Professional Documents
Culture Documents
• Weekly grammar
instruction
• Leveled grammar
practice
• Weekly writing
craft and models
• Preparation for
writing and
grammar tests
ISBN: 0-328-14639-0
All Rights Reserved. Printed in the United States of America. This publication is protected by
Copyright, and permission should be obtained from the publisher prior to any prohibited
reproduction, storage in a retrieval system, or transmission in any form by any means, electronic,
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to: Permissions Department, Scott Foresman, 1900 East Lake Avenue, Glenview, Illinois 60025.
22 V008 15
Editorial Offices: Glenview, Illinois • Parsippany, New Jersey • New York, New York
Sales Offices: Boston, Massachusetts • Duluth, Georgia • Glenview, Illinois
Coppell, Texas • Sacramento, California • Mesa, Arizona
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7RITERS 'UIDE
&OCUS)DEAS
/RGANIZATION0ARAGRAPHS
6OICE
7ORD #HOICE
3ENTENCES
#ONVENTIONS
.ARRATIVE 7RITING
$ESCRIPTIVE 7RITING
0ERSUASIVE 7RITING
%XPOSITORY 7RITING
II
Lesson 3 Grammar Independent and Dependent Clauses 62
Writer’s Craft Transitions 66
Writing Model Friendly or Thank-you Letter 67
Lesson 4 Grammar Compound and Complex Sentences 68
Writer’s Craft Tone 72
Writing Model Feature Article 73
Lesson 5 Grammar Common and Proper Nouns 74
Writer’s Craft Show, Don’t Tell 78
Writing Model Writing for Tests 79
Lesson 6 Grammar Regular and Irregular Plural Nouns 80
Writer’s Craft Eliminate Wordiness 84
Writing Model Summary 85
Lesson 7 Grammar Possessive Nouns 86
Writer’s Craft Support Your Ideas 90
Writing Model Story Review 91
Lesson 8 Grammar Action and Linking Verbs 92
Writer’s Craft Answer 5 Ws and How 96
Writing Model News Story 97
Lesson 9 Grammar Main and Helping Verbs 98
Writer’s Craft Know Your Purpose 102
Writing Model Rules 103
Lesson 10 Grammar Subject-Verb Agreement 104
Writer’s Craft Organization 108
Writing Model Writing for Tests 109
Lesson 11 Grammar Past, Present, and Future Tenses 110
Writer’s Craft Use Powerful Verbs 114
Writing Model Skit 115
Lesson 12 Grammar Principal Parts of Regular Verbs 116
Writer’s Craft Stick to the Topic 120
Writing Model Question/Answer Essay 121
iii
,ESSON 'RAMMAR 0RINCIPAL 0ARTS OF )RREGULAR 6ERBS
7RITERS #RAFT 7HAT -AKES A 0ARAGRAPH
7RITING -ODEL &EATURE 3TORY
,ESSON 'RAMMAR 4ROUBLESOME 6ERBS
7RITERS #RAFT 5SE 3PECIFIC 6ERBS
7RITING -ODEL $ESCRIPTION
,ESSON 'RAMMAR 0REPOSITIONS AND 0REPOSITIONAL 0HRASES
7RITERS #RAFT 0ARALLELISM
7RITING -ODEL 7RITING FOR 4ESTS
,ESSON 'RAMMAR 3UBJECT AND /BJECT 0RONOUNS
7RITERS #RAFT 2EFER TO THE 4EXT
7RITING -ODEL % MAIL
,ESSON 'RAMMAR 0RONOUNS AND !NTECEDENTS
7RITERS #RAFT %LABORATION
7RITING -ODEL *OURNAL %NTRY
,ESSON 'RAMMAR 0OSSESSIVE 0RONOUNS
7RITERS #RAFT -OOD
7RITING -ODEL 3TORY !BOUT AN !NIMAL
,ESSON 'RAMMAR )NDEFINITE AND 2EFLEXIVE 0RONOUNS
7RITERS #RAFT 'OOD #ONCLUSIONS
7RITING -ODEL !DVICE
,ESSON 'RAMMAR 5SING 7HO AND 7HOM
7RITERS #RAFT 3ENSORY $ETAILS
7RITING -ODEL 7RITING FOR 4ESTS
,ESSON 'RAMMAR #ONTRACTIONS AND .EGATIVES
7RITERS #RAFT 3UPPORT 9OUR !RGUMENT
7RITING -ODEL %DITORIAL
IV
,ESSON 'RAMMAR !DJECTIVES AND !RTICLES
7RITERS #RAFT 5SE 0ERSUASIVE 7ORDS
7RITING -ODEL 0ROBLEM 3OLUTION %SSAY
,ESSON 'RAMMAR 4HIS 4HAT 4HESE AND 4HOSE
7RITERS #RAFT 5SE 1UOTATIONS
7RITING -ODEL "IOGRAPHICAL 3KETCH
,ESSON 'RAMMAR #OMPARATIVE AND 3UPERLATIVE !DJECTIVES
7RITERS #RAFT +NOW 9OUR !UDIENCE
7RITING -ODEL 0ERSUASIVE ,ETTER
,ESSON 'RAMMAR !DVERBS
7RITERS #RAFT 3TYLE
7RITING -ODEL 7RITING FOR 4ESTS
,ESSON 'RAMMAR -ODIFIERS
7RITERS #RAFT 4HESIS 3TATEMENT
7RITING -ODEL %XPOSITORY 7RITING
,ESSON 'RAMMAR #ONJUNCTIONS
7RITERS #RAFT 0ARAPHRASE
7RITING -ODEL 4AKING .OTES
,ESSON 'RAMMAR #OMMAS
7RITERS #RAFT &IGURATIVE ,ANGUAGE
7RITING -ODEL (UMOROUS 0OEM
,ESSON 'RAMMAR 1UOTATIONS AND 1UOTATION -ARKS
7RITERS #RAFT )NCLUDE )MPORTANT $ETAILS
7RITING -ODEL /UTLINING
,ESSON 'RAMMAR 0UNCTUATION
7RITERS #RAFT 4OPIC 3ENTENCE
7RITING -ODEL )NFORMATIONAL !RTICLE
V
7RITING FOR 4ESTS
'RAMMAR 0ATROL
'RAMMAR
#APITALIZATION
0UNCTUATION
3PELLING
(ANDWRITING
)NDEX
VI
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7HEN YOU PREPARE TO WRITE FIRST CONSIDER POSSIBLE TOPICS #HOOSE THE ONE
THAT INTERESTS YOU THE MOST 4HEN DECIDE WHETHER YOU WANT TO INFORM
PERSUADE OR ENTERTAIN YOUR AUDIENCE 7RITE POSSIBLE MAIN IDEAS AND LET YOUR
IDEAS FLOW AS YOU PLAN $ONT BE AFRAID TO CHANGE YOUR MIND 3ELECT THE MAIN
IDEA THAT MAKES THE MOST SENSE AS YOU CONSIDER WHO YOUR AUDIENCE IS
,IST DETAILS THAT FOCUS YOUR TOPIC AND SUPPORT YOUR MAIN IDEA !DD
INTERESTING INFORMATION THAT WILL APPEAL TO YOUR AUDIENCE .OW DECIDE
WHICH DETAILS ARE THE STRONGEST
,OOK AT THE FOLLOWING EXAMPLE 4HIS WRITER HAS LISTED DETAILS AND THEN
ELIMINATED THOSE THAT DO NOT FOCUS ON THE MAIN IDEA
-AIN )DEA 0ERSUADE -OM TO ADOPT A DOG
$ETAILS
7ILL TEACH ME RESPONSIBILITY 7ILL KEEP ME COMPANY
7ILL PLAY WITH ME 3OME DOGS FLUFFY
0ROMISE TO WALK IT EVERY DAY 7ILL TAKE CARE OF IT
) SAW CUTE DOG IN PARK
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2EAD EACH WRITING ASSIGNMENT BELOW 7RITE THE LETTER OF THE PURPOSE
THAT BEST SUITS IT
! 4O ENTERTAIN " 4O INFORM # 4O PERSUADE
! MOVIE REVIEW THAT RECOMMENDS SEEING THE MOVIE
! TALL TALE ABOUT 3UPER #HICKEN
! REPORT ON WHALES
! FUNNY DESCRIPTION OF YOUR MOST EMBARRASSING MOMENT
! LETTER TO VOTERS TELLING WHY THEY SHOULD VOTE FOR YOU
2EAD THE PARAGRAPH BELOW 7RITE THE NUMBERS OF THE SENTENCES THAT
DO NOT FOCUS ON THE MAIN IDEA IN THE FIRST SENTENCE
-AIN IDEA "EING A PET SITTER FOR OUR NEIGHBORS HAS BEEN A GREAT
JOB FOR ME ) GET TO GIVE FOOD WATER AND ATTENTION TO DOGS
AND CATS WHILE THEIR OWNERS ARE AWAY ) LOVE BEING WITH THESE
ANIMALS AND THEY LIKE THE ATTENTION ) GIVE THEM /N THE OTHER
HAND ) WOULD NOT WANT TO BE A PET GROOMER 4HE PETS ARE ALWAYS
HAPPY TO SEE ME SINCE THEY MISS THEIR OWNERS AND NEED ATTENTION
) PLAY WITH THE PETS WHICH IS FUN FOR THEM AND FOR ME
/NE TIME ) THOUGHT LITTLE "ABO WAS SICK AND ) DID NOT KNOW WHAT TO
DO FOR HIM ) REALLY ENJOY THE TIME ) SPEND WITH THESE ANIMALS
AND ) EVEN GET MONEY FOR IT
2EAD THE DETAILS ABOUT TREES LISTED BELOW 7RITE A MAIN IDEA SENTENCE
ABOUT TREES BASED ON THESE DETAILS 4HEN WRITE A PARAGRAPH USING
THE DETAILS
$ETAILS ROOTS HOLD SOIL IN PLACE
RESTFUL AND BEAUTIFUL TO LOOK AT
PROVIDE SHADE
PROVIDE HOMES FOR MANY ANIMALS
USED TO MAKE PAPER AND WOOD OBJECTS OF ALL KINDS
PRODUCE OXYGEN
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!VOID A WEAK GENERAL MAIN IDEA STATEMENT 7RITE A STRONG
FOCUSED STATEMENT ABOUT GIRAFFES TRAITS AND THEIR USEFULNESS
)NCLUDE ONLY DETAILS THAT FOCUS ON AND DEVELOP THE MAIN IDEA
$ELETE ANY DETAILS THAT DO NOT SUPPORT THE MAIN IDEA &OR EXAMPLE DELETE
SENTENCES ABOUT HIPPOPOTAMUSES LIONS AND ZOOS
)NCLUDE ENOUGH DETAILS TO SUPPORT IMPORTANT POINTS %ACH
PARAGRAPH SHOULD DEVELOP THE MAIN IDEA BY DESCRIBING A TRAIT AND TELLING
HOW IT HELPS !DD DETAIL EXPLAINING WHY HEIGHT IS USEFUL
$EFINE TERMS READERS PROBABLY DONT KNOW $EFINE PREHENSILE
7RITE A CONCLUSION THAT REINFORCES YOUR MAIN IDEA !DD AN
ENDING THAT TIES TOGETHER ALL YOUR POINTS ABOUT THE MAIN IDEA
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7RITERS #ORNER
9OUR MAIN IDEA STATEMENT IS SOMETHING LIKE A LENS ON A
CAMERA THROUGH IT YOU FOCUS YOUR COMPOSITION )F ANY
DETAIL DOES NOT MAKE THE PICTURE CLEARER REFOCUS IT SO
THAT IT DOESOR DELETE IT
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7HEN YOU WRITE PUT YOUR IDEAS IN AN ORDER THAT WILL HELP
READERS UNDERSTAND THEM /RGANIZATIONTHE STRUCTURE OR
THE WAY IDEAS ARE PUT TOGETHERALLOWS WRITERS TO SHOW THE
CONNECTIONS AMONG THOSE IDEAS
(ERE ARE EXAMPLES OF WAYS YOU CAN ORGANIZE YOUR WRITING TO HELP READERS
UNDERSTAND THE POINTS YOU WANT TO COMMUNICATE
s !S A STORY FROM BEGINNING TO MIDDLE TO END
s !S A COMPARISONCONTRAST ESSAY DESCRIBING LIKENESSES AND DIFFERENCES
s !S A PERSUASIVE ARGUMENT EXPRESSING ONE CONVINCING REASON AFTER
ANOTHER
s !S A HOW TO REPORT CLEARLY PRESENTING A SERIES OF STEPS
7HEN YOU BEGIN WRITING PAY ATTENTION TO HOW YOU ORGANIZE EACH
PARAGRAPH 4HE SENTENCES IN A PARAGRAPH SHOULD FIT TOGETHER AND APPEAR
IN AN ORDER THAT MAKES SENSE 5SE WORDS AND PATTERNS THAT HELP A READER
SEE HOW IDEAS ARE RELATED &OR EXAMPLE ONE SENTENCE CAN POSE A QUESTION
AND THE NEXT SENTENCE CAN BEGIN TO ANSWER IT
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7RITE THE LETTER OF EACH WRITING ASSIGNMENT WITH THE KIND OF
ORGANIZATION IT CALLS FOR
! 3TORY # 0ERSUASIVE !RGUMENT
" #OMPARISON#ONTRAST $ (OW TO 2EPORT
%XPLAIN THE STEPS IN FLYING A KITE
4ELL ABOUT HOW YOU RESCUED YOUR CAT FROM A TREE
%XPLAIN HOW A BOOK AND A MOVIE ARE ALIKE AND DIFFERENT
#ONVINCE FRIENDS TO VOLUNTEER FOR A CHARITY WALKATHON
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2EVISING 4IPS
"EGIN WITH A CLEAR FOCUSED TOPIC SENTENCE )NCLUDE ENOUGH
INFORMATION TO MAKE THE SUBJECT CLEAR 4ELL WHAT AND WHY YOU ARE
COMPARING AND CONTRASTING
/RGANIZE LIKENESSES AND DIFFERENCES TOGETHER LOGICALLY $ISCUSS
ALL LIKENESSES FIRST FOLLOWED BY ALL DIFFERENCES /RGANIZE INFORMATION
AROUND TOPIC SENTENCES
5SE CONNECTORS BETWEEN IDEAS AS WELL AS WORDS TO SIGNAL WHEN
YOU ARE MOVING FROM COMPARING TO CONTRASTING !DD "OTH AND )N
ADDITION TO CONNECT IDEAS IN PARAGRAPHS 4O MOVE SMOOTHLY TO CONTRASTING
SECTION START WITH /N THE OTHER HANDx NOT $IFFERENCES
%ND WITH A CONCLUDING SENTENCE THAT TIES IDEAS TOGETHER
2EWORD THE ENDING TO BRING READERS BACK TO THE MAIN IDEA
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7RITERS #ORNER
#HECK YOUR ORGANIZATION BY HIGHLIGHTING
YOUR TOPIC SENTENCE YOUR CONCLUSION
AND ANY CONNECTORS YOU USED IN THE BODY
)F THEY DO NOT PROVIDE A CLEAR PATH
THROUGH YOUR IDEAS YOUR READERS
WONT BE ABLE TO FIND THEIR WAY EITHER
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7HEN YOU WRITE JUST AS WHEN YOU SPEAK YOU CAN CHOOSE THE TONE OF
VOICE YOU USE 6OICE HELPS YOU COMMUNICATE WITH A CERTAIN AUDIENCE FOR
A PARTICULAR PURPOSE 4HE STYLE OF YOUR WRITING AND YOUR CHOICE OF WORDS
CAN MAKE THE WRITING INTERESTING TO EACH READER WHETHER THE TONE IS
SERIOUS OR HUMOROUS FORMAL OR INFORMAL )F YOU CARE ABOUT YOUR SUBJECT
YOUR WRITING WILL REFLECT YOUR VOICE
Match each kind of voice with the writing it would fit best.
