T e a c h e r ’s Manu a l

Focus on
Writing 3
Col i n Ward
Focus on Writing 3
Teacher’s Manual
Copyright © 2012 by Pearson Education, Inc.
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 CONTENTS

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Model Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 1 Facing Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit 2 Branded for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Unit 3 Food for Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Unit 4 Public Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit 5 Jobs of the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Unit 6 Staying Healthy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

 TO THE TEACHER

Focus on Writing is a five-level series that prepares students for academic coursework.
Each book in the series gives students an essential set of tools to ensure that they master
not only the writing process, but also the grammatical structures, lexical knowledge,
and rhetorical modes required for academic writing. The series provides an incremental
course of instruction that progresses from basic sentences (Book 1) and paragraphs
(Books 1–3) to essays (Books 3–5). Grammar presentation and focused grammar practice
are correlated to Focus on Grammar.

A Process Approach to Writing

Over the past 30 years, the writing process approach has become the primary paradigm
for teaching writing. As cognitive research shows, writing is a recursive process. When
students practice the entire writing process repeatedly with careful guidance, they
internalize the essential steps, thereby improving their writing and their confidence in
themselves as writers.
Each unit in each book of Focus on Writing provides direct instruction, clear examples,
and continual practice in the writing process. Students draw on their prior knowledge,
set goals, gather information, organize ideas and evidence, and monitor their own
writing process. Students write topic-related sentences (Book 1), and focus on writing
an introduction, body, and conclusion for a paragraph (Books 1–3) or an essay
(Books 3–5). Students learn which writing strategies are best suited to a particular kind of
sentence, paragraph, or essay. Whether students are writing a group of related sentences,
a paragraph, or an essay, they produce a complete, cohesive piece of writing in every unit.

Predictable Step-by-Step Units

Focus on Writing is easy to use. Its predictable and consistent unit format guides students
step by step through the writing process.

Planning for Writing

Students are introduced to the unit theme through an engaging image and high-interest
reading. Brainstorming tasks develop critical thinking and serve as a springboard for the
unit’s writing assignment. Vocabulary building activities and writing tips related to the
topic and organizational focus of the unit provide opportunities for students to expand
their own writing.

Step 1 Prewriting
In Book 1, students learn the basics of sentence structure and are encouraged to combine
sentences into cohesive paragraphs. They choose between two authentic academic writing
assignments, explore their ideas through discussions with classmates, and complete a
graphic organizer.
In Books 2–5, students learn the basics of a rhetorical structure (e.g., narrative,
description, opinion, persuasion, compare-contrast, or problem-solution), and choose
between two authentic academic writing assignments. Students explore their ideas
through freewriting, share them with classmates, and complete a graphic organizer.

iv  Focus on Writing 3 Teacher’s Manual

Step 2 Writing the First Draft
Explanations, examples, and focused practice help students to prepare for their own
writing assignments. Writing tasks guide students through the steps of the writing process
as they analyze and develop topic sentences, body sentences, and concluding sentences
(Books 1–3) and continue on to draft complete introductions, body paragraphs, and
conclusions (Books 3–5). At all levels, students learn how to use transitions and other
connecting words to knit the parts of their writing together.

Step 3 Revising
Before students revise their drafts, they read and analyze a writing model, complete
vocabulary exercises, and review writing tips that they then apply to their own writing.
A revision checklist tailored to the specific assignment guides students through the
revision process.

Step 4 Editing
Grammar presentation and practice help students make the connection between grammar
and writing. An editing checklist ensures that students check and proofread their work
before handing in their final drafts to their instructors.

Helpful Writing Tools

Each book in the series provides students with an array of writing tools to help them gain
confidence in their writing skills.
• Tip for Writers presents a level-specific writing skill to help students with their
assignments. The tips include asking wh- questions, using conjunctions to connect
ideas, identifying audience, using descriptive details, and using pronoun referents.
• Building Word Knowledge sections give students explicit instruction in key
vocabulary topics, for example, word families, collocations, compound nouns, and
phrasal verbs.
• Graphic organizers help students generate and organize information for their
writing assignments. For example, in Book 1, they fill out a timeline for a narrative
paragraph, and in Book 3, they complete a Venn diagram for a compare-contrast
essay. In the final unit of Books 4 and 5 they use multiple organizers.
• Model paragraphs and essays throughout the units, tied to the unit theme and
writing assignments, provide clear models for students as they learn how to compose
a topic sentence, thesis statement, introduction, body, and conclusion.

Carefully Targeted Grammar Instruction

Each unit in Focus on Writing helps students make the essential link between grammar
and writing. The grammar topics for each unit are carefully chosen and correlated to
Focus on Grammar to help students fulfill the writing goals of the unit.

Focus on Writing 3 Teacher’s Manual  v

Scope and Sequence
UNIT 1 Facing Challenges
Writing Focus Writing a narrative paragraph
Reading Trust in the Snow, about Iditarod musher Rachael Scdoris

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a wh- questions chart • Identifying the topic, controlling idea, and
• Using participial adjectives to describe emotions setting

• Asking wh- questions to gather information • Writing the topic sentence

• Choosing a writing assignment for a narrative • Using time and place transition words
paragraph • Including emotional details
• Freewriting about a story • Researching details about a story and taking
• Sharing ideas and asking wh- questions notes
• Putting events and details in time order
• Using a concluding strategy

STEP 3 STEP 4
Revising Editing

• Analyzing a model narrative paragraph • Reviewing the past progressive and simple past
• Writing sentences with participial adjectives • Incorporating the grammar in sentences and
• Applying the Revision Checklist and writing the paragraphs
second draft • Editing a paragraph for grammatical correctness
• Applying the Editing Checklist and writing the
final draft

Learning Outcome
Can write a description of an event and narrate a story.

Focus on Grammar Level 3, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 3, 4e, Units 2–3.

vi  Focus on Writing 3 Teacher’s Manual

Unit 2 Branded for Success
Writing Focus Writing a descriptive paragraph
Reading Muzak for the Masses, about the company Muzak

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a descriptive web • Writing descriptive topic sentences

• Using word forms correctly • Selecting concrete descriptive words
• Using the conjunction when to connect ideas • Researching a business, product, or logo
• Choosing a writing assignment for a descriptive • Taking notes and citing sources
paragraph • Providing background information
• Freewriting about the topic • Including and arranging descriptive details
• Sharing descriptive details • Using spatial transition words
• Using a concluding strategy

STEP 3 STEP 4
Revising Editing

• Analyzing a model descriptive paragraph • Reviewing indefinite and definite articles

• Writing sentences with different forms of a word • Incorporating the grammar in sentences and
• Applying the Revision Checklist and writing the paragraphs
second draft • Applying the Editing Checklist and writing the
final draft

Learning Outcome
• Can write detailed descriptions on a range of subjects within a field of interest.
• Can put a series of events into a logical sequence.

Focus on Grammar Level 4, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 3, 4e, Unit 18.

Focus on Writing 3 Teacher’s Manual  vii

 Unit 3 Food for Thought
Writing Focus Writing an opinion paragraph
Reading All About Corn, the many uses of this product

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using an opinion chart • Writing topic sentences that express opinions

• Using compound nouns • Using opinion markers
• Identifying the audience • Researching a food
• Choosing a writing assignment for an opinion • Taking notes and citing sources
paragraph • Providing and arranging reasons and examples
• Freewriting about opinions on a food • Using so and because to show cause-effect
• Sharing opinions relationships
• Summarizing reasons and using a concluding
strategy
• Using a comma with because

STEP 3 STEP 4
Revising Editing

• Analyzing a model opinion paragraph • Reviewing the modals can and should
• Forming compound nouns and using them in • Incorporating the grammar in sentences and
sentences paragraphs
• Applying the Revision Checklist and writing the • Applying the Editing Checklist and writing the
second draft final draft

Learning Outcome
• Can write clear detailed texts on a variety of subjects related to a field of interest.
• Can synthesize and evaluate information and arguments from a number of sources.

Focus on Grammar Level 4, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 3, 4e, Units 13–16.

viii  Focus on Writing 3 Teacher’s Manual

Unit 4 Public Spaces
Writing Focus Writing a persuasive essay
Reading A Walk through Past and Present Amman, about one traveler’s view of
Amman, Jordan

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a T-chart • Writing thesis statements that express an

• Using similes argument or reasoning

• Using descriptive details that appeal to the • Providing background information

senses • Using opinion markers
• Understanding essays versus paragraphs • Researching a place
• Choosing a writing assignment for a persuasive • Taking notes and citing sources
essay • Linking topic sentences to the thesis statement
• Freewriting about a point of view on a place • Including supporting evidence and a summary
• Sharing points of view sentence
• Restating the thesis and presenting the
counterargument and refutation

STEP 3 STEP 4
Revising Editing

• Analyzing a model persuasive essay • Reviewing the present perfect: indefinite past
• Analyzing and writing sentences with similes • Incorporating the grammar in sentences
• Applying the Revision Checklist and writing the • Editing a paragraph for grammatical correctness
second draft • Applying the Editing Checklist and writing the
final draft

Learning Outcome
• Can write an essay that develops an argument, giving reasons in support of or against a particular point
of view and explaining the advantages and disadvantages of various options.
• Can synthesize information and arguments from a number of sources.

Focus on Grammar Level 4, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 3, 4e, Unit 10.

Focus on Writing 3 Teacher’s Manual  ix

 Unit 5 Jobs of the Future
Writing Focus Writing a compare-contrast essay
Reading Jobs: What the Future Holds, about past and future jobs

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a Venn diagram • Writing thesis statements that state two topics
• Using collocations and key points of comparison

• Determining purpose • Providing background information

• Understanding comparisons and contrasts • Using compare-contrast transition words

• Choosing a writing assignment for a compare- • Researching two jobs

contrast essay • Taking notes and citing sources
• Freewriting about two jobs • Understanding block versus point-by-point
• Sharing opinions about comparisons methods
• Using the point-by-point method
• Restating the thesis and using a concluding
strategy

STEP 3 STEP 4
Revising Editing

• Analyzing a model compare-contrast essay • Reviewing comparisons with as . . . as and than

• Forming collocations • Incorporating the grammar in sentences
• Applying the Revision Checklist and writing the • Editing a paragraph for grammatical correctness
second draft • Applying the Editing Checklist and writing the
final draft

Learning Outcome
Can write an essay that develops an argument systematically with appropriate highlighting of significant
points and relevant supporting detail.

Focus on Grammar Level 4, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 3, 4e, Unit 20.

x  Focus on Writing 3 Teacher’s Manual

Unit 6 Staying Healthy
Writing Focus Writing a problem-solution essay
Reading The Hygiene Hypothesis, about a theory on effects of excessive
cleanliness

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a problem-solution chart • Writing thesis statements that explain a problem

• Using phrasal verbs and hint at solutions

• Using pronouns • Providing background information

• Choosing a writing assignment for a • Writing topic sentences that transition from
problem-solution essay problems to solutions

• Researching a topic • Using cause-effect transition words

• Freewriting about a health problem, bad habit, • Researching a health problem

or environmental hazard • Taking notes and citing sources
• Sharing opinions about problems and solutions • Presenting the problem and the solution
• Including supporting details and summary
sentences
• Restating the thesis and using a concluding
strategy

STEP 3 STEP 4
Revising Editing

• Analyzing a model problem-solution essay • Reviewing gerunds: subject and object

• Understanding the meanings of phrasal verbs • Incorporating the grammar in sentences and
• Applying the Revision Checklist and writing the paragraphs
second draft • Editing a paragraph for grammatical correctness
• Applying the Editing Checklist and writing the
final draft

Learning Outcome
• Can evaluate different ideas or solutions to a problem.
• Can convey information and ideas on abstract as well as concrete topics, check information and explain
problems with reasonable precision.

Focus on Grammar Level 4, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 3, 4e, Unit 23.

Focus on Writing 3 Teacher’s Manual  xi

MODEL
LESSON
PLAN
 HOW TO USE THE LESSON PLAN

This model lesson plan can serve as a generic guide for any unit in the student book.
• Suggested methods for delivering instruction for each section are presented.
• Alternative ways to handle some sections are provided under the heading Variations.
These options allow for varied instruction from unit to unit.
• Because students are often given in-class writing assignments or are required to
write as part of a high-stakes assessment, Focus on Writing provides opportunities
for timed writing practice. Students should be given a specific time limit to complete
the writing assignment (anywhere from 30–90 minutes depending on the assignment
and your class schedule). Timed writing practice is an opportunity for students to
demonstrate the aspects of writing they have learned in Focus on Writing, to enhance
their writing skills, and to further develop their writing proficiency and fluency.
• The range of time it will take to complete a unit will vary with every teaching
situation. You can adjust how much in-class time you might spend on a unit by
assigning some work for students to do outside of class. Additionally, you may
decide to skip a section depending on the needs of your particular students. The
times indicated below are simply suggestions.
• As students work through each unit, they will need to keep notes and various drafts
of their writing. Some of the notes will be done right in their Focus on Writing
textbook, but students will also need to organize and save other written work. You
may want to encourage students to devise a personal plan for organizing and saving
their work or require students to maintain a dedicated “writer’s notebook.” In classes
where students have a personal computer, they can create one folder for each unit in
Focus on Writing and save written work there.

The Opener (5–10 minutes)

The first page of each unit introduces students to the unit theme and the writing focus.
1. Call students’ attention to the writing focus (IN THIS UNIT). Read it aloud or have
a student read it.
2. Ask students to look at the picture and describe what they see. Write their ideas on
the board. Point out that some of these words or ideas may be useful as they plan
their writing.
3. Read the short text. The question at the end of the short text should activate
students’ prior knowledge and stimulate interest in the topic. Students will come
back to the question as they continue through the unit and plan their own writing.

Variations
• After students have discussed the picture and short text, have them freewrite
(1–2 minutes) including any additional thoughts or ideas they have. To encourage
further discussion, have students share their writing in small groups or as a
whole class.
• Assign the opener page as homework. Ask students to write a brief response to the
question and then share their writing in pairs or as a whole class.

2  Focus on Writing 3 Teacher’s Manual

 • On the board, poster board, or large pieces of newsprint paper, write vocabulary that
emerges from the sharing. Answer questions or clarify any vocabulary. Display these
vocabulary lists in the classroom.

