helpful to duplicate copies of the checklists in advance and ask students to clip one to each assignment. This may encourage them to be conscientious about the editing step.
Writing the final draft is to be done individually. After you process the final drafts, encourage students to rewrite the paragraph. Some instructors allow rewrites on most paragraphs but only a certain number of them. The students must receive a passing mark on the no-rewrite assignments in order to pass the course. It is an individual decision whether you give a grade on the first copy handed in and then raise that grade on each rewrite, or whether you make comments and/or corrections on the first copy and then grade the rewrite. I personally am still searching for a satisfactory method of dealing with rewrites and grades.
Finally, I recommend that students do much of their writing in class. Beginning writers in particular benefit from having the support of a teacher and classmates during the often excruciating process of putting pen to paper.
Appendixes Five appendixes are included at the back of the book. The first three—Correction Symbols, Conjunctions, and Transition Signals—are intended primarily as reference lists for students. The last two—Word Division and Parts of Speech—can be used as instructional lessons as well.
Thanks to many people are in order. Producing a new textbook is a laborious pursuit. Without the assistance of colleagues and the encouragement of editors, it would be even more so. Thanks, therefore, to colleagues Linda Moyer and Barbara Bonander, who tried out various sections of the book in their classes. I am particularly indebted to Caroline Gibbs of the Intensive English Program at the College of Marin, who tested the entire book and provided excellent suggestions for improvements. Thanks also to my editors, Allen Ascher, Françoise Leffler, and Lisa Ilutchins, of Addi-son-Wesley/Longman.
Finally, thanks to my students, who continue to challenge and inspire me and who teach me something new every day. Special thanks to Anh Nguyen for allowing me to use his excellent paragraph as a model in Unit 1.
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