T e a ch e r ’s Manu a l

Focus on
Writing 2
Hel en Sol ór z ano

Davi d Wei s e
Focus on Writing 2
Teacher’s Manual
Copyright © 2012 by Pearson Education, Inc.
All rights reserved.
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 CONTENTS

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

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

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

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

Unit 1 Celebrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit 2 Everyday Heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Unit 3 Turning Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Unit 4 Too Much Information . . . . . . . . . . . . . . . . . . . . . . . . . 30

Unit 5 Business Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Unit 6 Alone or Together? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

 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 2 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 2 Teacher’s Manual  v

Scope and Sequence
UNIT 1 Celebrations
Writing Focus Writing a basic paragraph
Reading April Fool’s Day, about celebrating April Fool’s Day

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a wh- questions chart • Writing the topic sentence, controlling idea,
• Using prepositions for time and place body sentences, and concluding sentence

• Using words for celebrations • Supporting the topic sentence

• Thinking about audience • Finding information online about a holiday or

special event
• Choosing a writing assignment for a paragraph
about a holiday or special event • Using collocations

• Freewriting about the topic • Using capital letters

• Sharing ideas and creating a • Writing paragraph titles

wh- questions chart • Writing a paragraph about celebrations

STEP 3 STEP 4
Revising Editing

• Formatting a paragraph • Reviewing simple present statements

• Analyzing a model paragraph • Incorporating the grammar in sentences
• Applying the Revision Checklist and writing the • Applying the Editing Checklist and writing the
second draft final draft

Learning Outcome
Can write very short, basic descriptions of special events and celebrations.

Focus on Grammar Level 2, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 2, 4e, Unit 8.

vi  Focus on Writing 2 Teacher’s Manual

UNIT 2 Everyday Heroes
Writing Focus Writing an opinion paragraph
Reading Principal for a Day, about a young girl who becomes the principal of
her school

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a descriptive wheel • Writing a topic sentence and controlling idea for
• Using verbs to describe admiration an opinion paragraph

• Connecting ideas with because • Finding information online about

admirable people
• Choosing a writing assignment for an
opinion paragraph • Using examples in body sentences

• Freewriting about the topic • Writing a concluding sentence that restates the
topic sentence
• Sharing ideas and creating a descriptive wheel
• Using synonyms
• Writing an opinion paragraph about an
admirable person

STEP 3 STEP 4
Revising Editing

• Using clauses with because • Reviewing descriptive adjectives

• Analyzing a model paragraph • Incorporating the grammar in sentences
• Applying the Revision Checklist and writing the • Applying the Editing Checklist and writing the
second draft final draft

Learning Outcome
• Can write a short, clear paragraph that supports and gives reasons for an opinion.
• Can describe, in simple terms, family and people in his/her environment.

Focus on Grammar Level 2, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 2, 4e, Unit 5.

Focus on Writing 2 Teacher’s Manual  vii

 UNIT 3 Turning Points
Writing Focus Writing a narrative paragraph
Reading Across the Street, a Long-Lost Brother, about a turning point in
someone’s life

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a timeline • Writing a topic sentence and controlling idea for

• Using collocations a narrative paragraph

• Joining ideas with and, but, and so • Finding information online about a turning point
or memorable event
• Choosing a writing assignment for a
narrative paragraph • Using time order and background information

• Freewriting about the topic • Writing a concluding sentence that restates the
topic sentence and adds a final thought
• Sharing ideas and creating a timeline
• Using concluding connectors
• Writing a narrative paragraph about a
memorable event

STEP 3 STEP 4
Revising Editing

• Analyzing a model paragraph • Reviewing the simple past of regular and

• Applying the Revision Checklist and writing the irregular verbs
second draft • Incorporating the grammar in sentences
• Applying the Editing Checklist and writing the
final draft

Learning Outcome
Can connect sentences in a short paragraph to tell a story.

Focus on Grammar Level 2, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 2, 4e, Units 18–19.

viii  Focus on Writing 2 Teacher’s Manual

UNIT 4 Too Much Information
Writing Focus Writing a persuasive paragraph
Reading Don’t Just Surf the Web—Be the Web, about putting yourself online

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a T-chart • Writing a topic sentence and controlling idea for

• Recognizing Internet vocabulary a persuasive paragraph

• Thinking about audience • Identifying facts and opinions

• Choosing a writing assignment for a • Finding information online about websites

persuasive paragraph • Using reasons, details, facts and examples in
• Freewriting about the topic body sentences

• Sharing ideas and creating a T-chart • Using transition words to introduce reasons
• Writing a concluding sentence that gives advice
• Writing a persuasive paragraph about having an
online presence

STEP 3 STEP 4
Revising Editing

• Analyzing a model paragraph • Reviewing Modal Verbs

• Applying the Revision Checklist and writing the • Incorporating the grammar in sentences
second draft • Applying the Editing Checklist and writing the
final draft

Learning Outcome
• Can write a short, clear paragraph that supports and gives reasons for an opinion.
• Can describe something in a simple list of points.

Focus on Grammar Level 2, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 2, 4e, Units 13, 25–26, and 30.

Focus on Writing 2 Teacher’s Manual  ix

 UNIT 5 Business Solutions
Writing Focus Writing a problem-solution paragraph
Reading Domino’s Strange Advertising: Our Pizza Tastes Bad, about Domino’s
successful advertising strategy

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a problem-solution chart • Writing the topic sentence and controlling idea
• Using word families for a problem-solution paragraph

• Choosing a writing assignment for a • Including background information

problem-solution paragraph • Writing about cause and effect
• Freewriting about the topic • Using descriptive adjectives
• Sharing ideas and creating a • Finding information online about
problem-solution chart business problems
• Making a prediction and referring to solutions in
concluding sentences
• Writing a paragraph about a business problem
and solutions

STEP 3 STEP 4
Revising Editing

• Analyzing a model paragraph • Reviewing count and non-count nouns

• Applying the Revision Checklist and writing the • Incorporating the grammar in sentences
second draft • Applying the Editing Checklist and writing the
final draft

Learning Outcome
Can explain the main points of an idea or problem in a short, simple paragraph.

Focus on Grammar Level 2, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 2, 4e, Units 4 and 27.

x  Focus on Writing 2 Teacher’s Manual

UNIT 6 Alone or Together?
Writing Focus Writing a compare-contrast paragraph
Reading Together Is Better Than Alone, about new types of group activities

STEP 1 STEP 2
Planning and Prewriting Writing the First Draft

• Using a Venn diagram • Writing the topic sentence, controlling idea,

• Using compound nouns body sentences, and concluding sentence for a
compare-contrast paragraph
• Choosing a writing assignment for a
compare-contrast paragraph • Using gerunds

• Freewriting about the topic • Explaining similarities and differences

• Sharing ideas and creating a Venn diagram • Using words for similarity and difference
• Finding information online about activities
• Writing a paragraph about activities

STEP 3 STEP 4
Revising Editing

• Using sentence variety • Reviewing comparative adjectives

• Analyzing a model paragraph • Incorporating the grammar in sentences
• Applying the Revision Checklist and writing the • Applying the Editing Checklist and writing the
second draft final draft

Learning Outcome
• Can describe, in simple terms, aspects of his/her background and immediate environment.
• Can give a simple description of likes and dislikes.

Focus on Grammar Level 2, Fourth Edition

For more about the grammar in this unit, see Focus on Grammar 2, 4e, Unit 33.

