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ALPHA

Literature
LITERARY COMPANION
Grade 9
Volume A
Program Chief Editor: Pam Carey
Program Consultant Editor: Julia Lee
Program Editors: Mary Harvey, Susanna Brougham, Cynthia Guidici, Ellen Whittier, Cecelia Munzenmaier

Cover
Cover Design: QBS Learning

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ii
CContents
ontents
Grammar
Grammar Handbook
Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi. vi
Writing
Writing
Handbook
Handbook
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xvi
. xvi

Unit11 Face
Unit Faceto
toFace
Face
Amy TanTanTwo
Amy Two
Kinds
Kinds
from TheThe
from JoyJoy
Luck Luck ClubClub
READING
READING SKILL:
SKILL: M aMkea keI nferen
I nferen c e cs e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvixxvi
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S eleS ele
c t io
c tnioVo
n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: S lang
S lang in in D ialoD ialo guegue . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 3 3
L ANGUAGE
L ANGUAGE SKILL:
SKILL:P roPnroonuno un A gre
A gre
ement ement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 4
WRITING
WRITING SKILL:
SKILL:WrWri tei te
D iar
D iar
y EyntErntiersie.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 6
SPEAKING
SPEAKING AND
AND LISTENING:
LISTENING: P rePsreents ent Yo Yo ur ur D iar D iary EyntErntiersie. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 7

COMPARING
COMPARING TEXTS
TEXTS
Adam
Adam GopnikLOL!
Gopnik LOL!
Lauren
Lauren
andand
Victoria
Victoria CoaxumParents,
Coaxum Parents,Teens,
Teens,
and
and
Technology:
Technology: Bridging
Bridging thethe Generation
Generation Gap Gap
READING
READING SKILL:
SKILL:
M aMkea keI nferen
I nferen c e cs e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 8
VOCABUL
VOCABUL ARYARY
SKILL:
SKILL: S eleS ele
c t io
c tnioVo
n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 10
VOCABUL
VOCABUL ARYARY
STRATEGY:
STRATEGY: D enD en
ot at
otio atnioand n and C oCnno nn ot atotio atnio.n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 11
L ANGUAGE
L ANGUAGE SKILL:
SKILL:C oCr re
o rcret ing
c t ingVague
Vague P roPnroonuns o uns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 12
WRITING
WRITING SKILL:
SKILL:WrWr
i tei te
a Sa hSohr to rSt toSrtoy r.y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 14
SPEAKING
SPEAKING AND
ANDLISTENING:
LISTENING: PerPer
fo rfomr m Yo Yo ur ur S toSrtoy r y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 15
Helen
Helen ZughaibStories
Zughaib StoriesMyMy
Father
Father
Told
Told
MeMe
READING
READING SKILL:
SKILL:A nal y zey ze
A nal a Sa ubje c t cint in
S ubje D i fDferent
i f ferent M eMdiums e diums. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 16
VOCABUL
VOCABUL ARY
ARYSKILL:
SKILL: S ele
S ele
c t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 18
VOCABUL
VOCABUL ARY
ARYSTRATEGY:
STRATEGY: E nglish
E nglish WoWo rd srdfsrom f rom A r Aa bic
r a bic . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 19 19
L ANGUAGE
L ANGUAGE SKILL:
SKILL:D eDpeendp end
entent andand I ndI nd
e peendp end entent C lausC laus e s e.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 20
WRITING
WRITING SKILL:
SKILL:WrWr
i tei te
ananA rgument
A rgument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 22
SPEAKING
SPEAKING ANDANDLISTENING:
LISTENING: D isDcus
is cuss Yos Yo
ur ur A rgument
A rgument . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 23 23
ElsaElsa MarstonIn In
Marston Line
Line
READING
READINGSKILL:
SKILL:
A nal
A nal
y zey ze C omplex
C omplex C har
C har
ac ac
terter s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 24
VOCABUL
VOCABUL
ARYARY
SKILL:
SKILL: S eleS ele c t io
c tnioVo
n Voc a cbular
a bulary . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 26
VOCABUL
VOCABUL
ARYARY
STRATEGY:
STRATEGY: M ul Mtuliple
t iple
- M-eManing
e aning WoWo rd srd s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 27
L ANGUAGE
L ANGUAGE
SKILL:
SKILL:R eRs et rsict rtic
i ve
t i ve
andand N oNnre
o nre
s t rsict rtic
i ve
t i ve
C lausC laus e s e.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 28
WRITING
WRITING
SKILL:
SKILL:WrWr
i tei te
a Lai ter L i ter
ar yarAy nal
A nal
y sis
y sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 30
SPEAKING
SPEAKINGAND
ANDLISTENING:
LISTENING: P arP taricip
t icip
ateatein ina Da isDcus is cus siosio n n. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 31

COMPARING
COMPARING TEXTS
TEXTS
Edgar
EdgarAllan PoePoeTheThe
Allan Cask
Cask
of of
Amontillado
Amontillado
William
William BlakeA Poison
Blake A PoisonTree
Tree
READING
READING SKILL:
SKILL:A nal
A nal
y zey ze
anan A uAt huot hr ’s
o r ’s
C hCoic
h oic
e s e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 32
VOCABUL
VOCABUL ARY
ARY
SKILL:
SKILL: S ele
S ele
c t io
c tnioVo
n Voc a cbular
a bulary . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 34
VOCABUL
VOCABUL ARY
ARY
STRATEGY:
STRATEGY: S ySn yonnyo ny
msms and andA nto
A nto ny ny msms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 35
L ANGUAGE
L ANGUAGE SKILL:
SKILL:P unP un
c t uat
c t uat
inging D ialo
D ialo guegue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 36
WRITING
WRITING SKILL:
SKILL:WrWr
i tei te
a Lai ter
L i ter
ar yarAy nalA nal
y sis
y sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 38
SPEAKING
SPEAKING AND
AND LISTENING:
LISTENING: PerPerfo rfomr m a Sa cSene
c ene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 39
Performance
Performance
Task:
Task:
Write
Write
a Fictional
a Fictional
Narrative
Narrative
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 40

Contents
Contents iiiiii
CContents
ontents
Unit22 The
Unit TheNatural
NaturalWorld
World
Annie
Annie DillardLiving
Dillard Living
Like
Like
Weasels
Weasels
READING
READING SKILL:
SKILL:A nal y zey ze
A nal F igur
F igurat iat
vei ve L anguage
L anguage . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 44 44
VOCABUL
VOCABUL ARY
ARYSKILL:
SKILL: S eleS ele
c t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 46
VOCABUL
VOCABUL ARY
ARYSTRATEGY:
STRATEGY: U sUe sae Tahe T hes aur
s aurus us. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 47
L ANGUAGE
L ANGUAGE SKILL:
SKILL: P arP taricipial
t icipial P hrP ahrs ae s e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 48
WRITING
WRITING SKILL:
SKILL:C oCndu
o ndu c t cRt eRs e sarch
e arch . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 50 50
SPEAKING
SPEAKING AND
AND LISTENING:
LISTENING: S hare
S hare Yo Your ur N ote N ote s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 51