A Humorous B Angry C Friendly
5. A story about a kitten that thinks it is a fox terrier
6. An article listing ways that overly slow drivers can be a hazard
on the road
7. A letter to a friend telling about an enjoyable party
Writer’s Guide 11
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%STABLISH A VOICE IN THE OPENING PARAGRAPH #REATE A VOICE THAT
IS APPROPRIATE TO A PERSONAL MEMORY !DD WORDS AND EXPRESSIONS THAT
CONVEY FEELINGS VISIONS OF ENCHANTED GARDENS ) REMEMBER VIVIDLY
5SE INTERESTING LANGUAGE TO SUGGEST YOUR PERSONALITY AND GET
YOUR READER INVOLVED 2EPLACE FLAT DULL SENTENCES WITH VIVID ONES
THAT BRING THE TOPIC TO LIFE
%LABORATE ON YOUR IDEAS 5SE PRECISE DESCRIPTIVE DETAILS RATHER THAN
VAGUE GENERAL ONES 2EPLACE LIKE THE HEAT WITH THRIVE ON THE HEAT 2EPLACE
AN UNUSUAL SHAPE WITH A LARGE LIVING UMBRELLA
-ATCH YOUR LANGUAGE TO YOUR PURPOSE $ONT USE SCIENTIFIC WORDS
IN WRITING ABOUT A PERSONAL MEMORY $ELETE GENUS OF TREE
0UT YOURSELF AND YOUR FEELINGS INTO YOUR WRITING ) COULD RUN A
FINGER ALONG A FROND
D INSTEAD OF 7HEN YOU TOUCH THEM
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7RITERS #ORNER
9OUR WRITING VOICE SHOULD SOUND LIKE YOU
WHICH MEANS IT SHOULD SOUND NATURAL AND
HONEST "EFORE YOU WRITE THINK ABOUT YOUR
SUBJECT AND YOUR CONNECTION TO IT 9OU
CANNOT ACHIEVE A NATURAL VOICE UNLESS
YOUR TOPIC IS SOMETHING YOU KNOW AND
CARE ABOUT
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7RITE THE MORE VIVID OR EXACT WORD TO COMPLETE EACH SENTENCE
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"E ON THE LOOKOUT FOR hWOWv WORDS THAT MAKE WRITING COME ALIVE SILKY
SHIVER SYRUP KERPLUNK SLURP DAZZLE SLIMY SPLATTER +EEP A NOTEBOOK HANDY
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Sentences
What should you keep in mind when adopting a dog? One important thing
to remember is that some dogs are better than others for certain people.
For example, hunting dogs need plenty of exercise. Do not get a hunting
dog if you can’t take her for frequent long walks. Instead, think about
adopting a small dog that needs less exercise. Enjoy your new pet!
Writer’s Guide 19
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s 9OUR TOWN OR STATE
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5SE AN APOSTROPHE IN CONTRACTIONS THATS
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Evaluate Your Writing
You can evaluate your own writing by reading it over carefully. Think
about what is good as well as what you can improve. As you read, ask
yourself the following questions.
How does my writing sound? Read it aloud to find out.
• If it sounds choppy, you might combine short sentences.
• Are there many sentences strung together with and, because, or
then? “Unhook” a long stringy sentence by separating it into several
sentences.
• Do most sentences begin with I, the, it, she, or he? Think of other ways
to begin these sentences. Simply rearranging words might do the trick.
• Do ideas seem connected? If not, add transition words or phrases such
as finally or on the other hand. These words connect ideas and help your
sentences flow.
Is the style appropriate? Who is your audience? (friends, your
principal, a newspaper editor) What is your purpose? (to inform, to
persuade, to entertain) Sentence fragments, informal language, and slang
may be appropriate for e-mails or quick notes among friends. A more
formal style suits written assignments.
Does your writing address the assignment?
• Look for key words in the writing prompt. For example:
Compare and contrast a bike and a car.
Tell two similarities and two differences.
Topic: bike and car
What you need to do: Compare and contrast
What to include: Two similarities and two differences
• Other kinds of key words in writing prompts include describe, explain,
summarize, examples, why, and how.
46 Writer’s Guide
Is your writing focused? Are all the sentences about the main idea?
Take out or refocus sentences that wander off into unimportant details.
Is there enough elaboration and support? Your writing may be
unclear if you don’t elaborate on your ideas. Supply information that
readers need to know.
• Use sensory details to make your writing seem fresh and to give readers
pictures, but avoid sounding flowery.
• If you give an opinion, supply strong supporting reasons.
• Expand on a main idea with several telling details.
• When necessary, define a term or give examples.
Is your beginning strong? Does a question, a surprising fact, or an
amusing detail capture a reader’s interest?
Is your ending satisfying? A conclusion may restate the main idea
in a new way, tell what you feel or what you have learned, or pose a
question to readers to think about. Whatever it does, it should signal that
you have finished.
Have you used effective words—and not too many of
them? Have you chosen your words carefully?
• Strong verbs, precise nouns, and vivid adjectives make your writing
clear and lively.
• Are there awkward phrases you can replace with a word or two? For
example, replace due to the fact that with because and at this point in time
with now.
Writer’s Guide 47
Check List
My writing is focused.
48 Writer’s Guide
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AND PERSONALITY )T POINTS OUT QUALITIES AND ACTIONS THAT SET THE
PERSON APART
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%VERY SENTENCE HAS A SUBJECT AND A PREDICATE 4HE WORDS THAT
TELL WHOM OR WHAT THE SENTENCE IS ABOUT ARE THE COMPLETE
SUBJECT 4HE MOST IMPORTANT WORD IN THE COMPLETE SUBJECT IS
THE SIMPLE SUBJECT )T IS USUALLY A NOUN OR A PRONOUN 3OME
SIMPLE SUBJECTS HAVE MORE THAN ONE WORD SUCH AS 5NITED 3TATES
!G
GENTLE LULLABY
Y RELAXES EVERYONE
4HE SIMPLE SUBJECT IS LULLABY
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PREDICATE 4HE MOST IMPORTANT WORD IN THE COMPLETE PREDICATE
IS THE SIMPLE PREDICATE OR THE VERB 3OME SIMPLE PREDICATES
HAVE MORE THAN ONE WORD SUCH AS IS WALKING
-Y AUNT PLAYS
P Y LULLABIES ON THE PIANO
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4HE SIMPLE PREDICATE IS PLAYS
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7RITE EACH SENTENCE 5NDERLINE THE SIMPLE SUBJECT ONCE 5NDERLINE
THE SIMPLE PREDICATE TWICE
-Y BROTHER BUILDS THINGS WITH WOOD
,AST WEEKEND HE MADE A COOL BIRD FEEDER
)T LOOKS SOMETHING LIKE A TRAY
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-Y PROJECTS OFTEN FAIL MISERABLY
4HE HAMMER IS NOT MY FRIEND
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-Y MECHANICAL CREATIONS ON THE OTHER HAND ARE SPECTACULAR
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4HE MOOD OF A PIECE OF WRITING IS THE FEELING IT CREATES
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! RELATED GROUP OF WORDS WITH A SUBJECT AND A PREDICATE IS
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7RITE ) IF THE UNDERLINED GROUP OF WORDS IS AN INDEPENDENT CLAUSE
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7HEN ) READ A BOOK ) MAY DAYDREAM ABOUT THE STORY
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Y FAVORITE
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CLAUSE
A SHIPWRECKED PERSON MUST BE INDEPENDENT
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BECAUSE THERE ARE NO BUILDINGS
WE ARE SPOILED BY THE CONVENIENCES ALL AROUND US
UNTIL WE MUST MEET A CHALLENGE LIKE THIS
WE HAVE NO IDEA
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IT IS ROUGH FOR A SOFTIE LIKE ME
WHEN THE MOVIE RENTAL STORE IS CLOSED
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4RANSITIONS ARE WORDS OR PHRASES THAT CONNECT
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TRANSITIONS
4HE ROAD SLICED THROUGH THE DESERT IN A STRAIGHT LINE /N THE
HORIZON LONG RIDGES OF SAND LAY LIKE AN OCEAN &AR IN THE
DISTANCE HAZY BLUE MOUNTAINS POINTED SKYWARD (IGH G ABOVE
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P THE SUN SHONE DOWN
! TIME ORDER # COMPARECONTRAST
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! TIME ORDER # COMPARECONTRAST
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! FRIENDLY OR THANK YOU LETTERR CAN TELL ABOUT A
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! SIMPLE SENTENCE EXPRESSES A COMPLETE THOUGHT )T HAS A
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7RITE #8
8 IF IT IS A COMPLEX SENTENCE
-ANY SPORTS HEROES HAVE UNUSUAL NICKNAMES BUT THESE
NICKNAMES ARE USED WITH AFFECTION
,EROY 0AIGE WAS CALLED 3ATCHEL BECAUSE HE CARRIED BAGGAGE AS A
BOY
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$O YOU THINK FIRST OF "ABE 2UTH OR DOES THE NAME "ABE
$IDRIKSON :AHARIAS COME TO MIND
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3PORTS HEROES ARE LARGER THAN LIFE &ANS FEEL CLOSE TO THEM BUT
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! SPORTS HERO IS PLAYING &ANS ALWAYS WATCH THE GAME WHEN
3ATCHEL 0AIGE WAS A PLAYER IN THE MAJOR LEAGUES (E WAS A STAR IN
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0AIGE PITCHED SUPERBLY (E ALSO
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(IS LEGEND WILL LIVE
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7RITE THE LETTER OF THE PHRASE THAT CORRECTLY IDENTIFIES EACH
UNDERLINED WORD GROUP OF WORDS OR SENTENCE
)F Y
YOU JOIN
J OUR BASEBALL TEAM -R *ENNINGS IS A GOOD COACH
YOU WILL HAVE A GOOD TIME BECAUSE HE DOESNT YYELL
! DEPENDENT CLAUSE ! DEPENDENT CLAUSE
" SIMPLE SENTENCE " SIMPLE SENTENCE
# COMPOUND SENTENCE # COMPOUND SENTENCE
$ COMPLEX SENTENCE $ COMPLEX SENTENCE
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J Y THE G
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! DEPENDENT CLAUSE
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7E SET UP THE VOLLEYBALL NET IN THE YARD OR
-Y FAVORITE SPORT IS BASKETBALL
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-Y OLDER BROTHER RUNS ON A TRACK TEAM
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7RITE EACH SENTENCE 5NDERLINE THE WORD THAT JOINS THE TWO CLAUSES
IN EACH SENTENCE 7RITE #$ IF THE SENTENCE IS A COMPOUND SENTENCE
7RITE #8
8 IF IT IS A COMPLEX SENTENCE
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! WRITERS TONE EXPRESSES AN ATTITUDE TOWARD THE
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Common and Proper Nouns
The names of particular persons, places, and things are
proper nouns. Capitalize the first word and each important
word of a proper noun.
All other nouns are common nouns. They are not capitalized.