Focus on Writing 2 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 2 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 2 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 2 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 2 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.
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 2 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 2 Teacher’s Manual  7

Unit Notes
1
celebrations
UNIT

Overview

Writing Focus Writing a basic paragraph

Reading April Fool’s Day

Using prepositions for time and place

Building Word Knowledge Using words for celebrations
Using collocations

Thinking about audience

Tip for Writers Using capital letters
Writing paragraph titles

Including details
Language Focus Repeating words and ideas
Formatting a paragraph

Simple present: affirmative and negative statements

Grammar For more about the grammar in this unit, see Focus on Grammar 2,
4e, Unit 8.

In this unit, students will be writing a basic paragraph. A basic paragraph has a topic
sentence, body sentences, and a concluding sentence.

Writing Assignments and Sample Paragraphs

Assignment 1: Write about a holiday that many people celebrate.

Welsh Midsummer Festival

Gwyl Ifan is a traditional midsummer dance festival in Wales. The celebration
started about 800 years ago. Today, it takes place at the end of June. Dancers and
musicians come to Cardiff from all over the country for the festival. On the first
day, they have a parade. The dancers do traditional dances. The women wear
long dresses, and the men wear short pants and hats. They give dance lessons,
too. All weekend, people dance and celebrate midsummer. They eat traditional
Welsh food like Bara Brith. At night, they make a big fire. The Gwyl Ifan festival
is a good way to learn about traditional Welsh culture.

Focus on Writing 2 Teacher’s Manual  9

Assignment 2: Write about a special event that you celebrate with family and friends.

A Camping Trip to the Beach

My family enjoys our annual camping trip to the beach. Every year we have
a vacation from school in March or April, and my parents take a vacation from
work. We go camping on the beach north of Lima. We have a reunion with
two other families. They come with us to the beach. We bring all our food and
water. We live in tents and cook over the fire. I love our trip to the beach. It is
very relaxing. During the day, we go swimming or read a book. We go to bed
early because there are no lights at night. It is very quiet and we can listen to the
ocean. Our camping trip to the beach is the best part of my year.

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 15–30 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process. They should re-read 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: Brainstorm (page 3)

B.
Invitation #2 Julia’s first birthday
What: Birthday party
When: August 2 at 2:00 o’clock

Answers will vary. Possible answers:

Invitation #1 Ross and Nancy’s 5th Anniversary
Who: Ross and Nancy
What: 5th anniversary / celebrate five years of marriage
Where: Ricardo’s Restaurant on First Street
When: 8:00 p.m. on Saturday, June 25
Why: Help Ross and Nancy celebrate

Invitation #3 New Year’s Eve

Who: dancers, young people, couples
What: Black & White Ball
Where: The Majestic Hotel
When: 8 p.m. December 31
Why: Celebrate the New Year, dance all night

10  Focus on Writing 2 Teacher’s Manual

Invitation #4 Elvis Presley’s birthday
Who: Elvis Presley
What: birthday celebration
Where: Graceland: Memphis, Tennessee
When: Sunday
Why: Celebrate Elvis’s birthday / He was the king of rock and roll.

Planning for Writing: Read

Building Word Knowledge (page 5)

1. In 4. on
2. On 5. at
3. In

Focused Practice (pages 5–6)

A.
1. T 3. F 5. F
2. F 4. F 6. F
B.
Answers will vary. Possible answers:
You can . . . make people believe things that are not true / change the time on someone’s
alarm clock / call someone and leave a funny message / glue money to the sidewalk / have
a good laugh / have fun
You cannot . . . grow a spaghetti tree / play tricks after noon in some countries / play
tricks that hurt anyone / play tricks that aren’t safe
C.
1. agree 2. agree 3. disagree
D. Answers will vary.

Tip for Writers (page 6)

1. ✕ Who is “we”?
4 When do people celebrate Jamhuri Day?
2. ✕ Who is “Nana”?
4 What is the special event?
3. ✕ Why do people celebrate May Day?
4 Where do people celebrate it?
4. 4 Who celebrates Children’s Day?
✕ Why do people celebrate it?

Step 1 Prewriting

Building Word Knowledge (page 9)

1. party 4. ceremony
2. reunion 5. festival
3. parade
Focus on Writing 2 Teacher’s Manual  11
Step 2 Writing the First Draft: The Topic Sentence

Focused Practice (pages 10–12)

A.
1. Community Service Day is a day to help other people in our community.
2. Chuseok is a traditional holiday in Korea.
3. New Year’s Eve is a fun event in New York City.
4. The Running of the Bulls (San Fermín) is an exciting event in Pamplona, Spain.
5. Jamhuri Day is a patriotic holiday in Kenya.
B.
1. a 3. b
2. b 4. a
C.
Paragraph 1. c
Paragraph 2. b

Step 2 Writing the First Draft: The Body Sentences

Focused Practice (pages 14–16)

A.
Paragraph 1

Everything stops in Melbourne, Australia, for Melbourne Cup Day, a day

everyone enjoys. The Melbourne Cup is a famous horse race. It takes place
on the first Tuesday in November. At 3 p.m. in the city of Melbourne, schools
and businesses close. The streets are empty. Everyone watches the races. We also
have a famous boat race and swimming competition, called The Royal Hobart
Regatta. People all over Australia come and cheer for their favorite horses. Last
year, my favorite horse won. About 120,000 people go to the race. People dress
up for this special day. Men wear new suits, and women wear fancy dresses and
hats. Melbourne Cup Day is fun for all Australians.

Paragraph 2

Community Service Day is a day to help other people in our community. It

happens every year at my school. On Community Service Day, the students
do volunteer work to help other people. We also have a party to celebrate
graduation at the end of the year. The week before Community Service Day, the
students sign up to work at different places. For example, people serve food at a
homeless shelter, paint the walls of a school, or clean a park. On the morning of
Community Service Day, we meet at school. School buses drive us to our jobs
for the day. We spend all day working. Some of the jobs are really boring. After
we return to school, we have a pizza party. We are all very tired, but we feel good
because we helped other people.

12  Focus on Writing 2 Teacher’s Manual

B.

The sentences “Last year, my favorite horse won” from Paragraph 1 and
“Some of the jobs are really boring” from Paragraph 2 are about the writer. They
tell about the writer’s personal experience or personal opinion. They do not
support the topic sentence because they tell about another topic (the writer).

The sentences “We also have a famous boat race and swimming competition,
called The Royal Hobart Regatta” from Paragraph 1 and “We also have a party
to celebrate graduation at the end of the year” from Paragraph 2 are about a
different topic (another holiday or event). They do not support the topic sentence
because they tell about another topic.

C.
Jamhuri Day is a patriotic holiday in Kenya.

Check sentences:
It takes place every December 12.
On this day in 1963, Kenya became an independent country.
Kenyans have many ways to celebrate their freedom.
People watch parades and play games in parks.
They perform traditional music and dances.
Many Kenyans also wear traditional clothing on this day.
At night, families eat a big meal together to celebrate.
D.
Jamhuri Day is a patriotic holiday in Kenya. It takes place every December 12. On
this day in 1963, Kenya became an independent country. Kenyans have many ways to
celebrate their freedom. People watch parades and play games in parks. They perform
traditional music and dances. Many Kenyans also wear traditional clothing on this day.
At night, families eat a big meal together to celebrate.
E.
Answers will vary. Possible answers:
Everyone gets together to have dinner and birthday cake.
We open presents together.
Everyone sings “Happy Birthday.”