COMPARING
COMPARING TEXTS
TEXTS
Cynthia
Cynthia BarnettOrigins
Barnett Originsfrom Rain:
from Rain:
A Natural
A Natural and and Cultural
Cultural History
History
Kazim Ali AliRain
Kazim Rain
READING
READING SKILL:
SKILL:
A nal
A naly zey ze a Sa eSquen e quenc e cofe ofI d eI da es aosr oErvent E vent s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 52
READING
READING SKILL:
SKILL:
A nal
A naly zey ze To Tonene and and C oCnno nnot at
otio atns io ns. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 54 54
VOCABUL
VOCABUL ARY ARY
SKILL:
SKILL: S eleS elec t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 56
VOCABUL
VOCABUL ARY ARY
STRATEGY:
STRATEGY: D omain
D omain - S -pSepciefci
icf icWoWo rd srd.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 57
L ANGUAGE
L ANGUAGE SKILL:
SKILL: A dje
A djec t icval
t i val
and andA dAverd ver
bial bial P hrP ahrs ae ss.e s. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 58 58
WRITING
WRITING SKILL:
SKILL:WrWri tei te
a Poa Po emem . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 60 60
SPEAKING
SPEAKING AND
ANDLISTENING:
LISTENING: H oldH old
a Ga roG upro up D isDcus is cus siosio n .n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 61
Jane
Jane GoodallFirst
Goodall First
Observations
Observations
from In In
from thethe Shadow
Shadow of ofMan Man
READING
READINGSKILL:
SKILL:A nal y zey ze
A nal C ent
C ent r alr al
I d eI da es aand
s and D etDails
et ails. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 62
VOCABUL
VOCABULARY
ARYSKILL:
SKILL: S ele
S ele
c t io
c tnioVo n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 64
VOCABUL
VOCABULARY
ARYSTRATEGY:
STRATEGY: R oRotosotand s and A f fAi fxe
f i xe
s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 65
L ANGUAGE
L ANGUAGESKILL:
SKILL: M isMplac
is plac
e deandd and D angling
D angling M oMdiofdi ierf ier
s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 66
WRITING
WRITINGSKILL:
SKILL: WrWr
i tei te
a Ra eRs ep sopnso ns
e toe to L i ter
L i ter
at ure
at ure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 68
SPEAKING
SPEAKINGANDAND LISTENING:
LISTENING: H old H olda Sa oScroat cricat ic
S eminar
S eminar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 69
Sy Sy MontgomeryDeep
Montgomery Deep
Intellect
Intellect
READING
READING SKILL:
SKILL:
A nal y zey ze
A nal A uAt huot hr ’s
o r ’sPointPoint of of V iew V iew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 70
READING
READING SKILL:
SKILL:
A nal
A nal
y zey ze
a Sa ubje
S ubje c t cint in Two Two M eMdiums e diums . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 72 72
VOCABUL
VOCABUL ARYARY
SKILL:
SKILL: S ele
S ele
c t io
c tnioVo n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 74
VOCABUL
VOCABUL ARYARY
STRATEGY:
STRATEGY: S had
S had e s eof s of M eManing e aning . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 75 75
L ANGUAGE
L ANGUAGE SKILL:
SKILL:VerVer
b Pb hrP ahrs ae s e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 76
WRITING
WRITING SKILL:
SKILL:
WrWr
i tei te
ananA rgument
A rgument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 78
SPEAKING
SPEAKING ANDANDLISTENING:
LISTENING: R eRade ad and and D isDcus is cus s As rgument
A rgument s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 79

COMPARING
COMPARING TEXTS
TEXTS
Dr.Dr.
Sally
Sally BoysenNew
Boysen New Caledonian
CaledonianCrows
CrowsHookHook a Treat
a Treat from
from TheThe Smartest
Smartest Animals
Animals onon thethe PlanetPlanet
AesopTheThe
Aesop Crow
Crowand
and
thethe
Pitcher
Pitcher
READING
READING SKILL:
SKILL: D eter
D etermine
mine a Taheme T heme o r oCr ent C ent r alr al I d eI da e a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 80
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S ele
S ele
c t io
c tnioVo n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 82
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: P atPterat ter
ns ns of of WoWo rd rd C hange
C hange s .s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 83
L ANGUAGE
L ANGUAGE SKILL:
SKILL:VerVerb M b oMoodos d. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 84
WRITING
WRITING SKILL:
SKILL: WrWr
i tei te
a Na arN raratriat
vei ve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 86
SPEAKING
SPEAKING ANDAND LISTENING:
LISTENING: D isDcusis cuss Isd eI da es a.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 87
Performance
Performance
Task:
Task:
Write
Write
an an
Argument
Argument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 88

iviv Contents
Contents
CContents
ontents
Unit33 Powerful
Unit PowerfulWords
Words
Wangari
Wangari MaathaiNobel
Maathai Nobel
Peace
Peace
Prize
Prize
Lecture
Lecture
READING
READING SKILL:
SKILL:
A nal
A naly zey ze
C ent
C entr alr al
I d eI da es a.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 92
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S ele
S ele
c t io
c tnioVo
n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 94
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: Et yEtmolo
y molo g y g. y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 95
L ANGUAGE
L ANGUAGE SKILL:
SKILL:E liminate
E liminate WoWo rdine
rdine s s sand
s and R eRdund e dund anan c y c. y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 96
WRITING
WRITING SKILL:
SKILL:
WrWri tei te
ananI nfo
I nfo
r mat
r mati vei ve TexTex t .t .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 98 98
SPEAKING
SPEAKING ANDAND
LISTENING:
LISTENING: D isDcus
is cus s Yo s Your ur R eRpeopr to.r t. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 99

COMPARING
COMPARING TEXTS
TEXTS
Latifa
Latifa al-Zayyatfrom
al-Zayyat TheThe
from Open
OpenDoor
Door
Elizabeth
Elizabeth AlexanderPraise
Alexander Praise
Song
Song
forfor
thethe
Day
Day
READING
READING SKILL:
SKILL:A nal
A naly zey zet het heD evelo
D evelo pment
pment of of a Taheme T heme . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 100
. 100
READING
READING SKILL:
SKILL:A nal
A naly zey zeC ulCtulurt al
ur al
PerPers p sepc et icve
t i ve
s . s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
. 102
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S ele
S elec t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
. 104
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: B aBs ae sWo
e Wo rd srdand
s and R oRotosot. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
. 105
L ANGUAGE
L ANGUAGE SKILL:
SKILL:A cAt icve
t i ve
and and P aPs asisve
si veVoicVoic e .e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
. 106
WRITING
WRITING SKILL:
SKILL:WrWri tei te
a Lai ter
L i ter
ar yarAy nal
A nal
y sis
y sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
. 108
SPEAKING
SPEAKING ANDANDLISTENING:
LISTENING: D isDcus
is cuss Yos Yo
ur urL i terL i ter
ar yarAy nal A nal y sis y sis . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 109
. 109
ElifElif ShafakTheThe
Shafak Politics
Politics
of of
Fiction
Fiction
READING
READING SKILL:
SKILL:
A uAt huot hr ’s P urP purops oe s .e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
o r ’s 110
. 110
VOCABUL
VOCABUL ARYARYSKILL:
SKILL: S ele S ele
c t io
c tnioVo
n Vo c a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
. 112
VOCABUL
VOCABUL ARYARYSTRATEGY:
STRATEGY: S ySn yonnyo ny
msms and and A nto A nto ny ny msms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
. 113
L ANGUAGE
L ANGUAGE SKILL:
SKILL:VerVer b M b oMoodos d. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
. 114
WRITING
WRITING SKILL:
SKILL:WrWri tei tea Ra eRs ep sopnso ns
e to e to L i ter
L i terat ureat ure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
. 116
SPEAKING
SPEAKING ANDANDLISTENING:
LISTENING: E valuate
E valuate a Sa pSepe eche ch . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 117
. 117
Elisabetta
Elisabetta Intini10 10
Intini Reasons
ReasonsWeWe
Should
ShouldBeBe Exploring
Exploring Space
Space
READING
READINGSKILL:
SKILL:A nal
A nal
y zey ze
anan A uAt huot hr ’s
o r ’sC laims
C laims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
. 118
VOCABUL
VOCABULARY
ARY
SKILL:
SKILL: S ele
S ele
c t io
c tnioVon Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
. 120
VOCABUL
VOCABULARY
ARY
STRATEGY:
STRATEGY: U sUe sRe eferen
R eferen c e cSe oSurc o urce s e.s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
. 121
L ANGUAGE
L ANGUAGESKILL:
SKILL:N oNuno un P hrP ahrs ae s e .s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
. 122
WRITING
WRITINGSKILL:
SKILL:WrWr
i tei te
a Lai ter
L i ter
ar yarAy nal A nal y sisy sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
. 124
SPEAKING
SPEAKINGAND
AND LISTENING:
LISTENING: P rePsreent s ent a Sa pSepe eche ch . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 125
. 125

