Gnepes t--- A. Practice Test In the passage below, passage carefully, and circl there is a ques Stand Up for Your Lunchtime Rights Millbrook High School needs to enact an open lunch policy: Currently, we are forbidden to leave campus during lunchtime. This rule has a negative effect not only on our lives put also on our self-esteem. Students are supposed to get privileges as they get older. Privileges give them confidence. They teach them responsibility. They senda message of trust. The staff is worried we will abuse the open lunch privilege, but how can we prove ourselves if we never even get a chance to earn the staff's trust. 3 Our country values its ; . 4 rights live in a free society. Our school should be training us to be responsible ens members of that society—not second. ° class citizens. So join us in tomorrow's * demonstration march. Stand up fo! 7 for your rights! .stion fo" Je the best answe! reach numbered item. Read the to each question. 4. What is the purpose and audience for this passage? A persuade; school staff B. persuade; fellow students C, entertain; teacher students’ parents D. describe; 2, What should the writer focus on in the underlined part? ‘A. proofreading B, organizing ideas C. deleting details D. improving sentence fluency Review 3, What is the best replacement for the underlined section? A.NO CHANGE B. earn their trust. C. earn their faith in us. D. earn the staff's trust? 4, What is the best replacement for the underlined section? A. NO CHANGE B. citizens’ Rights to live C. citizens’ rights to live D. Citizens’ rights live = W) ee) ao Co) i U What does the underlined part suggest would be the best presentation format for the passage? A. e-mail to education officials B. schoolwide newsletter C. story for neighbors Dz speech to a group of students Chapter 1 ¢ The writing Process 5. Escaneado con CB. Evaluating Writing Tips Read each tip about the five stages ©! follow? Write Y for yes or N for no. f the writing Process. Is ita good tip to i i writing stage, don’t try to mak 1 you freewrite during the Pre’ make —* Sear specific It’s better to stick to extremely broad topics, 2. During the drafting stage, the most important thing is to make sure — you narrow your topic. 3. During the revising stage, you should focus more on content and _ organization than on spelling and grammar. 4, It’s okay to use a computerized spell-check program during the a editing and proofreading stage, as long as you do your own review as well. 5. During the publishing and presenting stage, ask a classmate to doa peer review of your writing. ¢. Matching Topics to Presentations Match the topic in the first column with the most appropriate presentation format in the second column. Write the letter of your choice in the space provided. Then write one sentence to explain your choice. _— 1. Profile of Student Basketball a. slides Player b. blo; —— 2. Why We Need a Youth Center a —3. My Coin Collection “ nh ieee neg i — 4. Quilting Step-by-Step and graphs i — 5. Africa’s Endangered Species d. article in a school : newspaper | e. editorial in a local newspaper wou iow VorD. Proofreading Autoblographical Writing Use proofreading symbols to correct any errors in the draft below. Proofreading Symbols A Add. Y Delete. A\ Add a comma. © Adda period. /, Make lowercase (U Switch order = Capitalize 4] Start anew paragraph, sWhen the cast list was posted for the school musical, j thought my life was over. ?T hadn't made the cut. performing in the play was what I most wanted in all the wolrd, Or so I thought. “I decided to give the director a piece of my mind. would be interested in helping build the sets. I was mad. 5He listened calmly. ‘Then he asked I 8q didn’t want him to humor me. But I got over it. M11 wanted to part of the Play. “This was the only way. “the first thing we painted was a mural of a forest. “It turned out beautifully. “Was excited. *Next, I helped build the front of a cottage. “I even made a door that the actors could walk through 7I discovered a talent didn't know T had. *In the end, I learned important enamine things can happen that seem bad at 'y turn out out to be the best thing for you. “Ive learn + as ed that working backstage can be as rewarding Performing onstage! —_— wow neu Gor COee Effective Sentenc a / and Word eelE€oerrecting Sentence Fragments Asentence fragment does not express a complete thought. it may lack a subject, a verb, or both. To correct sentence fragments, add what is missing so that a eee make sense by themselves and express a complete l thought. } eracment The first people to live in North America. [The verb is missing. What did these people do?] sentence The first people to live in North America came from Asia. racment OVer hundreds of years, settled into a variety of tribes. [The subject is missing. Who settled into tribes?] f sentence Over hundreds of years, Native Americans settled into tribes. rracment In North America during the 1500s. [Both a subject and a verb are missing from this group of words.] sextence Europeans first settled in North America during the 1500s. 18> Some sentence fragments have a subject and a verb but do nc express a complete thought. Correct these fragments by attachin; the fragment to a sentence that comes before or after it. Fracment Buffalo hide was used to cover tepees. Because it was strong and flexible. [The second word group is a subordinate clause and does not express a complete thought.] ‘SEN i TENCE Buffalo hide was used to cover tepees because it was strong and flexible. . eeu uu con CiEffective Sentences ane Word Choice Exercise 1 Identifying Sentence Fragments Read the sentences below. Write SF for a sentence fragment o, CS for a complete sentence. Correct each fragment on a Separate sheet of paper. EXAMPLE SF String instruments difficult to play. String instruments are difficult to play, 1. Even though drums are the coolest instruments. 