Building Word Knowledge (page 17)

A.
1. takes place 3. starts
2. lasts 4. ends
B.
Answers will vary.

Focus on Writing 2 Teacher’s Manual  13

Tip for Writers (page 17)
Capitalize these words:
1. Brazilian, Carnival, February, March 3. Teachers Day, May
2. December, New Year’s Eve, New York City 4. Korea

Step 2 Writing the First Draft: The Concluding Sentence

Focused Practice (pages 19–21)

A.
1. Everyone in Times Square is happy and has a good time on New Year’s Eve.
2. Melbourne Cup Day is fun for all Australians.
3. We are all very tired, but we feel good because we helped other people.
B.
Paragraph 1. b; Paragraph 2. c
C.
1. Paragraph 1: No one is bored by the Running of the Bulls.
The Running of the Bulls, no one is bored an exciting event
Paragraph 2: The chef with the best rice wins the contest.
Rice-cooking, contests
2. Paragraph 1:
Sentence a: This sentence adds a new detail.
Sentence b: This sentence talks about a different topic.
Paragraph 2:
Sentence a: This sentence adds a new detail.
Sentence b: This sentence talks about a different topic.
D.
Answers will vary. Possible answers include:
Everyone in my family enjoys “Super Birthday.”
“Super Birthday” is a good time for all of us.

Tip for Writers (page 22)

Children’s Day
My Parents’ Anniversary
Cinco de Mayo (The Fifth of May)

Step 3 Revising

Focused Practice (page 23)

There are seven mistakes in Paragraph 1:
There is no period at the end of these sentences:
• Old Home Day is a traditional festival in Hancock, New Hampshire
• In the evening, the firefighters make barbeque chicken, and there is an
outdoor concert

14  Focus on Writing 2 Teacher’s Manual

These sentences should not start on a new line:
• It usually takes place in the summer.
• For one weekend, people who grew up in the town come home.
• old Home Day is a simple, old-fashioned holiday, but it is really fun.

These sentences don’t start with a capital letter:

• they play traditional games such as tug-of-war (two groups pull on different ends of
a rope) and have pie-eating contests (people try to eat a pie really fast).
• old Home Day is a simple, old-fashioned holiday, but it is really fun.

Paragraph 2. It is formatted correctly.

Step 4 Editing

Focused Practice (pages 25–26)

A.
1. watches 4. cook / play
2. begins 5. thank
3. stop 6. wears / dances / sings
B.
1. is 6. makes 11. likes
2. are 7. tells 12. prefers
3. does not have 8. laugh 13. gets
4. comes 9. enjoy 14. has
5. is 10. do not like 15. are
C.

is takes
The Korean holiday Chuseok are a celebration of food and family. It take
go gather
place in autumn. People going back to their hometowns. They gathers in a
enjoys eat
relative’s house. Then, the fun begins. Everyone enjoy a big meal. People eating
traditional foods such as songpyeon, a type of rice cake, and bulgogi, a dish of
play
meat and vegetables. After dinner, people plays games and sing songs. Food and
family are important things, and that is why I like Chuseok.

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 2 Teacher’s Manual  15

 Focus on Writing 2

Unit 1 Celebrations

The Basic Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

20 describes a holiday or special event.

includes a topic sentence with a

20
controlling idea.

20 uses details to support the topic sentence.

includes a concluding sentence that

20 repeats words or ideas from the topic
sentence.

5 uses prepositions of time and place.

5 includes a strong title.

5 uses correct capitalization.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
5 formats paragraphs correctly.

_____ / 100 Additional Comments:

16  Focus on Writing 2 Teacher’s Manual

2
everyday heroes
UNIT

Overview

Writing Focus Writing an opinion paragraph

Reading Principal for a Day

Using verbs that express admiration

Building Word Knowledge
Using synonyms

Connecting ideas with because

Tip for Writers
Using clauses with because

Expressing opinions
Language Focus Using examples and reasons
Restating ideas

Descriptive adjectives
Grammar For more about the grammar in this unit, see Focus on Grammar 2,
4e, Unit 5.

In this unit, students will be writing an opinion paragraph. An opinion paragraph explains
a personal belief or opinion.

Writing Assignments and Sample Paragraphs

Assignment 1: Write about someone you know well and admire. Describe the qualities
that make you admire the person.

My Mother, the Doctor

I admire my mother because she followed her dreams. My mother always
wanted to be a doctor, like her father. Her parents were old-fashioned and
wanted her to be a nurse instead. But my mother did not listen to them. She
studied hard in school and got into the best medical school in the country. There
were only a few women studying to be doctors then. She worked hard and
graduated at the top of her class. Then she married my father. Today, she has a
successful medical practice and a happy family. My grandparents are very
proud of her now. Because my mother achieved her goals, she inspires me to
follow my dreams.

Assignment 2: Write about a celebrity or famous person you admire. Describe the
qualities that make you admire the person.

Bill Gates
I admire Microsoft founder Bill Gates because he helps people all over the
world. Gates started Microsoft in 1975. Today, he is one of the world’s richest
men. He can buy anything he wants, but he used his money to start the Bill
and Melinda Gates Foundation. Outside the United States, the foundation
helps improve health and education. For example, it helps farmers grow more

Focus on Writing 2 Teacher’s Manual  17

 food, brings clean water to poor communities, and gives healthcare to mothers
and their newborn babies. In the United States, the foundation helps improve
education for all children. It gives computers and Internet access to libraries,
trains new teachers, and sends students to college for free. Between 1994 and
2011, the foundation gave away more than $25 billion. Because he is generous,
people around the world respect Bill Gates.

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 15–30 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process. They should re-read 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: Brainstorm (page 29)

A.
Answers will vary. Possible answers include:
She is brave. / She kept surfing after a shark attacked her. / She is a champion surfer.
B.
Complete wheel as follows:
brave = She returned to the ocean.
patient = She fell off but kept trying.
successful = She is a champion surfer.

Planning for Writing: Read

Building Word Knowledge (page 31)

1. respects 4. admire
2. respect 5. appreciate
3. appreciate

Focused Practice (pages 31–32)

A.
1. F 3. T
2. F 4. F
B.
1. a 3. c 5. b
2. b 4. c 6. a
C.
Answers will vary.

18  Focus on Writing 2 Teacher’s Manual

Tip for Writers (page 33)
1. I respect my uncle because he is intelligent and successful.
2. I appreciate my teacher because she is inspiring.
3. I respect my principal because she is hardworking and kind.
4. I admire Lionel Messi because he is a talented athlete.
5. I admire Lady Gaga because she writes creative songs.

Step 2 Writing the First Draft: The Topic Sentence

Focused Practice (pages 36–37)

A.
1. I appreciate my grandfather because he is intelligent.
2. I admire my mother because she is kind and funny.
3. I respect Steve Jobs because he is an influential businessperson.
4. I admire my art teacher, Mr. Ikeda, because he is creative and inspiring.
B.
Paragraph 1. c
Paragraph 2. b
C.
Answers will vary. Possible answers include:
I admire my uncle because he is strong and brave.
I respect my uncle Ricardo because is strong and saves lives.

Step 2 Writing the First Draft: The Body Sentences

Focused Practice (pages 40–41)

A.
1. c 3. a 5. b
2. d 4. f 6. e
B.
1. a, b, c, f
2. a, b, e, f
C.
Quality 1: famous
Examples:
She is well-known for her movies.
She is in popular movies like The Notebook and The Time Traveler’s Wife.
She won the MTV Movie Award and Teen Choice Award.
Quality 2: acts like a regular person
Examples:
She is nice to her fans.
She talked with my friend for a while.
She gave him her autograph and let him take her picture.

