Mr. harris explains to the students how they should work in pairs. first, he models what he would like them to do and then explains four different activities in a row. throughout his 30-minute explanation, he provides several examples. he prompts them to listen by saying, "settle down, pay attention . we have a lot to get through today." he becomes frustrated when his students fidget and lose attention. he could improve his instruction by:

a) providing scaffolding and further modeling.

b) limiting teacher talk and increasing opportunities for student response.

c) writing the instructions on the board as he talks.

d) prompting students to listen before each example.

Morei would really appreciate it. his eyes snapped open. a musty smell flooded his senses. the room was lowly lit, curved with smooth light gray walls. the floor was clear black tiled. he stood up, surprised to see no door, but only a trap door on the ceiling that blended in with the walls. the room was unfurnished, which struck him as strange. as you write and revise, ask yourself these questions: 1. do all of the sentences in this paragraph belong here? (unity) 2. are all of the sentences in this paragraph in the right place? (coherence-- a method of development) 3. are all of the sentences in this paragraph smoothly connected together into a whole paragraph? (coherence--use of transitional devices) once you've made certain that your paragraphs are both unified and coherent, edit your work for problems in grammar and mechanics before submitting it to your teacher.