Planning for Writing

This section continues to stimulate students’ thinking about the topic, develops ideas, and
helps students plan their writing. A graphic organizer related to the rhetorical focus of
the unit allows students to organize their ideas. Students will come back to the organizer
later in the unit. An authentic or adapted reading based on the theme of the unit supports
writing instruction by providing thematic content and serves as the basis for examples,
models, and activities throughout the unit. Building Word Knowledge develops vocabulary
through targeted instruction and practice. A Tip for Writers gives students specific writing
tools relevant to the rhetorical style featured in the unit.

Brainstorm (10–20 minutes)

1. Ask students to look at the directions for the first brainstorming activity as you
or a student read them aloud. The brainstorming is usually a pair or small group
activity.
2. Give students time to complete the activity. Encourage interaction and sharing of
ideas by asking pairs or groups to join other pairs or groups and share ideas.
3. Have students complete the graphic organizer. As students report back to the class,
draw the graphic organizer on the board. Complete the graphic organizer with
students’ ideas.

Variations
• Have students work in groups and assign a role to each member of the group: a
captain to encourage members to participate equally; a recorder to take notes; and a
facilitator to keep time and assure that the group stays on task. Encourage all group
members to share their ideas later in a follow-up class discussion.
• Have members of a group write their graphic organizer on the board or on large
newsprint paper. Ask others students to add their ideas to it. If you use newsprint,
display the completed graphic organizer in the classroom.

Read (50–60 minutes)

1. Point out the title of the reading and ask students to identify the genre (newspaper
article, blog entry, etc.).
2. Have students skim for the main idea. Then have them work in pairs to complete
this sentence stem: This reading is about . Ask various pairs to share their
sentences with the whole class.
3. Have students read the entire text, annotating as they read. For example, have them
star (*) the parts that they think are most important and put a question mark (?)
next to sentences they do not quite understand.
4. As students finish reading, ask them to look at Building Word Knowledge and begin
the task.

Focus on Writing 3 Teacher’s Manual  3

 5. When all students have finished the reading, have them complete the Building
Word Knowledge individually and share their answers in pairs. Go over the answers
as a whole class.
6. Have students complete the Focused Practice activities. If there is a Tip for
Writers associated with a particular activity, call students’ attention to the Tip
before they begin that activity. Have students share their answers in pairs or
small groups.
7. Some of the activities (many times the final activity) in this section may be a
writing task. You may want to collect students’ writing and give them feedback.
Variations
• Have students complete the reading and post-reading activities as homework.
• At the lower levels, have students read the text individually and then read it aloud
to them to model pronunciation and fluency and to reinforce their understanding of
what they read. If your students are reading at different proficiency levels, this oral
reading may make the post-reading activities more manageable.
• Point out that there is value in reading a passage two or three times, particularly with
respect to vocabulary. Introduce students to this multi-step reading process:
–– Since using a dictionary interrupts reading comprehension, encourage students
not to use a dictionary the first time they read. Ask students to focus on getting the
main ideas of the passage during the first read even if there are unfamiliar words.
Point out that some words in the reading are glossed at the bottom of the page.
–– Have students read a second time and mark unfamiliar vocabulary words.
–– As students read the third time, have them use a dictionary to look up unfamiliar
words that seem important to their comprehension of the text. Point out that if they
can understand the sentence by skipping the unknown word, then it is probably not
necessary to learn that word for the moment.
• After students have read the passage at home or in class, have them work in pairs to
take turns retelling the main points of the reading paragraph by paragraph. Circulate
to assist students with difficult passages. For especially difficult passages you may
want to do this as a whole class.
• Have students work in small groups to carefully reread an assigned section of the
reading passage. Tell students to take notes on the main points and to identify
vocabulary they found difficult. Have one group member explain the gist of the
section to the entire class, and others present the difficulty vocabulary items. Discuss
the ideas and vocabulary as a class. Clarify pronunciation of vocabulary as needed.

4  Focus on Writing 3 Teacher’s Manual

 Writing
This section guides students step-by-step through the four steps of the writing process:
prewriting, writing, revising, and editing.
1. Call students’ attention to the type of writing they will be completing (sentences,
paragraph or essay, and the rhetorical structure).
2. For paragraphs and essays, point out that all academic paragraphs or essays have
the same three parts: introduction, body, and conclusion. Explain to students that
they will be guided through the four steps of the writing process and that they will
be practicing and writing throughout the unit.

Step 1 Prewriting (45–60 minutes)

In this section, students choose a writing assignment, complete a guided freewrite, and
share and discuss their ideas with a classmate (Checking in). To help them organize their
ideas, students fill out a graphic organizer. The organizer is usually the same type they
filled out in the Planning for Writing section, so they have some familiarity with it. They
can choose to include ideas from the Planning for Writing organizer as well.
1. Have students read the two assignments in Your Own Writing. Give students the
opportunity to ask questions about the assignments.
2. Have them choose one assignment.
3. Ask students to freewrite on the topic they chose.
4. Give students about 5 minutes to work with a partner and discuss what they wrote.
They can choose to add new ideas or change their freewriting.
5. Have students complete the graphic organizer.

Variations
• Have students choose their assignment and freewrite for homework. Then follow
up with pair work in class. Students can complete the graphic organizer for the
next day’s homework or complete it in class, depending on how much class time
you have.
• To challenge students, have them work with a partner who chose a different
assignment.

Step 2 Writing the First Draft (90–120 minutes)

This section guides students through each part of the writing assignment. At the lower
levels, students learn the basics of sentences. At the higher levels, students learn about
topic sentences, thesis statements, body sentences and paragraphs, and conclusions. By
the end of this section, students will have completed a first draft of their assignment.
1. Call students’ attention to the pull-down menu at the beginning of Step 2. The
pull-down menu identifies the key parts of the writing assignment and helps
students keep track of where they are in the writing process. The pull-down
menu highlights key features of the type of writing students will be completing
in the unit.
For each of the subsections in Step 2:
2. Read (or have students read) the instructional text, explanations, and examples.
3. Have students underline or highlight key words and concepts that you want them to
focus on and later review.

Focus on Writing 3 Teacher’s Manual  5

 4. Give students adequate time to complete the Focused Practice activities. When
three or more students have finished the activity, have them work together to check
their answers. Then go over the answers with the whole class. Remind students that
what they are practicing is what they will need to do in their own writing.
5. Assign Finding Out More as homework. Finding Out More gives students a chance
to do research on their topics, if desired, and get additional information they may
want to include in their writing. Direct students to review the Researching a Topic
in the Appendix on page 150.
6. At the end of each subsection is a Your Own Writing planning section. Students
plan, outline, and organize each part of their writing assignment using the
strategies and following the models in the Focused Practice activities. Breaking
the process down into manageable chunks helps students gain confidence in their
writing skills.
7. After students complete the Checking in step of Planning Your Conclusion,
encourage students to review all of their notes on the pages referenced in the
Writing Your First Draft section of Your Own Writing. At this point, you will want
students to reread the Tip for Writers to make sure they have incorporated the
strategy into their writing.
8. Collect the first drafts. Make sure students understand that they are not finished!
Emphasize that writing is a process and that they will be looking at their writing
again, and revising and editing it in the next steps.
9. Give students feedback. You may choose to use the rubrics provided (see Scoring
Rubric at the end of each unit in the Unit Notes section) or use your own method.

Variations
• If your classroom has computers or your school has a media center/computer lab,
have students work in pairs to research their topics.
• Before students hand in their first drafts, you may want to have them work in pairs to
share their first drafts and give feedback to each other.

Step 3 Revising (50–60 minutes)

In this section, students analyze model sentences or a complete model paragraph or essay
based on a sample assignment. This analysis provides a carefully guided review of the
material presented and practiced in the unit. An additional Building Word Knowledge
offers further practice with the targeted vocabulary presented at the beginning of the unit.
Students use the Revision Checklist to examine their first drafts and revise their writing.
1. Ask students to silently read the sample assignment and model paragraph or essay.
Then read (or have a student read) it a second time aloud.
2. Answer any questions about the vocabulary or content.
3. Have students work with a partner to complete the exercises following the
paragraph or essay. Discuss the answers as a class.
4. Have students read Building Word Knowledge and complete the task. Have them
work in pairs or small groups to check their answers.
5. Go over the Revision Checklist as a whole class. Encourage students to consult one
another as they revise. Work with individual students as needed.

6  Focus on Writing 3 Teacher’s Manual

Variations
• Before using the Revision Checklist for their own writing, have students exchange
essays and use the Revision Checklist to give each other feedback.
• Assign Building Word Knowledge for homework.
• Have students revise their first drafts as homework.

Step 4 Editing (50–60 minutes)

Step 4 presents and practices a grammar point relevant to the assignments and
organizational structure in each unit. This helps students make the connection between
grammar and writing. At the end of Step 4, students use the Editing Checklist to edit their
writing for grammar, spelling, punctuation, and capitalization.
1. Go through the Grammar Notes and Examples with students.
2. Have students complete the Focused Practice activities and compare their answers
with partners.
3. Call students’ attention to Your Own Writing, Editing Your Draft, A. Encourage
students to consult one another. Work with individual students, as needed.

Variations
• Assign the Grammar Presentation and related Focused Practice as homework.
Briefly check answers and allow time for students’ questions in the next class.
• On the board or on large newsprint paper, have various students write the sentences
they wrote in the exercise immediately preceding Your Own Writing. Have students
work in groups. Assign each group a set of students’ sentences from the board and
have them decide whether or not the sentences are grammatically correct. If not, the
group should decide on a correct version and share those corrections with the class.
Alternatively, have students work in pairs or small groups, exchange sentences, and
give each other feedback.
• Before using the Editing Checklist to revise their own writing, have students
exchange essays and use the Editing Checklist to give each other feedback.

Focus on Writing 3 Teacher’s Manual  7

Unit Notes
1
Facing Challenges
UNIT

Overview

Writing Focus Writing a narrative paragraph

Reading Trust in the Snow

Building Word Knowledge Using participial adjectives

Tip for Writers Asking wh- questions

Using time and place transition words

Language Focus
Including emotional details

Past progressive and simple past

Grammar For more about the grammar in this unit, see Focus on Grammar 3,
4e, Units 2–3.

In this unit, students will be writing a narrative paragraph. A narrative paragraph often
tells a story about an important time in someone’s life—a time that changed the person in
some way.

Writing Assignments and Sample Paragraphs

1. Tell a story about a time you or someone you know faced a challenge. What
happened? What did you (or the person) do? For example, you might write a story
about trying something new, such as learning a new language, playing a difficult
game or sport, or traveling to a new place for the first time.

Finding New Friends

When my brother Victor moved from Vietnam to the United States in 2007, he
had to overcome his fear of speaking with strangers. Victor didn’t know a lot of
English, so he often felt embarrassed when others spoke to him. After a couple
of weeks, he got a job at a local supermarket. It was the perfect environment for
him. He worked in the back of the store checking inventory. He didn’t have much
contact with English speakers, and most of the other employees were Vietnamese
too. Victor’s job was going well, but after a month the store had a welcome party
for new employees. Victor knew he was going to have to speak English. When he
got to the party, there were people everywhere talking and laughing. Victor felt
terrified and walked to the back of the room. He looked down at the floor hoping
that no one would talk to him. Then he heard a woman’s voice saying, “Hi. I’m
Jessica. What’s your name?” Victor looked up and saw a young American girl
with friendly green eyes and long brown hair. Victor froze, and he felt his hands
begin to shake. After a few long moments of silence, he knew he had to reply. He
took a deep breath, and said simply, “Hi. I’m Victor. I’m from Vietnam.” Jessica
smiled, and then, so did Victor. Their conversation didn’t last long, but Victor felt
overjoyed. He finally had his first conversation in English. On that night, he met
a few other people, and he walked home feeling more confident. Eventually, he
became friends with Jessica and the others, and in the end, he realized that other
people didn’t care about how well he spoke English. True friends cared about
who he was inside.

Focus on Writing 3 Teacher’s Manual  9

 2. Tell a story about how a person or an animal helped someone overcome a physical
or emotional challenge. For example, you might tell a story about how a teacher
helped your best friend overcome her fear of public speaking. Or you might tell a
story about how a dog helped a disabled veteran face his fears.

Fear of the Ocean

When I stayed at my aunt Maureen’s house for summer vacation, she helped
me get over my fear of the ocean. I have enjoyed swimming since I was little. I
spent many of my childhood summers in our neighborhood pool. Even though I
enjoyed swimming in pools of all kinds, I was terrified of the ocean, especially
the waves. When I was 10 years old, I went to stay with my aunt Maureen. She
lived in New York, at the end of Long Island, in a house near the beach. I was
excited about spending my summer vacation with her, but I was also worried.
What would happen when she wanted me to go in the water? On my first day
there, Aunt Maureen packed us a lunch and we walked to the beach. The ocean
looked calm and mysterious. We slowly approached the water’s edge, and my
aunt took my hand gently in hers. My aunt was determined to show me not to be
afraid. “Close your eyes and trust me,” she said. I shut my eyes and put one foot
in. The cool ocean water rippled over my toes. She held my hand more tightly,
and we walked in a little deeper. Soon the waves were up to my stomach. I felt
nervous as the water pulled and pushed me. I squeezed my aunt’s hand as hard
as I could. Then she said, “Open your eyes.” I opened them very slowly. I looked
down, and I couldn’t believe I was actually standing there deep in the ocean.
“Aunt Maureen, I did it!” I said. I was exhilarated, and I knew I was safe in my
aunt’s hands. We spent the rest of the day jumping up and down in the ocean
waves. On that memorable day, I had finally overcome my fear of the ocean, and
all it took was a little love and encouragement from my aunt.

Timed Writing Assignment

Refer students to the two writing assignments in the unit and have them write on the one
they did not choose. Give students 60 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process. They should reread the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their
paragraphs, revise, and edit.

Unit 1 Answer Key

Planning for Writing: Read

Building Word Knowledge (page 5)

Students should circle the following sentences and underline the following participial
adjectives on page 4.
But Scdoris was determined to meet the challenge. (paragraph 8)
Scdoris feels most comfortable and relaxed when racing. (paragraph 9)
She is not embarrassed about her condition. (paragraph 10)

10  Focus on Writing 3 Teacher’s Manual

Focused Practice (pages 5–6)
A.
Answers will vary.
B.
1. T
2. T
3. F
4. F
5. F
6. T
7. F
8. T
C.
Answers will vary.
D.
Possible answer:
Rachael Scdoris’s blindness was a physical challenge that made it difficult for her to see
when racing. To meet this challenge during the Iditarod, Scdoris used a guide to help her
avoid obstacles along the way. The race itself was also a physical challenge that required
a great amount of effort and endurance, but she was determined to finish it. In addition,
Scdoris faced emotional challenges. She got frustrated when people questioned her ability
to race, but she did not let that stop her from racing. She kept a positive attitude and never
stopped following her passion.