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CAPITALIZATION
TOKYO *APAN
-R *ACK 'OODRICH
-ARIO AND HIS &RIENDS
ON THURSDAY JANUARY
SKYSCRAPERS IN $ALLAS TEXAS
'OLD BEACH OR
A 3TREET NEAR OUR 3TREET
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/LIVER 4WISTT BY #HARLES $ICKENS
2EWRITE EACH SENTENCE 5SE CAPITAL LETTERS WHERE THEY ARE NEEDED
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#IRCLE THE LETTER OF THE SENTENCE ENDING THAT SHOWS RATHER THAN TELLS
%XHAUST FUMES
! FOULED THE AIR WITH THE RAW SMELL
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0LURAL NOUNS NAME MORE THAN ONE PERSON PLACE OR THING
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#HILD WHO CAN SPEAK TWO LANGUAGE
G G ARE BILINGUAL
3ARA CAN NAME SEVERAL FRUIT VEGETABLE
G AND ANIMAL IN
3PANISH
7HAT DO YOU CALL BUTTERmY
Y LEAF AND BRANCH IN 3PANISH
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Y
7E LEARNED THE DIFFERENCE BETWEEN HORSE P
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G WITH SPRIG
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Y ENJOY THE COMMUNITY DINNER ON
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Y
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7RITE THE LETTER OF THE PLURAL WORD THAT CORRECTLY
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7RITE THE PLURAL FORM OF EACH SINGULAR NOUN LISTED
CRUTCH BOX
BRIDGE HEADQUARTERS
mY PEACH
KISS DESK
QUESTION WIFE
LEAF LADY
BLACKBERRY GOOSE
DEER DISH
TURKEY SERIES
MAN KEY
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%XPRESS YOUR IDEAS CLEARLY AND DIRECTLY 4O ELIMINATE
WORDINESS DELETE WORDS THAT REPEAT OR ARE UNNECESSARY
2EPLACE WORDY PHRASES WITH SPECIlC WORDS
7ORDY (E WAS OFTEN LATE AND NOT ON TIME
)MPROVED (E WAS OFTEN LATE
7ORDY (E WORE A COAT THAT HAD MANY COLORS
)MPROVED (E WORE A COLORFUL COAT
7RITE EACH SENTENCE ,EAVE OUT WORDS THAT REPEAT OR ARE UNNECESSARY
0ATTI HAD TEMPER TANTRUMS AND SHE OFTEN CRIED AND HAD A lT
TO GET HER WAY
(ER PARENTS WERE UPSET BY THESE TANTRUMS AND FELT AWFUL
ABOUT THEM
(OWEVER THEY DID NOT REWARD OR OTHERWISE GIVE IN TO 0ATTI
FOR HER MISBEHAVIOR
4HEY ENCOURAGED GOOD BEHAVIOR AND IGNORED OR DID NOT
PAY ATTENTION TO BAD BEHAVIOR
Lg^i^c\
WRITING MODEL
Summary
A summary highlights the main ideas from an article
or a story. Because a summary is brief, it does not
include minor details, repeated words or thoughts,
or unimportant ideas. Write a summary in your own
words, but do not include your opinions.
Writing 85
EdhhZhh^kZCdjch
! POSSESSIVE NOUN SHOWS OWNERSHIP ! SINGULAR
POSSESSIVE NOUN SHOWS THAT ONE PERSON PLACE OR THING
HAS OR OWNS SOMETHING ! PLURAL POSSESSIVE NOUN SHOWS
THAT MORE THAN ONE PERSON PLACE OR THING HAS OR OWNS
SOMETHING
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7RITE EACH NOUN AS A POSSESSIVE NOUN 7RITE 3 IF THE POSSESSIVE NOUN
IS SINGULAR 7RITE 0 IF THE POSSESSIVE NOUN IS PLURAL
PONIES
ARMY
WINDOWS
BASKET
GRANDFATHER
BIRDS
GLASS
SCHOOLS
TEETH
PENNIES
NURSE
WINGS
MAN
GENERAL
COLONIES
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7RITE THE LETTER OF THE WORD THAT CORRECTLY COMPLETES EACH SENTENCE
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7RITE THE POSSESSIVE FORM OF EACH NOUN 7RITE 3 IF IT IS A SINGULAR
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BACKPACK GENTLEMEN
SLEDS SHEEP
MICE BOOKS
COWS DRESS
BUSES TEETH
VEST TURKEY
LETTERS BOX
STORY WOMEN
LESSON CHILDREN
CHILD DEER
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7HEN YOU GIVE AN OPINION ABOUT A STORY YOU SHOULD
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STORY OR DESCRIPTIONS OF CHARACTERS OR ACTIONS
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! STORY REVIEW TELLS READERS ABOUT A STORYS THEME
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WRITERS THOUGHTS AND OPINIONS ABOUT THE STORY 4HESE
IDEAS SHOULD BE SUPPORTED BY DETAILS FROM THE STORY
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Action and Linking Verbs
A complete sentence has a subject and a predicate. The main
word in the predicate is a verb. An action verb tells what the
subject does.
Grammar 93
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7RITE THE LETTER OF THE PHRASE THAT CORRECTLY IDENTIlES THE UNDERLINED
WORD IN THE SENTENCE
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7RITE THE VERB IN EACH SENTENCE 7RITE ! IF IT IS AN ACTION VERB
7RITE , IF IT IS A LINKING VERB
2ITA LEARNED A LESSON ABOUT GENEROSITY
'RANDMA SENT HER SEVERAL BIRTHDAY
GIFTS
(ER FAVORITE WAS A PAIR OF SKATES
3HE ALSO LOVED THE GAME AND BOOK
4HAT DAY SHE MET A NEEDY FAMILY
4HEIR DAUGHTER LOOKED TEN OR ELEVEN
5NLIKE 2ITA THIS GIRL HAD VERY FEW
BELONGINGS
2ITA FELT VERY SORRY FOR HER
3HE GAVE THE GIRL HER NEW SKATES
4HIS ACT MADE 2ITA HAPPY NOT SAD
4HE GIRLS SMILE WAS A REWARD
'RANDMA APPEARED PROUD OF 2ITA FOR HER UNSELlSHNESS
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.) +)X*)+
6chlZg*LhVcY=dl
! NEWS STORY GIVES KEY INFORMATION ABOUT AN EVENT )T
ANSWERS A SET OF QUESTIONS CALLED THE 7S AND (OW
7HO 7HAT 7HERE 7HEN 7HY (OW 4HIS ESSENTIAL
INFORMATION INFORMS READERS ABOUT THE EVENT IN DIRECT
CONCRETE AND OBJECTIVE SENTENCES
2EAD EACH NEWS STORY LEAD &OR EACH STORY LIST THE WORDS 7HO
7HAT 7HERE 7HEN 7HY AND (OW 4HEN WRITE THE DETAILS THAT
ANSWER EACH QUESTION
4HE THREE 0ORKSON BROTHERS OF #URLY 4ALE ,ANE NARROWLY AVOIDED
BEING EATEN BY A VERY HUNGRY PREDATOR " " 7OLF YESTERDAY
7OLF BLEW DOWN THE HOUSES OF 0ORKY AND $ORKY 0ORKSON WHICH
WERE MADE OF STRAW AND WOOD RESPECTIVELY 4HE PAIR lNALLY
ESCAPED TO BROTHER 'ORKYS BRICK HOME
7RITE A NEWS STORY BASED ON A FAMILIAR FAIRY TALE OR OTHER STORY YOU
HAVE READ )NCLUDE THE BASIC INFORMATION 7S AND (OW FROM THE
STORY IN YOUR ARTICLE
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! NEWS STORY Y GIVES THE FACTS ABOUT AN EVENT )T FOCUSES
ON ANSWERING THESE SIX QUESTIONS 7HO 7HAT 7HERE
7HEN 7HY AND (OW ! GOOD NEWS STORY BEGINS WITH
A LEAD THAT GRABS READERS ATTENTION AND SETS UP THE
STORY 4HE BODY OF THE NEWS STORY EXPLAINS AND SUPPORTS
THE LEAD WITH SPECIlC DETAILS AND EXAMPLES
(K;;D*7L;I>?B:E?BIEB:*97C
,EAD GRABS +>;(K;;DEKJM?JJ;:7C7DM>EIEK=>JJEJ7A;
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ATTENTION AND
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F O = IF?DD?D=I;HL?9;I
F =
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F =
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F = F B;M
?DJE7H7=;7D:JEH;>?CI;B<?DJME
=
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BV^cVcY=Zae^c\KZgWh
6ERBS THAT ARE MADE UP OF MORE THAN ONE WORD ARE VERB
PHRASES )N A VERB PHRASE THE MAIN VERB NAMES THE ACTION
4HE HELPING VERB HELPS TELL THE TIME OF THE ACTION 3OME
COMMON HELPING VERBS ARE HAS HAVE HAD AM IS ARE WAS
WERE BE BEEN DO DOES DID CAN COULD WILL WOULD AND SHOULD
7RITE THE VERB PHRASE IN EACH SENTENCE 5NDERLINE THE HELPING VERB
&OR YEARS PEOPLE HAVE GIVEN NAMES TO THEIR PETS
/UR DOG IS NAMED 'ROUCHO
0ETS CAN PERFORM WONDERFUL TRICKS
'ROUCHO HAS ENTERTAINED US FOR YEARS
(E COULD BECOME A STANDUP COMIC
3OMETIMES HE WILL WALK ON HIS HIND LEGS
9OU SHOULD SEE HIS STUBBY TAIL
.O ONE CAN RESIST HIS mOPPY EARS
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7RITE THE VERB FROM EACH SENTENCE )F THE VERB IS A VERB PHRASE
UNDERLINE THE HELPING VERB TWICE AND THE MAIN VERB ONCE
4HE 7ILLOW %QUINE 2ESCUE "ARN HAS BEEN HELPING HORSES
IN TROUBLE
3OME OF THE HORSES THERE ARE SUFFERING FROM INJURIES
! FEW WERE MISTREATED BY THEIR OWNERS
(ORSES SHOULD BE PROVIDED WITH THE RIGHT FOOD
4HIS HORSE WILL NEED MEDICINE CARE AND THE RIGHT DIET
+AY AND $ICK HAVE BEEN VOLUNTEERING AT THE 2ESCUE "ARN
4HEY CAN BRUSH THE HORSES COATS
! VETERINARIAN IS EXAMINING THE NEW ARRIVALS
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE WORDS THAT CORRECTLY IDENTIFY THE UNDERLINED
WORD OR WORDS IN THE SENTENCE
7E CAN HELP
P WILD ANIMALS IN 4HIS WILL CAUSE AN IMBALANCE
MANY WAYS IN THE ECOSYSTEM
! HELPING VERB ! HELPING VERB
" MAIN VERB " MAIN VERB
# VERB PHRASE # VERB PHRASE
$ NOT A VERB $ NOT A VERB
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7RITE A HELPING VERB FROM THE BOX THAT CAN COMPLETE EACH SENTENCE
7RITE EACH VERB PHRASE 5NDERLINE THE HELPING VERB OR VERBS TWICE
AND THE MAIN VERB ONCE
) AM WATCHING A SHOW ABOUT ANIMALS
'INNY HAS OBSERVED THEM AT THE ZOO
4HOSE MONKEYS ARE GROOMING ONE ANOTHER
4HAT KOALA IS SLEEPING IN A TREE
4WO COLORFUL BIRDS HAVE BEEN BUILDING A NEST
! GIRAFFE HAS STRETCHED ITS NECK TO THE TOP BRANCHES
5SUALLY IT WOULD GRAB THE HIGHEST LEAVES
4HE ELEPHANTS ARE PLAYING IN THE WATER
4HEIR TRUNKS CAN ACT LIKE HOSES
4HE MOTHER ELEPHANT HAS SPRAYED WATER ON HER BABY
.O VISITORS SHOULD FEED THE ANIMALS AT THE ZOO
:OOKEEPERS WILL GIVE THEM THE RIGHT FOOD
<gVbbVg
.) +)X*)+
@cdlNdjgEjgedhZ
!UTHORS WRITE FOR DIFFERENT PURPOSES 4HEY MIGHT
WANT TO INFORM PERSUADE OR ENTERTAIN THEIR READERS
"EFORE WRITING HAVE YOUR PURPOSE lRMLY IN MIND
&OR EXAMPLE WHEN YOU EXPLAIN RULES YOUR PURPOSE IS
TO PERSUADE READERS TO FOLLOW THEM 4O MOTIVATE YOUR
READERS TO ACT GIVE THEM REASONS FACTS AND WELL
SUPPORTED OPINIONS
2EAD EACH RULE AND THE SENTENCES THAT FOLLOW IT 7RITE THE NUMBERS
OF THE SENTENCES THAT SUPPORT THE RULE
!VOID OVERLY PACKAGED hDISPOSABLEv PRODUCTS
0LASTIC AND PLASTIC FOAM PACKAGING WILL NOT BREAK DOWN AND ARE
NOT OFTEN RECYCLED
-ARKETERS MAKE PACKAGING COLORFUL AND APPEALING
h$ISPOSABLEv PRODUCTS HAVE TO BE THROWN AWAY SO THEY
WASTE RESOURCES
3OME PACKAGING MATERIALS SUCH AS PLASTIC FOAM HARM THE
ENVIRONMENT
#OMPOST NATURAL WASTES
,EAVES AND OTHER YARD WASTE ADD TO THE RICHNESS OF THE SOIL
0UTTING THIS WASTE IN THE TRASH USES LANDlLL SPACE
"URNING THIS WASTE CONTRIBUTES TO AIR POLLUTION
"IRD FEEDERS AND BIRDHOUSES WILL MAKE YOUR YARD AN
ATTRACTIVE HABITAT
4HINK OF YOUR OWN RULE FOR SAVING THE ENVIRONMENT 7RITE YOUR
RULE 4HEN WRITE AT LEAST THREE PIECES OF EVIDENCE FACTS OPINIONS
EXAMPLES OR LOGICAL ARGUMENTS TO SHOW WHY THE RULE IS A GOOD ONE
Lg^i^c\
WRITING MODEL
Rules
Some writing assignments will ask you to support your ideas with
rules. Make sure that each rule is stated clearly and concisely and
supports your main idea. Rules may consist of a simple list, or
they may be developed in paragraphs with persuasive details.