Focus on Writing 2 Teacher’s Manual  19

Step 2 Writing the First Draft: The Concluding Sentence

Building Word Knowledge (page 43)

1. tells the truth 3. has an ambition 5. dedicates
2. has talent 4. cares for 6. is considerate

Focused Practice (pages 43–44)

A.
1. a 2. b 3. c
B.
1. is dedicated
2. is smart
3. supports me / supports my goals / supports my career goals
4. tells the truth
C.
Answers will vary. Possible answers include:
Rachel McAdams is famous, but she is still kind to everyone, so I respect her.
I admire Rachel because she is a nice person, even though she is famous.

Step 3 Revising

Focused Practice (page 46)

B.
1. my father
2. I appreciate my father because he is hardworking and dedicated to his family.
3. Four examples: 1) He works at the restaurant all the time. 2) He does many
different jobs. 3) He takes care of our family. 4) He cares about our feelings, and
we can always ask him for advice. Other sentences give details about some of the
examples.
4. love, hard work

Step 4 Editing
Focused Practice (pages 48–49)
A.
1. inspiring 4. successful
2. interesting 5. exciting / challenging
3. important 6. expensive
B.
1. Paulo Coelho is a talented writer.
2. His books are interesting.
3. Mark Zuckerburg is a successful businessperson.
4. He is rich and famous. (He is famous and rich. – also acceptable)
5. Liu Zige is a fast swimmer.
6. In 2008, she set a new world record.

20  Focus on Writing 2 Teacher’s Manual

C.

a
I admire my friend Raul because he is an successful artist. His parents told
him not to be an artist, but he did not listen. At first, he did not sell many
talented painter
paintings, but today his work is well known. Raul is a painter talented. His work
important
is creative and beautiful. His paintings are in several importants museums. Raul
hardworking person
is also a person hardworking. He spends all day in his art studio. Because Raul is
successful, I think I can be a successful too.

D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 22 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 2 Teacher’s Manual  21

 Focus on Writing 2

Unit 2 Everyday Heroes

The Opinion Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

gives an opinion about a person the

20
writer admires.

includes a topic sentence with a

20
controlling idea.

uses details and examples to support the

20
topic sentence.

includes a concluding sentence that uses

20 synonyms to restate ideas from the topic
sentence.

5 connects ideas with because.

5 uses correct capitalization.

5 includes an effective title.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
5 formats the paragraph correctly.

_____ / 100 Additional Comments:

22  Focus on Writing 2 Teacher’s Manual

3
turning points
UNIT

Overview

Writing Focus Writing a narrative paragraph

Reading Across the Street, A Long-Lost Brother

Building Word Knowledge Using collocations

Joining ideas with and, but, so

Tip for Writers
Using concluding connectors

Introducing a story
Language Focus
Using time order words

The simple past: Statements with regular and irregular verbs

Grammar For more about the grammar in this unit, see Focus on Grammar 2,
4e, Units 18–19.

In this unit, students will be writing a narrative paragraph. A narrative paragraph tells a
story from beginning to end.

Writing Assignments and Sample Paragraphs

Assignment 1: Write a story about a turning point in your life or in someone else’s life.

The Day My Life Changed

My life changed on the day I found out about my learning disability. School
was always hard for me. I read very slowly, and I had trouble writing. I got bad
grades in all my classes. For years, I thought I was stupid. Then, in fifth grade,
a teacher helped me. She told my parents about a test for reading problems. I
took the test, and it showed something amazing. I am not stupid. My brain works
differently than other people’s brain, so I have trouble reading. I took some
special classes, and they helped me with reading. Today, I still have some reading
problems, but I know how to help myself. Now my grades are good, and I like
school again. More importantly, I don’t feel stupid any more.

Assignment 2: Write a story about a memorable event in your life or in someone

else’s life.

A New Baby in the Family

The day my nephew Jordan was born was an exciting day for my family. My
whole family went to the hospital on the day he was born. We waited and waited.
Finally, at 2:00 a.m., my brother-in-law came to us and said, “It’s a boy.” We all
went to see him. He was a beautiful baby. He had dark hair and brown eyes. He
looked very serious, like my father. My sister and her husband were very happy,
and my parents were very proud of their first grandson. Every day, we love
Jordan more, and we are thankful he is in our lives.

Focus on Writing 2 Teacher’s Manual  23

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 15–30 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process. They should re-read the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their
paragraphs, revise, and edit.

Unit 3 Answer Key

Planning for Writing: Brainstorm (page 51)

A.
Answers will vary, but should mention Boyle’s audition for Britain’s Got Talent.
B.
Order of events: c, a, g, f, b, e, d

Planning for Writing: Read

Building Word Knowledge (page 53)

1.
a. worry about; She worried about her son, so she decided to search for him.
b. wait for; For weeks, they nervously waited for the results.
c. think about; Lance thought about his future.
2.
a. interested in; She was interested in finding him, but after 32 years, she had
little hope.
b. related to; The test could show if he was related to Marie and Tara.
c. happy for; Lance’s adoptive parents were happy for him.
d. excited about; Lance was excited about it too.

Focused Practice (pages 54–55)

A.
Order of events:
On August 22, 1978: Marie gave her son up for adoption.
Marie decided to search for her son.
Tara helped her mother search for her brother.
In 2009: Tara had a conversation with her neighbor, Lance.
Lance asked his adoptive parents about his birth mother.
Lance took a DNA test.
On February 5, 2010: Lance found out that Marie is his mother.
B.
Answers may vary, but should include:
He was born on August 22.
He was born in 1978.
He was born in the same place as Tara’s brother.
His birth mother was named Marie.

24  Focus on Writing 2 Teacher’s Manual

C.
Answers may vary. Possible answers:
1. Maria probably felt sad / confused / upset / lonely.
2. Marie missed her son. / She felt regret. / She wanted to know more about her son.
3. He was nervous / excited.
4. Lance was happy. / Lance knew the truth.
5. He has a new family. / He knows more about his family history.

Tip for Writers (page 55)

1. but 3. so 5. but
2. and 4. and

Step 2 Writing the First Draft: The Topic Sentence

Focused Practice (pages 58–60)

A.
1. Topic: a mountain climbing trip
Controlling Idea: changed my friend Elena’s life
2. Topic: my high school graduation
Controlling Idea: an exciting day for me
3. Topic: my first trip to Japan
Controlling Idea: a trip I will always remember
4. Topic: my father quit smoking
Controlling Idea: became happier and healthier
5. Topic: a visit to an art museum
Controlling Idea: life-changing for my sister
6. Topic: my grandmother’s death
Controlling Idea: a turning point in my life
B.
Paragraph 1. d Paragraph 2. c
C.
Answers will vary. Possible answers include:
My high school filmmaking class changed my life.
My life changed because of a filmmaking class.