Step 2 Writing the First Draft: The Topic Sentence

Focused Practice (pages 10–13)

A.
2.
Topic: My brother Victor and his fear of speaking
Controlling Idea: My brother had to overcome his fear of speaking with strangers.
Setting: When my brother moved from Vietnam to the United States in 2007
3.
Topic: My little brother’s difficulties with reading
Controlling Idea: My little brother had trouble learning to read, but his teacher
didn’t know it was because of his poor eyesight.
Setting: In kindergarten
4.
Topic: My encounter with a bear
Controlling Idea: I had a dangerous encounter with a bear that forced me to stay
strong.
Setting: When I was camping in Wyoming last year
B.
4 2, 4, 6, 7, and 8

Focus on Writing 3 Teacher’s Manual  11

C.

Chipper
When my grandmother lost her husband two years ago, a little gift
helped her learn how to be happy again. After her husband passed away, my
grandmother stayed at home most of the time. She was heartbroken and lonely. A
year later, my family decided to surprise her with a gift. Early in the morning, we
went over to her house. In my hands, I held a cute brown puppy with tulip-shaped
ears and a long tail. We had adopted him from a rescue shelter. My grandmother
was sitting in her garden quietly reading a book when the puppy jumped out of
my arms and ran over to her. Her face lit up. He jumped on her lap and began
to lick her face. She couldn’t stop laughing with delight. She gave each of us a
big hug and tears came to her eyes. My grandmother decided to name the puppy
Chipper because that is the way the little guy made her feel. Chipper is her new
companion now, and he has encouraged her to spend more time out of the house.
With Chipper by her side, my grandmother has learned that her life can still be
sweet and fulfilling even when you have suffered a big loss.

D.
Possible answer:

The Jump of My Life

During a vacation in South America with friends, I faced an exciting
challenge that taught me a valuable lesson. When my friends and I arrived
in Banos, we wanted to take a tour of the mountains around the village. Early
in the morning, we caught a small tour bus. While we were sightseeing, a local
band was on the roof of the bus playing guitars and old wooden panpipes. The
music put us in a festive mood. Eventually, the bus stopped on two bridges where
people could practice swing jumping, an extreme sport that is very popular in
Ecuador. I had always dreamed of doing something adventurous like that, so
I decided to try it. I put on the helmet while an instructor locked the harness
around my shoulders and legs. When I heard the clicking of the locks, I started
to worry. My hands began to shake, and my heart started beating fast. After a few
minutes, I forced myself to walk to the bridge, but I was too frightened to look
over the edge. Finally, the instructor attached the bungee cord to my harness,
and I knew it was too late to quit. “You can jump! You can do it!” my friends
yelled from the other side of the bridge. I took a deep breath, opened my arms
like a bird, and jumped. While I was falling, I felt scared, but once I began to
swing and sail through the air, I felt exhilarated and free. My friends clapped and
cheered. On that day falling through the air, I realized that doing something new
and frightening can be a wonderful experience. I felt scared before the jump of
my life, but much stronger because of it.

12  Focus on Writing 3 Teacher’s Manual

Step 2 Writing the First Draft: The Body Sentences

Focused Practice (page 15)

A.

Pushing through Pain

My sister Leah showed great courage last year during a tennis match at her
local school. On that day, Leah was playing her final match of the season, so
she really wanted to win. When she stepped onto the tennis court, she looked
confident and determined. During her first set of games, she hit powerful serves
and won six games, which was enough to win the set. She was very excited
because she only needed to win one more set to be the winner. She continued
playing powerfully and was winning again. Near the end of the second set,
however, a terrible thing happened. She was running to the left side of the court
to hit the ball when her foot turned over to the side. She missed the ball and lost
the game. She was very frustrated because she was only one game away from
winning the match. She walked over to a bench to sit down. She looked down at
her ankle. Her coach said it was sprained. She looked hurt, exhausted, and upset.
However, after a few minutes, she slowly stood up and walked back to the tennis
court. She wasn’t going to be discouraged. She was determined to succeed.
She began playing, fought through her pain, and won the game, the set, and the
match. Leah was thrilled to win, but more importantly, she was proud that she
had the courage to push through her pain.

B.
1. Students should underline the topic sentence: My sister Leah showed great courage
last year during a tennis match at her local school. The topic is my sister Leah and
her tennis match. The story is set last year during a tennis match at Leah’s local
school.
2. The main character faces both a physical challenge—spraining her ankle—and an
emotional challenge—staying determined despite being hurt, exhausted, and upset.
3. At the beginning of the story, the character Leah is excited because she is about to
win the set. When she misses the ball and gets hurt, she becomes frustrated. She is
exhausted, but she isn’t discouraged. She is determined to succeed, and in the end,
she is thrilled when she finally wins the game. Students should circle the participial
adjectives: determined, frustrated, exhausted, discouraged, determined, thrilled.
4. The climax occurs when the main character, Leah, sprains her ankle. At this
turning point in the story, she feels exhausted and upset.

Focused Practice (page 16)

Possible answers:
1. proud, excited
2. nervous, shy
3. scared, frightened
4. frustrated, angry
5. confident, scared; happy, sad
6. frustrated, upset

Focus on Writing 3 Teacher’s Manual  13

Step 2 Writing the First Draft: The Concluding Sentence(s)

Focused Practice (pages 18–19)

To the Rescue
I felt like a hero the morning I saved my mother from an unwanted guest in
our house. It was early in the morning before school. My mother was making
breakfast in the kitchen when I woke up and went downstairs to join her. I got
myself some juice and sat down. While I was wishing that I was still in bed, all of
sudden I heard my mother scream, “Bug! Bug! Get it! Quick!” She was so scared.
I looked down at the kitchen floor and saw a long black millipede crawling under
her feet. I was a little scared too, but I overcame my fear because I wanted to help
my mom. The millipede scurried away from me quickly. I stepped on it, but it
didn’t die. It just kept running. While I was chasing it, my mother was standing
on a chair on the other side of the room still screaming. After a couple minutes, I
trapped the creature in a corner. I picked it up with a napkin and threw it outside
as fast as I could. Once it was gone, my mother stepped down from the chair and
gave me a big hug and kiss. “Thank you, honey,” she said. We both felt relieved
that the millipede was finally gone. I was proud that I could be my mother’s hero
on that morning. I was also surprised that my mother was so scared of that little
bug. She is a strong woman, but not when it comes to bugs!

2. on that morning
3. The writer expresses a surprising thought and describes how the experience made
him/her think of his/her mother in a new way.

Step 3 Revising

Focused Practice (page 20)

B.

Zipping Along
Two years ago, I faced a big challenge on a trip to Monteverde, Costa Rica,
with my friends. My friends asked me to go zip-lining, where people fly through
the jungle on a long wire. I was 4 interested, but it also made me nervous. When
I woke up in the morning, I felt a little 4 worried. When we got to the site, there
was dense fog in the air. The jungle looked mysterious. We walked across a long
bridge through the mist, and it felt as if we were floating in air. Then I saw the
zip line, and I got 4 scared. It was long, and it disappeared far away into the
jungle. When it was my turn, a man hooked me up to the line, and I stepped onto
the edge of the platform. My heart was racing and my hands were sweating. I
was so high above the forest floor. I told myself to calm down. *I took a deep
breath and stepped off. I began to fall, and the wind was blowing on my face. I
was 4 terrified. I screamed as I went faster and faster through the jungle. Then
an amazing thing happened. I opened my eyes, and I felt as free as a bird. I was
4 surprised that I was actually doing it. I was flying! When I got to the other
side, I did not want it to end. On that day, I learned that when I face a challenge, I
just need to take a deep breath and enjoy the moment.

5. The writer explains how the experience taught him/her a lesson.

14  Focus on Writing 3 Teacher’s Manual

Building Word Knowledge (page 21)
Answers will vary.

Step 4 Editing

Focused Practice (pages 23–25)

A.
1. loved
2. climbed
3. were walking; saw
4. ran; started
7. were racing; scraped
8. made; felt
9. conquered
B.
was feeling
3. That night, I felt very tired, so I went straight to bed after dinner.
4. I put my head on the pillow, fell asleep quickly, and started dreaming.
was crawling
5. I dreamed that a brown spider crawled up my leg, so I slapped myself hard.
6. When I woke up, I screamed and tried to shake the spider off my leg.
was jumping
7. My mom walked in while I jumped around in my bed.
8. Then she turned on the light, and I calmed down right away.
9. I realized that no spider was on me or anywhere in the room.
10. I went back to sleep, but I told myself never to dream about spiders again!
C.
2. took 12. (were) shaking
3. felt; was feeling 13. told
4. were 14. knew
5. studied 15. was
6. used 16. finished
7. went 17. passed
8. sat 18. smiled
9. felt 19. handed
10. was driving 20. learned
11. were sweating
D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 16 to give your students feedback on their
writing. Change the numeric values as desired. In addition, note strengths in students’
writing and suggestions for improvement.

Focus on Writing 3 Teacher’s Manual  15

 Focus on Writing 3

Unit 1 Facing Challenges

The Narrative Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

presents the topic and controlling idea in

10
the topic sentence.

makes the topic sentence interesting to the

5
reader.

describes and develops a sequence of

20
events.

10 puts events in a logical order.

includes time and place transition words

10 and phrases and uses them correctly and
effectively.

5 includes emotional details.

restates the controlling idea of the topic

10
sentence in the concluding sentence(s).

5 uses an effective concluding strategy.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
5 gives the paragraph a good title.

uses the simple past and/or past

10
progressive correctly.

uses participial adjectives and word forms

5
correctly.

5 uses correct capitalization and punctuation.

_____ / 100 Additional Comments:

16  Focus on Writing 3 Teacher’s Manual

2
Branded for Success
UNIT

Overview

Writing Focus Writing a descriptive paragraph

Reading Muzak for the Masses

Building Word Knowledge Using word forms correctly

Tip for Writers Using the conjunction when to connect ideas

Selecting concrete descriptive details

Language Focus
Using spatial transition words

Articles: indefinite and definite

Grammar For more about the grammar in this unit, see Focus on Grammar 3,
4e, Unit 18.

In this unit, students will be writing a descriptive paragraph. A descriptive paragraph

contains details to show readers what something looks, sounds, feels, smells, or tastes
like. It may also describe how something makes you feel, what its key characteristics are,
or what impression it creates in other people.

Writing Assignments and Sample Paragraphs

1. Describe a favorite business, for example, a store, a hotel, a company, or a
restaurant. The business should be a specific one that you like for specific reasons.

IKEA Houston
IKEA is my favorite store because it has stylish displays, tasty food, and
low prices. IKEA is a Swedish company with stores all over the world. It sells
furniture and other items for the home, such as desks, tables, and rugs. When
customers walk into the local IKEA in Houston, they enter a bright open hall
with the latest styles on display. A large escalator takes shoppers up to the
showroom on the second floor. Here, shoppers walk through living rooms
and kitchens that are decorated with real furniture, art, and other household
objects. Many of the rooms and objects have a sleek modern design. Beyond
the showroom, customers follow a winding path that leads to the cafeteria.
The store serves meatballs, salmon, and other traditional Swedish foods. The
meals are cheap and tasty. After eating, shoppers travel down to the first-level
“marketplace.” There they can buy such items as silverware, lamps, and linens, at
very low prices. IKEA’s products are designed so that they can be sold cheaply.
Large items are packed and shipped cheaply in small boxes. IKEA designs big
items so that they can be put together and taken apart. Customers have to pick
up their own tables, chairs, and bookcases and put them together at home. When
shoppers leave an IKEA store, they are pleased to see how much money they
have saved. All in all, visiting IKEA is a unique, fun experience. Shoppers can
buy stylish home furnishings at very low prices.

Focus on Writing 3 Teacher’s Manual  17

 2. Describe one of your favorite products or logos. The product could be something
you bought recently. The logo could be one that appeals to you for specific reasons
and has made you like a specific brand.

My Favorite Toy
One of my favorite possessions is my e-reader because it is compact,
convenient, and good for the environment. An e-reader is a portable electronic
device that lets people download and read digital books, magazines, and
newspapers. I got my e-reader as a birthday present last year. My e-reader is
called the Amazon Kindle. My Kindle is the size of a book, but it weighs less
than a paperback. Therefore, I can easily carry it around with me in my bag or
purse. It is dark gray and has a six-inch screen. In contrast to a computer monitor,
the Kindle’s screen is not bright and has very good contrast. It is easy to read
even in bright sunlight. Below the screen, there is a compact keyboard for typing
in books or authors I like. With my Kindle, I can search for thousands of books
online and download them in less than sixty seconds. I never have to waste time
driving to a bookstore. Having all my books in one place also makes finding
them much easier. Another benefit is that I am helping the environment. Instead
of paper books, my e-books are simple computer files. People can save up to
3,500 e-books on a Kindle, which saves a lot of trees. In conclusion, my life has
become much easier because of my Kindle. I’m also doing something good for
the planet by switching to e-books. E-readers like the Amazon Kindle are truly
revolutionary. They are part of our new digital age, and I’m glad to be a part of
the revolution.

Timed Writing Assignment

Refer students to the two writing assignments in the unit and have them write on the one
they did not choose. Give students 60 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process. They should reread the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their
paragraphs, revise, and edit.

Unit 2 Answer Key

Planning for Writing: Read

Building Word Knowledge (page 29)

Verb Noun Adjective Adverb

1. has succeeded 2. success 3. successful 4. successfully

Focused Practice (pages 29–30)

A.
1. b
2. b
3. c
4. a
5. a

18  Focus on Writing 3 Teacher’s Manual

B.
1. e
2. a
3. d
4. b
5. c
C.
1. When businesses employ the science of Musak, workers tend to get more done and
feel happier.
2. When fast-food restaurants play upbeat music, customers leave earlier.
3. When a store is about to close, the music might speed up.
4. When you walk into a youth clothing store, the speakers are visible.
5. When Muzak first began, it was known for producing elevator music.
D.
Answers will vary.