COMPARING
COMPARING TEXTS
TEXTS
Richard
Richard Wrightfrom
Wright Black
from Black
Boy
Boy
Shin
Shin Dal-JaBlank
Dal-Ja BlankPaper:
Paper:
Part
Part
OneOne
READING
READING SKILL:
SKILL:
A nal
A nal
y zey zeWoWo rd rdC hCoich oice . e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
. 126
READING
READING SKILL:
SKILL:
O bje
O bje
c t icve
t i ve
S ummar
S ummar ie sie. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
. 128
VOCABUL
VOCABUL ARYARY
SKILL:
SKILL: S eleS elec t io
c tnioVo
n Voc a cbular
a bular y . y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
. 130
VOCABUL
VOCABUL ARYARY
STRATEGY:
STRATEGY: I dioms
I dioms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
. 131
L ANGUAGE
L ANGUAGE SKILL:
SKILL:VerVer
b Pb hrP ahrs ae s e. s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
. 132
WRITING
WRITING SKILL:
SKILL:
WrWr
i tei te
a Lai terL i ter
ar yarAy nalA nal y sisy sis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
. 134
SPEAKING
SPEAKING AND
ANDLISTENING:
LISTENING: P rePsreent
s ent a Da r Damat r amat ic ic R eRading e ading . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 135
. 135
Performance
Performance
Task:
Task:
Write
Write
an an
Opinion
Opinion
Essay
Essay
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
. 136

Acknowledgments
Acknowledgments
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
. 141

Contents
Contents v v
Language and Grammar Handbook
PARTS OF SPEECH ► My mother herself told me the story.

Noun – a word that refers to a person, place, thing, or • Relative pronouns – that, which, whichever, who,
whoever, whom, whomever, whose. Relative
idea. Nouns can be classified in different ways.
pronouns introduce relative clauses.
► Common and proper nouns ► Mahmud is the student who won the award.
• Common nouns refer to a general person, place, • Interrogative pronouns – what, which, who/whom/
or thing rather than a specific one. They are not whose. Interrogative pronouns are used to ask
capitalized unless they are the first word of a questions.
sentence.
► Who left the backpack in the hallway?
► The doctor is running behind schedule.
• Some pronouns, such as who and which, can serve
• Proper nouns refer to a specific person, place, or as relative pronouns and interrogative pronouns.
thing. They are capitalized. When joining two ideas, they are classified as relative
► The nurse told me Doctor Andrews is running behind pronouns. When used in a questioning sense, they
schedule. are classified as interrogative.
► Singular and plural nouns ► Relative: I returned the book, which was overdue.

• Singular nouns refer to only one person, place, thing, ► Interrogative: Which would you like to see first?
or idea. • Demonstrative pronouns – this, that, these, those,
► The dog chased the squirrel. neither, none. Demonstrative pronouns point out
• Plural nouns refer to more than one person, place, particular persons, places, things, or ideas.
thing, or idea. ► Singular: This is a pleasant beach to visit.

► The students passed in their papers. ► Plural: Those are stunning paintings.

Pronoun – a word that takes the place of an • Demonstrative pronouns functioning as adjectives.
antecedent—that is, a noun or a noun phrase. Pronouns When this, that, these, those, or neither appears with a
can be classified as singular (taking the place of a single noun, it is considered an adjective.
person, place, thing, or idea) and plural (taking the place ► Pronoun: I just finished the race. That was exciting!
of more than one person, place, thing, or idea). ► Adjective: That pencil needs to be sharpened.
► These are the main types of pronouns. • Indefinite pronouns –Indefinite pronouns refer to
• Personal pronouns – I, you, she/he/it, we, they, me, one or more people or things that are not specifically
her/him, us, them. Personal pronouns take the place identified. Examples include something, somewhere,
of a person or group of people doing something or anything, everybody, nowhere, no one, some, all,
having a certain quality. many, each, any, both.
• Possessive pronouns – my/mine, your/yours, her/ ► Everybody lives somewhere.
hers, his, its, our/ours, their/theirs. Possessive • Reciprocal pronouns – each other, one another.
pronouns show that the antecedent owns or Reciprocal pronouns point to a shared action or a
possesses something relationship.
• Reflexive pronouns – myself, yourself, herself/ ► The twins gave each other birthday gifts.
himself/itself, ourselves, themselves. A reflexive
pronoun refers to the subject of the sentence. ► Pronoun case
► Donna bought herself a new dress. • Subjective case – the pronoun (I, you, she/he/it, we,
• Intensive pronouns – myself, yourself, herself/ they, who) is used as a subject.
himself/itself, ourselves, themselves. An intensive ► You have a new neighbor.
pronoun appears close to the noun or noun phrase it ► Who moved my notebook?
names; it emphasizes its antecedent.
vi Language and Grammar Handbook
• Objective case – the pronoun (me, you, him, her, ► Cheryl did promise she would be here.
it, us, them, whom) is used as an object of a verb or ► I could listen to this song all day.
preposition.
► Hand the money to me, please. ► Principal verb forms – Verbs whose past tense and past
participle are formed by adding -ed to the base form are
► Give me a little more time.
called regular verbs. The base form is the same as the
► To whom should I address my letter? present-tense form. Verbs that do not follow this pattern
• Possessive case – the pronoun (my/mine, your/ are irregular verbs. Here are examples.
yours, her/hers, his, its, our/ours, their/theirs) shows • Regular verb
ownership. ► Base form: play
► That’s my sister on stage.
► Past tense: played
► The owl turned its head toward the noise.
► Present participle: playing

Verb – a word that shows action or being. Types of verbs ► Past participle: played
include action verbs, linking verbs, and helping verbs.
• Irregular verb
► Types of verbs ► Base form: buy
• Action verbs tell what the subject of the sentence ► Past tense: bought
does.
► Present participle: buying
► The baby cried for her mother.
► Past participle: bought
► The car zoomed around the corner.

• Action verbs can be transitive or intransitive. ► Verb tense tells when the action in a sentence occurs.
Transitive verbs must have a direct object—a noun. • The three main tenses are present tense, past tense,
Usually intransitive verbs do not make sense without and future tense.
an object. Transitive verbs do not need a direct ► Simple present: I play.
object.
► Simple past: I played.
► Transitive verb with direct object: She needs a friend.
► Future: I will play.
► Intransitive verb: He waited.

• Linking verbs link the subject of a sentence to more • Progressive tense shows ongoing action.
information about it. The most common linking verbs ► Present progressive: I am playing.
are the forms of to be: am, is, are, was, and were. ► Past progressive: I was playing.
They also include verbs related to the senses: look,
► Future progressive: I will be playing.
sound, feel, taste, and smell. Other common linking
verbs are seem, appear, and become. • Perfect tense describes actions with an end point.
► The peaches are ripe. ► Present perfect: I have played.
► That jacket looks great on you! ► Past perfect: I had played.
► My friend was happy to see me. ► Future perfect: I will have played.
• Helping verbs assist the main verb. The most • Perfect progressive tense describes ongoing actions
common helping verbs are forms of be, have, and with an end point.
do. Other examples (known as modal helping verbs) ► Present perfect progressive: I have been playing.
include may, can, will, shall, could, would, should,
might, must, and ought. ► Past perfect progressive: I had been playing.

► Our father is waiting for us. ► Future perfect progressive: I will have been playing.

► She has studied many hours.