Step 2 Writing the First Draft: The Body Sentences

Focused Practice (pages 64–66)

A.
Topic: an unexpected meeting with a teacher
Controlling idea: the turning point in Hilda Solis’s life
Time words: one day, the next week, a few months later, many years later, in 2009, today
B.
Order of events: e, c, d, f, b, a
Focus on Writing 2 Teacher’s Manual  25
C.
1. At first, Finally
2. in March 2006, The next day
3. First, After that
4. On May 23, two days later
5. First, Then
6. Last year, Now
D.
1. Order of events: f, b, a, c, d, e

Justin Bieber put his videos on YouTube, and his life was never the same
again. As a baby, Justin played drums on his mother’s pots and pans. He started
to sing at age 3. Later, he taught himself to play a guitar, a piano, and a drum
set. At age 12, Justin entered a local talent contest in Canada. He came in second
in the contest. His family and friends did not see his performance in the talent
contest, so his mother posted the video on YouTube. Soon, thousands or people
started watching Justin’s videos each day. Then the singer Usher heard his music
and helped him make his first record, My World. Today, Justin Bieber is an
international star because of his online videos.

2. Order of events: c, e, a, f, b, d

The best day of my life was the day my soccer team won a championship.
On the day of the game, the soccer stadium was full. My family was there and
so were a lot of my friends. The soccer players came onto the field, and then the
game began. At first, the other team got a goal, and my team did not score. Then
in the second half, my team scored a goal, so the game was tied one-one. In the
last minute of the game, I got the ball, ran up the field, and kicked the ball. It flew
past the goalie and into the goal. The game was over, and my team won! For one
day, I was the hero and everyone loved me.

Focused Practice (pages 67–68)

A.
Paragraph 1
b. Hilda’s family was poor. Her parents worked in a factory, and she had seven
brothers and sisters. In high school, Hilda had little hope for her future. College
was expensive, so she planned to work as a secretary in an office.
Paragraph 2
b. Then he lost his job because his company had financial problems and had to close.
My father looked for a new job, but he did not find one.
c. For 15 years, my father worked as a furniture salesman.
Paragraph 3
a. In my last year in high school
b. I had time for an extra class. There were only two classes available: French and
Filmmaking. I spoke French already, so I took the filmmaking class.
c. I did not know anything about making films.

26  Focus on Writing 2 Teacher’s Manual

Step 2 Writing the First Draft: The Concluding Sentence

Focused Practice (pages 71–72)

A.
1. Repeated or restated words:
My father: my father
Life: life
Job: job, career
Final thought: My father is happier today with his new career.
2. Repeated or restated words:
Justin Bieber: Justin Bieber
Final thought: He became an international pop star.
3. Repeated or restated words:
My soccer team: my soccer team
The best day: On that day
Final thought: On that day, I was a hero.
4. Repeated or restated words:
An exciting day: That day
My sister-in-law: Denise
Final thought: She was tired, but also very proud that she finished.
5. Repeated or restated words:
I took a trip to Europe: My adventure in Europe
Final thought: It taught me to be independent and self-confident.
B.
Answers will vary. Possible answers include:
• In the end, the farmer never found his hammer, but he found something better.
• Today, the farmer is a rich man because he lost his hammer.

Tip for Writers (page 72)

1. After that 3. That day 5. in the end
2. In the end 4. after that

Step 3 Revising
Focused Practice (page 74)
B.
1. A college scholarship
2. changed my life forever
3. Answers may vary, but can include: I was a good student in high school, and I
wanted to go to college. I wanted to become a doctor. This was also my parents’
dream, but we did not have enough money for college tuition. I did not know what
to do.
4. then, for several weeks, finally, a long time, then one day, immediately, after that
5. I got the scholarship, and after that, I was able to follow my dreams.
6. I was able to follow my dreams.

Focus on Writing 2 Teacher’s Manual  27

Step 4 Editing

Focused Practice (pages 76–77)

A.
Answers will vary. Both possible answers are shown below.
1. chose / did not choose
2. picked / did not pick
3. wrote / did not write
4. told / did not tell
5. researched / did not research
6. worked / did not work
7. gave / did not give
8. drew / did not draw
B.

took
Renting an ugly yellow truck saved my life. Two years ago, I take a ski
had
vacation in the Pyrenees Mountains. To get there, I have to rent a truck. It was big
and yellow, and very ugly. I stayed at a mountain house for two days. I played in
the snow and skied. Then, on the last night, there was an avalanche. It covered
came
the house in snow. Some of the windows broke, and snow come into the house.
open tried
The front door did not opened. I tryed to push it open, again and again, but it
got
did not open. It gets colder and colder. By morning, I did not feel my fingers or
know
toes. I did not knew what to do. Just then, I heard a sound from above—it was
saw
a helicopter! The pilot seed my yellow truck and came to save me. Before that
trip, I hated the color yellow, but now it is my favorite color!

C.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 29 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.

28  Focus on Writing 2 Teacher’s Manual

 Focus on Writing 2

Unit 3 Turning Points

The Narrative Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

tells a story about a turning point or

20
memorable event.

includes a topic sentence with a

20
controlling idea.

tells the story in time order with time

20
words.

includes a concluding sentence that gives a

20
final thought.

5 joins ideas with and, but, so.

5 uses correct capitalization.

5 includes an effective title.

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

5 formats the paragraph correctly.

_____ / 100 Additional Comments:

Focus on Writing 2 Teacher’s Manual  29

 4
too much information
UNIT

Overview

Writing Focus Writing a persuasive paragraph

Reading Don’t Just Surf the Web—Be the Web!

Recognizing Internet vocabulary

Building Word Knowledge
Using transition words

Identifying an audience
Tip for Writers
Recognizing facts vs. opinions

Expressing personal opinions

Language Focus Giving and explaining reasons
Using positive and negative words to express opinions

Modal verbs
Grammar For more about the grammar in this unit, see Focus on Grammar 2,
4e, Units 13, 25, 26, and 30.

In this unit, students will be writing a persuasive paragraph. A persuasive paragraph tries
to make the reader agree with an opinion.

Writing Assignments and Sample Paragraphs

Assignment 1: Write a persuasive paragraph about sharing information on the Internet
and answer one of these questions:
• Why should people share certain types of information on the Internet?
• Why should people use certain types of websites?

Online Bus Schedules

I think people should get bus information online. First of all, online bus
information is very convenient. For example, I live in a big city, and there are
more than 50 different bus lines. I can find information about all these buses
online. Seven different buses stop near my house, and I can learn about all of
them. In addition, online bus information is very accurate. For example, I can
check bus schedules. I take the bus to school, and each day I go to a website
called nextbus.com. This website uses GPS1 technology to find the location of the
buses. I can find out if my bus is on time or running late. I don’t have to wait at
the bus stop and wonder. Cleary, online bus information is a good thing.
1
GPS: a system that uses radio signals from satellites to show your exact position on earth

30  Focus on Writing 2 Teacher’s Manual

Assignment 2: Write a persuasive paragraph about not sharing information on the
Internet and answer one of these questions:
• Why should people not share certain types of information on the Internet?
• Why should people not use certain types of websites?

Translation Websites
I think people should not use translation websites. These websites look
helpful, but they have some problems. First of all, they are not very accurate. For
example, I wanted to translate a song from French to Chinese. I went to a few
translation websites, and got some translations of the song. Then I showed the
translations to my Chinese friend, and he laughed. He said they made no sense.
So I do not think I can trust these websites. Second, translation websites do
not help people learn languages. I want to learn Chinese. This means I need to
practice the grammar and learn new vocabulary. But translation websites give me
no language practice. The computer does all the work, and I do not have to think.
For these reasons, I do not think translation websites are a good idea.

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 15–30 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process They should re-read the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their
paragraphs, revise, and edit.