Step 2 Writing the First Draft: The Topic Sentence

Focused Practice (pages 33–35)

A.
1. a
2. a
3. b
4. a
5. b
B.

The Bitten Apple

Like many people, I find Apple’s logo very appealing because it is simple
but modern. Ever since 1977, Apple has used a very simple logo. What could
be more basic and recognizable than the simple shape of an apple? Just in case
anyone might confuse the apple with a tomato, the apple logo has a “bite”
taken out of its top right corner. The original 1977 Apple logo had horizontal,
rainbow-colored stripes. These colors looked handsome and inviting on the
early Apple computers, which had small screens. When Apple began making
more streamlined products with large glass screens, such as the iPhone, iPad,
and iTouch, the company changed the logo’s color to fit the look of its newer
products. In 1999, Apple stopped using its rainbow logo. Ever since that time,
the bitten apple shape has been a single color. Sometimes it has been red, blue,
or gray. One of the most recent versions of the logo is a silvery and slightly
transparent color that looks a lot like glass. It matches the silvery chrome color
of many of Apple’s most recent computers. I like the silvery logo best. It still has
the simplicity of the original bitten apple shape, but it is also more subtle and
modern than the rainbow logo that Apple used years ago. In conclusion, Apple’s
latest logo appeals to me and countless others because it combines a basic shape
with a fresh, modern look.

Focus on Writing 3 Teacher’s Manual  19

C.
Answers will vary. Possible answer:

Muji
I think Muji is a successful store because of its unique message and
branding policy. Muji is a retail store in Japan that sells basic products such as
food, clothing, and stationery. The first Muji store opened in Tokyo, but today
Muji has stores all over the world. Muji uses cheap, simple packaging that
doesn’t hurt people’s eyes with loud colors or bright pictures. Most items are
wrapped in simple clear plastic or brown paper. The company also has a simple
“no-brand” policy that I like and respect. There is no official logo, and there is
very little advertising. People learn about Muji by word-of-mouth, or hearing
about the store from a friend. As a result, people focus on the products instead of
the name of the company. The name Muji (meaning “no brand, good product”)
reflects the company’s belief in simple, sound products. When shoppers buy a
Muji T-shirt, there is no logo on it; instead, the shirt has a blank rubber square on
the front, where people can design their own logos. Even without a logo, Muji
has become very successful. All in all, I like Muji’s products and appreciate the
company’s focus on simplicity. As a result of its no-brand policy, I think Muji has
successfully made something out of nothing.

Step 2 Writing the First Draft: The Body Sentences

Focused Practice (pages 39–40)

A.
1. B
2. B
3. D
4. D
5. D
B.
4 1, 2, 4, 6, 7, 8
C.
3 My Jeep has a big, tough look. It has a strong, boxy frame. Also, the wheels are large,
so it can handle off-road driving on dirt roads.
2 I got my Jeep when I was in high school. My parents bought it for me after I got my
driver’s license.
1 My Jeep is one of my favorite possessions because it is rugged and fun to drive.
5 My Jeep is tough and bold, but it is fun to drive too. It has a manual transmission, so I
have better control of the engine when I take it into the mountains. Finally, riding high
above the road makes driving more interesting.
4 The colors also make it look rugged. It has black exterior paint and black leather seats.
The Jeep logo is in bold white letters on the two side doors and on the steering wheel.

20  Focus on Writing 3 Teacher’s Manual

Step 2 Writing the First Draft: The Concluding Sentence(s)

Focused Practice (pages 42–43)

A Symbol of Cars and Country

The Ferrari logo with a prancing horse is a strong and powerful image that
appeals to many people all over the world. Ferrari is one of the most famous
car manufacturers. It is an Italian company, and it makes very expensive sport
cars. On the top of the Ferrari logo, there are three stripes in green, white, and
red. Together the stripes represent the colors of the Italian flag. At the center of
the logo is the famous Ferrari horse. It is a large black horse that is standing up
high on its back two legs. The white outlines of its muscles make it look very
powerful, just like the engines the company produces for its sports cars. The
black color of the horse stands out against the yellow background of the logo.
At the bottom of the logo is the Ferrari name in black letters. The letters are
big and bold and show the strength of the Ferrari name for all to see. All in all,
Ferrari has created a world-famous logo that reminds people of the powerful cars
it produces. The logo is special because it speaks to the pride the company takes
in being Italian; not many car companies pay respect to their home countries the
way Ferrari does.

2. The writer explains why the Ferrari logo is unique and worth admiring.

Step 3 Revising

Focused Practice (pages 44–45)

B.

A Great Thai Restaurant

Paddy Thai was one of my favorite restaurants because of its cozy
environment. 4 The owners of Paddy Thai were originally from Thailand.
4 When they moved to Houston, Texas, they decided to start a family-run
restaurant that served traditional Thai dishes. 4 The restaurant was successful,
but it closed several years ago when the owners retired. Nonetheless, I still have
fond memories of the place and my dining experiences there. The outside of the
restaurant was striking in its simplicity. The building was small and white with
a simple green sign. There was a wooden balcony for eating outside. When you
walked inside, you felt as if you were entering the family’s home. The walls were
simply decorated. Pictures of famous Thai temples and photos of the owner’s
children and grandchildren hung in plain black frames on the walls. The dining
room was long and narrow. It held 10 small tables. Some were round, and others
were square or rectangular, so the interior felt very relaxed. There were no bright
lights overhead, just a few romantic wall sconces. The tables were covered with
rose tablecloths and lit candles, which always created a homey, intimate feeling.
In all , I always enjoyed eating at Paddy Thai because of the delicious food, but
I also loved how I felt in that place, as if I was eating in someone’s own home.
That is why I will always miss going there.

5. The writer explains the impression that Paddy Thai had on him/her.

Focus on Writing 3 Teacher’s Manual  21

Building Word Knowledge (page 45)
2. The new logo looks fresh.
3. The silver logo is shiny.
4. Apple produces the iPad.

Step 4 Editing

Focused Practice (pages 47–48)

A.
2. the
3. The
4. a
5. a
6. Ø
7. Ø
8. The
9. the
10. Ø
11. the
12. the
13. The
14. the
15. the
16. the
B.

The Nike Swoosh

a
I like the Nike logo because it has design that makes you think of movement
^
a
and success. Nike is shoe company that is famous for making athletic sneakers.
It has used the same^logo for many years. The company calls the logo the Nike
a
swoosh. The swoosh has feeling of movement. Swoosh is the sound that is made
^
a
when person passes by very quickly. When people see the swoosh, they may
^
a
think of marathon runner. The logo also suggests movement because it looks
^
a an
like wing. That is because the company is named after Nike, ancient Greek
^
goddess ^ logo suggests
who had wings and stood for victory. In addition, the
a a
the image of checkmark. The checkmark suggests that Nike is good company
^
that makes high-quality ^ feel when they
shoes. It may also represent how people
a a
finish race. In all, the Nike logo has unique meaning that I appreciate. When I
see it,^I hear it too. ^

22  Focus on Writing 3 Teacher’s Manual

C.

iPad, iWant
the
The iPad is a popular and amazing device. It is a product from Apple
computer company. It has a large screen, Internet access, and many ^ applications,
the
such as a word processor. People can actually type on screen where a virtual
^
The s
keyboard shows up. Screen has a beautiful color and shine. It looks like a version
^
the
of Apple iPhone screen, so it feels familiar. The iPad is easy to carry because
^
the
it is just about size of a small book and weighs only one and half pounds. The
^
the
iPad was an instant success in stores around world. One million iPads were
^
the the the
sold in first month that device was available. Everyone seems to want the iPad
because^ it is easy to use,
^ sleek, and innovative. Computers and phones have^ come
the
a long way, and the iPad is just next chapter.
^

D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 24 to give your students feedback on their
writing. Change the numeric values as desired. In addition, note strengths in students’
writing and suggestions for improvement.

Focus on Writing 3 Teacher’s Manual  23

 Focus on Writing 3

Unit 2 Branded for Success

The Descriptive Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

presents the topic and controlling idea in

10
the topic sentence.

includes descriptive words in the topic

5
sentence.

10 gives adequate background information.

develops and supports the paragraph with

20
descriptive details.

10 arranges descriptive details effectively.

10 uses an effective concluding strategy.

5 gives the paragraph a good title.

uses indefinite and definite articles

10
correctly.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
5 uses word forms correctly.

uses prepositional phrases and/or the

10 conjunction when to connect body
sentences.

5 uses correct capitalization and punctuation.

_____ / 100 Additional Comments:

24  Focus on Writing 3 Teacher’s Manual

3
Food for Thought
UNIT

Overview

Writing Focus Writing an opinion paragraph

Reading All About Corn

Building Word Knowledge Using compound nouns

Identifying the audience

Tip for Writers
Using commas with because

Using opinion markers

Using listing-order and example transitions
Language Focus
Connecting with so and because
Using synonyms to avoid repetition

Can and should

Grammar For more about the grammar in this unit, see Focus on Grammar 3,
4e, Units 13–16.

In this unit, students will be writing an opinion paragraph. An opinion paragraph presents
a person’s views or beliefs about a topic and supports these opinions with specific reasons
and examples.

Writing Assignments and Sample Paragraphs

1. Think about a type of food that you believe is very useful. Explain why you think
other people should value this food. Consider benefits that come from eating it or
using other products made from it. Give at least two reasons to support your opinion.

Give Tofu a Chance

In my opinion, people should eat more tofu. First of all, tofu has excellent
health benefits. For example, because tofu is made from soybeans, it is high in
protein. The body needs a lot of protein every day to build muscles and bones
and repair damage to cells. Tofu and other foods that are rich in protein help
the body to function better. In addition, tofu is a tasty substitute for meat. Firm
tofu has a meaty texture, so many people can enjoy eating it in place of chicken,
seafood, or beef. This is a big advantage for people who don’t eat meat. Also,
unlike red meat, tofu has no cholesterol. It also is lower in calories than red meat,
so it is better for the body. Finally, tofu comes in different textures and can be
cooked in a wide variety of ways. For instance, tofu is available in soft, firm, or
extra firm textures. Softer tofu can be used in dishes instead of cheese. Firmer
varieties work well in vegetable, pasta, and rice dishes. Tofu can be fried, baked,
boiled, or grilled depending on the recipe. In addition, tofu is wonderful to cook
with because it takes on the flavor of other foods in a dish. For example, it tastes
sweet when combined with yogurt and fruit in a dessert. It tastes salty and spicy
when served with stir-fried vegetables or fried rice. All in all, I believe that tofu
is a good addition to anyone’s diet. It is high in protein, can mimic the texture
of meat without the calories and cholesterol, and can be used in many different
dishes with exceptional results.

Focus on Writing 3 Teacher’s Manual  25

 2. Think about a type of food that you believe is very bad for people or animals.
Explain why it would be best to avoid eating and/or producing this food item. Give
at least two reasons to support your opinion.

Stop Fish Farming

I think people should avoid producing farm-raised fish for two reasons. First,
raising fish on farms is bad for the fish because it increases their chances of
becoming hurt and sick. Farm-raised fish grow up in special tanks or underwater
cages. Because fish farmers want to make a profit, they crowd the tanks with
fish, as many as 50,000 fish in one tank. The overcrowding causes injury and
disease among the fish. For example, the fish hurt their fins on the sides of the
cages because they cannot swim freely. Because of overcrowding, the fish are
also more likely to pass on diseases to each other. Farm-raised fish are exposed
to a lot of waste products. This can make them sick or kill them. The second
reason not to farm fish is that wild fish are better for people to eat. Wild fish eat
more nutritious food than farmed fish do. For example, wild salmon eat small,
shrimplike creatures, called krill. Eating krill gives salmon a healthy orange-
pink color. In contrast, farm-raised salmon are fed an unnatural diet of fish parts
or fish meal. They develop a gray color, so farmers feed them special dyes to
make them look pink. Eating a fish with dye in it is probably not good for human
health. Farm-raised fish are also given a lot of antibiotics to prevent sickness in
the crowded tanks. When people eat a lot of farm-raised fish, they are taking in
unnecessary chemicals that are probably harmful to the body. All in all, farm-
raised fish carry risks, which is why I believe we should stop producing them.
Modern-day fish farms endanger the health and life of fish. More importantly,
eating farm-raised fish may negatively affect people’s health as well.

Timed Writing Assignment

Refer students to the two writing assignments in the unit and have them write on the one
they did not choose. Give students 60 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process. They should reread the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their
paragraphs, revise, and edit.

26  Focus on Writing 3 Teacher’s Manual

 Unit 3 Answer Key

Planning for Writing: Read

Building Word Knowledge (page 53)

Students should list the following compound nouns from the reading. Additional
compounds with corn might include cornflakes, cornbread, cornmeal, popcorn, corn
dogs, cornflower, corn silk, and corn oil.
One Word Two Words

cornstarch corn syrup

corncobs corn kernels

corn husks

corn products

corn plastic

corn feed

Focused Practice (pages 53–54)

A.
1. b
2. e
3. d
4. c
5. a
B.
1. assumed 4. explained
2. explained 5. explained
3. assumed
C.
c. the general public
D.
Answers will vary.

Step 2 Writing the First Draft: The Topic Sentence

Focused Practice (pages 57–59)

A.
1. b 4. b
2. b 5. a
3. a 6. b
B.
4 1, 2, 4, and 6

Focus on Writing 3 Teacher’s Manual  27

C.
Possible answers:
2. I believe that it is important for people to eat a big lunch.
3. In my opinion, people should avoid drinking too much soda.
4. Corn plastic is one of the most useful corn products available today.
5. In my opinion, eating canned vegetables is not a wise choice.
6. I think that eating frozen foods is an excellent option for busy people.
D.

Why We Should Eat Almonds

I think that almonds are one of nature’s greatest gifts because they
are both nutritious and useful. First of all, almonds are very good for you.
For instance, most of their fat is what doctors consider “good” fat, which means
it has important natural nutrients that keep the body healthy. Because they
have a lot of protein, fiber, and vitamins, almonds are a much better snack to
choose than chips or even crackers. Furthermore, almonds can be turned into
other useful food products. For example, people can now buy almond butter
and almond milk. Almond milk is excellent for people who cannot digest cow’s
milk. Almond milk is also lower in sugar than cow’s milk, so it is healthier to
drink. Finally, one of the most interesting benefits of almonds comes from the oil
they produce. For instance, almond oil is a beneficial ingredient that is used in
a number of beauty products today. Almond oil has vitamins that make dry skin
moist, so it is found in many lotions and soaps. Several shampoos also contain
almond oil because it makes hair stronger and healthier. All in all, it is hard
to deny the many benefits that almonds provide. Almonds are a healthy snack
choice, and they can also be turned into beneficial foods and beauty products. For
these reasons, I think almonds are one of the most useful foods.