Language and Grammar Handbook vii


Writing Handbook
The Writing Process about the most important idea, or theme, you want
to convey.
The writing process is a four-stage process writers Finally, think about how you will organize your
use to create a piece of academic or creative writing. ideas. Text structure refers to the organizational
pattern in your writing. You want to present your
Prewriting ideas in a logical way that readers can follow.
Prewriting is the first stage in the writing process. Narratives usually employ chronological or time order
It’s the stage in which you ask yourself important to tell events in the order they happen. Informative
questions, such as “What am I writing about?,” “Why or explanatory texts might use comparison-contrast,
am I writing?,” and “Who will read my work?” By cause-and-effect, problem-solution, or sequential
answering these questions, you will determine your organization. Arguments often use the order of
topic, your purpose for writing (to inform or explain, most importance or a point-by-point organizational
to persuade, to entertain, to describe), and your structure. Every piece of nonfiction writing, however,
audience. You’ll also figure what type of writing you should have an introduction, body, and a conclusion.
need to do—informative, argumentative, narrative, A fictional narrative should have a beginning, a
or research-based middle, and an end.
If you are writing in response to a prompt or an
assignment, read the text carefully. Underline or Prewriting
highlight key words and phrases. Look for clues that • ead the pro pt or assi n ent care ully and
tell you about your topic and the type of writing look for clues about the topic and type of
you need to do. If the prompt or assignment asks a writing you need to do.
question, pay attention to your initial reaction. Your
• eter ine your audience or who will be
first thoughts are often the most revealing about
reading your finished work.
what you really think.
• i ure out what you do and don’t know about
The prewriting stage is when you are free to your topic.
explore ideas. Do some brainstorming. Don’t • ather in or ation by readin and askin
dismiss any ideas at this stage, even if they sound questions. Take notes.
silly. Let your mind take you to unexpected places.
• Write a thesis state ent or clai i you are
Use graphic organizers, such as idea webs and word
writing nonfiction, or identify a theme if you are
maps, to make connections. Keep asking questions
writing a fictional narrative or poem.
and see where they lead you. Do some reading to find
answers. If you are writing about literary texts, reread • hoose an or ani ational structure or your
them to look for key ideas and details. If you are writing.
writing about a topic that’s new to you, consult a few
credible sources. If you are trying to choose a side in
an argument, do some reading online or ask trusted Drafting
friends and adults what they think. Take notes.
The drafting stage is when you begin writing.
If you are writing a nonfiction text, such as an Don’t try to be perfect on the first try. Just get your
informative essay or a personal narrative, the next ideas out there. Drafts are not supposed to be
step is to come up with a main idea or thesis. (In flawless; they are merely your first attempt to get
an argument, this is your claim.) This statement your ideas down in writing. You will likely change
introduces your topic and presents your main idea. some ideas as you go along, and you will have
It sets up the rest of your writing. If you are writing opportunities to revise your work.
a narrative or other type of creative writing, think

xvi Writing Handbook


Use the work you did during the prewriting stage
If you are writing fiction, ask:
to guide your draft. Start with your main idea and
draw on your notes and graphic organizers to flesh • s y essa e clear and eanin ul
out your ideas. Follow the organizational structure • a e e pressed y ideas clearly and in an
you selected earlier. Keep writing until you’ve said interesting way?
everything you need to say. Then take a break.
• o ha e a clear be innin iddle and end

Drafting If you answer no to any of these questions, it’s


• se your prewritin to uide your writin . time to revise.
• hink about your ain idea or the e as you Here are some tips for revising your writing.
write.
• se the or ani ational structure you chose.
Tips for Revising
• on’t li it or ud e yoursel as you write.
• elete irrele ant details or in or ation that
doesn’t support your thesis or claim.
• dd clearer or ore rele ant ideas or
Revising and Editing information.
The revising stage is when you evaluate your • eplace weak e idence with stron er e idence.
draft to see what works and what doesn’t work. The • earran e your ideas to present the in a ore
first step is to reread what you wrote. Don’t make logical way.
any corrections yet ust notice the stren ths and • se transition words and phrases to help
weaknesses in your work. ou ay wish to ot down a readers make connections among your ideas.
brief evaluation, like this:
• eplace weak or o erused lan ua e with resh
original writing.
The introduction of my essay is good. I state my
thesis clearly. The organization of my ideas in the ow it’s ti e to edit. eread your writin one
body of my paper could be clearer. Even I got lost more time, this time focusing on your writing at the
reading it. I need to improve my organizational sentence level. Look for mechanical errors. These
structure. I also need to make my conclusion are small errors in spelling, grammar, or usage. This
stronger. checklist of questions will help you identify common
types of mistakes.
When you revise, you need to reread your work
several times. Focus on a different aspect of your
• a e written in co plete sentences
writing each time. Start by looking at your content
and organizational structure. • o all the erbs a ree with their sub ects
• o all the pronouns a ree with their
If you are writing nonfiction, ask: antecedents?
• a e used co as and other punctuation
• o state y ain idea clearly correctly?
• o present e idence that supports y ain • a e spelled all the words correctly
idea?
• a e or ani ed y ideas lo ically Use a spelling and grammar checker to check
• Would y writin be clear to so eone who your work, but don’t rely solely on software to catch
doesn’t know the topic? all your istakes. o throu h your paper sentence by
sentence to check for mistakes. Watch out for words
Writing Handbook xvii
Writing Handbook
that sound the same but are spelled differently. clear ideas, then your words won’t have any meaning
Notice places where you should add or delete a or readers. e e ber your writin is ade up o
comma. not one but many related ideas. Each idea must be
as strong as the one that came before it and the one
Publishing and Presenting that follows it. Use vivid language and interesting
The publishing stage of the writing process is images to express those ideas and keep readers
when you make your work public. Depending on the interested.
assignment, publishing your work might be as simple Problem: I think my ideas could be stronger.
as posting an electronic file to your teacher’s inbox.
However, you have many other options for sharing Solution: Ask yourself, “What exactly do I want
your work. Work with your teacher or someone at my readers to know?” Then state that idea clearly.
your school’s media center to find appropriate Web
sites or postin your work. onsider sendin your
2 Organization
work to an online or print publication, such as a Organization refers to the structure of your writing.
young writers’ magazine. You might also submit your Think of it as the skeleton of your writing. It gives
writing to a trustworthy blog or Web site devoted to your writin shape ust as your bones shape your
the sub ect you’ e written about. body. Organization adds logic to a piece of writing,
which allows readers to focus on the ideas.
Presenting your work orally adds another
dimension to your writing. By giving a presentation Problem: My writing seems disorganized.
of your ideas in front of an audience, you can Solution: Make sure your nonfiction writing
communicate directly with people on several has a clear introduction, body, and conclusion,
different levels. Not only can you share your ideas and your fiction has a beginning, middle,
through words, you can also communicate your and end. Use transition words and phrases to
excitement about the topic and get others interested show connections between ideas in different
in it as well. An oral presentation can take the form sentences, paragraphs, and sections of your piece.
of a formal speech, an informal digital slide show, a
public service announcement, or a public reading of 3 Voice
a play or story. You might need to adapt your writing
to make it more accessible and “audience friendly,” The voice of a piece of writing is what readers hear in
but the effort will pay off when your see how their minds as they process the words. Voice is almost
engaged your audience is in what you have to say. like a fingerprint. It’s unique in the way it expresses
the writer’s personality and attitude toward the
sub ect. ike your speakin oice your writin oice
6 Traits +1 should express something about you and make
readers want to keep reading.
The 6 Traits +1 are tools developed in the 1980s
by teachers and other education experts to help Problem: I don’t know how to express my voice
student writers improve their writing. Almost every in writing.
piece of academic writing involves the Six Traits. Solution: Write a brie ournal entry about
By learning about the Six Traits (plus one more) something that really engages you. Notice how
described below, you can make your writing stronger you use language to convey your interest and
and more engaging for readers. excitement.
1 Ideas 4 Word Choice
Ideas are the building blocks of your writing. They Words don’t randomly appear on the page as
provide your message or main idea. If you don’t have you write. s a writer your ob is to choose the
xviii Writing Handbook
purposefully. Pick words that convey your ideas with the last sentence and work backward to the
precisely when you write informative texts. Select irst sentence. eadin the sentences out o order
words that convey strong opinions when you prepare will help you notice errors.
an ar u ent. se i id ad ecti es and i urati e
language to get readers’ attention when you write +1 Presentation
fiction. Use words to express your voice. Don’t try to Presentation refers to the way your writing looks on
impress your reader by using “big” or “fancy” words the page. It involves thinking about the balance of
that don’t sound like words you would normally use. text and white space in the margins and between
Problem: I use the same words over and over. the sentences and paragraphs. Like conventions,
presentation requires you to think about your
Solution: onsult a thesaurus to ind other words readers. They will find it difficult to focus on your
with similar meanings. In addition, read deeply ideas if they have trouble reading the words on
about topics that interest you. You’ll acquire new the page. Think about presentation when you add
words and new ways to express your thoughts. visuals or graphics to support your text, or create
ulti edia to o with an oral presentation. hoose
5 Sentence Fluency fonts and font sizes that are clear and easy to read.
Sentence fluency refers to the rhythm and flow
Problem: I can decide how to chose a style for
of your writing. You can achieve sentence fluency
presentation.
by using a mixture of short and long sentences to
create an interesting rhythm. Avoid wordy sentences Solution: Offer a friend or classmate the same
that are too lon and sound awkward. o bine text in different styles and font sizes, and ask which
sentences to avoid a choppy, breathless rhythm. one he or she finds easiest to read.
Think about the purpose of your writing as you revise
for flow. If you are writing to build suspense, use
shorter sentences. If you are writing to inform, don’t Steps in Writing a
weigh down sentences with too much information. Research Report
If you want to persuade, create a regular rhythm that
keeps readers engaged. Set Research Goals
Problem: My sentences don’t have any rhythm. When you write a research report, it is important
Solution: ead your work aloud and listen or to determine your topic and think about your time
places where the rhythm could be smoothed out ra e. onsider the ollowin uestions about your
by revising your sentences. assignment:
• Are you responding to a question or prompt?
6 Conventions • Have you been asked to select your own topic?
on entions are the rules o ra ar spellin
punctuation, capitalization, and paragraphing that • How long have you been given to complete the
writers ollow to ake their writin correct. eaders assignment?
appreciate it when writers apply conventions to avoid
► Determine Topic
even small mechanical errors. Paying attention to
conventions shows that you respect your reader and Whether you are answering a question or
care about how your work goes out into the world. determining your own topic, the assignment will be
Problem: I can’t find every possible error. your guide.