Writing 103
HjW_ZXi"KZgW6\gZZbZci
4HE SUBJECT AND VERB IN A SENTENCE MUST AGREE OR WORK
TOGETHER ! SINGULAR SUBJECT NEEDS A SINGULAR VERB ! PLURAL
SUBJECT NEEDS A PLURAL VERB
5SE THESE RULES FOR VERBS THAT TELL ABOUT THE PRESENT TIME
s )F THE SUBJECT IS A SINGULAR NOUN OR HE SHE OR IT ADD S OR
ES TO MOST VERBS
! HORSE RUNS ! DOG CHASES THE HORSE )T BARKS LOUDLY
s )F THE SUBJECT IS A PLURAL NOUN OR ) YOU WE OR THEY DO NOT
ADD S OR ES TO THE VERB
(ORSES RUN $OGS CHASE THE HORSE 4HEY BARK LOUDLY
s &OR THE VERB BE USE AM AND IS TO AGREE WITH SINGULAR
SUBJECTS AND ARE TO AGREE WITH PLURAL SUBJECTS
) AM AFRAID 0AUL IS FEARLESS 4HE ARMIES ARE HERE 7E
ARE SURPRISED
s ! COLLECTIVE NOUN NAMES A GROUP SUCH AS FAMILY TEAM
AND CLASS ! COLLECTIVE NOUN IS SINGULAR IF IT REFERS TO A
GROUP ACTING AS ONE 4HE CLASS IS GOINGG ON A lELD TRIP !
COLLECTIVE NOUN IS PLURAL IF IT REFERS TO MEMBERS OF THE
GROUP ACTING INDIVIDUALLY 4HE CLASS ARE DEBATINGG ABOUT
WHICH PLACE TO VISIT
7RITE THE SUBJECT OF EACH SENTENCE 4HEN WRITE THE VERB IN THAT
AGREES WITH THE SUBJECT
!MERICAN HISTORY IS ARE AN INTERESTING SUBJECT
/UR CLASS IS ARE STUDYING THE !MERICAN COLONIES
7ILLIAMSBURG WAS WERE A COLONIAL COMMUNITY
!CTORS PLAY PLAYS THE PART OF COLONISTS
! BLACKSMITH POUND POUNDS METAL AT A FORGE
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)F THE SUBJECT AND VERB OF A SENTENCE AGREE WRITE # FOR CORRECT )F
THEY DO NOT AGREE WRITE THE SENTENCE CHANGING THE VERB TO MAKE IT
AGREE WITH THE SUBJECT
.ARRATIVE POEMS TELLS STORIES
/FTEN THEY ARE ABOUT A NATIONS HEROES
4HIS POEM TELL OF A PATRIOTS COURAGE
-R +UROPAS ALWAYS READS THIS POEM ALOUD TO HIS CLASSES
%VERY STUDENT LISTEN SPELLBOUND
-ANY VIVID IMAGES COMES TO LIFE FOR THE STUDENTS
4HE HERO FACES MANY DANGERS
(E CONTINUE FOR THE SAKE OF HIS COUNTRYMEN
3UCH STORIES CREATES PRIDE IN OUR COUNTRY AND ITS HEROES
,IBERTY ARE THE COMMON GOAL FOR !MERICANS YESTERDAY
AND TODAY
!DD A VERB THAT TELLS ABOUT THE PRESENT TIME TO COMPLETE EACH
SENTENCE "E SURE TO USE THE VERB FORM THAT AGREES WITH THE SUBJECT
7RITE THE SENTENCES
4HE COLONIAL ERA MY FAVORITE PART OF !MERICAN HISTORY
) MANY BOOKS ABOUT THE 2EVOLUTIONARY 7AR
)F A BOOK IS TOO HARD $AD
IT TO ME
4HE -INUTEMEN VERY
BRAVE TO ME
$AD AND ) THEM lGHTING
THE MIGHTY "RITISH ARMY
7E ABOUT EACH BOOK
AFTER WE lNISH IT
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IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE VERB THAT AGREES WITH THE SUBJECT IN THE SENTENCE
<gVbbVg
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7RITE THE SUBJECT OF EACH SENTENCE 4HEN WRITE THE VERB IN THAT
AGREES WITH THIS SUBJECT
(ISTORICAL lCTION IS ARE MAKE BELIEVE STORIES BASED ON REAL
EVENTS OR PEOPLE
!N EXAMPLE OF HISTORICAL lCTION IS ARE THE NOVEL "EN AND -E
4HE MAIN CHARACTERS IS ARE "EN &RANKLIN AND A MOUSE NAMED
!MOS
)N THE NOVEL !MOS TAKE TAKES CREDIT FOR &RANKLINS WORK
4HE LITTLE MOUSE LIVE LIVES IN &RANKLINS WIG
2EADERS LAUGH LAUGHS WHILE THEY LEARN ABOUT HISTORY
2OBERT ,AWSON IS ARE THE AUTHOR OF "EN AND -E
#HILDREN OF ALL AGES ENJOY ENJOYS THIS LIGHTHEARTED BOOK
/UR SOCIAL STUDIES TEACHER IS ARE READING IT TO US
7E DISCUSS DISCUSSES "EN &RANKLINS REAL LIFE ACCOMPLISHMENTS
!DD A PRESENT TENSE VERB TO COMPLETE EACH SENTENCE "E SURE THE VERB
AGREES WITH THE SUBJECT IN NUMBER
4HOMAS *EFFERSONS HOME ON A MOUNTAINTOP IN 6IRGINIA
-ONTICELLO MANY VISITORS EACH YEAR
)TS INGENIOUS ARCHITECTURE *EFFERSONS LOVE OF CLASSICAL
DESIGN
)TS MANY GARDENS HIS DEVOTION TO AGRICULTURE AND SCIENCE
-ANY ORIGINAL INVENTIONS BY *EFFERSON DISPLAYED IN
THE HOUSE
6ISITORS *EFFERSONS GENIUS AS THEY TOUR THE HOME
AND GROUNDS
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.) +)X*)+
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7HEN ORGANIZING YOUR WRITING ABOUT AN EVENT USE
SEQUENCE WORDS TO MAKE IT CLEAR WHEN EACH ACTION
OCCURRED 3OME SEQUENCE WORDS ARE AT lRST NEXT THEN
NOW AND lNALLY
Lg^i^c\
WRITING MODEL
Writing 109
EVhi!EgZhZci!VcY;jijgZIZchZh
4HE TENSE OF A VERB SHOWS WHEN SOMETHING HAPPENS 6ERBS
IN THE PRESENT TENSE SHOW ACTION THAT HAPPENS NOW -OST
PRESENT TENSE SINGULAR VERBS END WITH S OR ES -OST PRESENT
TENSE PLURAL VERBS DO NOT END WITH S OR ES
<gVbbVg
#OPY THE TABLE #OMPLETE IT BY lLLING IN THE MISSING TENSES
OF VERBS
0RESENT 0AST &UTURE
9OU PLAN 9OU 9OU
(E (E ATE (E
4HEY MARRY 4HEY 4HEY
)T mIES )T )T
3HE HOPES 3HE 3HE
7E 7E SMILED 7E
) GIVE ) )
)N EACH ITEM ONE SENTENCE USES THE WRONG VERB TENSE 2EWRITE THAT
SENTENCE CORRECTING THE VERB
) WILL BE A PILOT SOMEDAY ) WILL SET ALL KINDS OF RECORDS FOR SPEED
) TRAVEL THE WORLD
&AIRY TALES WERE PASSED DOWN ORALLY FOR CENTURIES 'RANDPARENTS
AND PARENTS TOLD THEM TO THEIR CHILDREN 4HE "ROTHERS 'RIMM
WRITE DOWN THESE TALES IN THE S
4ALES USUALLY INVOLVE KINGS QUEENS PRINCES AND PRINCESSES !
YOUNG PERSON SEEKS HIS OR HER FORTUNE ! TERRIBLE PROBLEM WAS
SOLVED !LL IS WELL AT THE END
"RUCE WILL mY TO $ALLAS THIS SUMMER (E VISITED HIS AUNT UNCLE
AND COUSINS 4HEY WILL TAKE HIM WITH THEM TO A GAME IN
(OUSTON
0ENNY WRITES STORIES 3HE ILLUSTRATED THEM TOO 3HE READS THEM TO
GROUPS OF YOUNG CHILDREN
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IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE VERB THAT CORRECTLY COMPLETES THE SENTENCE
4HE COMPUTER AN
IMPORTANT INVENTION OF THE
TWENTIETH CENTURY
! IS # AM
" WAS $ WILL BE
<gVbbVg
GZk^Zl
)DENTIFY THE TENSE OF EACH UNDERLINED VERB 7RITE PAST PRESENTT OR
FUTURE
/UR MIDDLE SCHOOL HAS A DRAMA CLUB
,AST YEAR THIRTY STUDENTS JOINED
J THE CLUB
-EMBERS VOTE ON A PLAY TO PERFORM
4HIS YEAR THE CLUB WILL P
PERFORM A MUSICAL
4HE CLUB MEETS EVERY 4HURSDAY
3OON WE WILL HOLD TRYOUTS FOR PARTS
-ANY STUDENTS TRY
Y OUT
) WANT A SINGING PART IN THE MUSICAL
) WATCHED MUSICALS ON 46
) SANG
G ALONG WITH THEM FOR PRACTICE
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.) +)X*)+
JhZEdlZg[jaKZgWh
! SKIT OR PLAY FOCUSES ON ACTION 5SE POWERFUL VERBS
IN STAGE DIRECTIONS SO ACTORS KNOW EXACTLY HOW TO
MOVE OR SPEAK 5SE VIVID VERBS IN DIALOGUE TO MAKE
ACTORS WORDS CONVINCING
&OR EACH PAIR OF VERBS IN WRITE THE VERB THAT MAKES THE STAGE
DIRECTION MORE VIVID
02).#% '!7+9 GETS UP LEAPS FROM HIS CHAIR (E TRIPS
FALLS OVER THE HASSOCK AND GOES ROLLS ACROSS THE mOOR (E HAULS
PULLS HIMSELF UP USING A TABLE FOR SUPPORT 4HE TABLE TIPS OVER
AND DISHES CRASH DROP TO THE mOOR 4HEY BREAK SMASH INTO
BITS 02).#% '!7+9 DASHES RUNS UP THE STAIRS BUT TRIPS OVER
A RUNNER AND FALLS TOPPLES AGAIN
Lg^i^c\
WRITING MODEL
Skit
A skit is a short play. The plot of a skit is told through
dialogue—words characters speak. The speaker’s
name appears before the words. Stage directions
describe the scene or tell actors how to move.
Bird Catchers
Setting: Backyard. Rope, box, and stick lie on ground.
Alice and Tom sit on steps, looking frustrated.
ALICE: We’ve been trying all morning.
Stage directions TOM: We’ll never catch a bird! They’re too quick.
make clear what
actors should do.
(Alice and Tom hang their heads and slump,
lost in thought. Enter Mom.)
Dialogue presents
MOM: Why so glum? Did you lose something?
the characters’
problem. ALICE: We want a pet bird, but we can’t catch one.
TOM: We tried sneaking up on them.
ALICE: They won’t hop in our trap. It’s impossible!
Specific verbs make MOM: Hmmm. Why do you want to have a wild bird
dialogue clear.
for a pet? You can’t snuggle or pet it.
TOM: We want to see them up close. They’re cool!
MOM: Yes, they are cool, but they need to be free.
I have an idea.
(All leave stage. They re-enter carrying an
apple on a string, covered with peanut butter
and birdseed. They tie it onto a bush.)
TOM: We can watch the birds through the window.
ALICE: They’ll be close, but they’ll be free.