Step 2 Writing the First Draft: The Body Sentences

Focused Practice (pages 62–63)

A.

Don’t Eat Fried French Fries!

Most people love the taste of French fries. However, they should avoid eating
these fat-drenched potatoes because they are bad for your health. Why are fries
bad for your health? First of all, they can cause high blood pressure. Your blood
pressure measurement shows how easily your blood moves through your body,
and it can be affected by how much salt you eat. Most French fries contain a lot
of salt, so eating them increases your blood pressure. This, in turn, makes the
heart work too hard. Because fries can cause high blood pressure, eating them
can lead to heart disease. In addition, French fries are normally cooked in a type
of oil that contains bad fats, called trans fats. These bad fats are also harmful to
the heart. For example, they can clog the blood vessels that lead to the heart. The
good news is that people don’t need to eat regular French fries because there is a
healthier option that tastes just as good. For instance, you can bake thinly sliced
potatoes in the oven with some herbs and a little olive oil. The baked fries will
still be tasty and crisp but will not have any trans fats or salt in them. It may be

28  Focus on Writing 3 Teacher’s Manual

 difficult to stop eating typical French fries, but when you do, you are helping
your body, especially your heart.

1. The writer feels that people should avoid eating French fries in order to stay healthy.
2. The writer gives two reasons: they cause high blood pressure; they contain harmful
fats.
3. First of all; In addition
4b. The salt in fries can lead to heart disease; the trans fats in fries can clog arteries
and hurt the heart.
4c. A healthier alternative is to eat baked fries.
B.
Possible answer:

I think that coffee is the best drink to have in the morning. First of all, coffee
makes early mornings a little more fun because there are so many kinds to
choose from. For example, coffee drinkers can choose a bold dark roast or a
lighter blend. They can also select from many different flavors, such as hazelnut
or Irish cream. Because people have so many choices, they can make each
morning different and a little more exciting when they’re just waking up. Second
of all, drinking coffee makes a person feel more awake. For instance, when
people drink coffee, they often feel a boost of energy because coffee has
caffeine. Caffeine stimulates the brain, so people feel more alert shortly
after drinking their morning cup. For these two reasons, I believe that people
should start their mornings with a cup or two of delicious coffee.

Focused Practice (pages 63–64)

A.
Possible answers:
2. People should avoid having a lot of sweets because they are bad for your teeth.
3. Oranges have a lot of vitamin C, so they can help keep your body healthy.
4. Corn is cheap to produce, so it is used in many different kinds of products.
5. Many people choose fast food because they don’t have time to cook.
B.
2a. Coffee has a lot of caffeine, so it is the perfect morning drink.
2b. Because coffee has a lot of caffeine, it is the perfect morning drink.
3a. Canned foods must last a long time, so they have many added chemicals.
3b. Because canned foods must last a long time, they have many added chemicals.
4a. Avocados are rich in vitamin E, so they are good for your heart.
4b. Because avocados are rich in vitamin E, they are good for your heart.

Step 2 Writing the First Draft: The Concluding Sentence(s)

Focused Practice (page 66)
A.
Possible answers:
2. In conclusion, blueberries are a healthy food that people should eat every day.
3. In all, I think people should eat nuts anytime they are hungry and in a hurry.
Focus on Writing 3 Teacher’s Manual  29
B.

Take a Chocolate
I believe that a little chocolate should be a part of everyone’s diet. First of all,
chocolate actually has many health benefits. For instance, chocolate has chemicals
called flavanoids that help protect the body’s cells from damage. Flavanoids,
which are found in the seeds of cacao plants, can also benefit the heart. Because
chocolate has these properties, eating a small amount of this treat each day may
actually help your body. In addition, people who are trying to lose weight or stay
thin should eat chocolate regularly because it creates balance in their diet. For
example, many dieters find it difficult to eat only healthy foods and avoid sweet
ones. Dieters who don’t let themselves eat sweets end up wanting them even
more, so sometimes they overeat as a result. People who are watching their weight
should have a small piece of chocolate each day. This would satisfy their need
for something sweet without causing them to overeat. In conclusion, I think more
people should consider eating a small amount of chocolate regularly. Chocolate
is as good for you as it tastes, and it helps you maintain a balanced diet.

Step 3 Revising
Focused Practice (pages 67–68)
B.
The double underlining indicates the three reasons for item 2.
The circling indicates the answers to items 5 and 6.

Delightful Durian
I believe that more people should eat durian because this thorny fruit from
Southeast Asia improves both physical and mental health. First of all, durian helps
to keep your body in healthy condition because it is high in vitamins and minerals.
4 For example, it has a lot of iron, which is good for the brain, the muscles, and
the immune system. In addition, durian is believed to be a natural healer. 4 For
instance, in some parts of Asia where durian grows naturally, doctors use the
fruit to cleanse the blood and to reduce fevers. 4 The fruit has chemicals that can
prevent blood clots. 4 The chemicals can also reduce inflammation in the body,
so eating durian might stop or prevent headaches. Finally, durian is known to
have positive effects on a person’s mood. 4 Specifically, it may be able to make
people happier because it contains a chemical called tryptophan. 4 Tryptophan
can reduce feelings of anxiety and depression. 4 Getting tryptophan from durian
fruit can lift a person’s mood, so it is good for people who suffer from stress. In
all, durian is not a well-known fruit, but I think more people should try it. Health
food, healer, and stress reliever—this miracle food has many benefits for both the
body and the mind.

Building Word Knowledge (pages 68–69)

2. blood bank; blood type
Possible answer:
When you donate blood to a blood bank, you can often find out what blood
type you have.

30  Focus on Writing 3 Teacher’s Manual

 3. toothache; stomachache
Possible answer:
Doctors suggest taking ibuprofen for a toothache but not for a stomachache.
4. junk food; comfort food
Possible answer:
I know chips are junk food, but for me, they are a comfort food when I’m sad
or anxious.
5. pain relief; cold relief
Possible answer:
I need to find a medicine that will give me both pain relief and cold relief.

Step 4 Editing

Focused Practice (pages 70–72)

A.
cannot
2. I do not can understand why people drink so much coffee.
3. Parents should not let young children eat fast food.
take
4. It can takes less time for corn plastic to biodegrade.
5. There should be more healthy food options in school cafeterias.
6. More companies should to use products made of corn plastic.
find
7. You can finding many foods with corn syrup at the grocery store.
8. I should not to eat chocolate, but I cannot help myself.
B.
1. should make or should not make 5. should consume
2. should not eat 6. should not let
3. should not serve 7. should avoid
4. should drink 8. should not doubt
C.
2. can use 6. can turn
3. can cook 7. can be
4. can become 8. cannot use
5. can find 9. cannot deny
D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 32 to give your students feedback on their
writing. Change the numeric values as desired. In addition, note strengths in students’
writing and suggestions for improvement.

Focus on Writing 3 Teacher’s Manual  31

 Focus on Writing 3

Unit 3 Food for Thought

The Opinion Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

presents the topic and point of view in the

10
topic sentence.

5 uses opinion markers in the topic sentence.

develops and supports the paragraph with

20
reasons and examples.

15 uses transition words effectively.

5 uses so and because correctly.

10 uses an effective concluding strategy.

5 gives the paragraph a good title.

considers the audience and explains

5
information when necessary.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
10 uses can and should correctly.

uses word forms and compound nouns

10
correctly.

5 uses correct capitalization and punctuation.

_____ / 100 Additional Comments:

32  Focus on Writing 3 Teacher’s Manual

4
Public Spaces
UNIT

Overview

Writing Focus Writing a persuasive essay

Reading A Walk through Past and Present Amman

Building Word Knowledge Using similes

Using descriptive details that appeal to

Tip for Writers
the senses

Using opinion markers for an argument

Including a summary sentence
Language Focus
Using transition words to show time order and order of importance
Presenting the counterargument and refutation

Present perfect: indefinite past

Grammar For more about the grammar in this unit, see Focus on Grammar 3,
4e, Unit 10.

In this unit, students will be writing a persuasive essay. A persuasive essay tries to
convince people to share the author’s point of view.

Writing Assignments and Sample Essays

1. Think about a place—such as a park, city center, or neighborhood—that could be
changed or improved in some way. Decide whether you think it is worth the time
and money to change this place. Take a position for or against some type of change
and support your decision. Use opinion markers to present your argument.

No Wal-Mart in the Heights

I live in the Heights, a unique neighborhood in Houston, Texas. Many families
and couples live here. We enjoy the friendly atmosphere, locally owned stores,
and diverse architecture. More and more people have come to live in this
great neighborhood. Since the population has grown, Wal-Mart has proposed
building a store here. Some people believe the new Wal-Mart will help the
neighborhood’s growing population. Others worry that it will destroy the area’s
unusual character. In my opinion, a huge Wal-Mart in the Heights will hurt the
neighborhood in a number of ways.
One reason I oppose the new Wal-Mart is that it is likely to hurt local
shopkeepers. In the Heights, there are many “mom and pop” stores owned by
local residents. For example, there are small, family-owned grocery stores and
bakeries. People have been buying fresh produce and bread from these local
stores for years. There are also many small fashion boutiques. They sell clothes
and jewelry you can’t find at a typical department store. Unfortunately, these
mom and pop stores cannot compete with the prices at Wal-Mart. Because Wal-
Mart is such a large company, it can afford to sell bread, clothes, and jewelry

Focus on Writing 3 Teacher’s Manual  33

 more cheaply than any independent shopkeeper can. With a new Wal-Mart
in the Heights, residents might abandon the local stores for better prices.
If this happens, shop owners will lose customers. As a result, some may be
forced to shut down. This would be tragic for businesses that have been in the
neighborhood for a long time.
In addition, a new Wal-Mart will spoil the Heights’ unique character. The
Heights is famous for its quaint look and feel. It contains many old gingerbread-
style houses. They have pointed roofs and are painted red, yellow, purple, and
other vibrant colors. Pretty flower gardens decorate most front yards. Some
narrow streets are lined with live oak trees. The curved branches of the trees
come together like arches within the dome of a cathedral. If a new Wal-Mart
is built here, it will destroy the neighborhood’s appeal. Large trees will be cut
down, and old buildings will be destroyed. They will be replaced by an enormous
parking lot that will take away the shade and beauty of the Heights. A massive
Wal-Mart will be out of place here, with its bland and unoriginal architecture.
The store will look like any other Wal-Mart you see in Houston. Heights
residents take pride in the neighborhood’s distinctive look, but a new Wal-Mart
will change all that.
In all, building a new Wal-Mart will bring unwanted changes to the Heights.
It could cause local shopkeepers to lose customers, and it will harm the
neighborhood’s unique and appealing atmosphere. Some people believe that the
new Wal-Mart will benefit the Heights because it will create many new jobs.
However, if local shop owners lose income, they may hire fewer people or shut
down. There is no point in creating new jobs if existing ones are going to be
taken away. Residents of the Heights need to stay loyal to their local businesses
and their one-of-a kind neighborhood. By opposing the new Wal-Mart, they can
continue to do this successfully, and I think everyone will benefit in the end.

2. Imagine that your school has recently bought more land to build on. Some students
want the school to build a new athletic facility. Other students want to turn the
land into a small park with a garden, benches, and tables. Choose one side and
support your decision. Use expressive language to present your argument.

A Place to Breathe
I attend a small college in Los Angeles. It has a small campus with almost
everything students need, including attractive classrooms, a large library, and
a big cafeteria. There is also a small athletic facility with a large soccer field
nearby. Recently, the college has bought more land. Now the school is asking
students to vote on how the land should be used. Some students want the college
to create a small park with trees, flowers, benches, and tables. Others would like
the college to build a bigger athletic facility. I believe the college should create
a park on the new land because it’s something students badly need and also is
something the college doesn’t currently offer.
First of all, a new park will greatly benefit students. Right now, students lack
a nice outdoor area where they can study, eat, or chat. When students need to
study, they have to go to the library. This windowless building is dark and quiet.
Being inside it can feel like being in jail. The only place students can go when

34  Focus on Writing 3 Teacher’s Manual

 they want to eat is to the cafeteria. At lunchtime, the cafeteria can be as crowded
and loud as a rock concert. It would be wonderful to have a restful park with
gardens, benches, and tables instead. There students could eat outside in the fresh
air and enjoy the sounds of nature instead of listening to loud voices. Since Los
Angeles has beautiful weather almost all year round, students could use the park
in all seasons, so this would be an effective use of the new land.
Secondly, the college could attract and keep more students by providing a
beautiful park. The college already has an athletic facility for basketball games
and exercise classes. It also has a full-size soccer field close to the gym. Since
basketball and soccer are the college’s main sports, the teams already have what
they need. However, what is missing is a place where students can relax between
classes. There are a few sitting areas here and there, but no large open spaces. A
park will make the campus more appealing and attract more incoming students.
It will improve the school’s image and feel.
Now that the college has acquired new land, it should turn it into a park
because it will benefit both students and the college. Students will finally have
an outdoor place where they can relax, study, and eat. In addition, the campus
will look more attractive to students who are considering applying here. There
are some people who think a new park is just a waste of land. They say that a
gym plays a more important function than a park. However, I think that enjoying
nature is just as important as playing sports. In fact, a park will benefit all
students, not just the sports lovers. The time has come for a new park at our
campus. I hope more students will support the new park so that it can soon
become a reality.

Timed Writing Assignment

Refer students to the two writing assignments in the unit and have them write on the one
they did not choose. Give students 60–90 minutes to write their essays. Remind them
to go through all four steps in the writing process. They should reread the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their essays,
revise, and edit.

Unit 4 Answer Key

Planning for Writing: Read

Building Word Knowledge (page 77)

1. The air smells as fresh as a newly planted garden.
2. I spot a beautiful necklace with beads as red as ripe cherries.
3. When the sunlight touches the blue, green, and red glass of the perfume bottles,
they look as colorful as a stained glass window.
4. One local shopkeeper complains that the young people are like a pack of
angry dogs.
5. Smooth as ice under my feet, the stones give the street an old, weathered look.