Solution: eread your writin sentence by • Break down the assignment so that you
sentence. Here is one strategy you might try: Start understand all of its parts.

Writing Handbook xix


Writing Handbook
• If the assignment involves answering a
question, restate the question. Examples:
• Narrow the topic to a manageable focus. • your topic is related to science you i ht
include a scienti ic ournal as one o your
sources.
Examples: • you are writin about an historical e ent
If your research topic is rocks, you could narrow you might include a newspaper article or letter
your topic to one of the three main types of rocks: written at the time of the event.
igneous, sedimentary, or metamorphic. You could
further narrow the topic to discuss the formation • Generate keywords related to your topic to
of one of these three types of rock or its uses in use as search terms that will help you identify
modern-day life. useful sources. You can narrow your search
using keywords you discover as you learn more
► Consider Time Frame about your topic.

Develop a research plan with your due date in


mind. Break each task into a reasonable amount of Example:
time considering your due date. Allow time to: • your topic is about the or ation o i neous
rocks, your keywords could include: igneous
• find and evaluate sources
rock, lava, and magma.
• take notes using sources
• organize your research notes • Use search terms effectively to locate
sources. e e ber that keywords will help
• write and edit your research report you find both print and digital sources. You
will need to use keywords whether you are
Find Sources searching for a print book using a library’s
► Draw on Multiple Sources catalo or or a di ital ournal or article usin a
database or the Internet.
Writing a research report involves analyzing and
synthesizing information that supports your topic. ► Primary vs. Secondary Sources
Always draw on multiple sources, including both
• Primary sources are sources of information
print and digital formats.
that were written at the time of an historical
event and provide firsthand information
Examples: about the event by those who experienced or
• te ts read in class witnessed it.
• other print sources includin books ournals
newspapers, and magazines Examples:
• di ital edia includin Web sites and ournals • ournals letters and diaries
and articles found in online databases • autobio raphies and e oirs
• inter iews with e perts • newspaper and a a ine articles published at
the time
To gather relevant information from print and • nter iews speeches and oral histories
digital sources:
• hoto raphs and scrapbooks
• Brainstorm sources that are likely provide • audio and ideo recordin s
information about your topic.
xx Writing Handbook
• Secondary sources are sources of information depend on your topic. If you are writing about
that were usually written years after an event cutting-edge technology, an older source may
by someone who did not experience or witness no longer be valid. If you are writing about
the event. These sources provide secondhand an historical event, a newer source may not
information about the event. Authors of provide the depth of information needed.
secondary sources may use primary sources as
• Identify the author’s purpose for writing.
the basis for their research.
Be aware if the author is trying to persuade
readers. If the author is trying to inform readers,
Examples: consider whether all sides of the topic or issue
• bio raphies are presented, or if the focus is narrow or one-
• co entaries and re iews sided.
• te tbooks • Look for the domain of a Web site. Domains
• literary criticis such as ournal articles include .edu, .gov, .org, .net, .info, and .com.
• a a ine and newspaper articles written a ter Individuals can purchase .org, .net, .info, and
the fact .com domains which often means they are
unreliable sources of information. .edu and .gov
• encyclopedia entries
domains are often more reliable because they
are reserved for educational institutions and
Evaluate Sources government Web sites.
ather a ariety o print and di ital sources Taking Notes
that may contain useful information related to your
research topic. Then, evaluate the sources. After you’ve selected your sources, review
them carefully. In full-length print sources, use the
► Reliable vs. Unreliable Sources index and table of contents to locate the page or
pages that include the information you need. In
A reliable source is credible and contains online sources, use the menu or search function to
accurate information. An unreliable source is not locate speci ic in or ation. s you read ot down
credible and may contain inaccurate or misleading information that could be useful for developing your
information. research topic.
To assess the credibility and accuracy of print and
digital sources: ► Summarizing vs. Paraphrasing
• Consider the author’s background. A When taking notes from sources, don’t try to
credible source is written by someone who is rewrite everything in the text. Instead, condense the
considered to be an expert in the field of study. information from the sources into shorter thoughts
You may need to search for the author of a Web and ideas by either summarizing or paraphrasing.
site. Look for an “about us” page to find who You may also generate related, focused questions for
has written or published the Web site. Some further research and investigation.
Web sites do not identify a specific author, but Summarizing and paraphrasing are very similar
may be published by credible organizations to one another. In general, a summary is based on a
such as universities or governmental agencies. larger section of a text or even a whole work, while
Be wary of a Web site that does not provide a paraphrase is based on a smaller, more specific,
author or publisher information. section of the text. Summaries from multiple sources
• Look for the publication date. The may be integrated into your research report as the
importance of the publication date will basis for your own analysis about the research topic.

Writing Handbook xxi


Writing Handbook
Paraphrased text, on the other hand, is more likely to
be used as evidence in support of particular points Examples:
that you make in your research report. According to Zinsser, “Language is a fabric that
To summarize a text: changes from one week to another, adding new
strands and dropping old ones” (41).
• Identify the central idea and the most In his book On Writing Well, Zinsser said,
important details from the source that “Language is a fabric that changes from one week
provide information related to your research to another” depending on the tastes and interests
topic. of the public at large (41).
• Use your own words to describe and
condense the central idea and key ideas and
details. A summary is much shorter than the Cite Sources
ori inal te t. t is an ob ecti e recountin o When writing a research report, it is important
only the most important ideas. It does not to cite your sources. itin a source eans that you
include unrelated details. are giving credit to the person whose words or ideas
you are referencing. Sources can be integrated into a
To paraphrase a text:
research report as summaries, paraphrases, or direct
• Identify a specific passage from the source quotes and must be cited in all cases.
that may be useful as evidence in support of
If you don’t cite a source, but still use someone
your research topic.
else’s words or ideas, it is called plagiarism. Most
• Use your own words to describe and students do not deliberately plagiarize, but it can
condense the passage. happen easily if you forget to cite a source.