Writing 115
Eg^cX^eVaEVgihd[GZ\jaVgKZgWh
! VERBS TENSES ARE MADE FROM FOUR BASIC FORMS 4HESE BASIC
FORMS ARE CALLED THE VERBS PRINCIPAL PARTS
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7RITE THE FORM OF THE UNDERLINED VERB INDICATED IN
4HROUGHOUT THE AGES INVENTORS MOVE CIVILIZATION FORWARD
PAST PARTICIPLE
4HEY ALWAYS IMAGINE
G WAYS TO MAKE LIFE EASIER OR BETTER
PRESENT PARTICIPLE
,EONARDO DA 6INCI ACCOMPLISH
P MUCH AS AN INVENTOR AND AN
ARTIST PAST
,ATER INVENTORS STUDYY HIS IDEAS PAST
4ODAY WE STILL TAP
P HIS IDEAS TO IMPROVE OUR WORLD PRESENT
PARTICIPLE
$A 6INCIS CAREFUL DIAGRAMS PROVIDE
P A BASIS FOR LATER SUCCESSES
PAST PARTICIPLE
-OST PEOPLE ADMIRE THE BRILLIANCE OF DA 6INCIS WORK PRESENT
4HEY WONDER HOW HE THOUGHT OF SO MANY DIFFERENT IDEAS
PRESENT
7RITE EACH SENTENCE USING THE PAST PARTICIPLE FORM OF THE VERB IN
$ECIDE WHETHER HAS OR HAVE IS NEEDED
) PURCHASE A BOOK ABOUT ,EONARDO DA 6INCI
(ANNAH TRY TO UNDERSTAND HIS PAINTINGS FOR YEARS
3HE DESCRIBE HIS -ONA ,ISA TO ME SEVERAL TIMES
.OW ) VIEW IT FOR MYSELF
) SEE WHY VIEWERS PUZZLE OVER IT FOR CENTURIES
%XPERTS PRESERVE THIS MASTERPIECE CAREFULLY
$A 6INCIS ,AST 3UPPERR WEATHER THE CENTURIES BADLY
4HE PAINT DRY AND CRACKED
)TS BROAD OUTLINES AND SOME DETAILS SURVIVE
4HE GENIUS OF DA 6INCI INSPIRE ART LOVERS FOR MORE THAN lVE
HUNDRED YEARS
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE PRINCIPAL PART USED TO FORM THE UNDERLINED
VERB IN EACH SENTENCE
4HEY SUPPORTED
PP ARTISTS WITH 0EOPLE HAVE REMARKED ABOUT
THEIR PATRONAGE THE CURIOUS WRITING
! PRESENT ! PRESENT
" PRESENT PARTICIPLE " PRESENT PARTICIPLE
# PAST # PAST
$ PAST PARTICIPLE $ PAST PARTICIPLE
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7RITE PRESENT PRESENT PARTICIPLE PAST OR PAST PARTICIPLE TO IDENTIFY
WHICH PRINCIPAL PART THE UNDERLINED VERB IS
! SCULPTOR SHAPES
P STONE CLAY OR METAL
! PAINTER USES OILS OR WATERCOLORS
) HAVE TRIED BOTH THESE KINDS OF ART
.OW ) AM P
PAINTING
G A PORTRAIT
$URING HIS LIFETIME PEOPLE HAILED DA 6INCI AS A GENIUS
4ODAY MANY OF HIS WORKS HAVE DISAPPEARED
PP
(E lLLED THOUSANDS OF PAGES WITH NOTES DRAWINGS AND PLANS
3OME OF HIS NOTEBOOKS HAVE SURVIVED TO THE PRESENT
4HEY SHOW A GENIUS FASCINATED BY SCIENCE MATH AND HUMAN
ANATOMY
$A 6INCI PAINTED
P TO EARN A LIVING BUT MANY OTHER INTERESTS
CALLED HIM
7RITE THE SENTENCE USING THE FORM OF THE UNDERLINED VERB INDICATED
IN
)N THE S AND S MOST ARTISTS PAINT
P RELIGIOUS SUBJECTS
PAST
4ODAY ARTISTS POSSESS
P MUCH MORE FREEDOM PRESENT
3OME OF THEM EVEN USE COMPUTERS PRESENT PARTICIPLE
/UR CLASS VISIT THE ART MUSEUM PAST PARTICIPLE
4ANA LOOK
K AT MODERN PAINTINGS PRESENT PARTICIPLE
4HEIR MEANING WORRY
Y HER PRESENT PARTICIPLE
4HE ARTISTS SHUN ANY IMITATION OF REALITY PAST PARTICIPLE
4ANA LIKE THE ENERGY AND COLOR OF THE PAINTINGS PRESENT
<gVbbVg
.) +)X*)+
Hi^X`idi]ZIde^X
!N ESSAY EXPLORES A SINGLE TOPIC !LL THE PARAGRAPHS
AND SUPPORTING IDEAS IN AN ESSAY MUST STICK TO
THE TOPIC .O MATTER HOW INTERESTING THEY SEEM
IRRELEVANT DETAILS WEAKEN THE ESSAY BY DISTRACTING
READERS FROM ITS PURPOSE
2EAD EACH MAIN IDEA SENTENCE FOR AN ESSAY AND THE SUPPORTING
DETAILS THAT FOLLOW IT 7RITE THE LETTERS OF ANY DETAILS THAT $/ ./4
STICK TO THE TOPIC
)NVENTORS ARE PRACTICAL AND RESOURCEFUL PEOPLE
! 4HE TELEPHONE AND COMPUTER ARE IMPORTANT INVENTIONS
" )NVENTORS COME UP WITH NEW DEVICES TO SOLVE PROBLEMS
# -ANY TIMES INVENTIONS ARE THE RESULT OF AN IMMEDIATE
EVERYDAY NEED
$ )NVENTORS TRY MANY DIFFERENT IDEAS THEY GATHER ALL KINDS OF
RESOURCES TO HELP THEM
,EONARDO DA 6INCI THOUGHT LIKE A SCIENTIST
! (IS NOTEBOOKS CONTAIN THOUSANDS OF SCIENTIlC DRAWINGS AND
CAREFUL OBSERVATIONS
" (E DISSECTED CADAVERS TO UNDERSTAND HUMAN ANATOMY SO HE
COULD DRAW THE HUMAN FORM
# !S AN ENGINEER HE CREATED MANY ORIGINAL MACHINES
$ (E WORKED FOR MANY FAMOUS MEN OF HIS TIME
Lg^i^c\
.) + %$&
FjZhi^dc$6chlZg:hhVn
9OU MAY BE ASKED TO WRITE AN ESSAY TO ANSWER A
QUESTION 4HE QUESTION IS THE FOCUS OF THE ESSAY )N
THE INTRODUCTION WRITE A SENTENCE THAT ANSWERS THE
QUESTION AND BRIEmY EXPLAINS YOUR CHOICE )N THE BODY
OF THE ESSAY DEVELOP YOUR ANSWER WITH SUPPORTING
DETAILS 3UMMARIZE YOUR POINT IN THE CONCLUSION
Lg^i^c\
Eg^cX^eVaEVgihd[>ggZ\jaVgKZgWh
5SUALLY YOU ADD ED D TO A VERB TO SHOW PAST TENSE )RREGULAR VERBS
DO NOT FOLLOW THIS RULE )NSTEAD OF HAVING EDD FORMS TO SHOW PAST
TENSE IRREGULAR VERBS USUALLY CHANGE TO OTHER WORDS
)DENTIFY WHICH PRINCIPAL PART THE UNDERLINED VERB IS 7RITE PRESENTT
PRESENT PARTICIPLE PAST OR PAST PARTICIPLE
7E ARE SEEING
G ENORMOUS MODELS OF 4 REX
(AVE YOU THOUGHT
G ABOUT THESE lERCE ANIMALS
4HE MODELS FREEZE THEM IN TIME AND SPACE
3UDDENLY THE MODELS BEGAN
G MOVING
-Y COUSINS BUYY A SMALL MODEL
4HEY HAVE BECOME DINOSAUR FANS
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7RITE THE VERB IN THAT CORRECTLY COMPLETES EACH SENTENCE
/UR CLASS HAS WENT WENT TO A MUSEUM OF NATURAL HISTORY
7E SAW SEEN MODELS OF MANY KINDS OF DINOSAURS
%VERYONE HAS BECAME BECAME INTERESTED IN THESE
GIANT ANIMALS
.OW WE ARE DOING ARE DONE PROJECTS ABOUT DINOSAURS
+YLE HAS WROTE IS WRITING A REPORT ON VELOCIRAPTORS
(EATHER HAS BEGAN HAS BEGUN A BOOK ABOUT DINOSAURS
3HE BOUGHT BUYED IT AT THE MUSEUM
!LWAYS *ORGES HAS BEEN HAS BE A DINOSAUR NUT
(E IS MADE IS MAKING A MODEL OF A TRICERATOPS
) NOW KNOWN KNOW MUCH MORE ABOUT DINOSAURS
4HE MODELS FREEZE FROZEN THE IMAGES OF DINOSAURS IN
YOUR MIND
) THOUGHT HAS THOUGHT DINOSAURS WERE FASCINATING AND
) WAS RIGHT
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7RITE THE LETTER OF THE VERB THAT COMPLETES EACH SENTENCE
<gVbbVg
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7RITE PRESENT PRESENT PARTICIPLE PAST OR PAST PARTICIPLE TO IDENTIFY
WHICH PRINCIPAL PART THE UNDERLINED VERB IS
3OME ARTISTS MAKE MODELS OF ANIMALS FOR MUSEUMS
!S THEY WORK THEY ARE SEEING
G WHAT THE lNISHED MODEL WILL LOOK
LIKE
4HEY KNOW WHAT THE ANIMALS SKELETON IS LIKE
"EFORE THEY START THEY HAVE THOUGHT
G ABOUT EACH STEP
4HEIR TASK IS NO LESS THAN TO FREEZE THE ANIMAL IN TIME AND SPACE
3CIENTISTS HAVE WRITTEN THEIR BELIEFS ABOUT THE ANIMAL
!RE YOU GOING
G G TO THE DINOSAUR EXHIBIT
7E WERE THERE LAST WEEK
7E THOUGHT
G LONG AND HARD ABOUT THE EXHIBIT
7HAT THOSE ARTISTS DID IS TRULY MIRACULOUS
7RITE THE SENTENCE USING THE FORM OF THE UNDERLINED VERB INDICATED
IN
4ESS BECOME AN EXPERT ON DINOSAURS PRESENT PARTICIPLE
! YEAR AGO SHE KNOW VERY LITTLE ABOUT THEM PAST
4HEN SHE BECOME A FAN OF THE ANCIENT CREATURES PAST
3HE MAKE EVERY EFFORT TO LEARN ABOUT THEM PAST
3INCE THEN SHE WRITE MANY REPORTS ON DINOSAURS PAST
PARTICIPLE
3HE ALSO MAKE MANY DRAWINGS OF THEM PAST PARTICIPLE
4ESS EVEN THINK
K ABOUT A CLASS AT THE UNIVERSITY PRESENT
PARTICIPLE
) KNOW FEW PEOPLE AS DETERMINED AS 4ESS PAST PARTICIPLE
<gVbbVg
.) +)X*)+
L]ViBV`ZhVEVgV\gVe]4
! PARAGRAPH IS ORGANIZED AROUND ONE MAIN IDEA
! TOPIC SENTENCE OFTEN EXPRESSES THAT MAIN IDEA
/THER SENTENCES GIVE SUPPORTING DETAILS TO DEVELOP
THE MAIN IDEA 3ENTENCES IN A PARAGRAPH SHOULD BE
ARRANGED IN A LOGICAL ORDER 5SE CONNECTING WORDS
SUCH AS FOR EXAMPLE THEN IN ADDITION AND HOWEVERR TO
SHOW HOW THE SENTENCES ARE RELATED TO EACH OTHER
2EAD THE SENTENCES $ECIDE ON A LOGICAL ORDER FOR THEM 7RITE THE
NUMBERS FOR THE SENTENCES IN THE ORDER YOU WOULD PLACE THEM IN A
PARAGRAPH #IRCLE THE NUMBER OF THE TOPIC SENTENCE
! SMALL EXACT MODEL OF THE DINOSAUR IS CREATED IN CLAY
3HE CREATES A HARD MOLD AROUND THE CLAY DINOSAUR SHAPE
4HE CONCRETE DINOSAUR IS HELD IN PLACE BY A METAL SKELETON AND
STONE FOUNDATION
4HE SCULPTOR USES THE SMALL MODEL AS A GUIDE TO MAKE A LIFE SIZE
CLAY MODEL
"UILDING A LIFE SIZE MODEL OF A DINOSAUR IS A MONUMENTAL TASK
4HIS HOLLOW MOLD IS USED TO CREATE A CONCRETE CASTING OF THE
DINOSAUR
Lg^i^c\
.) + %$&
;ZVijgZHidgn
! FEATURE STORY IN A NEWSPAPER TELLS ABOUT AN INTERESTING
EVENT OR PERSON )TS PURPOSE IS TO INFORM AND ENTERTAIN !