Focus on Writing 3 Teacher’s Manual  35

Focused Practice (page 78)
A.
1. b
2. c
3. a
4. e
5. d
B.
1. The baskets are brightly colored and woven.
2. The perfumes smell like jasmine and other sweet-scented flowers.
3. The perfume bottles are blue, green, and red.
C.
1. c
2. a
3. b
D.
Answers will vary.

Step 2 Writing the First Draft: The Introduction

Focused Practice (pages 82–83)

A.
4 1, 5, 6, 8, 9, 10
B.
4 3, 5, 7
C.

Amman, the capital of Jordan, is over 10,000 years old. Today, the city is
growing rapidly. Recently, Amman has developed a new plan to change the city.
In the past, there weren’t many outdoor spaces for the public. Now there are
more benches and sidewalks so that people can enjoy the souqs and sights in East
Amman and more skyscrapers and fancy restaurants to visit in West Amman.
Some Ammanis believe that these changes make the city more livable, but others
think they have caused problems. I think that Amman’s new plan has benefited
the city in two key ways. It has made the city a friendlier place, and it has
encouraged diversity.

1. Amman, the capital of Jordan, is over 10,000 years old. Today, the city is growing
rapidly. Recently, Amman has developed a new plan to change the city. In the past,
there weren’t many outdoor spaces for the public. Now there are more benches
and sidewalks so that people can enjoy the souqs and sights in East Amman and
more skyscrapers and fancy restaurants to visit in West Amman. Some Ammanis
believe that these changes make the city more livable, but others think they have
caused problems.

36  Focus on Writing 3 Teacher’s Manual

 2. Possible answer: The author included items that give sufficient background
information about Amman and its recent changes in order to help the reader
understand the topic of the essay. The author left out details that were too specific
(e.g., Falafel on pita bread is a typical kind of street food found in Amman; A
souq is an outdoor market where people can buy food and clothing; The Jordan
Gate Towers are modern skyscrapers located in the sixth circle) as well as an
unsupported opinion (e.g., Amman is a city with a soul ).
3. The essay will likely give reasons, facts, and examples that will support the author’s
argument that Amman is a friendlier and more diverse city because of its new plan.

Step 2 Writing the First Draft: The Body

Focused Practice (page 86)

A.
Possible answers:
1. Topic Sentence 2: In addition, it has brought people closer to together with more
pedestrian-friendly spaces.
2. Topic Sentence 1: First of all, it has caused local business owners to lose
customers.
Topic Sentence 2: Second, it has attracted more young people whose behavior
scares others away.
B.
Possible answer:

First of all, the plan has improved Amman’s sense of community.

Historically, Amman has been divided into two parts. West Amman is the
wealthier section that is the city’s center of business. East Amman is older, more
traditional, and less wealthy. They used to be like two different worlds. However,
the new plan has brought the rich and poor together in common spaces. On
Rainbow and Wakalat Streets, Ammanis and visitors can walk on sidewalks or sit
on benches. Because of the benches, people from different backgrounds are more
likely to interact with each other face-to-face. I think this makes people in the
city feel closer to one another, even to strangers. For example, when someone sits
down next to another person, the two often start a conversation. On sidewalks,
people say hello and smile at those they pass by. Without public spaces like
these, it would be harder to develop a feeling of community in Amman.

Focused Practice (pages 88–89)

A.

The safety of the community is the main reason why I believe Greenacre
should be fixed up. Right now, the park is an eyesore and a dangerous place
to be at night. Many of the park benches are broken, and all of them need
painting. Some of the street lamps don’t work. In addition, many of the trees
and flowers have died because of neglect. If we fixed the benches and lamps
and planted trees, bushes, and flowers, the park would be a more attractive place
to be. Improving the park’s appearance would encourage more community
members to sit out on the benches. This would make Greenacre safer for
everyone in the area.

Focus on Writing 3 Teacher’s Manual  37

 Another reason why it’s important to fix up the park is that it will make the
neighborhood more attractive to small businesses and new home buyers. People
used to like our neighborhood and wanted to live here. There was a coffee shop,
a Chinese restaurant, and a grocery store next to the park. Now, every store
except the grocery is gone. Store owners and people who want to buy a house no
longer want to move here because the park is dangerous and unattractive.

B.

One big disadvantage of the changes in Amman is that certain streets have
becoming extremely congested and unpleasant to walk on. There are just too many
pedestrians, especially along the wide sidewalks of Rainbow and Wakalat Streets.
Foot traffic has increased in East Amman because of the new sidewalks and
benches. In addition, there are many new stores and restaurants, which bring more
people to the area. At busy hours, such as lunchtime and evenings, the crowds
come at you like an overpowering wave. It is hard not to run into other people.
The changes in Amman have not turned out the way people expected.

C.
Possible answer:

Another disadvantage of the new plan is that it might hurt local shop owners.
Before the plan, businesses relied on customers who drove right up to their
stores. Consumers parked their cars, shopped, and drove away. Shopping was
quick and convenient. Now that Wakalat Street is a pedestrian-only street, these
shop owners worry about losing loyal customers who are used to parking in front
of their storefronts. Some also feel that Wakalat Street has attracted too many
young people, who act like wild animals. These teens might scare their customers
away. If shopkeepers lose too many customers, they might have to close their
shops. Because the new plan discourages shoppers from parking their cars
and feeling comfortable, local businesses will suffer.

Step 2 Writing the First Draft: The Conclusion

Focused Practice (page 91)
A.
Answers will vary for the concluding sentence. A possible answer is given.

There are two main disadvantages to Amman’s new plan. First, it causes too
much foot traffic. Second, it can hurt local shop owners. Some people think that
the new plan has improved the city. They say the sidewalks have made it feel
more friendly and livable. 4 However, not everyone enjoys large crowds. 4 In
fact, I think that crowds could make walking through the city even more stressful.
4 When people run into one another, they become upset and overwhelmed. 4
Because such changes can actually make people feel worse, I do not support
this new plan. Instead of encouraging so much foot traffic, Amman should
allow people to drive in all parts of the city, including Wakalat Street.

38  Focus on Writing 3 Teacher’s Manual

Step 3 Revising

Focused Practice (pages 92–94)

B.
Answers may vary for question 4, in which students are asked to check (4) three kinds of
support in each body paragraph. All possible answers have been checked.

The Benefits of the New Amman

Amman, the capital of Jordan, is over 10,000 years old. Today, the city is
growing rapidly. Recently, Amman has developed a new plan to change the city.
In the past, there weren’t many outdoor spaces for the public. Now there are
more benches and sidewalks so that people can enjoy the souqs and sights in East
Amman and more skyscrapers and fancy restaurants to visit in West Amman.
Some Ammanis believe that these changes make the city more livable, but others
think they have caused problems. I think that Amman’s new plan has benefited
the city in two key ways. It has made the city a friendlier place, and it has
encouraged diversity.
First of all, the plan has improved Amman’s sense of community. 4 Historically,
Amman has been divided into two parts. 4 West Amman is the wealthier section
and the city’s center of business. 4 East Amman is older, more traditional, and
less wealthy. 4 They used to be like two different worlds. 4 However, the new
plan has brought the rich and poor together in common spaces. 4 On Rainbow
and Wakalat Streets, Ammanis and visitors can walk on sidewalks or sit on
benches. 4 Because of the benches, people from different backgrounds are
more likely to interact with each other face-to-face. 4 I think this makes people
in the city feel closer to one another, even to strangers. 4 For example, when
someone sits down next to another person, the two might start a conversation.
4 On sidewalks, people say hello and smile at those they pass by. Without public
spaces like these, it would be harder to develop a feeling of community
in Amman.
Second, the plan has made Amman a more exciting and varied place to be.
4 For visitors and locals, the city is like a feast for the senses. 4 Glass
skyscrapers exist close to mosques and churches. 4 People can go to street
vendors to buy spicy falafel sandwiches or to McDonald’s for a hamburger.
4 They can stroll along concrete streets in the business section or walk along
smooth cobblestones on pedestrian-only Wakalat Street. 4 The air is filled with
many kinds of sounds, from cars honking their horns to people bargaining for the
best price at a local souq. 4 People can buy designer jeans at a fancy clothing
store or a handmade bag produced locally. 4 The new plan has brought East and
West Amman closer, giving the city a unique mix of old and new. The new plan
has made Amman a more vibrant and livable place to be.
Amman’s new plan has made the city’s people feel more connected to one
another. It has highlighted the city’s varied architecture and ways of life. There
are some people who do not like the changes. For example, local shop owners
think the sidewalks are a disadvantage. They say they attract young people,
who scare away their customers. However, I think most people have benefited
from the changes. A few shopkeepers might lose a sale, but everyone in Amman
can enjoy the sidewalks and benches. People belong to a city, but a city should
belong to its people too. Cities need to do what is best for the majority of the
people, and with its new plan, I think Amman has succeeded in doing this.

Focus on Writing 3 Teacher’s Manual  39

Building Word Knowledge (page 94)
Possible answers:
1. The park’s newly planted grass glistened like emeralds.
2. Sometimes this street looks as scruffy as an abandoned cat.
3. The local souq was as active as a beehive.
4. The pedestrian’s footsteps on the cobblestones sounded like
clicking keys on a computer keyboard.
5. The gaping hole in the sidewalk looked like a bad wound.
6–10. Answers will vary.

Step 4 Editing

Focused Practice (pages 97–99)

A.
1. visited
2. decided
3. have eaten
4. bought
5. has opened up
B.

To the City Officials of Amman,

taken
I am writing to you about the recent changes that have took place in our lovely
have
city. I own a clothing store on Wakalat Street. My customers been very loyal to
^
removed
me. However, they are not happy that the city has remove car access to my store.
complained
Now they must park farther away. They have complain to me many times, but I
told
have tell them that there is nothing I can do. Now they are complaining about the
teenagers who hang out in front of my store. Sometimes the customers who have
stopped felt
stoped by the store have feeled uncomfortable. Teenagers often sit on the benches
asked
just outside my front door, and they are very loud. I have ask them to be quiet or
done
go someplace else, but they never listen to me. I have did everything I can. I am
asking you to help me and my business. Please remove the benches that the city
has
have recently installed on Wakalat Street. Although they have made the city more
have
pedestrian friendly, they driven away my loyal customers. I hope you will give
^
my request serious consideration.
Sincerely,
Adnan Naser

40  Focus on Writing 3 Teacher’s Manual

C.
2. The city has closed Wakalat Street to automobiles.
3. Wakalat Street has become more pedestrian friendly.
4. Architects have installed benches.
5. City planners have planted trees.
6. Wakalat Street has developed into a center of activity.
7. The new design has given Wakalat Street a new identity.
D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 42 to give your students feedback on their
writing. Change the numeric values as desired. In addition, note strengths in students’
writing and suggestions for improvement.

Focus on Writing 3 Teacher’s Manual  41

 Focus on Writing 3

Unit 4 Public Spaces

The Persuasive Essay

Your Possible
Points Points The writer . . . Teacher Comments

provides enough essential background

10
information in the introduction.

expresses the controlling idea of the whole

10
essay in the thesis statement.

uses opinion markers in the thesis

5
statement to emphasize the point of view.

includes topic sentences that support the

10
opinion with specific reasons.

provides enough supporting details such

20 as facts, explanations, and examples to
develop the body paragraphs.

includes some descriptive details and/or

5
similes.

uses transition words effectively to connect

5
the parts of the essay together.

restates the controlling idea of the thesis

5
statement in the conclusion.

5 uses an effective concluding strategy.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
5 gives the essay a good title.

10 uses the present perfect appropriately.

5 uses word forms correctly.

5 uses correct capitalization and punctuation.

_____ / 100 Additional Comments:

42  Focus on Writing 3 Teacher’s Manual

5
Jobs of the Future
UNIT

Overview

Writing Focus Writing a compare-contrast essay

Reading Jobs: What the Future Holds

Building Word Knowledge Using collocations

Tip for Writers Determining purpose

Stating the two topics and key points of comparison

Language Focus
Using compare-contrast transition words

Adjectives: Comparisons with as . . . as and than

Grammar For more about the grammar in this unit, see Focus on Grammar 3,
4e, Unit 20.

In this unit, students will be writing a compare-contrast essay. A compare-contrast essay

describes how two people or things are alike or different in specific ways.

Writing Assignments and Sample Essays

1. Compare and contrast two jobs you are interested in. Then comment on which job
would be best for you, based on your skills and interests.

Considering Pharmacy Jobs

Today, there are more and more drugstores, or pharmacies, to provide people
with their medications. Because of this, there is a growing demand for pharmacists
and pharmacy technicians. Both jobs are necessary to make a pharmacy run
smoothly, and the jobs share some similarities. However, the training needed for
each job is different, as are the job responsibilities and salaries.
First, pharmacists have to train longer than pharmacy technicians do. They
have to earn a special degree at a college. They must take many science courses,
such as chemistry and biology. They learn a lot about drug therapy and how to
talk to patients. After four years of study, they must pass several tests before
they can begin to work. On the other hand, technicians only need a high school
degree. People who are good with computers and customer service can learn on
the job. The training can last as little as three to six months. Some places require
technicians to be certified. In that case, they have to attend college for six months
to two years. There they learn drug names, how to calculate doses, and how to do
record keeping. Still, this job requires much less training than that of a pharmacist.
Second of all, pharmacists have greater job responsibilities than technicians
do. This is why they get paid a lot more. Pharmacists decide whether a drug
is safe for patients. They consider other drugs a person is taking in order to
avoid any dangerous drug interactions. They measure ingredients and mix them
together. In addition, they answer people’s questions about drugs and their side
effects. Because pharmacists have so much responsibility, they can earn as much

Focus on Writing 3 Teacher’s Manual  43

 as $100,000 a year. In contrast, a technician works mainly to help the pharmacist.
Technicians take patient information, contact doctors, and prepare drug labels.
Sometimes technicians can also measure and mix medications. However,
they must have the pharmacist check the work they do. Unlike pharmacists,
technicians are not allowed to discuss health concerns with customers. Since
technicians mainly do routine office tasks, they do not get paid as much. Instead
of a salary, many are paid hourly. Therefore, they usually earn about one-third
the salary of a pharmacist.
In conclusion, even though pharmacists and pharmacy technicians work in the
same environment and share some of the same duties, there are major differences
in their training, responsibilities, and salaries. People who are very precise and
enjoy helping others can become successful pharmacists. However, they must
attend school longer and accept much bigger responsibilities. No matter which
path you take, the future of both jobs is bright. I find both careers very interesting
and have considered the benefits of each one. In the end, I think the job of a
pharmacy technician is the right one for me. I can work as a technician sooner,
and I would enjoy working with many different kinds of people.