Unit 4 Answer Key

Planning for Writing: Brainstorm (page 79)

B.
Examples may vary. Possible answers include:
Pros:
help you communicate with friends. Example: Want to meet up?
make someone laugh. Example: Jun, where did you get that ugly swim suit?! LOL!
make someone feel good. Example: Happy Birthday, Mom! I love you. You’re the best!

Cons:
hurt someone’s feelings. Example: Jun, where did you get that ugly swim suit?
cause trouble at work or school. Example: I’m so bored at work today.
give personal information to people you do not know. Example: My number is
555-207-3482.

Focus on Writing 2 Teacher’s Manual  31

Planning for Writing: Read

Building Word Knowledge (pages 81–82)

A.
Answers will vary depending on the dictionary used. Possible answers:
1. a blog: a Web page that is made up of information about a particular subject, in
which the newest information is always at the top of the page
2. download: to move information or programs from a computer network to a small
computer
3. a file: information on a computer that you store under a particular name
4. post: to put a message or computer document on the Internet so that other people
can see it
5. upload: move information from a small computer to a computer network so that
other people can see it or use it
6. a virus: a set of instructions secretly put onto a computer or computer program,
which can destroy information
B.
nouns: a blog, downloads, files, post, virus
verbs: blogs, downloaded, posted, uploaded
C.
1. virus 3. posts 5. blog
2. files 4. download 6. upload

Focused Practice (page 82)

A.
b
B.
1. e 3. c 5. d
2. b 4. a 6. e
C.
1. Yes. Suggested explanation: The author says, “The Internet is a . . . wonderful
place.” The author does not mention dangers or safety problems with using
the Internet.
2. No. Suggested explanation: Hating butterflies is an example of an “unusual topic”
in a forum discussion.
3–5. Answers will vary.

Tip for Writers (page 83)

A–C.
Answers will vary.

Step 2 Writing the First Draft: The Topic Sentence

Tip for Writers (pages 86–87)

1. a. F, b. O 3. a. O, b. F 5. a. F, b. O
2. a. O, b. F 4. a. O, b. F
32  Focus on Writing 2 Teacher’s Manual
Focused Practice (pages 87–88)
A.
1. Posting a résumé online is useful for *job seekers.
2. In my opinion, a lot of personal information online can hurt a person’s career.
3. Social networking sites help *families stay close and connected.
4. I believe that social networking sites are not useful for *businesses.
5. Internet forums are a good way to share opinions.
B.
c
C.
Answers will vary. Possible answers include:
• Online shopping sites can be useful for busy people.
• Photo sharing websites can be interesting for students.

Step 2 Writing the First Draft: The Body Sentences

Building Word Knowledge (page 91)

A.
Order of sentences: f, b, d, a, e, c
B.
Answers will vary. Possible answers include:
The first reason is that / First of all, / First, / The main reason is that laptops sometimes
break.
The second reason is that / Another reason is that / Secondly, / In addition, you can lose a
laptop.
The third reason is that / Another reason is that / The final reason is that / Lastly, people
often steal laptops.

Focused Practice (pages 92–93)

A.
1. Recipe websites are fun for people who love to cook.
2. Recipe websites
3. They are fun for people who love to cook.
4. Two
5. Two (one example for each reason)
6. Answers will vary.
B.
Topic sentence 1: Reasons: b, c, f
Topic sentence 2: Reasons: a, d, e
C.
Paragraph 1: a
Paragraph 2: b
Paragraph 3: a
Focus on Writing 2 Teacher’s Manual  33
Step 2 Writing the First Draft: The Concluding Sentence

Focused Practice (page 95–97)

A.
Topic sentence: Recipe websites are fun for people who love to cook.
Concluding sentence: For these reasons, if you like to cook, you should share your
recipes online.
1. fun for people who love to cook.
2. recipes, cook
3. online (websites), like (love)
4. For these reasons
B. Order of sentences: b, c, a, e, f, d
C.
1. b 3. a 5. b
2. a 4. b
D. Answers will vary. Possible answers include:
For these reasons, people should not share personal information online.
Clearly, sharing personal information online is not a good idea.

Step 3 Revising

Focused Practice (page 98)

B.
1. posting class information online
2. is a good idea
3. students can check the dates of important exams and assignments easily; teachers
can save paper
4. For instance, my math teacher has a web page. She uploads her class schedule
there. We can check the date of our math exams on her web page.
For example, my history teacher uses a lot of paper to print homework instructions.
It is not necessary. He can post the homework instructions online and save
hundreds of pieces of paper.
5. Clearly, teachers should post their class assignments online.

Step 4 Editing

Focused Practice (pages 99–100)

A.
1. might 3. won’t 5. may
2. should not 4. can 6. can
B.
1. should not 3. may 5. should 7. might
2. can’t 4. will 6. can

34  Focus on Writing 2 Teacher’s Manual

C.

I think social networking sites help friends and family communicate. First,
bother may
they are very convenient. A phone call can to bother people because they mays
interrupt
be busy. For example, the phone call may interrupts their dinner. An online
will not/won’t
message willn’t bother people because they can answer the message anytime
they want. The second reason is that social networking sites are free. A telephone
cost
can costs a lot. For example, my parents pay $50 a month for their telephone
use
line. For these reasons, I think people should used social networking sites to
communicate.

D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 36 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 2 Teacher’s Manual  35

 Focus on Writing 2

Unit 4 Too Much Information

The Persuasive Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

gives an opinion about sharing information

20
on the Internet.

includes a topic sentence that tells the type

20 of information or website and expresses his
or her opinion.

gives reasons and examples for his or her

20
opinion.

includes a concluding sentence that gives

15
advice.

uses transitions to introduce reasons and

5
examples.

uses a connector to introduce the

5
concluding sentence.

5 uses correct capitalization.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
5 includes an effective title.

5 formats the paragraph correctly.

_____ / 100 Additional Comments:

36  Focus on Writing 2 Teacher’s Manual

5
business solutions
UNIT

Overview

Writing Focus Writing a problem-solution paragraph

Domino’s Strange Advertising:

Reading
Our Pizza Tastes Bad

Building word families

Building Word Knowledge
Using descriptive adjectives

Punctuating extra information

Tip for Writers
Using so and because

Writing background Information

Language Focus Describing problems and solutions
Using this and these to refer back to solutions

Count and non-count nouns

Grammar For more about the grammar in this unit, see Focus on Grammar 2,
4e, Units 4 and 27.

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

paragraph explains a problem, and then suggests a solution to that problem.

Writing Assignments and Sample Paragraphs

Assignment 1: Write about a large business—a company or corporation—with a
problem. Describe the problem. Then suggest solutions.

EZ Bank Is Not Easy!

EZ Bank, a big bank in my country, is losing customers. The reason is that EZ
Bank is not very convenient. Because of the bad economy, EZ Bank wanted to
save money. It closed many EZ Bank locations. For example, EZ Bank closed
both banks in my neighborhood. My parents were EZ Bank customers, and they
were very upset. The bank told them to use online banking. However, they don’t
like online banking, so they went to another bank instead. I think the solution is
to create more EZ Bank ATMs1. A bank in a big building with lots of workers is
expensive, but ATMs are cheap. EZ Bank can put ATMs in grocery stores, train
stations, and other public places. That way, people can easily manage their bank
account, and EZ Bank can still save money. This solution will bring customers
back to EZ Bank.
1
ATM: a machine that you use to get money from your bank account

Focus on Writing 2 Teacher’s Manual  37

Assignment 2: Write about a small, local business with a problem. A local business is a
business in your neighborhood or town. Describe the problem. Then suggest solutions.

