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Great Writing 3: Student's Book | 5th Edition

Available study tools, great writing 3: ebook, instant access, about this product.

The new edition of the Great Writing series provides clear explanations, extensive models of academic writing and practice to help learners write great sentences, paragraphs, and essays. With expanded vocabulary instruction, sentence-level practice, and National Geographic content to spark ideas, students have the tools they need to become confident writers. Updated in this Edition: Clearly organized units offer the practice students need to become effective independent writers. Each unit includes: Part 1: Elements of Great Writing teaches the fundamentals of organized writing, accurate grammar, and precise mechanics. Part 2: Building Better Vocabulary provides practice with carefully-selected, level-appropriate academic words. Part 3: Building Better Sentences helps writers develop longer and more complex sentences. Part 4: Writing activities allow students to apply what they have learned by guiding them through writing, editing, and revising. Part 5: New Test Prep section gives a test-taking tip and timed task to prepare for high-stakes standardized tests, including IELTs and TOEFL. The new guided online writing activity takes students through the entire writing process with clear models for reference each step of the way.

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Great Writing 4: Great Essays (Great Writing, New Edition) 4th Edition

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• ISBN-10 1285194942
• ISBN-13 978-1285194943
• Edition 4th
• Publisher Heinle ELT
• Publication date October 10, 2013
• Language English
• Dimensions 8.4 x 0.4 x 10.7 inches
• Print length 288 pages
• See all details

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About the author, product details.

• Publisher ‏ : ‎ Heinle ELT; 4th edition (October 10, 2013)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 288 pages
• ISBN-10 ‏ : ‎ 1285194942
• ISBN-13 ‏ : ‎ 978-1285194943
• Item Weight ‏ : ‎ 1.4 pounds
• Dimensions ‏ : ‎ 8.4 x 0.4 x 10.7 inches
• #1,195 in Reading Skills Reference (Books)
• #3,001 in Foreign Language Instruction (Books)
• #3,092 in English as a Second Language Instruction

About the authors

Keith s. folse.

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

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

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

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

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

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

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

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

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

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

April Muchmore-Vokoun

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Elena Vestri Solomon

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