2. Interview two people with different jobs. Compare and contrast the work they do.
Then express your opinion about which job is more interesting.

Hairstyles, Cars, and Family

My mother and father have been working for most of their lives, and both
of them love their jobs. My mother is a hairstylist with almost 30 years of
experience. My father has worked as a car salesperson for over 20 years. Many
people might think that the job of a hairstylist is nothing like that of a car
salesperson. However, after interviewing both my parents, I have found that there
are actually many similarities between the two jobs. Both hairstylists and car
salespeople need good people skills, and they both usually work on commission.
First of all, knowing how to connect with customers is important for both
jobs. Hairstylists must make people feel relaxed about getting a new hairstyle.
They often talk to their customers as if they were friends. Hairstylists have to
find out what their clients like and suggest styles that match a client’s personality
and lifestyle. Similarly, salespeople have to make customers feel at ease. They
often spend a lot of time talking with customers, so they need to have good
conversation skills. They must greet customers with a friendly smile and be
honest and interested. Many people don’t know what kind of car they want, so
car salespeople also have to find out what models would suit them best. Whether
customers are leaving with a new hairstyle or a new car, they all need to be made
to feel comfortable about their experience and the money they have spent.
In addition, both hairstylists and car salespeople often work on commission,
which means they get paid a percentage of the sales they make. Most hairstylists
do not earn an annual salary. Their income can change from month to month.
The more haircuts they do, the more money they earn. Stylists’ commissions can
vary anywhere from 35 to 60 percent of the total price of the haircut. In some
beauty parlors, they can earn a bonus for being the most successful stylist in the
salon. Likewise, most car salespeople do not get a regular salary. They only make
commissions from selling cars. For each car they sell, they can earn 20 to 40

44  Focus on Writing 3 Teacher’s Manual

 percent of the total profit. Like hairstylists, car salespeople can also earn bonuses
for selling the most cars per month. The more cars they sell, the bigger the bonus.
It is interesting to see how hairstylists and car salespeople can have so much
in common. Thanks to my mother and father, I now see that they must both know
how to make their customers feel comfortable. Furthermore, they both have some
control over the amount of money they make because they work on commission.
I don’t think I will end up following in the footsteps of either of my parents.
However, I do think that the job of a car salesperson is more interesting because
you get to be part of a big moment in people’s lives. However, just don’t tell my
mother that.

Timed Writing Assignment

Refer students to the two writing assignments in the unit and have them write on the one
they did not choose. If students do a timed writing assignment on comparing two people
with different jobs, have them select two people that they know well (such as family
members) because they will not be able to interview the two people. Give students 60–90
minutes to write their essays. Remind them to go through all four steps in the writing
process. They should reread the assignment, organize their ideas (perhaps they will
complete a graphic organizer), write their essays, revise, and edit.

Unit 5 Answer Key

Planning for Writing: Read

Building Word Knowledge (page 103)

Students should notice the following collocations in these sentences on page 102.
Computers, the global economy, and new technologies have all affected the jobs of
yesterday, today, and tomorrow. (paragraph 1)
With the world population getting bigger by the minute, won’t we need more machine
operators to run the machines? (paragraph 4)
Green jobs are red hot. (paragraph 9)
More and more countries are using renewable energy sources, such as solar power and
wind power. (paragraph 9)

Focused Practice (pages 103–104)

A.
The author’s main purpose is to inform readers about jobs that will and will no longer be
available in the future.
B.
2. a decrease; machine operators
3. an increase; renewable energy technicians
4. an increase; international business consultants
5. a decrease; travel agents
6. an increase; space tour guides

Focus on Writing 3 Teacher’s Manual  45

C.
Math Skills Technical Skills People Skills

1. Bank teller 4 4

2. Machine operator 4

3. Travel agent 4 4

4. International business consultant 4 4

5. Renewable energy technician 4 4

6. Space tour guide 4

D.
Answers will vary.

Step 2 Writing the First Draft: The Introduction

Focused Practice (pages 107–108)

A.
4 1, 4, 5, and 6
B.
4 1, 3, 5, 7, and 8
C.
1. Jobs in the travel industry are for people who like travel and adventure. In the past,
many travel lovers became travel agents. Advances in technology have opened up
new jobs in space tourism. Soon, people who like adventure will be able to work as
space tour guides.
2. Possible answer: The author included ideas that give sufficient background
information about jobs of travel agents and space tour guides. The author did not
include any personal information (e.g., I would like to be a space tour guide.) or
any information that was too general (e.g., Most people need to have a job.)
3. Despite a few similarities, the jobs of a travel agent and a space tour guide are very
different. The training for each job is different, as are the work environments.
4. training and work environments
5. Answers will vary.

Step 2 Writing the First Draft: The Body

Focused Practice (pages 110–111)

1. While vets are concerned with the health of pets, zoologists study behavior of all
kinds of animals. / Vets are concerned with the health of pets while zoologists
study behavior of all kinds of animals.
2. Actors must learn how to play a character and memorize lines; however, directors
manage all aspects of a film.

46  Focus on Writing 3 Teacher’s Manual

Focused Practice (pages 111–113)
A.

First of all, although travel agents and space tour guides both need to go to
school, the type of training they need is different. Travel agents usually go to
community colleges or travel industry schools. They learn how to make travel
arrangements, including airline and hotel reservations. They learn about travel
documents, such as passports and visas. Some also study geography, history, and
foreign languages. Unlike travel agents, space tour guides will probably have to
learn more than geography and history. They will most likely need to study space
science, including astronomy. In addition, they will need special mental and
physical training, as astronauts do. They will have to deal with weightlessness,
lack of sleep, and other hard parts of space travel.

2. The paragraph presents differences in the schooling and training needed by travel
agents and space tour guides.
3. Travel Agents: go to community colleges or travel industry schools; learn to make
airline and hotel reservations; learn about passports and visas; study geography,
history, and foreign languages
Space Tour Guides: study space science and astronomy; need mental and physical
training; learn to deal with weightlessness and lack of sleep
B.
1.

A major difference between veterinarians and zoologists is the type of work

they do with animals. The main job of veterinarians is to keep pets healthy
and heal sick or injured domestic animals. For example, veterinarians give
dogs and cats vaccinations and take care of the pets’ teeth. Unlike a
veterinarian, a zoologist studies the behavior, diseases, and life cycles of wild
animals. Zoologists gather scientific information about animal behavior and
habits, including the effects that human beings have on wildlife. They research
the effects of environmental change on wildlife. For example, a zoologist might
study how global warming is affecting polar bears.

2.

One difference between actors and directors is the specific job they perform
in the making of a film. Actors focus on the characters they are playing. For
example, they must learn their lines and try to act like the characters
they are playing. However, directors manage all of the creative parts of a movie.
They hold rehearsals and comment on how the actors are playing their parts. In
addition, they make decisions about the setting, costumes, and lighting.

Focus on Writing 3 Teacher’s Manual  47

Step 2 Writing the First Draft: The Conclusion

Focused Practice (pages 114–115)

A.

In conclusion, travel agents and space tour guides have different kinds of
training and work environments. Because of this, the life of a travel agent is best
for people who like to travel but don’t like danger. To be a space tour guide,
you must not only like to travel. You must also be comfortable with extreme
experiences and a risky job. Although I’d love to be able to see Earth from space,
I wouldn’t enjoy the dangers of blasting off into space. I would rather keep my
feet on the ground!

3. Possible answer: The writer presents an opinion about why being a travel agent is
more fitting for him/her than being a space tour guide.

Step 3 Revising

Focused Practice (pages 116–117)

B.
Answers will vary for question 5. All possible answers have been checked.

Where to Keep My Feet

Jobs in the travel industry are for people who like travel and adventure. In the
past, many travel lovers became travel agents. Today, advances in technology
have opened up new jobs in space tourism. Soon, people who like adventure will
be able to work as space tour guides. For people considering jobs as either travel
agents or space tour guides, there are important points to consider. Despite a few
similarities, the jobs of a travel agent and a space tour guide are very different.
The training needed for each job is different, as are the work environments.
First of all , although travel agents and space tour guides both need to go to
school, the type of training they need is different. 4 Travel agents usually go to
community colleges or travel industry schools. 4 They learn how to make travel
arrangements, including airline and hotel reservations. 4 They learn about travel
documents, such as passports and visas. 4 Some also study geography, history,
and foreign languages. Unlike travel agents, space tour guides will probably
need to learn more than geography and history. 4 They will most likely need to
study space science, including astronomy. 4 In addition, they will need special
mental and physical training, as astronauts do. 4 They will have to deal with
weightlessness, lack of sleep, and other hard parts of space travel.
Secondly , the places where travel agents and space tour guides work are very
different. 4 Travel agents spend most of their time at a desk. 4 Some work in
an office or travel agency; others are self-employed and work at home. 4 Travel
agents may never meet some of their customers. 4 They work pretty regular
hours, and their work environments are safe. 4 In contrast , space tour guides

48  Focus on Writing 3 Teacher’s Manual

 work on a small spaceship and must put in longer periods of time in that cramped
place. 4 Like airline attendants, space tour guides will have to deal day and night
with all of the travelers on the ship. 4 They will need to provide food, comfort,
and entertainment for the space tourists. Even if space travel becomes safer,
working in space will still be much riskier than working at a desk job.
In conclusion , travel agents and space tour guides have different kinds of
training and work environments. Because of this, the life of a travel agent is best
for people who like to travel but don’t like danger. To be a space tour guide,
you must not only like to travel. You must also be comfortable with extreme
experiences and a risky job. ✗ Although I’d love to be able to see Earth from
space, I wouldn’t enjoy the dangers of blasting off into space. I would rather
keep my feet on the ground!

2. the type of training they need

3. the places where they work

Building Word Knowledge (page 117)

2. information technology, advanced technology
3. people skills, spelling skills
4. music industry, music business
5. health-care services, public services

Step 4 Editing

Focused Practice (pages 120–122)

A.
2. not as helpful as
3. not as friendly as
4. as knowledgeable as
5. as accurate as
6. not as polite as
B.
1. less populous
2. warmer
3. sunnier
4. drier
5. more expensive
6. cheaper
C.
Answers will vary.

Focus on Writing 3 Teacher’s Manual  49

D.

than
The job of a space tour guide is more difficult as working as a travel agent.
A tour guide has to work in more riskier conditions than an agent. Traveling
more
into space is a much dangerous and complicated process than booking vacation
^
calm
packages. Tour guides need to be able to stay calmer at all times. In addition,
they must make the passengers feel safe. The job of a travel agent is a lot less
as
difficult and not nearly dangerous as that of a space tour guide. A travel agent’s
^
more peaceful
work environment is peacefuler and comfortable. Travel agents do not need to
worry about the physical safety of their clients, which makes their job more
easier to do. However, I like challenges, so a job as a space tour guide would be a
more better job for me.

E.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 51 to give your students feedback on their
writing. Change the numeric values as desired. In addition, note strengths in students’
writing and suggestions for improvement.

50  Focus on Writing 3 Teacher’s Manual

 Focus on Writing 3

Unit 5 Jobs of the Future

The Compare-Contrast Essay

Your Possible
Points Points The writer . . . Teacher Comments

provides enough essential background

10
information in the introduction.

expresses the controlling idea of the whole

10
essay in the thesis statement.

presents a main point of comparison in

10
each body paragraph.

provides enough supporting facts,

20 explanations, and examples to develop the
body paragraphs.

5 makes the purpose of the essay clear.

structures the essay according to the

5
point-by-point method.

uses transition words effectively to connect

5
the parts of the essay together.

restates the controlling idea of the thesis

5
statement in the conclusion.

5 uses an effective concluding strategy.

© 2012 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

5 gives the essay a good title.

10 uses comparative adjectives correctly.

uses word forms and/or collocations

5
correctly.

5 uses correct capitalization and punctuation.

_____ / 100 Additional Comments:

Focus on Writing 3 Teacher’s Manual  51

 6
Staying Healthy
UNIT

Overview

Writing Focus Writing a problem-solution essay

Reading The Hygiene Hypothesis

Building Word Knowledge Using phrasal verbs

Tip for Writers Using pronouns

Explaining a problem and hinting at solutions

Language Focus Using listing-order and cause-effect transitions
Including a summary sentence

Gerunds: subject and object

Grammar For more about the grammar in this unit, see Focus on Grammar 3,
4e, Unit 23.

In this unit, students will be writing a problem-solution essay. A problem-solution essay

describes a problematic situation and ways to solve it.

Writing Assignments and Sample Essays

1. Describe a health-related problem that you or someone close to you has
experienced. Choose a problem that you believe can be solved or improved. For
example, you could write about a friend who suffers from bad migraine headaches
or asthma or an uncle who is overweight. Discuss the causes and effects of the
problem and give two concrete solutions or ways to improve it.

Overcoming Belly Fat

Many people around the world struggle with their weight. Some people don’t
eat well; others don’t exercise enough. Over time, these habits can lead to extra
belly fat, which is unhealthy for the body. Many men have too much belly fat.
I developed extra belly fat when I was in college. I was very busy, so I ate a
lot of fast food. I stopped exercising regularly. Soon I developed a pot belly.
Eventually, I became afraid of developing serious health problems, so I took two
important steps to get rid of the belly fat.
I knew that having extra fat around the middle was bad for my health for a
number of reasons. First of all, it gave me back problems. Having extra belly
fat puts more pressure on the lower back. This is why my pot belly was causing
me to have lower back pain. Because of my back pain, I did not want to run or
walk long distances anymore. The less I exercised, the more weight I gained,
especially around my middle. Furthermore, according to my doctor, having
extra belly fat put me at greater risk of getting diabetes. I was particularly at risk
because my father and grandfather already had diabetes. By the end of my junior
year in college, I realized that I was not only hurting my back. I was damaging
my overall health as well.