FEATURE STORY NEEDS A CATCHY LEAD )TS PARAGRAPHS SHOULD BE
LOGICALLY DEVELOPED AND INCLUDE LIVELY DETAILS
4HE FEATURE STORY THAT FOLLOWS WAS PUBLISHED IN A
NEWSPAPER IN
?DEI7KHI?I7FF;7HT=7?D
FF =
,EAD GRABS
I9KBFJEHI:H;7CE<7CKI;KC<?BB;:M?J>:?DEI7KHI
F
ATTENTION WITH A
SURPRISING DETAIL M7I8HEA;D7D:8KH?;:B7IJD?=>J{B?J;H7BBO#?<;
= O I?P;
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O F
7MA?DIM;H;87I>;:JEF?;9;I
F
7MA?DIM>E97C;JEJ>;,D?J;:*J7J;I?D
0ARAGRAPH TELLS ?I<7CEKI<EH>?I=?7DJCE:;BIE<|J;HH?8B;B?P7H:I
= }
ABOUT SCULPTORS .EHA?D=<HEC8ED;IE<J>;;NJ?D9J8;7IJI7MA?DI
=
UNUSUAL WORK >7:9EDIJHK9J;:B?<; I?P;IJ7JK;IE<:?DEI7KHIIK9>7I
J>; <EEJ BED=?=K7DE:ED
= =
+>;FK8B?9M7I;7=;HBO7M7?J?D=J>;KDL;?B?D=7JJ>;
F = O = =
EF;D?D=E<7IF;9?7BCKI;KC?D%;M0EHA
F = F +>7J>EF;M7I
F
1UOTE BY SCULPTOR :;IJHEO;:M>;DKDADEMDL7D:7BI8HEA;?DJE7MA?DII
O
ADDS INTEREST AND
IJK:?EB7IJD?=>J
= +>;;DH7=;:I9KBFJEHI7?:|+>?I?I
= F
CAPTURES MOOD OF
OUTRAGE 7M<KB+>;I;9H;7J?EDI97DDEJ8;H;FB79;:
F EM9EKB:
7DOED;:;IJHEOJ>;C}
O O
&INAL SENTENCE
CONCLUDES STORY L;DJ>;F?;9;IE<J>;IJ7JK;I7H;C?II?D=
F = #?A;
AND GIVES READER J>;:?DEI7KHIJ>;OH;FH;I;DJ;:J>;IJ7JK;I>7L;
O F
SOMETHING TO :?I7FF;7H;:<HECJ>;<79;E<J>;7HJ>
FF
THINK ABOUT
Lg^i^c\
IgdjWaZhdbZKZgWh
3OME PAIRS OF VERBS ARE CONFUSING BECAUSE THEY HAVE SIMILAR
MEANINGS OR BECAUSE THEY LOOK ALIKE
) SIT IN THE FRONT ROW AT THE GOSPEL AND BLUES CONVENTION PAST
3OMEONE HAD SET A PROGRAM ON EVERY SEAT PAST PARTICIPLE
! CREW HAD LAY
Y A PLATFORM STAGE ON THE mOOR PAST PARTICIPLE
4HE LEAD SINGER HAD LIE DOWN FOR A SHORT NAP PAST PARTICIPLE
)F YOU LEAVE YOUR SEAT YOU LOST IT PAST
5SHERS LET NO ONE IN AFTER THE PERFORMANCE STARTED PAST
! TALL WOMAN IN A HAT HAD SIT IN FRONT OF ME PAST PARTICIPLE
)F SHE HAD SET THAT HAT ASIDE ) WOULD HAVE BEEN ABLE TO SEE
BETTER PAST PARTICIPLE
)F SOMEONE HAD LEFT ) COULD HAVE MOVED PAST PARTICIPLE
&INALLY THE WOMAN LAY
Y HER HAT ON HER LAP PAST
<gVbbVg
7RITE THE VERB THAT CORRECTLY COMPLETES THE SENTENCE 5SE CONTEXT TO
HELP YOU DECIDE WHICH VERB IS NEEDED
"REE SAT SET WITH HER MOM AND DAD
4HE BABY LAY LAID IN THE STROLLER SLEEPING
"REE LAY LAID HER PROGRAM ON HER LAP
$AD HAD SAT SET THE PICNIC BASKET ON THE GROUND
-OM HAD LAID LAIN DOWN ON THE PICNIC BLANKET FOR A
QUICK NAP
"REE WAS GLAD HER PARENTS HAD LEFT LET HER STAY UP FOR
THE CONCERT
4HE BANDLEADER LEFT LET THE PODIUM
4HE MUSICIANS STOOD TO TAKE A BOW AND THEN SAT SET
DOWN AGAIN
3INCE NO ONE HAD LEFT LET THE BAND PLAYED AN ENCORE
4HE AUDIENCE WOULDNT LEAVE LET THEM STOP PLAYING
"ECAUSE WE SAT SET ON THE GROUND FOR TWO HOURS IT WAS HARD
TO GET UP
7E SHOULD NOT HAVE LEFT LET OUR LAWN CHAIRS AT HOME
#HOOSE THE FORM OF LIE OR LAYY INDICATED IN 5SE THE CHART TO HELP
YOU 7RITE THE SENTENCE
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE VERB THAT CORRECTLY COMPLETES EACH SENTENCE
<gVbbVg
GZk^Zl
#OMPLETE THE CHART 7RITE THE MISSING VERB TENSES FOR EACH VERB
0RESENT 0AST 0AST 0ARTICIPLE
LEFT
LET
LAY
HAVE LAIN
HAVE SAT
SET
<gVbbVg
.) +)X*)+
JhZHeZX^[^XLdgYh
)N A DESCRIPTION USE SPECIlC WORDS TO HELP YOUR
READER SEE WHAT YOU ARE DESCRIBING &OR EXAMPLE
INSTEAD OF ARTT USE PAINTINGG OR SCULPTURE )NSTEAD OF GOOD
USE SKILLFUL OR HONORABLE
2EAD THE GENERAL PHRASE AND THE SPECIlC PHRASE THAT IS SUBSTITUTED ON
THE RIGHT 7RITE ANOTHER PHRASE THAT USES SPECIlC WORDS TO CREATE A
VIVID PICTURE
'ENERAL 3PECIlC
A GOOD FATHER A STRICT BUT AFFECTIONATE FATHER
ENJOYABLE MUSIC A PEPPY SALSA SONG
A NICE TIME AN EXCITING AFTERNOON AT THE
WATER PARK
AWESOME TALENT CLEAR )RISH TENOR
PRETTY SCENERY TOWERING PEAKS IN A PURPLE HAZE
A SCARED PUP A TINY BROWN POODLE COWERING
UNDER A CHAIR
INTERESTING INFORMATION AN EXCITING INSPIRING SPEECH
A BORING MOVIE A REAL SNOOZE FEST OF A lLM
A HELPFUL PERSON A FRIENDLY KNOWLEDGEABLE SALESCLERK
A NEW FOOD CRISP RICE NOODLES WITH PAN FRIED
SHRIMP
Lg^i^c\
WRITING MODEL
Description
A description helps readers visualize a place, person,
or thing. It creates a word picture using vivid sense
words and images. A description may use strong
details to create a feeling, such as happiness or fear. It
can be organized by space order (for example, top to
bottom) or by senses (for example, smell, sight, taste).
Writing 133
EgZedh^i^dchVcYEgZedh^i^dcVaE]gVhZh
! PREPOSITION BEGINS A GROUP OF WORDS CALLED A PREPOSITIONAL
PHRASE 4HE NOUN OR PRONOUN THAT FOLLOWS THE PREPOSITION IS
CALLED THE OBJECT OF THE PREPOSITION 0REPOSITIONAL PHRASES
PROVIDE DETAILS ABOUT THE REST OF THE SENTENCE
#OMMON 0REPOSITIONS
ABOUT AROUND BY INTO OVER UNTIL
ABOVE AT DOWN NEAR THROUGH UP
ACROSS BEFORE FOR OF TO WITH
AFTER BELOW FROM ON TOWARD
AGAINST BETWEEN IN ONTO UNDER
<gVbbVg
7RITE THE PREPOSITIONAL PHRASE IN EACH SENTENCE 7RITE 0 ABOVE THE
PREPOSITION 7RITE / ABOVE THE OBJECT OF THE PREPOSITION
4WO OF MY FAVORITE ANIMATED lLMS ARE 3HREK AND 4HE )NCREDIBLES
4HE OGRE 3HREK IS KIND AT HEART
3HREKS SWAMP IS CROWDED WITH ANNOYING FAIRY TALE CHARACTERS
4HEY ARE THERE AGAINST THEIR WILL
,ORD &ARQUAAD SENDS 3HREK TO A FAR OFF CASTLE
4HE BEAUTIFUL 0RINCESS &IONA MUST BE RESCUED FROM A
lRE BREATHING DRAGON
&IONA HAS A SECRET HOWEVER THAT CAUSES MORE TROUBLE FOR 3HREK
4HE CHARACTERS SEEM REAL AND LOVABLE TO ME
4HEY MADE ME CARE ABOUT THEM
7HICH CHARACTER IN THE MOVIE IS YOUR FAVORITE
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE PREPOSITION THAT CORRECTLY COMPLETES EACH
SENTENCE IN THE PARAGRAPH
! UNTIL # IN ! DOWN # BY
" BEFORE $ UNDER " TO $ UNDER
<gVbbVg
GZk^Zl
7RITE 0 IF THE UNDERLINED WORD IS A PREPOSITION 7RITE / IF IT IS THE
OBJECT OF THE PREPOSITION
(AVE YOU EVER MADE A mIP BOOK FOR FUN
! mIP BOOK CONSISTS OF A SERIES OF HAND DRAWN PICTURES
%ACH PICTURE PLACES THE lGURE IN A SLIGHTLY DIFFERENT PLACE
9OU CAN mIP THROUGHG THE PICTURES QUICKLY
4HE lGURE APPARENTLY MOVES FROM ONE PLACEP TO ANOTHER
4HIS IS A CRUDE SORT OFF ANIMATION
%ARLY CARTOONS WERE ALL HAND DRAWN BY Y SKILLFUL ARTISTS
)T TOOK HUNDREDS OF DRAWINGS TO MOVE A CHARACTER ACROSS
THE SCREEN
%ACH ONE WAS CAREFULLY TRANSFERRED ONTO CELLULOID
4HESE ARTISTS CAME AMAZINGLY CLOSE TO PERFECTION
P
&OR YEARS THE NAME $ISNEY WAS IDENTIlED WITH ANIMATION
7ALT $ISNEY WAS A PIONEER IN THE lELD OF ANIMATED MOVIES
-ICKEY -OUSE lRST APPEARED ON THE SCREEN IN WITH THE
PREMIERE OF 3TEAMBOAT 7ILLIE
4HE WORLD WOULD SOON FALL IN LOVE WITH THE LITTLE MOUSE
4HE lELD OF ANIMATION HAS GROWN AND CHANGED TREMENDOUSLY
OVER TIME
4HE ROLE OF COMPUTERS IN ANIMATION HAS EXPANDED GREATLY IN
RECENT YEARS
!LTHOUGH 7ALT $ISNEY HAS DIED HIS NAME CONTINUES IN THE lLMS
STILL PRODUCED BY HIS COMPANY
4HE ANIMATED lLMS MADE BY OTHER COMPANIES HAVE COMPETED
SUCCESSFULLY WITH $ISNEYS lLMS
<gVbbVg
WRITER’S CRAFT
Parallelism
If a sentence has two or more parts that are
alike, those parts should have the same form or
pattern. Parallel structure refers to the pattern, or
organization, of similar sentence parts, such as verbs,
nouns, and prepositional phrases.
138 Writing
WRITING MODEL
Writing 139
HjW_ZXiVcYDW_ZXiEgdcdjch
! SUBJECT PRONOUN IS USED IN THE SUBJECT OF A SENTENCE
3INGULAR SUBJECT PRONOUNS ARE ) YOU HE SHE AND IT 0LURAL
SUBJECT PRONOUNS ARE WE YOU AND THEY 7HEN YOU USE A
PERSONS NAME AND A PRONOUN IN A COMPOUND SUBJECT BE
SURE TO USE A SUBJECT PRONOUN
7E INVENTED AN IMAGINARY COUNTRY )T IS FAR AWAY
,IZ AND ) PLANNED A TRIP THERE
<gVbbVg
7RITE THE CORRECT PRONOUN OR PRONOUNS IN TO COMPLETE EACH
SENTENCE
3HE (ER AND ) ME WOULD LIKE TO LIVE ON ANOTHER WORLD
/UR FRIENDS AND WE US PRETEND TO BE SHIPWRECKED ON A
REMOTE ISLAND
4HE NATIVES HAVE A CIVILIZATION THAT IS STRANGE TO SHE HER AND
) ME
3TRANGE DEERLIKE ANIMALS GIVE THEY THEM MILK AND MEAT
4HE KING AND QUEEN DO NOT EXPECT THEIR SUBJECTS TO PROVIDE
SERVICE FOR THEY THEM
)NSTEAD HE HIM AND HER SHE GIVE GIFTS TO THEIR SUBJECTS
*AN AND ) ME BECOME INVENTORS IN THIS WORLD
/UR MARVELOUS INVENTIONS BRING US WE MANY HONORS
4HE ROYAL FAMILY PRESENTS A MEDAL TO HER SHE AND ) ME
4HEY 4HEM AND US WE SIT DOWN TO A ROYAL FEAST
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE PRONOUN THAT CORRECTLY COMPLETES EACH
SENTENCE
<gVbbVg
GZk^Zl
7RITE 3 IF THE UNDERLINED WORD IS A SUBJECT PRONOUN 7RITE / IF THE
WORD IS AN OBJECT PRONOUN
)T IS HELPFUL TO BE ADAPTABLE
$AD ADAPTS WELL SO A NEW SITUATION DOESNT BOTHER HIM
-Y PARENTS SAY THAT THINKING hON OUR FEETv IS IMPORTANT
FOR US
9OU AND ) WILL HAVE TO ADAPT TO CHANGE
'OING TO A NEW SCHOOL SOUNDS SCARY TO ME
7E CAN HELP EACH OTHER ADAPT
3ERENA LOST HER MONEY AND SHE NEEDED TO CALL HER MOM
AFTER THE MOVIE
,EE LOANED HER A CELL PHONE SO THATS HOW 3ERENA ADAPTED
<gVbbVg
WRITER’S CRAFT
Imagine you are writing a letter to a story character. Write the letter
of the text that matches each story character.
1. Goldilocks from Goldilocks and the Three Bears
2. Jack from Jack and the Beanstalk
3. Hansel and Gretel
4. Sleeping Beauty
5. Cinderella
A Trading the cow for beans sounded like a stupid move, but it was
actually brilliant. How did you know the beans were magic?
B What I’d really like to know is did you have any dreams while you were
asleep all that time? Did you mind missing out on so many years?
C My stepmother makes me do a lot of work around the house too.
My little sisters just play. No fair!
D Furthermore, our son’s bed must be replaced. Didn’t your parents
teach you to respect other people’s property?
E You two were very clever to outwit
that nearsighted witch. How did
you get the courage to shove her in
the oven?
144 Writing
WRITING MODEL
E-mail
An e-mail is an electronic letter (usually a brief,
friendly message) sent by computer. Although an
e-mail is often informal, you should still use correct
grammar, spelling, and punctuation.
