching facts about great white sharks and then using these facts to write a detailed information report. Here’s how:

• Research – Students will gather important information about great white sharks using the fact file included as well as other sources of their choice.
• Record – Students will complete the graphic organizers to sort the information they have collected into groups.
• Write – Students will use the research they have gathered to write a great white shark information report on the pages provided. Alternatively, they may like to present their information using a medium of their choice.

You’ll find everything you need to implement this great white shark information text project in the comprehensive student workbook. The workbook contains the following:

• Great white shark fact file
• Research graphic organizer
• 2-page writing scaffold
• Lined writing page
• Unlined writing page

This great white shark information text writing project downloads as a:

• PDF with full-color fact file
• PDF with black-and-white fact file
• Google Slides file (containing both the color and black-and-white fact files)

This writing project is an engaging way to teach students how to write a comprehensive, well-structured information text. By combining structured support with opportunities for research and creativity, this resource caters to a wide range of learning needs. Whether working independently, in groups or with the whole class, students will strengthen their writing skills while gaining a deeper understanding of one of the ocean’s top predators.

Differentiate This Informational Writing Project

Are you looking for some ideas as to how you might differentiate this writing activity in your classroom? Here are some suggestions you might like to consider:

• For less confident readers and writers, simplify the task so that they only research one characteristic of the great white shark, for example, its appearance, its habitat or its diet. This makes the task less overwhelming and increases students’ likelihood of being successful in the task.
• For more confident readers and writers, extend the task so that they research and write about additional characteristics of great white sharks not included in the fact file. This enables students to make choices and research other aspects of the shark that they are interested in.

Download to Start Writing Great White Shark Information Reports

Use the dropdown menu on the Download button above to access the PDF or editable Google Slides file. (Note: You will be prompted to make a copy of the Google Slides template before accessing it).

This resource was created by Lindsey Phillips, a teacher in Michigan and a Teach Starter collaborator.

Browse More Informational Writing Prompts

Teach Starter has created a wide variety of informational writing prompts to support and engage your students. Click below to explore a selection from our range:

[resource:2658998] [resource:5108311] [resource:2659062]

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We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

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• Essay Editor

How to End a College Essay: Strategies and Examples

Writing a college essay takes skill, but making a strong college essay conclusion is often the most important part. A great ending can make a big impact on your readers and bring your main ideas together. This guide will walk you through four strategies that will help you create impactful conclusions that resonate with your audience.

1. Writing a Memorable College Essay Conclusion

The conclusion of your essay is your last chance to strengthen your main points and leave a lasting impression. A well-written ending can make your whole essay better and more memorable.

Successful Essay Ending Examples

Here are some great ways to end an essay:

• Share a thoughtful idea that connects to your main point, giving a sense of closure and understanding.
• Quickly go over your main points, showing them in a new way.
• Discuss why your topic matters beyond just your essay.
• Link back to your introduction, making your writing feel complete.

Example: 

"When I started looking into how music affects the brain, I didn't know I'd find a connection to my grandmother's struggle with Alzheimer's. I learned that songs people know well can often bring back memories for patients, even when they have trouble talking. This discovery changed how I see music's power and gave me a new way to connect with my grandmother. When we hum her favorite songs together, I see hints of recognition in her eyes, reminding me that sometimes, big scientific ideas can have very personal effects."

Common Mistakes in Ending an Essay

Avoid these problems when writing your college essay conclusion:

• Adding new ideas: Your conclusion should bring together existing points, not introduce new information.
• Just repeating your main point: While it's important to remind readers of your main idea, simply saying it again word-for-word doesn't work well.
• Using overused phrases: Don't use expressions like "In conclusion" or "To sum up."
• Stopping too suddenly: Make sure your conclusion gives a feeling of completion and doesn't leave readers hanging.

Aithor's advanced language model can help you write compelling conclusions that avoid these common mistakes and enhance the overall impact of your essay.

2. Thought-Provoking Questions: A Powerful Way to End an Essay

Ending an essay with a question that makes people think can get your readers interested and encourage them to keep thinking about your topic. This approach leaves a strong impression and can make your essay more memorable.

"After looking at how social media changes how we see ourselves, we're left with an important question: Can we find a way to share our lives online while still living them fully offline? Maybe the answer isn't choosing between the online and real worlds, but learning how to connect well in both."

When using this method, make sure your question is:

• Related to your essay's main topic
• Open-ended, encouraging deeper thought
• Not easy to answer with just "yes" or "no"

3. How to End Your College Essay with a Call to Action

A call to action (CTA) in your conclusion can encourage your readers to do something based on the ideas you've talked about. This works well for essays about social issues, environmental problems, or personal growth topics.

"In this essay, we've looked at the problem of plastic in our oceans. Now, it's time to help fix it. Start by replacing one single-use plastic item you use every day with something you can use again. It could be as simple as using a reusable water bottle or bringing your own bags to the store. Tell your friends and family what you're doing. By taking these small steps, we're not just making less waste; we're starting a chain reaction that can lead to cleaner oceans and a healthier planet."

When writing a CTA for your college essay conclusion, make sure it's:

• Clear and easy to write
• Directly related to your essay's main points
• Something your readers can actually do

Aithor can assist you in writing perfect calls to action that connect with your readers and fit well with your essay's content.

4. Personal Anecdotes: An Engaging Essay Ending

Ending an essay with a personal story can help your readers feel connected to you and strengthen your main message. This approach makes your writing more relatable and human.

"Last summer, I helped at a local animal shelter. One day, they brought in an older, scruffy dog named Max. For weeks, people passed him by, always choosing younger, cuter puppies instead. I started spending extra time with Max, and slowly, his playful side came out. When a family finally took him home, the happiness on their faces – and Max's wagging tail – showed me how important it is to give every living thing a chance. This taught me more about patience, unfair judgments, and the power of second chances than any book ever could."

When using a personal story to end your college essay:

• Make sure it relates to your main topic
• Keep it short and powerful
• Use clear language to paint a picture for your readers

Tips on How to End a College Essay

To write a strong conclusion, think about these extra tips on how to end a college essay:

• Wrap up your main points clearly while suggesting how they might apply to other things or future ideas to keep your readers thinking.
• Make sure your conclusion sounds like the rest of your essay for a smooth, polished finish.
• Don't weaken your arguments by sounding unsure in your conclusion.
• Be extra careful with grammar and punctuation in your conclusion, as it's the last thing your readers will remember.
• Write your conclusion to connect with your specific readers, whether they're college admissions staff, teachers, or other students.
• Write a short and powerful conclusion that drives your main points home without repeating too much or using too many words.

Remember, your conclusion is your last chance to make a strong impression. Take your time to write it carefully, making sure it ties together your main points and shows why your essay matters.

For those wondering how to end a reflection paper, Aithor can help you improve your college essay conclusion, making sure it's polished, powerful, and fits your specific needs. This top writing tool can help you refine your essay ending examples and give you guidance on how to end a reflection paper or any other type of school writing.

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Great writing sample unit: level 4 unit 3, table of contents:.

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Sample Unit:

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