52  Focus on Writing 3 Teacher’s Manual

 To solve the problem, I decided to make a plan to get rid of my extra belly fat.
For one, I changed my eating habits. Instead of grabbing fast food or junk food
between classes, I chose fruits and vegetables. As a result, I not only felt better,
but I also started losing weight around my middle. In addition, I began exercising
regularly. After a light breakfast, I did sit-ups every morning. Consequently, my
muscles became stronger and my belly became flatter. As a result, my lower
back pain stopped. I also took a 30-minute walk in the evenings after class,
which burned even more fat. By making these two important changes to my daily
routine, I slowly got rid of my belly fat and felt much better.
In all, I figured out how to solve the problem of extra belly fat by following
a new diet and exercise plan. It is very easy for college students to gain weight
because of their busy schedules. Like me, many of them do not take the extra
weight seriously enough until they start to have serious health problems. I wish I
had known more about the dangers of excess belly fat earlier on. I think colleges
should warn students about the potential dangers of weight gain because of the
busy student lifestyle. If more students were educated about the risks of belly fat,
I believe fewer would develop serious health problems in the future.

2. Describe a health problem that is caused by something natural or human-made

in the environment. For example, you could discuss the hazards associated with
secondhand cigarette smoke, or you could describe damage to the skin and eyes
that can be caused by the rays of the sun. Give two concrete solutions or ways to
improve the problem.

Don’t Let the Bedbugs Bite

Everybody likes to get a good night’s sleep, but this is much harder to do
when you have bedbugs. These small, flat insects that look like little red crabs
can sometimes be found in people’s homes, especially in carpets, furniture, and
mattresses. They cause trouble for people who have them in their homes. They
usually come out at night and bite people while they are sleeping. Bedbugs are a
problem in many parts of the world. In the United States, where they were once
completely wiped out, bedbugs are now becoming a problem again. However,
there are a number of ways to get rid of bedbugs or to prevent them from ever
entering your household.
Bedbugs are a problem for several reasons. For one, their bites are extremely
irritating. Bedbugs bite in order to get blood. They leave behind tiny red marks
on the skin. Usually they bite a person many times in row and leave a line of bite
marks. The bites itch very badly and may need to be treated with medications in
order to relieve the itchiness. In some cases, swelling or allergic reactions can
occur where the bites are, and it is necessary to take a drug in order to make the
swelling go down. In addition, the ways that people try to get rid of bedbugs can
hurt the environment. Because bedbugs usually live in mattresses and can get
into clothes as well, people sometimes have to throw away these items once they
are infested. This creates a lot of waste. The bugs can also travel to carpets and
furniture, which must then be cleaned and treated with harsh chemicals. Some of
the chemicals aren’t safe for the environment.
Although bedbugs present a big problem, there are a number of safe ways
to control and prevent them. First of all, people need to learn how to recognize

Focus on Writing 3 Teacher’s Manual  53

 the signs of bedbug infestation. Bedbugs often live on mattress seams, between
cracks in bed frames, and in the carpet under beds. Therefore, people should
check and vacuum these places regularly. If people find any bedbugs, they should
contact a pest control company to help get rid of the bugs safely. They should ask
the company to use the least harsh chemicals available.
Secondly, to avoid bedbugs altogether, the best solution is to prevent them
from entering the home. Bedbugs can travel into homes on clothing, furniture
and luggage. When people buy clothing, bedding, or furniture, they should
inspect the items carefully for signs of bedbugs. They should also check their
suitcases for any signs of bedbugs when returning home from a trip.
Even though bedbugs are a problem, simple steps can be taken to eliminate
them, such as inspecting furniture and vacuuming regularly. Bedbugs are making
a big comeback as more and more people travel around the globe. Consequently,
people need to be educated to recognize the warning signs. Most importantly, if
people learn what to look for and inspect their homes regularly, they can help to
prevent the bugs from ever making it into their beds in the first place.

Timed Writing Assignment

Refer students to the two writing assignments in the unit and have them write on the one
they did not choose. Give students 60–90 minutes to write their essays. Remind them
to go through all four steps in the writing process. They should reread the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their essays,
revise, and edit.

Unit 6 Answer Key

Planning for Writing: Read

Building Word Knowledge (page 127)

The body needs certain germs to carry out important functions. (paragraph 2)
It states that we cannot fight off common germs when the body and environment are too
clean. (paragraph 3)
If we are not exposed to enough germs, it ends up losing strength. (paragraph 3)
When patients took fewer antibiotics in the summer months, they also ended up having
fewer ear infections. (paragraph 4)
According to a study by Norwegian and British scientists, too much cleanliness may also
bring about disease. (paragraph 6)
As a result, the children ended up with fewer allergies. (paragraph 7)
But they are still trying to figure out what the correct balance is and how to control it.
(paragraph 8)
Today’s scientists are looking for a solution to this problem. (paragraph 9)

54  Focus on Writing 3 Teacher’s Manual

Focused Practice (pages 128–129)
A.
2. e
3. b
4. d
5. c
6. a
B.
Answers will vary.
C.
2. The immune system , which controls how the body fights diseases, cannot develop
properly without germs. If we are not exposed to enough germs, it ends up losing
strength.
3. When scientists developed antibiotics in the 1940s, doctors prescribed them for
many illnesses.
4. When people got sick from these new bacteria, the antibiotics could not kill them
anymore.
5. Because the bacteria were so powerful, doctors called them superbugs.
6. The scientists looked at 14,000 adults in New Zealand, Australia, the United States,
and Europe. They found that children in larger families were healthier.
7. More scientists agree that a healthy immune system needs the right balance of
good and bad germs. But they are still trying to figure out what the correct balance
is and how to control it.
D.
Answers will vary.

Step 2 Writing the First Draft: The Introduction

Focused Practice (pages 132–133)

A.
4 1, 2, 4, 7, and 8
B.
43
C.

Every time people go outside, they are exposed to the sun. Sun exposure
means not being protected from the sun’s rays. A little sun can benefit the skin,
but too much exposure can lead to skin damage and even skin cancer. Because
serious effects don’t appear until much later in life, people often ignore the health
warnings about sun exposure. Yet, experts say that overexposure to the sun is a
real problem. Sun exposure can seriously affect people’s health; however, people
can deal with the health hazards of too much sun in several ways.

1. The problem is too much sun exposure.

2. It occurs every time people go outside. It occurs because of the sun’s rays on the skin.
3. Sun exposure mans not being protected from the sun’s rays.

Focus on Writing 3 Teacher’s Manual  55

 4. Some people ignore the problem because serious effects don’t appear until much
later in life.
6. Yes. Possible answer: The thesis is effective because it explains why sun exposure
is a problem and hints at possible solutions.

Step 2 Writing the First Draft: The Body

Focused Practice (pages 135–136)

1. b, c
2. a, d
3. b, c
4. a, c

Focused Practice (page 138)

A.

Too much exposure to the sun has a bad effect on our body for a number
of reasons. 4 For one , people, especially those who are fair skinned, can
get sunburns. Skin is sensitive to sunlight. Because of this, it can turn pink
or red when it is not protected. Bad sunburns can be uncomfortable, painful,
and damaging to the skin. 4 Furthermore , as a result of overexposure, health
problems can crop up later in life. When skin is damaged over many years, it
cannot repair itself. Consequently, people who have had many sunburns can
develop more wrinkles when they get older. They also experience premature
aging, where wrinkles show up sooner than normal. 4 In addition , studies have
shown that people who sunbathe end up being at a much higher risk for skin
cancer. Due to the sun, people suffer from mild and serious health problems.

B.
2. Tore Midvedt believes in the hygiene hypothesis. Therefore, he suggests being
less dirty.
3. Students can easily lose their concentration because of too little sleep.
4. Not drinking water dehydrates you. Consequently, you might get headaches or
feel sick.

Focused Practice (pages 139–140)

A.

Despite these problems, there are ways for people to protect their skin from
the sun and repair damage. First of all, people should use sunscreens that
contain vitamin A. Sunscreen contains special chemicals that prevent burning.
Using sunscreen is necessary when people are exposed to the sun for long
periods of time, such as when sunbathing, taking a walk outside, or working in
the garden. Second of all, when people do have sun-damaged skin, they can
also take steps to fix it. The simplest solution is to eat healthy foods such
as fruits and vegetables. They have vitamins that the body uses to repair skin
and make it strong again. In addition, using lotions with vitamin A can promote
healing of sunburned skin.

56  Focus on Writing 3 Teacher’s Manual

B.
Possible answer:
Using sunscreen and eating healthy foods are two of the best ways to handle problems
caused by sun exposure.

Step 2 Writing the First Draft: The Conclusion

Focused Practice (page 141)

A.
In all, there are several ways people can prevent and minimize the problems brought
about by overexposure to the sun. Most people understand the dangerous link between
sun exposure and sunburns, wrinkles, and cancer, but they still put themselves at risk by
not protecting themselves or repairing damaged skin. People need to take the dangers of
sun exposure more seriously. They should put on sunscreen whenever they are outside for
a long time, and they should consume fruits and vegetables in order to help their skin stay
healthy in the sun.

Step 3 Revising

Focused Practice (pages 142–144)

B.

Here Comes the Sun

4 Every time people go outside, they are exposed to the sun. 4 Sun exposure
means not being protected from the sun’s rays. 4 A little sun can benefit the skin,
but too much exposure can lead to skin damage and even skin cancer. 4 Because
serious effects don’t appear until much later in life, people often ignore the health
warnings about sun exposure. 4 Yet, experts say that overexposure to the sun is a
real problem. Sun exposure can seriously affect people’s health; however, people
can deal with the health hazards of too much sun in several ways.
Too much exposure to the sun has a bad effect on our body for a number
of reasons. 4 For one , people, especially those who are fair skinned, can get
sunburns. Skin is sensitive to sunlight. Because of this, it can turn pink or
red when it is not protected. 4 Bad sunburns can be uncomfortable, painful,
and damaging to the skin. 4 Furthermore , as a result of overexposure, health
problems can crop up later in life. When skin is damaged over many years, it
cannot repair itself. 4 Consequently , people who have had many sunburns can
develop more wrinkles when they get older. 4 They also experience premature
aging, where wrinkles show up sooner than normal. 4 In addition , studies have
shown that people who sunbathe end up being at a much higher risk of skin
cancer. 4 Due to the sun, people suffer from mild and serious health problems.
Despite these problems, there are ways for people to protect their skin from
the sun and repair damage. 4 First of all, people need to use sunscreen to keep
their skin healthy. Sunscreen contains special chemicals that prevent burning.
4 Using sunscreen is necessary when people are exposed to the sun for long
periods of time, such as when sunbathing, taking a walk outside, or working in
the garden. 4 Second of all , when people do have sun-damaged skin, they can

Focus on Writing 3 Teacher’s Manual  57

 also take steps to fix it. 4 The simplest solution is to eat healthy foods such as
fruits and vegetables. They have vitamins that the body uses to repair skin and
make it strong again. 4 In addition , using lotions with vitamin A can promote
healing of sunburned skin. 4 With sunscreen, a good diet, and lotions, people
can keep their skin healthy in the sun.
In all , there are several ways people can prevent and minimize the problems
brought about by overexposure to the sun. Most people understand the dangerous
link between sun exposure and sunburns, wrinkles, and cancer, but they still
put themselves at risk by not protecting themselves or repairing damaged skin.
People need to take the dangers of sun exposure more seriously. They should
put on sunscreen whenever they are outside for a long time, and they should
consume fruits and vegetables in order to help their skin stay healthy in the sun.

2. Possible answer: All the sentences identify the topic of overexposure to the sun.
The thesis and restated thesis identify the writer’s focus on the problem and its
solutions. The topic sentences introduce the body’s focus on reasons why sun
exposure is a problem and ways to solve and prevent the problem.
4. Specific answers may vary. All possible answers are checked.
5. Specific answers may vary. All possible answers are checked.
6. The writer finishes the essay with an observation and a call for action. Answers
will vary about the effectiveness of the writer’s concluding strategy.

Building Word Knowledge (pages 144–145)

1. a
2. c
3. b
4. a
5. a

Step 4 Editing

Focused Practice (pages 147–148)

A.

Not getting enough sleep can cause students many problems. First of all,
lack of sleep can prevent students from being able to concentrate in class.
Not concentrating can have other consequences, such as missing important
information from the teacher, feeling lost in class, and doing poorly on exams
and homework. In addition, sleeping too little also affects how students perform
outside of class. When they are studying, they often have trouble with staying
focused on their work. Furthermore, they often cannot avoid falling asleep even
though they haven’t finished doing all of their homework assignments.

B.
1. finding 5. Growing
2. washing 6. fighting
3. Getting 7. prescribing
4. helping 8. becoming

58  Focus on Writing 3 Teacher’s Manual

C.

Scientists have not found a cure for the common cold, but some researchers
taking using
have shown that people can reduce symptoms without take medicine. In fact, use
natural methods sometimes works better for certain people. One study suggests
eating
that eat chicken soup helps. Having chicken soup reduces nasal congestion,
Drinking
which means that viruses cannot stay in the nose as long. Drink hot tea with
lemon may also be beneficial. Like chicken soup, hot tea helps the nose from
becoming running Adding
becomeing too congested and stops it from runing. Add lemon will also give the
fighting
body extra vitamin C and make the immune system better at fight a cold. When
a cold is accompanied by a cough, researchers have found that honey can also
help. When youngchildren took honey at bedtime, they coughed less at night. For
not
people who prefer don’t taking medicine for the common cold, one of these
natural remedies just might be the solution.

D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 60 to give your students feedback on their
writing. Change the numeric values as desired. In addition, note strengths in students’
writing and suggestions for improvement.

Focus on Writing 3 Teacher’s Manual  59

 Focus on Writing 3

Unit 6 Staying Healthy

The Problem-Solution Essay

Your Possible
Points Points The writer . . . Teacher Comments

provides enough essential background

10
information in the introduction.

expresses the controlling idea of the whole

10
essay in the thesis statement.

includes topic sentences that introduce the

10
problem and solutions.

provides enough supporting evidence in

15 the first body paragraph, such as reasons,
facts, explanations, and examples.
provides enough supporting details in the
second body paragraph, such as how to
15
follow the solutions and/or reasons why
the solutions are important or useful.

5 uses pronouns effectively.

uses a variety of transition words to

5
connect the parts of the essay together.

restates the controlling idea of the thesis

5 statement in the conclusion and uses an
effective concluding strategy.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
5 gives the essay a good title.

uses gerunds as subjects and objects

10
correctly.

uses word forms and phrasal verbs

5
correctly.

5 uses correct capitalization and punctuation.

_____ / 100 Additional Comments:

60  Focus on Writing 3 Teacher’s Manual