Brad Student
Writing 145
EgdcdjchVcY6ciZXZYZcih
! PRONOUN TAKES THE PLACE OF A NOUN OR NOUNS !N
ANTECEDENT OR REFERENT IS THE NOUN OR NOUNS TO WHICH THE
PRONOUN REFERS ! PRONOUN AND ITS ANTECEDENT MUST AGREE IN
NUMBER AND GENDER
<gVbbVg
7RITE THE ANTECEDENT IN EACH ITEM 4HEN WRITE THE PRONOUN IN
THAT MATCHES THE ANTECEDENT
-USCLES NEED EXERCISE TO GIVE IT THEM PROPER TONE
-USCLE TONE IS IMPORTANT )T 4HEY MEANS MUSCLES HAVE
NORMAL TENSION AND RESPOND WELL
$AD GETS EXERCISE BY PLAYING GOLF (E )T USES HIS ARMS AND LEGS
WHILE HE PLAYS
-OM WALKS AND JOGS $AILY EXERCISE HAS MADE HER THEM STRONG
AND ENERGETIC
) LIKE TO PLAY SOCCER AND BASKETBALL 4HEY 7E REQUIRE PLENTY OF
PHYSICAL EXERTION
!LL CHILDREN NEED PLENTY OF CALCIUM $AIRY PRODUCTS AND LEAFY
GREEN VEGETABLES WILL GIVE HER THEM CALCIUM
#ALCIUM MAKES THE BONES STRONG )T 4HEY ALSO HELPS THE BODY
IN OTHER WAYS
(ANNAH DRINKS A GLASS OF MILK WITH LUNCH 3HE )T LIKES MILK
WITH COOKIES TOO
-R #AUSY BROUGHT A DIAGRAM WITH HIM IT TO EXPLAIN ABOUT
DIET AND lTNESS
! HEALTHY DIET DOES NOT HAVE TO BE BORING )T 4HEY CAN BE
DELICIOUS TASTY AND COLORFUL
5SE EACH NOUN PRONOUN PAIR TO WRITE A SENTENCE OR TWO "E SURE THE
NOUN IS THE ANTECEDENT FOR THE PRONOUN IN EACH PAIR
MUSCLES THEY
DIETICIAN SHE
NUTRIENTS THEM
ATHLETE SHE
HANDICAP IT
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE PRONOUN THAT CORRECTLY
COMPLETES EACH SENTENCE
<gVbbVg
GZk^Zl
7RITE THE ANTECEDENT OF THE UNDERLINED PRONOUN IN EACH SENTENCE OR
PAIR OF SENTENCES
.ERVE CELLS ARE UNIQUE 4HEY
Y ARE CALLED NEURONS
4HESE SPECIAL CELLS SEND AND RECEIVE MESSAGES 4HEY
Y USE
ELECTRICITY AND CHEMICALS TO DO THIS
+IM DREW A PICTURE OF A NEURON 3HE LABELED ITS PARTS
!N AXON IS LONG AND SLENDER )T CARRIES THE MESSAGE AWAY FROM
THE CELL BODY
-R (ARRIS LIKED THE DRAWING +IM MADE AND GAVE HER AN ! ON IT
9OUR BRAIN CONTAINS BILLIONS OF NEURONS )T IS THE hMASTERMINDv
OF YOUR NERVOUS SYSTEM
.ERVES BRANCH TO ALL PARTS OF YOUR BODY 4HE BRAIN
CONTROLS THEM
<gVbbVg
.) +)X*)+
:aVWdgVi^dc
7RITING CAN BE UNDEVELOPED OR UNCLEAR IF THE WRITER
DOES NOT ELABORATE HIS OR HER IDEAS %XACT NOUNS
VERBS AND VIVID SENSORY DETAILS CAN MAKE WRITING
FRESH AND CLEAR
Lg^i^c\
.) + %$&
?djgcVa:cign
! JOURNAL IS A PLACE TO hTHINK OUT LOUDv ON PAPER )N A JOURNAL
ENTRY YOU CAN DESCRIBE WHAT HAPPENED DURING YOUR DAY EXAMINE
YOUR FEELINGS OR EXPLORE AN IDEA *OURNAL WRITING CAN HELP YOU
MAKE DISCOVERIES ABOUT YOURSELF AND THE WORLD
$7H9>
+E:7O O H;7:7D7HJ?9B;78EKJ9>?B:H;DM?J>
7RITER EXAMINES 9;H;8H7BF7BIO'
F O J<?HIJ <;BJIEHHO<EHJ>;I;
O
FEELINGS ABOUT KIDS
WITH CEREBRAL PALSY A?:I C7=?D;DEJ8;?D=78B;JEM7BA7D:HKDB?A;
= =
EJ>;HA?:I:E +>;IJH;J9>?D=;N;H9?I;IJ>;OCKIJ:E
= O
JE>;BFJ>;CCEL;7H;F7?D<KB
F F DOF>OI?97B79J?L?JO
OF O O
$ETAILS ELABORATE BY J7A;IBED=;HJ>7DDEHC7B7D:?ICEH;:?<<?9KBJ<EH
=
GIVING REASONS FOR
J>;CJ>7D?J?I<EHC; +>;OC7O7BIED;;:EF;H7J?EDI
O O F
FEELINGS
7D:IF;9?7BC;:?9?D;I
F
MED:;H?< MEKB:8;9>;;H<KB7D:IJHED=B?A; =
J>;I;A?:I7H;?< >7:J>;?HFHE8B;CI
F JH?;:DEJ
7RITER MAKES J7BA?D=<EHJ>?HJOC?DKJ;IJE:7O7D:?JD;7HBO:HEL;C;
= O O O
DISCOVERY ABOUT SELF
THROUGH ELABORATION 9H7PO
O J>?DA?<?JM7I>7H:<EHC;JE9ECCKD?97J;
MEKB:I7OJ>;CEIJ?CFEHJ7DJJ>?D=I<?HIJ{B?A;|J>7DA
O F =
OOEK}7D:| BEL;OEKO }
+>;CEH; J>?DA78EKJJ>;'A?:IJ>;CEH;
7RITERS VIEWPOINT
HAS CHANGED 7:C?H;J>;C +>;OMEHAIE>7H:
O +>;O;D:KH;F7?D7D:
O F
<79;J>;9>7BB;D=;E<8;?D=:?<<;H;DJ
= = +>;OM?BBD;L;H
O
>7L;J>;<H;;:ECE<CEL;C;DJ >7L; 0;J?DJ>;F?9JKH;I F
?DJ>;7HJ?9B;J>;OBEEAIE>7FFO+>;O>7L;J>7J|0EK
O FFO O
8;J 97D>7D:B;?J}7JJ?JK:;J>7J=;JIJ>?D=I:ED;
= =
Lg^i^c\
EdhhZhh^kZEgdcdjch
0OSSESSIVE PRONOUNS SHOW WHO OR WHAT OWNS OR POSSESSES
SOMETHING -Y MINE YOUR YOURS HER HERS HIS ITS OUR OURS
THEIR AND THEIRS ARE POSSESSIVE PRONOUNS
<gVbbVg
Replace the underlined words or phrases with possessive pronouns.
Rewrite the sentences.
1. Every living thing must adapt to every living thing’s
surroundings.
2. Plants are even more affected by plants’ surroundings than
animals are.
3. Grandpa has a cactus garden in Arizona; the largest cactus in
the neighborhood is Grandpa’s.
4. Because Arizona is a desert, Arizona’s climate is hot and dry.
5. Mary and I observed desert plants and animals on Mary’s and
my vacation.
6. A cactus has few or no leaves, so the desert sun cannot
evaporate all the cactus’s water.
7. Some desert plants tap water from deep underground with the
desert plants’ long roots.
8. The guide advised the hikers to take along canteens, but Dorie
and Ed forgot Dorie’s and Ed’s.
Grammar 153
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE PRONOUN THAT CORRECTLY COMPLETES
EACH SENTENCE
<gVbbVg
GZk^Zl
7RITE THE POSSESSIVE PRONOUN THAT COULD REPLACE THE UNDERLINED
POSSESSIVE NOUN OR NOUN PHRASE 5SE EACH PRONOUN ONLY ONCE
<gVbbVg
.) +)X*)+
BddY
4HE MOOD OF A STORY IS THE OVERALL FEELING IT CREATES FOR
THE READER &OR EXAMPLE THE MOOD MAY BE HUMOROUS
SERIOUS OR SUSPENSEFUL $ESCRIPTIVE DETAILS DIALOGUE
AND TONE HELP CREATE MOOD
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.) + %$&
Hidgn6WdjiVc6c^bVa
! STORY TELLS ABOUT AN EVENT OR HOW CHARACTERS SOLVE A PROBLEM
)T HAS A BEGINNING MIDDLE AND END $IALOGUE STYLE AND TONE ARE
TOOLS THAT A WRITER USES TO GIVE A STORY A CERTAIN FEELING OR MOOD
&OR EXAMPLE THE MOOD MIGHT BE HUMOROUS OR SUSPENSEFUL
+>;$?II?D=7J
=
| 97DJ<?D:;7H}9H?;:!KD; ;7HM7I!KD;I
>7B< = =HEMDA?JJ;D ?ID7C;97C;<HEC>?I>78?JE<
$ESCRIPTIVE DETAILS
CREATE A HUMOROUS :?I7FF;7H?D=?DJE8EN;I7D:87=I7D:KD:;H8;:I
FF = =
PICTURE ;MEKB:IB;;FF;79;<KBBO?DJ>;:7HAM>?B;J>;M>EB;
FF O
<7C?BO97BB;:7D:I;7H9>;:
O ?D7BBO>;MEKB:I7KDJ;H
O
EKJO7MD?D=8B?II<KBBO
O = O !KD;:;9?:;:J>7JJ>;97JM7I
?D<79J>?8;HD7J?D= = +>;I;>?:;O>EB;IM;H;7I9BEI;JE
O
797L;7I>;9EKB:=;J =
$IALOGUE SOUNDS
$EC7IA;:|7L;OEKBEEA;:?D>?I<7LEH?J;97L;I}
O
NATURAL
|&<9EKHI;$EC}!KD;=HE7D;:
= |.>;H;97D>;8;}
+>;OI7J7JJ>;A?J9>;DJ78B;7D:J>EK=>J
O = +>;D
J>;O>;7H:7J?DOI9H7J9>?D=IEKD:
O O = JM7I9EC?D=
=
<HECED;E<J>;:H7M;HI*EC;>EM;7H>7:
IGK;;P;:>?IM7O?DJE7A?J9>;D:H7M;H
G O %EM>;M7I
>7FF?BOM;:=;:?DJEJ>;J?D?;IJ97L;O;J
FF O = O
%NDING CREATES
A MEMORABLE ?D7BBO!KD;7D:$EC=EJ;7HKDIJK9A
O
O = ;M7BA;:
HUMOROUS IMAGE 7M7OJ7?B?DJ>;7?H7I?<>;:@KIJ9>;9A;:EKJE<7
O @
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! DIVE TO THE OCEAN FLOOR TAKES YOU TO ANOTHER WORLD
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4HIS CLASSROOM IS BRIGHTER THAN THAT ONE ACROSS THE HALL
4HESE STUDENTS AT OUR TABLE ARE MY FRIENDS 4HOSE
STUDENTS OVER THERE ARE NEW
s $O NOT USE HERE OR THERE AFTER THIS THAT THESE OR THOSE
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s $O NOT USE THEM IN PLACE OF THOSE
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4HOSE SUNSET IS COLORFUL
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4HIS HERE SUNSET REMINDS ME OF THE ONE WE SAW FROM THE PLANE
4HEM PICTURES OF SPACE WERE TAKEN BY THE (UBBLE TELESCOPE
4HESE PHOTOGRAPH OF THE MOONS OF 3ATURN IS ESPECIALLY
INTERESTING
4HAT THERE STACK OF MAGAZINES ON THE SHELF SHOWS MORE PICTURES
OF SPACE
(AVE YOU EVER THOUGHT ABOUT TRAVELING INTO THOSE TERRITORY
4HEM BRAVE MEN AND WOMEN WHO FLY IN SPACE MUST SEE OUR
WORLD WITH DIFFERENT EYES
4HAT ASTRONAUTS MAY NOT GET A CHANCE TO GO INTO SPACE
4HEY WERE WILLING TO WAIT FOR THAT OPPORTUNITY
3PACE TRAVEL BRINGS EXCITING NEW TECHNOLOGY TO THE WORLD 5SE THE
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THESE LIGHTER THAN AIR SHOES
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THAT PERSONAL SPACE VEHICLE
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4HIS 4HESE AIRCRAFT IS CALLED A HELICOPTER
$O YOU SEE THEM THOSE ROTOR BLADES ON THE TOP
7HEN THEY SPIN THESE THESE HERE BLADES PROVIDE LIFT
4HOSE THOSE THERE ROTOR BLADES ON THE TAIL PREVENT THE
HELICOPTER FROM SPINNING OUT OF CONTROL
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EQUAL AND OPPOSITE REACTION
4HE MAIN ROTORS WANT TO SPIN THE AIRCRAFT ONE WAY BUT THEM
THOSE REAR ROTORS CREATE A FORCE IN THE OPPOSITE DIRECTION
) THINK THIS HELICOPTER IS MORE DIFFICULT TO FLY THAN THAT THAT
THERE PLANE
4O FLY THIS THESE MACHINES A HELICOPTER PILOT MUST MANAGE
THREE SETS OF CONTROLS AT ONCE
4HIS 4HESE FACT MAKES FLYING A HELICOPTER A CHALLENGE FOR THE
MOST SKILLED PILOT
9OU CAN RIDE IN THAT THOSE HELICOPTER AT THE COUNTY FAIR FOR
TWENTY FIVE DOLLARS
#ORRECT ANY MISTAKES IN THE USE OF THIS THAT THESE AND THOSE 7RITE
EACH SENTENCE CORRECTLY
4HEM HELICOPTERS ARE USED BY BROADCASTERS TO MONITOR TRAFFIC
$ID YOU KNOW THAT THESE HERE AIRCRAFT DID NOT BECOME COMMON
UNTIL THE S
)N A PILOT FLEW A HELICOPTER FOR THE FIRST TIME BUT THOSE
FLIGHT OF HIS LASTED ONLY A FEW SECONDS
4HAT THERE CRAFT CRASHED BUT THEN ADVANCES CAME QUICKLY
4ODAY THIS ODD LOOKING CRAFTS OFTEN CAN BE SEEN IN THE SKY
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.) +)X*)+
JhZFjdiVi^dch
1UOTATIONS ARE A PERSONS EXACT WORDS IN PRINT 'OOD WRITERS
USE QUOTATIONS TO ADD INTEREST AND DEVELOP CHARACTER
#HOOSE THE QUOTATION FROM THE BOX THAT BEST FITS EACH
PARAGRAPH 7RITE THE QUOTATION CORRECTLY
Lg^i^c\
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7^d\gVe]^XVaH`ZiX]