► Using Direct Quotations esearch reports include citations in the body


of the report as well as endnotes or footnotes that
Sometimes, the exact words in a source are include the full bibliographic information for all of
the best way to provide evidence in support of a the sources used in writing the report. Different
particular point that you make. This is called using a styles can be used to cite sources, but MLA (Modern
direct quotation. Language Association) is most commonly used in
To use a direct quotation: secondary schools.

• Include the exact words from the source. ► Using MLA for In-text Citations
• Use quotation marks to show that the words To cite a direct quote in the body of a research
are not your own. report:
• Use attribution phrases such as “Smith said” • Use attribution phrases such as “Smith said”
or “According to Smith” to cite the source in or “According to Smith” to cite the source in
your research report. your research report.
Direct quotations can be complete sentences or • Include the page number from the source in
they can be partial sentences that are integrated into parentheses at the end of the quotation.
one of your own sentences.

xxii Writing Handbook


bottom of the page on which the source is cited as a
Examples: footnote.
According to Zinsser, “Language is a fabric that Depending on the type of source, bibliographic
changes from one week to another, adding new information usually includes the following:
strands and dropping old ones” (41).
In his book On Writing Well, Zinsser said, • author name
“Language is a fabric that changes from one week • title o book a a ine newspaper ournal or
to another” depending on the tastes and interests Web site (in italics)
of the public at large (41).
• title of article (in quotation marks)
To cite summarized or paraphrased ideas in the • publisher information, including the name of
body of a research report: publisher and publication date
• Use attribution phrases such as “Smith said • page numbers
that” or “Smith explained that” to cite the • s without https
source in your research report.
• date that online material was accessed
• Include the page number from the source in
parentheses at the end of the quotation. The style for listing bibliographic information
varies depending on the type of source.
Examples: Books with one author
In his book On Writing Well, Zinsser explained that Last Name, First Name. Title of Book. Publisher,
language changes frequently depending on the Publication Year.
tastes and interests of the public at large (41).
Examples:
Zinsser, William. On Writing Well. arper ollins
• Use your own words to describe and Publishers, 2006
condense the central idea and key ideas and
details. Books with more than one author
• Include the author and page number from Last Name, First Name, and First Name Last
the source in parentheses at the end of the Name. Title of Book. Publisher, Publication Date.
quotation. Article in a magazine or newspaper
Last Name, First Name. “Title of Article.” Title of
Examples: Publication, Day Month Year of publication,
Language changes frequently depending on pp. XX-XX.
the tastes and interests of the public at large Article in a scholarly journal
(Zinsser 41). Last Name, First Name. “Title of Article.” Title of
Journal, Volume, Issue, Year of publication, pp. XX-XX.
► Using MLA for Endnotes or Digital sources (including online
Footnotes databases and the Internet)
esearch reports include a ull list o sources with Last Name, First Name (if available). Title of
complete bibliographic information. This list can section or Web page, Other contributors, Version (or
occur at the end of the report as endnotes or at the edition), Volume Number, Publisher, Publication Date,

Writing Handbook xxiii


Writing Handbook
ocation pa e nu bers and or . ccessed
Key Idea #2
Month. Year.
Notes for key idea #2
Examples: Source: Jones, p. 31
Where rt eets ath ithsonian. www.si.edu
spotli ht athe atics art. ccessed pr. . Key Idea #3
Notes for key idea #3
Organize Notes and Data Source: Smith, p. 22
It is often helpful to use graphic organizers and
outlines both for taking notes and to organize notes Notes for key idea #3
in order to review and analyze collected information.
Source: Jones, p. 35
► Using Graphic Organizers to
Take Notes ► Using Outlines to Organize Notes
Use graphic organizers such as three- or four- An outline is a plan that provides an overview
column charts to sort information into categories of of the key ideas, details, and evidence that will be
related information. included in your research report. The key ideas
and details are organized using a combination of
To sort information into categories while taking roman numerals, letters, and numbers to define the
notes: structure your research report will follow.
• Determine three or four key ideas that will To organize information in preparation for writing:
support your research topic.
• Review your notes to determine what
• Label the columns of a three- or four-column information will be most useful in developing
chart with the key ideas that you’ve identified. the topic.
• Add notes to the appropriate columns as you • Strike out notes (using a pencil) that are
read each of your sources. Include the source unlikely to develop your research topic.
for each note.
• Organize notes that are likely to develop
Example: your research topic into an outline format. The
Key Idea #1 column headings used for the three- or four-
column chart will be the same key ideas that
Notes for key idea #1 are developed in your research report.
Source: Smith, p. 10 • Plan how you will use information from your
research. Direct quotations and paraphrases
Notes for key idea #1 may be useful as evidence. Other information
ource ritannica online lassi ication o may be integrated into the overall analysis of
igneous rocks your research topic.

xxiv Writing Handbook


Example: • Use audio or video recordings to illustrate a
comparison of characters in a literary analysis.
I. Introduction
• Use audio or video recordings in multimedia
A. Key Idea #1
presentations about historical figures or events.
B. Key Idea #2 Examples may include a clip from a famous
. ey dea speech or part of a recorded interview.

II. Key Idea #1 • reate isual displays or presentations to


clarify claims and findings and emphasize key
A. Detail #1 points. For example, you might use primary
1. Evidence to support Detail #1 source photographs or illustrations to
convey additional information or to provide
2. Explanation of how Detail #1 and examples.
evidence support research topic.
• Publish your work on a blog or other electronic
B. Detail #2 ournal.
1. Evidence to support Detail #2 • Use slide presentation software to enhance oral
2. Explanation of how Detail #2 and presentations. reate isual displays includin
evidence support research topic. charts, tables, photographs, and illustrations.
Format your text with bullets and headings to
III. Key Idea #2 highlight important information.
IV. Key Idea #3 • se word processin and or desi n applications
. onclusion to publish your written work as a brochure, an
article, or other print format.

Using Media Media does not necessarily have to involve


technology. Many of the ideas above can be adapted
You can use media creatively and constructively to low-tech options, such as hand-drawn illustrations,
to enhance your written work and presentations. posters, photographs, or other visual displays. Oral
Here are some ideas for using media: presentations can also include actual artifacts such
as clothing, musical instruments, tools, food items,
• Include graphics such as charts and tables to
or any other ob ect that is rele ant to the topic and
present information, such as numerical data, in
helps to enhance a presentation and communicate
a research report. harts and tables can be part
information.
of written reports or can be visual aids for oral
presentations.

Writing Handbook xxv


Reading Skill: Make Inferences
Sometimes when you read a story, you don’t get all of the information you need to
know. Authors expect readers to make inferences, or educated guesses, about what
they read. An educated guess is one that you can support with specific evidence from
the text.
In this example, the author of “Two Kinds” does not tell you exactly why the narrator’s
mother pushes her to become a prodigy. However, you can make an inference about
the mother’s motivations by reading closely.
Example 1

“America was where all my mother’s hopes lay. She had come here in 1949
after losing everything in China . . . There were so many ways for things to
get better.”

Evidence Inference
“America was where all my The narrator’s mother
mother’s hopes lay.” sees America as a place of
“after losing everything in new hope. She wants her
China” daughter to succeed and
“There were so many ways fulfill dreams that were
for things to get better.” beyond the mother's reach.

Readers can use inferences to learn more about people’s relationships. Notice how the
girl’s mother responds to Auntie Lindo in this passage.
Example 2

“‘She bring home too many trophy,’” lamented Auntie Lindo that Sunday . . .
And my mother squared her shoulders and bragged: ‘Our problem worser
than yours. If we ask Jing-mei wash dish, she hear nothing but music. It’s like
you can’t stop this natural talent.’”

Evidence Inference
“Our problem worser than The narrator’s mother is
yours.” proud and boastful. She
“she hear nothing but music” wants Auntie Lindo to think
“It’s like you can’t stop this the narrator has more talent
natural talent.” than Waverly.

xxvi Unit 1: Face to Face


Practice and Apply: Make Inferences
1. Read the excerpt from “Two Kinds.” Fill in the chart to make an inference about the
narrator’s feelings. The first piece of evidence is already in place.