The Bike Shop Is in Trouble

A new store called The Bike Shop opened in my neighborhood, but it is not a
success. This store sells supplies for bikers, such as helmets and locks for bikes.
A lot of people in my neighborhood ride bikes, but they are not going to The
Bike Shop. I think there are two reasons for the problem. First of all, The Bike
Shop is not in a good location. It is on a noisy street with lots of traffic, far from
any parks. People never ride their bikes on this street. Second, The Bike Shop
does not advertise. No one knows about this store. I think the solution is to put
advertisements near the park. Lots of people ride on the bike path in the park.
This way, they will see the advertising. They will learn about the shop and want
to visit. This advertising will help The Bike Shop succeed.

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 15–30 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process They should re-read the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their
paragraphs, revise, and edit.

Unit 5 Answer Key

Planning for Writing: Brainstorm (page 103)

A.
Answers will vary. Possible answers include:
She had no customers. / Yes, it was a good idea.
People didn’t want to drive to her store. / Yes, she solved the problem.
B.
What was Dina’s problem? She did not have any customers.
Why did Dina have the problem? The customers did not want to drive to the store.
What was Dina’s solution? She bought a van and sold her clothing in different places.

Planning for Writing: Read

Building Word Knowledge (page 105)

A.
1. advertising / advertisement 5. promise
2. apologize 6. sale
3. deliver 7. suggestion
4. explain

38  Focus on Writing 2 Teacher’s Manual

B.
1. attract 3. apology 5. deliver 7. suggestions
2. improvement 4. sale 6. explain

Focused Practice (page 106)

A.
1. c 2. a 3. e 4. d 5. b
B.
1. b 2. a 3. c 4. b 5. a
C.
Possible answers:
1. Yes. The author says, “Clearly, other companies can learn from Domino’s.”
2–4. Answers will vary.

Step 2 Writing the First Draft: The Topic Sentence

Tip for Writers (page 109)

1. Fishermen’s Bounty, a local seafood store, is not a good place to buy fish.
2. It is difficult to get a table at Fresh, a new restaurant downtown.
3. WorldwideTransport, an international delivery service, is not dependable.
4. MultiStar Energy, a power company, hurts the environment.
5. People do not buy computers from Comp Buy, a large computer company.
6. Best Shoes In Town, a new shoe store in my neighborhood, is not very successful.

Focused Practice (pages 110–111)

A.
1. Pat’s Corner, a small bookstore in my neighborhood, has very few customers.
2. Easy Auto, a local car repair shop, is not convenient.
3. A lot of young people do not like Perfect Fits, a clothing store.
4. George’s Diner, the restaurant next door to our school, is usually empty.
5. No one buys computers from TechTown, a computer store downtown.
B.
Check the following:
Where is the business? Pat’s Corner, Easy Auto, George’s Diner, TechTown
What is the business? Pat’s Corner, Easy Auto, Perfect Fits, George’s Diner, TechTown
C.
Paragraph 1: a
Paragraph 2: b
D.
Answers will vary. Possible answers include:
has lost customers, and business is down.
is doing badly because they have so few customers.
Controlling idea: First Street Café is doing badly
is too expensive / needs to lower prices / is overpriced
Focus on Writing 2 Teacher’s Manual  39
Step 2 Writing the First Draft: The Body Sentences

Focused Practice (pages 113–115)

A.
1. Evergood Market
2. never has any customers.
3. a small grocery store in my neighborhood
4. The store looks dirty. The store is disorganized.
5. The owners should clean and reorganize the store.
B.
1. b, d 2. a, b 3. b, c
C.
c
D.
Answers will vary. Possible answers include:
• Best Shoes in Town should hire more workers. It also needs to sell more types of
shoes.
• They should hire another employee and increase their variety.

Tip for Writers (page 115)

1. Because 3. because 5. Because
2. so 4. so

Building Word Knowledge (pages 116–117)

1.
1. crowded 3. slow 5. fast
2. expensive 4. greasy 6. delicious
2.
1. unfriendly 3. uncomfortable 5. good
2. strong 4. ugly 6. comfortable
3.
1. inconvenient 3. stale 5. fresh
2. disorganized 4. crowded 6. easy

Step 2 Writing the First Draft: The Concluding Sentence

Focused Practice (pages 121–122)

A.
Concluding sentence: With these solutions, service will improve and customers will be
happy.
1. Service will improve and customers will be happy.
2. World Mobile should build more cell phone towers. It should also have a faster
connection.

40  Focus on Writing 2 Teacher’s Manual

B.
c
C.
Answers will vary. Possible answers include:
• These changes will help BuyShoes.com attract new customers.
• These changes will improve customer service and increase profits.

Step 3 Revising

Focused Practice (pages 123–124)

B.
1. MXL Motors
2. lost the trust of its customers
3. an American car company
4. the safety of their cars; MXL Motor’s response to the problems
5. MXL Motors should fix the safety problems. They should pay for the repairs to the
cars. They should also explain the problems to their customers.
6. This will increase trust and make MXL Motors popular again. Yes, it makes a
prediction for the future.

Step 4 Editing

Focused Practice (pages 125–126)

A.
1. Customers did not like the pizza.
2. The company has excellent customer service.
3. Advertising helps businesses.
4. Shoppers want to buy good clothing.
5. Safety is important to most customers.
6. The store is having a sale.
7. Honesty is very important.
8. Every problem has a solution.
9. The restaurant has many problems.
10. Some waiters at the restaurant were rude.
B.
1. a 3. some 5. an 7. a
2. a 4. some 6. an 8. some

Focus on Writing 2 Teacher’s Manual  41

C.

Young people do not like to shop at Perfect Fits, a clothing store in downtown
clothing shirt
Houston. One problem is that the clothings is expensive. For example, a shirts costs
is
$80. The second problem is the customer service are not good. You have to wait a
an
long time for a employee to help you. I think the solution is to hire more workers
sales changes
and have many sale. These change will attract a young people to Perfect Fits.

D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 43 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.

42  Focus on Writing 2 Teacher’s Manual

 Focus on Writing 2

Unit 5 Business Solutions

The Problem-Solution Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

tells about a problem and gives a solution

20
to the problem.

includes a topic sentence that names the

20
business and states its problem.

explains the problem and the solution with

20
reasons and examples.

includes a concluding sentence with a

15
prediction.

gives background information about the

5
business.

5 uses transitions.

5 uses correct capitalization.

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

5 includes an effective title.

5 formats the paragraph correctly.

_____ / 100 Additional Comments:

Focus on Writing 2 Teacher’s Manual  43

 6
alone or together?
UNIT

Overview

Writing Focus Writing a compare-contrast paragraph

Reading Together Is Better Than Alone

Using compound nouns

Building Word Knowledge Using gerunds to name activities
Using words for similarity and difference

Using sentence variety: simple, compound, and complex

Tip for Writers
sentences

Introducing similarities and differences

Language Focus
Using transition words to signal concluding sentences

Comparative adjectives
Grammar For more about the grammar in this unit, see Focus on Grammar 2,
4e, Unit 33.

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

paragraph explains the similarities and differences between two things.

Writing Assignments and Sample Paragraphs

Assignment 1: Write about an activity you do at school or work. Compare and contrast
the activity when you do it alone and when you do it in a group.