2, Symphony orchestras are located across the world. 3. In huge concert halls with expensive sound systems. 4. The only time we went to the symphony. 5. The low notes of the cello. Exercise 2 Revising Sentence Fragments : Read each group of words below, and decide whether it contains ) a fragment. 1. Write C for items that contain only complete sentences. 2. Revise each fragment on a separate sheet of paper. Add eon the missing part(s) (a subject, a verb, or both), or join the you may need to fragment to another sentence. add, delete, or 3. Then, explain how you fix a P ye ed each fragment. punctuation, and EXAMPLE Included two drummers and ‘one guitarist. capitalization. The band included two drummers and one guitarist: (I added a subject.) 1. The concert hall a converted movie theater. 2. When the opening band played too long. 3. During the intermission at 8 o'clock. 34 Chapter 2 « Effective Sentences and Word Choice a’ eevuneuuy wun c4, Left for a moment and missed the best song! 5, The singer has a deep voice. He sounds sophisticated. 6, [was excited. When Tracy called. 7, The last set was winding down. 8. On the way home in the car after the concert. 9. [loved the guitar in the last few songs. 10, My sister asked me. IfT liked the new CD. Exercise 5 Revising a Draft ne concert review below. Read tl 1. Revise it to fix the fragments. Remember to check capitalization and punctuation. 2. Exchange papers with a partner, and review each other's work. Did you correct any fragments in different ways? 10n Saturday evening, the concert hall was filled with eager teens. *The opening band played. *For forty \ minutes, even though they came on late. ‘When the main act took the stage. *Fans went wild! ‘The audience applauded for an entire ten minutes. Some people \ even cried. ‘The guitarist, who is often praised for his spontaneous solos. Only one song. “The highlight of the | night was when the drummer joined the singer at center stage for a duet. "A night to remember! | aa ise Write What You Think Respond to the prom check for and comeet OW 8 @ short paragraph, Remember to any s | How would your liebe 'y sentence fragments, | Give tw different if ee examples, ang re oes no music of any kind? — ‘ample with details. } COU IeUUY LUII UI™~ €errecting Run-en Sentences x two or more complete sentences as if they 1 run togethe: If you 8 you create a run-on sentence, were a single sentence, in Some run-on sentences have no punctuation mark betireey the two sentences. The eyewitness stared hard at the back of the speeding vehicle she could not see the license plate number. In other run-on sentences, only a comma is used between the two sentences. However, a comma alone cannot join tivo complete sentences. Four police officers ran to the injured child, he was only six or seven years old. > Run-on sentences can be confusing because a reader cannot tell where one idea ends and another one starts. You can correct a run-on sentence in several ways. Many tests ask you to correct run-on sentences. If you add a coordinating conjunction between the sentences, remember to use a. comma before the conjunction. See item 4 in Section D on page $8 for an example. 1. Rewrite a run-on sentence as two separate sentences. The eyewitness stared hard at the back of the speeding vehicle, She could not see the license plate number. 2. Use a comma and a coordinating conjunction to join the two sentences. Coordinating conjunctions are the joining words and, or, nor, but, for, so, and yet. The eyewitness stared hard at the back of the speeding vehicle, but she could not see the license plate number. 3. Join the two sentences with a semicolon (;). Use this method only if the sentences are closely related. Notice ue the second part of the sentence does not begin with a cap! letter, Four police officers ran to the injured child; he was only six or s2v@" years old. 36 Chapter 2 Effective Sentences and Word Choice tscaneado con Ueective Sentences ene We Exercise 1 Iclentifying Run-on Sentences Read the sentences below, and identify whethe: run-ons. Some of the numbered items Tun together thre complete senten T Or not they are 1. If a sentence is a run-on, correct it b: ways discussed in this lesson. Write on a separate sheet of paper. y using one of the three your revised sentences 2, If the sentence is already correct, label it with a C. EXAMPLE My favorite season is winter | like bundling up to go outside. My favorite season is winter; | like bundling up to go outside. 1. We had one snow day this year, I went sledding with my brother, my sister did not go. 2. The best sledding hill in town, Art Hill, is located in front of the art museum. 3. Sometimes I ride down the hill I convince my brother to bring the sled back up. 4. The best kind of snow for sledding is powdery and soft the sled just glides right over it. f pas g f 5. Even though I love sledding, sometimes the lack of control scares me. 6. At the top of Art Hill, a man sells hot chocolate I bet he gets a lot of business on snowy days. 7. One thing I don’t like about winter is the piercing wind, € nN Sometimes it is too cold to be outside. 8. On those day: S, my mom and I stay in we read a book or watch a mor es 5 vie, sometimes we bake bread. If iti i itis snowing hard, I have to shovel the driveway. 10. I walk | alwa “round the neighborhood and shovel walkways, I YS make a few extra dollars, 11. One time, j e, it sno front door! ‘wed two feet, we couldn’t even open the . weovurieuuy vu