“‘Then I wish I weren’t your daughter. I wish you weren’t my mother,’


I shouted. As I said these things I got scared . . . but it also felt good, as if
this awful side of me had surfaced, at last.”

Evidence Inference
“I got scared.”

2. Near the end of the story, the narrator’s mother gives her the piano. Reread pages 15
and 16. Then, fill in the chart to show how the narrator feels about the piano.

Evidence Inference

3. Why is it important to cite evidence from the story when making an inference?

Reading Skill 1
Vocabulary Skill: Selection Vocabulary
Two Kinds
abundance conspired listlessly reproach
asserting inevitable memorize rhythm

PRACTICE A. Circle the response that best answers each question.


1. Which would you be more likely to memorize?
a speech a novel
2. What are you more likely to see in abundance at night?
butterflies stars
3. What might a small child be doing if he were asserting himself?
crying loudly sleeping quietly
4. In which activity would having good rhythm help you?
washing dishes playing piano
5. If your teacher gives you a look of reproach, what might you have done?
shouted in class turned in your homework
PRACTICE B. Identify the vocabulary word in the box that is similar to the italicized
word or phrase. Explain your answers.
1. Which word is related to unavoidable?

2. Which word is related to sound patterns?

3. Which word is related to lazily?

4. Which word is related to learn?

APPLY Complete the sentence to show you understand the meaning of the
boldface word.
1. We had an abundance of vegetables in our garden, so we .
2. Because rain was inevitable, we .
3. My brother and I conspired to surprise our mom by .

2 Unit 1: Face to Face


Vocabulary Strategy: Slang in Dialogue
Dialogue consists of the conversations between characters in a story. One way authors
make dialogue sound realistic is to have characters use slang expressions. Slang is
very informal language. Some slang is used by a particular group, such as high school
students or people living in a certain place. Other slang words are widely understood.
In story dialogue, slang expressions can reveal what characters are like and how they
relate to each other. Read these examples from “Two Kinds.” The first one takes place
after the narrator’s piano recital.
Example 1

“‘That was somethin’ else,’ my father said.”

The phrase “something else” is slang for a person or event that stands out in some
way. By using this slang, the father acknowledges his daughter’s performance without
saying anything negative to hurt her feelings. He also avoids making a compliment
that would not be true.
Example 2

“‘What are you picking on her for?’ I said carelessly. ‘She’s pretty good.
Maybe she’s not the best, but she’s trying hard.’”

Pick on means “criticize unfairly.” In more formal dialogue, a character might say, “Why
are you criticizing her?” For a girl talking back to her mother, the slang term “picking on”
sounds realistic.

Practice and Apply


Think about a musical performance you have seen, on TV or in person. Describe it in
two or three sentences, as if you were speaking with your friends. Use slang or other
informal language.

Vocabulary Skill/Vocabulary Strategy 3


Language Skill: Pronoun Agreement
A pronoun takes the place of a noun in a sentence. A pronoun must agree in person
with the noun it replaces. First person refers to the person speaking, second person
refers to the person addressed, and third person refers to the person being talked about.
A pronoun must also agree in number with the noun it replaces. Pronouns, like nouns,
can be singular or plural.
Personal Pronouns
Person Number
Singular Plural
First Person I, me, my, mine we, us, our, ours
Second Person you, your, yours you, your, yours
Third Person he, him, his, she, her, hers, it, its they, them, their, theirs

A pronoun shift is a mistake that occurs when a pronoun does not agree with the
number or person of the noun or nouns it replaces. You can usually correct the mistake
by changing the pronoun.
Example 1
her
The mother wanted she daughter to be a prodigy.

If a noun is plural, the pronoun replacing it must also be plural.


Example 2
their
The mother and daughter wanted different things for her lives.

A pronoun should also match the gender of the person or thing it is replacing.
Example 3
his
Old Chong had lost her hearing many years ago.

4 Unit 1: Face to Face


Practice and Apply: Pronoun Agreement
1. Read the sentences. Replace the boldface terms with the correct pronouns.
a. The mother dreams of having a prodigy for a daughter.
b, c. Old Chong cannot hear the girl playing the wrong notes. ,
d. The mother and father are embarrassed by the performance.
e. To sound better, the piano needs tuning.
f. The children’s playing will improve each year.
2. Rewrite the following sentences, correcting any pronoun shifts.
1. The mother lost she family in China.

2. The narrator and him mother watched old movies on they TV.

3. The narrator’s father showed he disappointment in the narrator after she talent show.

4. The girl practiced she piano every day to try and become a prodigy.

5. The mother and daughter never spoke of they argument again.

3. Write a short paragraph about the characters in “Two Kinds.” Use at least five pronouns.
Circle the pronouns. Make sure your paragraph is free of pronoun shifts.

Language Skill 5
Writing Skill: Write Diary Entries
Assignment: Write two diary entries, one for the narrator of “Two Kinds” and one for
her mother, each at a different point in the story. What is distinct about each character’s
thoughts and feelings? What does one have to say about the other?

PREWRITING: Plan Each Entry


In “Two Kinds,” a daughter and her mother face conflict because of their different
perspectives on many issues. Each diary entry you write should focus on one character’s
thoughts and feelings about a particular event in the story.
Remember that a diary entry is written from the first-person point of view, using the
pronouns I, me, my, and mine.
Think about the mother. Choose a story event that she would find interesting to write
about in her diary. Fill out the first chart to gather your ideas for her diary entry. Then
repeat the process for the daughter’s diary entry.
Mother’s Diary Entry
Story event

Details about the event


(actions, dialogue,
description)

Thoughts and feelings


about the event

Daughter’s Diary Entry


Story event

Details about the event


(actions, dialogue,
description)

Thoughts and feelings


about the event
Now you are ready to draft the diary entries.

6 Unit 1: Face to Face


Six Traits + 1: Organization
A diary entry can be short—two paragraphs may be enough. Still, it should be organized well.
Use transition words such as before, then, after, or finally to show when things happen. Have the
character explain her reasons for her actions or feelings.

DRAFTING: Think Like the Character


As you start writing, keep these things in mind:
• Write in a way that seems natural for the character. Would she use formal or informal
language?
• Focus on details important to the character. What might bother her? What would make
her happy? What would be hard for her to understand?
• Share the character’s emotions about the event, including any changes in her feelings.

Speaking and Listening: Present Your Diary Entries


Assignment: Read your diary entries aloud to a partner. Then, discuss the ways in which
writing the entries helped you better understand the characters in “Two Kinds.”

To prepare, review your diary entries. Think about each character’s way of speaking.
Would she sound calm, excited, frustrated, or relieved when discussing the event in the
entry? Write your ideas on the chart.

Mother’s Way of Speaking Daughter’s Way of Speaking

As you read aloud, use your voice to convey the mother’s and daughter’s emotions.
When it’s your turn to listen, pay attention to your partner’s words and use of voice.
Then, as you discuss the writing experience with your partner, remember to do
the following:
• Speak clearly so that your partner can understand you.
• Listen carefully to your partner’s ideas. Avoid interrupting.
• Ask questions to find out more about your partner’s thinking.

Writing Skill/Speaking and Listening 7


Reading Skill: Make Inferences
When you read, you can use evidence from the text and your own knowledge to help
you make inferences. In the following example from “LOL!” you can use your own
experience to infer the meaning of what the author says.
Example 1

“But recently he turned twelve, and in New York City, because everything is
a little accelerated, twelve is really thirteen. And when thirteen happens to
kids, as you all know, something profound changes.”

The text says . . . I know . . . My Inference


“Everything is a little When I started to get The author knows that
accelerated” older, I didn’t want to time doesn’t really move
“Twelve is really thirteen” + talk to my parents much = faster in New York, but
anymore. I felt like I was he feels that his son is
older than I really was. growing up too fast.