Better to Paint Alone

Painting at my school’s art studio is similar to painting alone at home. I’m
taking a painting class at my college, so I have to work on my paintings each
week. I can paint at the school’s art studio or at home. In both places, I need
the same equipment and the same amount of space. However, there are some
important differences. The first difference is no one bothers me at home. At the
art studio, the other students are always talking. Sometimes they play music.
It is difficult to focus on my art. The other difference is my painting materials
are safer at home. At the studio, people sometimes take my paint or brushes by
accident. I have to look around the studio for them and buy new ones sometimes.
For these reasons, I like painting at home.

44  Focus on Writing 2 Teacher’s Manual

Assignment 2: Write about an activity you do for fun. Compare and contrast the activity
when you do it alone and when you do it in a group.

Two Ways to Shop for Clothes

There are similarities and differences between shopping for clothes alone and
shopping with friends. In both ways, I go to the same stores. I spend about the
same amount of money. I also go at the same times, usually after school or on
weekends. I really enjoy both ways of shopping, but there are some important
differences. First of all, when I shop alone, I have more freedom. I never
have to wait for my friends. However, when I shop with friends, they give me
advice. They help me find the best clothes. That is why I enjoy shopping alone
sometimes and shopping with friends at other times.

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 15–30 minutes to write their paragraphs. Remind them
to go through all four steps in the writing process They should re-read the assignment,
organize their ideas (perhaps they will complete a graphic organizer), write their
paragraphs, revise, and edit.

Unit 6 Answer Key

Planning for Writing: Brainstorm (page 129)

A.
Answers will vary. Possible answers include:
• I feel solitude when I walk in the forest.
• I feel solitude when I read a book.
• I feel loneliness when I wait for a phone call.
• I feel loneliness when I miss my family.
B.
Solitude difference: happy
Similarity: alone
Loneliness difference: unhappy

Planning for Writing: Read

Building Word Knowledge (page 131)

1. Group weddings
2. Teamwork
3. group project
4. teammates
5. group activities
6. individual sports / team sports

Focus on Writing 2 Teacher’s Manual  45

Focused Practice (pages 131–132)
A.
1. b 2. c 3. c
B.
1. T 3. T 5. F
2. F 4. F 6. F
C.
1. Answers will vary.
2. Answers will vary. Possible answers include: You have to wait for others. You have
to make decisions in a group. You have to share things.
3. Answers will vary. Possible answers include: writing a book, swimming,
teaching a class

Step 2 Writing the First Draft: The Topic Sentence

Building Word Knowledge (pages 135–136)

1. Studying, studying
2. Watching, watching
3. Cooking
4. Living, living
5. Driving, driving

Focused Practice (pages 136–137)

A.
1. There are some similarities and differences between traveling alone and traveling
in a group.
2. Individual sports and team sports have similarities and differences.
3. Eating in a restaurant alone and eating with a group are similar, but there are some
important differences.
B.
Paragraph 1. c
Paragraph 2. b
C.
Activity 1: skiing alone
Activity 2: skiing with friends
Topic sentence: Answers will vary. Possible answers include:
• There are similarities and differences between skiing alone and skiing with friends.
• Skiing alone and skiing with friends are similar, but there are important differences.

46  Focus on Writing 2 Teacher’s Manual

Step 2 Writing the First Draft: The Body Sentences

Building Word Knowledge (page 140)

A.

There are similarities and differences between working at home alone and
working at an office with other people. On most days, I work in a big office,
but on Friday I work at home. At both places, I do the same work. I also work
with the same people. However, there are some important differences. My office
is more distracting. People always stop at my desk to talk. I can also hear my
coworkers’ phone conversations. In contrast, my home is quieter. No one bothers
me, and I can focus on my work. For these reasons, I like to work at home.

B. both, the same, different, Another difference, However

Focused Practice (pages 141–144)

A.
1. Jogging alone and jogging with a friend
2. are similar, but there are some important differences.
3. a good way to stay healthy, you can do it anywhere
4. jogging with a friend is better, Jogging with Carl is also more fun.
5. When I’m alone, I get tired easily and want to stop. In contrast, Carl encourages
me. He says, “Keep going, you can do it!” This helps me continue.
6. I get bored jogging by myself, but Carl and I talk to each other when we jog. We
tell jokes and interesting stories.
B.
Paragraph 1: I enjoy the same great food and service at the restaurant when I am alone or
with friends / eating alone is more relaxing / eating alone is usually more expensive
Paragraph 2: help you learn / group projects are easier / the feeling of teamwork
Paragraph 3: are cheaper than eating at a restaurant / cooking with another person is much
faster / you can learn from the other person

Step 2 Writing the First Draft: The Concluding Sentence

Focused Practice (pages 148–149)
A.
1. b 2. d 3. a 4. c
B.
Answers will vary. Possible answers include:
1. Restate the controlling idea: Clearly, there are important differences between
cleaning alone and cleaning with others.
2. Add a final thought: Because of these differences, I prefer cleaning with others.
3. Give advice: That’s why, when people clean, they should always work together.
4. Make a prediction: In the future, everyone’s family will learn to clean together at
the same time, just like mine.

Focus on Writing 2 Teacher’s Manual  47

C.
Answers will vary.

Step 3 Revising

Tip for Writers (page 150)

1. CO 2. CX 3. S 4. CO 5. CX

Focused Practice (page 151)

B.
1. Giving a group presentation and giving an individual presentation.
2. You need to do research and practice for both presentations. You also have to
organize the information for your presentation.
3. A group presentation is harder than an individual presentation. The other difference
is the grade.
4. In a group presentation you have to work well with everyone in the group. You also
have to meet outside of class to plan the presentation.
In an individual presentation, you get a grade for you work only. In a group
presentation, you get a grade for the work by people in the group.
5. For these reasons, I like giving individual presentations.
6. It adds a final thought.
7. Check all three sentence types

Step 4 Editing

Focused Practice (pages 154–155)

A.
1. cheaper 3. easier 5. worse
2. shorter 4. earlier
B.
Answers will vary. Possible answers include:
1. more fun than / more dangerous than
2. easier than / more distracting than
3. more expensive than / more convenient than
4. more exciting / better than
5. harder than / slower than
6. more convenient than / quieter than
7. more expensive than / more peaceful than
8. more fun than / more enjoyable than

48  Focus on Writing 2 Teacher’s Manual

C.

better
You can live alone or with a roommate, but which is more better? Living with
noisier later
a roommate is more noisy. For example, my roommate always stays awake late
than I do. He sometimes watches TV when I am trying to sleep. However, living
cheaper easier faster
with a roommate is more cheaper. Cleaning is easyer too. We can finish more fast.
more
Another difference is that living with others is enjoyable than living alone. I
always have someone to talk to at home. Overall,^ I think living with a roommate
better
is gooder than living alone.

D.
Answers will vary.

Scoring Rubric
Print and complete the checklist on page 50 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 2 Teacher’s Manual  49

 Focus on Writing 2

Unit 6 Alone or Together?

The Compare-Contrast Paragraph

Your Possible
Points Points The writer . . . Teacher Comments

compares and contrasts an activity the

20
writer does alone and in a group.

includes a topic sentence with a controlling

20
idea.

includes similarities and differences in the

20
body sentences.

15 includes an effective concluding sentence.

5 gives clear examples.

5 uses transitions.

5 uses correct capitalization.

© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
5 includes an effective title.

5 formats the paragraph correctly.

_____ / 100 Additional Comments:

50  Focus on Writing 2 Teacher’s Manual