Readers can use personal experience to better understand articles like “Parents, Teens,
and Technology,” too.
Example 2

“We’re so accustomed to using the Internet that it seems almost natural, and
we often forget that it’s not. As a generation, we tend to know a lot more
about the Internet than our parents and members of older generations.”

The text says . . . I know . . . My Inference


“It seems almost natural” I can use apps and social The authors think
“We tend to know a lot media easily. I grew up teens can be more
more about the Internet using this technology, active in helping adults
than our parents” but my parents didn’t. understand social media.

8 Unit 1: Face to Face


Practice and Apply: Make Inferences
1. Read the excerpt from “LOL!” Use your own knowledge and experience to make an
inference about the relationship between Luke and his father.

“I said, ‘Yeah. So tell me, what’s your password?’ And he said, ‘It’s, uh,
Montreal Puck.’
It wasn’t exactly ‘Dad,’ but it was pretty close; it was something that we
had shared, and that secretly he had encoded as his way out into the world.”

The text says . . . I know . . . My Inference


“It wasn’t exactly ‘Dad,’
but it was pretty close.”
“he had encoded as his
way out into the world.”

2. Read the following sentence from “Parents, Teens, and Technology.” Then make an
inference about the relationship between the authors and their father.

“Our dad is still the person we go to if we have computer problems, but he


comes to us if he wants to change his profile picture on Facebook.”

The text says . . . I know . . . My Inference

3. The authors of “Parents, Teens, and Technology” say that teens are “just the people”
to teach the older generation about technology. Do you think the son in “LOL!” would
agree? Support your inference with information from both texts.

Reading Skill 9
Vocabulary Skill: Selection Vocabulary
“LOL!”
absorb adolescents mortality
accelerated autonomy prevalence

“Parents, Teens, and Technology”


accustomed aspect influential

PRACTICE A. Fill in the blank with the word that best completes each sentence.
1. You have to look at every of a situation to really understand it.
2. The students are so to using computers, it’s easy for them.
3. Because of new medical technology, rates of have dropped.
4. The photographer was because he used technology in new ways.
PRACTICE B. Circle the letter next to the sentence that uses the vocabulary
word correctly.
1. accelerated a. The plant’s growth accelerated after we started using fertilizer.
b. The car accelerated when she put on the brakes.
2. prevalence a. The prevalence of cell phones makes it easy to talk to friends.
b. The boy could not find a pencil because of its prevalence.
3. absorb a. The book was so easy to understand, I could not absorb it.
b. Students easily absorb new information about technology.
4. autonomy a. We worked together because we value autonomy.
b. Our teacher wants us to develop autonomy by thinking for ourselves.
APPLY Use each word in a sentence that shows you understand the word’s meaning.

1. adolescents

2. influential

3. absorb

10 Unit 1: Face to Face


Vocabulary Strategy: Denotation and Connotation
A word’s denotation is its dictionary definition. A word’s connotation refers to the
attitudes and feelings associated with the word. Words can have positive, negative, or
neutral connotations.
Type of connotation Example 1 Example 2
Positive fragrance guest
Neutral smell visitor
Negative stink intruder

Some words have similar denotations but very different connotations. Read the three
sentences below.

1. Sam thinks about his work.


2. Sam focuses on his work.
3. Sam obsesses about his work.

All of these sentences mean that Sam concentrates on his work. However, each verb has
a slightly different connotation. In the first sentence, “thinks” has a neutral connotation.
In the second sentence, “focuses” has a positive connotation because it implies that Sam
is doing well. In the third sentence, “obsesses” has a negative connotation because it
implies that Sam is overly fixated on his work.

Practice and Apply


Replace each boldface word with a word or phrase that is similar in meaning and
has the connotation given in parentheses. Then write a sentence using the new word
or phrase correctly.
1. demanded (positive)

2. looked (negative)

3. mob (neutral)

Vocabulary Skill/Vocabulary Strategy 11


Language Skill: Correcting Vague Pronouns
A pronoun takes the place of a noun or noun phrase in a sentence. The word that a
pronoun replaces is called the antecedent. A pronoun is vague when its antecedent is
missing or unclear. Vague pronouns can make a sentence confusing, as in the following
example.
Example 1

The father didn’t understand the meaning of “LOL.” It made him feel
embarrassed.

It’s not clear what the pronoun It refers to in the second sentence. This problem often
arises with the pronouns it, this, which, and that. Adding a noun or a noun phrase can
correct the vague pronoun and clarify the sentence’s meaning.
Example 2

The father didn’t understand the meaning of “LOL.” The misunderstanding


made him feel embarrassed.

Sometimes a pronoun is vague because it has more than one possible antecedent. Look
at the following example.
Example 3

When Luke messaged his dad, he smiled.

The pronoun he could refer to either Luke or his dad. You can add a noun or noun
phrase, or reword the sentence to fix the vague pronoun.
Example 4

Replace vague pronoun: When Luke messaged his dad, his dad smiled.
Or rewrite: Luke’s dad smiled when he received Luke’s message.

12 Unit 1: Face to Face


Practice and Apply: Correcting Vague Pronouns
1. Circle the vague pronoun in each sentence. Then, rewrite each sentence to correct the
vague pronoun.
a. It was an amazing experience.

b. When Luke told Dad what “LOL” meant, he was angry.

c. Some of you may have read about him over the years.

d. Luke sent instant messages to his father, which made him happy.

e. Teens use a lot of new technology, which worries teachers.

f. Teens can help educate them about the use of technology.

g. When teens and adults use technology, they have different methods.

2. Write a paragraph describing how you and your friends use technology. Include at
least four pronouns. Make sure all the pronouns have clear antecedents. Underline the
pronouns and circle their antecedents.

Language Skill 13
Writing Skill: Write a Short Story
Assignment: Write a brief short story in which a teenager and his or her parent (or
another older adult) have a “generation gap” experience involving technology. Include
ideas from the article and blog post you have read.

PREWRITING: Develop Sequence of Events


Prepare to write your story by filling out the chart below. Decide on the names, ages,
and personalities of your characters (at least one parent and one teenager). Decide on a
setting and a title characters names and consider their ages.
Then consider what will happen in the story. Imagine a problem related to
technology: how the problem begins, how the characters face it, and how it is resolved.
Write this sequence of events on the chart. Include interesting details.
STORY TITLE NAMES OF CHARACTERS

SETTING PROBLEM OR CONFLICT

SEQUENCE OF EVENTS
1.

2.

3.

4.

Now you are ready to draft your story.

14 Unit 1: Face to Face


Six Traits + 1: Voice
Your short story will include at least two characters of different ages: a teenager and an adult.
To write realistic dialogue, consider how real teens and adults speak. Would an adult use
teenage slang like “Wazzup”? Is a teenager likely to use formal language? Giving each character
a distinctive voice adds interest to your story and makes it more believable.

REVISING: Clarify the Sequence of Events


As you review your draft, make sure the story events are in the correct order. To clarify
the sequence, use transition words like first, next, then, and finally. Then ask yourself the
following questions. Revise your story as needed.
• Are the story events presented in the correct order?
• Do the characters have a clear problem they can work to solve?
• Are the characters and setting described well?
• Does realistic dialogue give each character a distinctive voice?

Speaking and Listening: Perform Your Story


Assignment: With a partner, perform your short story for the class.

Share your story with a partner, then decide who will play each role. One partner will be
the teenager, and the other will play the adult. If there are more than two characters in
your story, invite other students to join your group. Plan how you will act out each story.
Use dialogue from your story as you act out the story. When you’ve finished, perform
your partner’s short story. You may exchange roles if you wish.
As you perform your story, remember to do the following:
• Speak loudly and clearly so your class can hear you.
• Convey the character’s age, personality, and emotions through tone of voice,
posture, and gestures.
• Interact with your partner to show how the parent and teenager relate to each other.
• If it fits the story, consider using a sound effect, such as knocking at a door,
hand clapping, or yawning. Such effects should not detract from the overall
performance, though.

Writing Skill/Speaking and Listening 15

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