! BIOGRAPHICAL SKETCH FOCUSES ON A HIGH POINT OR
AN ACHIEVEMENT IN A PERSONS LIFE )T INCLUDES KEY FACTS
AND DESCRIPTIONS THAT CHARACTERIZE THE PERSON
);79>?D=<EHJ>;*J7HI
=
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$ESCRIPTIVE DETAILS
CHARACTERIZE /CHOA ?IF7D?9C;H?97DMEC7DJE=E?DJEIF79;
F = F &9>E7I
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READERS FOLLOW
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= = F
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=
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IF79;7BJ>EK=>I>;C?II;I>;H<7C?BO
F = O 79AED7HJ>
1UOTATION BY
I>;>7I8;9EC;7HEB;CE:;B<EHA?:I *>;I7OI| O JI
/CHOA SUMMARIZES
HER INSPIRATIONAL ?CFEHJ7DJJ>;OADEMJ>7J?<J>;OMEHA>7H:J>;O97D
F O O O
LIFE AND ATTITUDE 8;7D:799ECFB?I>M>7J;L;HJ>;OM7DJ
F O }
Lg^i^c\
8dbeVgVi^kZVcYHjeZgaVi^kZ6Y_ZXi^kZh
#OMPARATIVE ADJECTIVES ARE USED TO COMPARE TWO PEOPLE PLACES
THINGS OR GROUPS !DD ERR TO MOST SHORT ADJECTIVES TO MAKE THEIR
COMPARATIVE FORMS 5SE MOREE WITH LONGER ADJECTIVES 3UPERLATIVE
ADJECTIVES ARE USED TO COMPARE THREE OR MORE PEOPLE PLACES
THINGS OR GROUPS !DD ESTT TO MOST SHORT ADJECTIVES TO MAKE THEIR
SUPERLATIVE FORMS 5SE MOSTT WITH LONGER ADJECTIVES
!DJECTIVE #OMPARATIVE 3UPERLATIVE
STRANGE STRANGER STRANGEST
TERRIBLE MORE TERRIBLE MOST TERRIBLE
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7RITE THE FORMS OF THE ADJECTIVES IN THAT CORRECTLY COMPLETE THE
SENTENCES
4HIS IS THE GOOD BOOK ) HAVE EVER READ
)T IS EVEN EXCITING THAN WATCHING A MOVIE
) USUALLY FIND NOVELS EASY TO READ THAN NONFICTION
!S A HEROS TROUBLES GET BAD THAN BEFORE THE
INTERESTED ) BECOME
4O ME SCIENCE FICTION IS THE THOUGHT PROVOKING KIND OF
WRITING OF ALL
3CIENCE FICTION WRITERS LOOK EVEN DEEP INTO THE FUTURE
THAN SCIENTISTS
3CIENCE FICTION IS IMAGINATIVE AND LESS CONCERNED WITH
SCIENTIFIC METHOD THAN SCIENCE
)N SCIENCE FICTION EVEN THE WILD INVENTIONS OF ALL STILL
HAVE SOME BASIS IN SCIENTIFIC THOUGHT
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE ADJECTIVE FORM THAT BEST COMPLETES EACH
SENTENCE
<gVbbVg
GZk^Zl
)F THE ADJECTIVE FORMS ARE CORRECT WRITE CORRECT )F THEY ARE NOT CORRECT
WRITE THE COMPARATIVE AND SUPERLATIVE FORMS CORRECTLY
!DJECTIVE #OMPARATIVE 3UPERLATIVE
LOVELY LOVELYER LOVELYEST
SAD MORE SADDER MOST SADDEST
INCREDIBLE INCREDIBLER INCREDIBLEST
ROUGH MORE ROUGH MOST ROUGH
BAD BADDER BADDEST
LUCKY LUCKIER LUCKIEST
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.) +)X*)+
@cdlNdjg6jY^ZcXZ
"EFORE YOU WRITE ALWAYS ASK YOURSELF 7HO ARE MY
READERS (OW MUCH DO THEY KNOW ABOUT THIS SUBJECT
7HAT ARE THEIR INTERESTS 7HAT KIND OF LANGUAGE IS
APPROPRIATE FOR THEM 4HEN CHOOSE A SUBJECT WORDS
AND DETAILS SUITABLE FOR YOUR AUDIENCE
)MAGINE THAT YOUR CLASS IS GOING TO PRODUCE A PLAY 9OU WANT YOUR
CLASSMATES TO USE A DRAMATIC VERSION OF A PARTICULAR STORY 7RITE A
PARAGRAPH TO PERSUADE THEM THAT THIS STORY IS THE BEST CHOICE
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EZghjVh^kZAZiiZg
! PERSUASIVE LETTERR USES REASONS FACTS AND EXAMPLES TO
MAKE A POINT )T ALSO USES OPINIONS AND PERSUASIVE WORDS
SUCH AS MOST IMPORTANTT TO GET THE READER TO DO SOMETHING
I97F;JEJ>;KJKH;
F
;7H$?A;
7RITER USES
PERSUASIVE JI=H;7JJ>7JOEKBB>7L;J?C;JEH;7:7BEJJ>?I
= O
WORDS SHOULD IKCC;H J>?DAOEKI>EKB:9>;9AEKJI9?;D9;<?9J?ED{
O I>EKB:9>;9AEKJ
EVERYBODY
Y Y NEEDS
J>;CEIJ7M;IEC;A?D:E<8EEAI;L;H
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L;HO8E:OD;;:I
L;HO8E:OD;;:I7B?JJB;;I97F;7D:;N9?J;C;DJ
O O F
)NFORMAL
EXPRESSIONS C7=?D;@EKHD;O?D=JE$7HIEHIKHL?L?D=7D7JJ79A8O
= @ O = = O
APPEAL TO A 7=?7DJIGK?:EDJ>;E9;7D8EJJEC
= G 0EK7H;7BM7OI
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YOUNG READER
EDJ>;=EIE
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=
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FOCUS ON REASONS <KJKH; JI>EMIM>;H;D;MJ;9>DEBE=OC?=>JJ7A;
=O =
KI .>7J?<9ECFKJ;HIM;H;JEH;FB79;J;79>;HI
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2EASONS ARE IN $EIJ?CFEHJ7DJC7DOI9?;D9;<?9J?EDIJEH?;IM7HD
$EIJ?CFEHJ7DJ
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ORDER WITH THE KI78EKJEKHC?IJ7A;I DED;IJEHO;L;HOB?L?D=J>?D=
O
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INDICATED AS MOST ED7HJ>:?;I8;97KI;E<FEBBKJ?ED
F JC7:;C;J>?DA
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= O
<?9J?EDJ>H?BB;HI
0EKH<H?;D:
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Lg^i^c\
6YkZgWh
!DVERBS TELL MORE ABOUT VERBS 4HEY EXPLAIN HOW WHEN OR WHERE
ACTIONS HAPPEN -ANY ADVERBS THAT TELL HOW W END IN LY !DVERBS
CAN APPEAR BEFORE OR AFTER THE VERBS THEY DESCRIBE
(OW 4HE TIME PASSED SLOWLY
Y 4HE DOG WAITED PATIENTLY
P Y
7HEN 4RAVELERS SELDOM STOPPED 9ESTERDAY
Y THE STAGE CAME
7HERE 3ETTLERS MOVED WESTWARD 4HEY BUILT A TOWN HERE
<gVbbVg
Test Preparation
Write the letter of the word that is an adverb in each sentence.
196 Grammar
GZk^Zl
&ILL IN THE CHART 7RITE THE COMPARATIVE AND SUPERLATIVE FORMS OF
EACH ADVERB
!DVERB #OMPARATIVE 3UPERLATIVE
SADLY
HARD
SLYLY
BADLY
CHEERFULLY
FAST
QUICKLY
WELL
LONG
NOISILY
7RITE EACH SENTENCE 5NDERLINE THE ADVERB AND CIRCLE THE WORD OR
PHRASE IT TELLS MORE ABOUT /NE SENTENCE CONTAINS TWO ADVERBS
4RAPPERS FIRST TRAVELED TO THE !MERICAN 7EST
4HEY EAGERLY SOUGHT THE FURS OF BEAVERS AND MUSKRATS
4HESE FURS BROUGHT EXTRAVAGANTLY HIGH PRICES
4RAPPERS KNEW THE .ATIVE !MERICANS WELL
4HEY SOMETIMES ADOPTED THE NATIVE WAY OF LIFE
4HEIRS WAS A VERY SOLITARY EXISTENCE
4HEY KNEW THE PLANTS AND ANIMALS OF THE 7EST THOROUGHLY
"EAVERS BECAME ALMOST EXTINCT BECAUSE MILLIONS WERE TRAPPED
,ATER HUNTERS AND MILITARY SCOUTS RECKLESSLY SLAUGHTERED MOST OF
THE BUFFALO
4HE 0LAINS )NDIAN WAY OF LIFE VANISHED RAPIDLY AFTER THAT
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.) +)X*)+
HinaZ
4HE WAY YOU EXPRESS YOURSELF IN WRITING IS YOUR OWN PERSONAL
STYLE #HOOSE INTERESTING EXACT WORDS THAT ARE NATURAL TO
YOU #OMBINE SHORT CHOPPY SENTENCES TO DEVELOP YOUR STYLE
Lg^i^c\
WRITING MODEL
Ad
An ad tries to persuade a reader to buy a product
or service or to take a certain action. An ad relies on
persuasive and descriptive words to appeal to the
reader. It also provides logical and emotional reasons
why the reader should buy or act.
Wonderful Wilderton
Writer uses
Wilderton is a small, historic gem sparkling on
descriptive
words that the side of Mount Stanton. That delightful sound you
appeal to hear is a clear mountain stream rushing past your
reader’s senses.
hotel room.
Wander down Main Street and take a trip back
Details inform in time. The General Store offers calico and old-
and also suggest
fashioned ice cream sodas. Pause at Joe’s Smithy
educational value
of town. Shop and watch an expert blacksmith at his forge.
Hop on a genuine mining wagon and ride leisurely up
the mountain to the Fargo Mine. This silver mine offers
tours and tales about the heyday of silver mining.
A lively style
brings activity Then relax and enjoy the evening in one of our
to life for twelve excellent restaurants. Hoot and holler to the
readers.
rip-roaring song, dance, and comedy routines at
Sam’s Folly.
Wilderton is a fabulous reminder of the Wild West.
You definitely won’t want to leave!
Writing 199
BdY^[^Zgh
!DJECTIVES ADVERBS AND PREPOSITIONAL PHRASES ARE MODIFIERS
WORDS OR GROUPS OF WORDS THAT TELL MORE ABOUT OR MODIFY
OTHER WORDS !DJECTIVES MODIFY NOUNS AND PRONOUNS
!DVERBS MODIFY VERBS ADJECTIVES OR OTHER ADVERBS
0REPOSITIONAL PHRASES CAN ACT AS ADJECTIVES OR ADVERBS
<gVbbVg
Write each prepositional phrase. Tell whether it acts as an adverb or
an adjective by writing adv. or adj. The number in ( ) tells how many
prepositional phrases are in the sentence.
-Y COUSIN ESPECIALLY
P Y ENJOYS 7E FIND TREASURES OF ALL TYPES
YP
THE BEACH ! ADJ
! ADJ " ADV
" ADV # ADJ PREP PHRASE
# ADJ PREP PHRASE $ ADV PREP PHRASE
$ ADV PREP PHRASE
7E FOUND A WEIRD HORSESHOE
7E RIDE THERE ON OUR BIKES CRAB SHELL
! ADJ ! ADJ
" ADV " ADV
# ADJ PREP PHRASE # ADJ PREP PHRASE
$ ADV PREP PHRASE $ ADV PREP PHRASE
<gVbbVg
GZk^Zl
7RITE THE THREE MODIFIERS FROM EACH SENTENCE $O NOT INCLUDE
ARTICLES 0UT ADJECTIVES AND ADJECTIVE PHRASES IN ONE COLUMN AND
ADVERBS AND ADVERB PHRASES IN ANOTHER COLUMN
7RITE THE SENTENCES 5NDERLINE THE ADJECTIVES AND ADVERBS AND CIRCLE
THE PREPOSITIONAL PHRASES 2EWRITE THE TWO SENTENCES WITH MISPLACED
MODIFIERS CORRECTLY 4HE NUMBER IN TELLS HOW MANY MODIFIERS ARE
IN EACH SENTENCE
<gVbbVg
.) +)X*)+
I]Zh^hHiViZbZci
! THESIS STATEMENT EXPRESSES AN ESSAYS MAIN IDEA
4HE ESSAY DEVELOPS AND SUPPORTS THE IDEA
4HE STARFISH HAS NO FRONT OR BACK AND CAN MOVE IN ANY DIRECTION
WITHOUT TURNING )TS FIVE ARMS RADIATE OUT FROM THE CENTER (OWEVER
THESE APPENDAGES ARE NOT SIMPLY ARMS 4HEY CONTAIN INTERNAL ORGANS
AND CANALS THAT ARE PART OF THE STARFISHS SYSTEM FOR ATTACHING ITSELF TO
ROCKS 3TRANGER YET A STARFISH IS NOT DOOMED IF IT LOSES AN ARM OR TWO
)T CAN REGROW MISSING BODY PARTS -OST STARTLING OF ALL THE STARFISH
EATS BY TURNING ITS STOMACH INSIDE OUT AND PUSHING IT INTO ITS PREYS
SHELL )T ACTUALLY DIGESTS FOOD OUTSIDE ITS BODY
! 3TARFISH ARE ONLY ONE OF THE LARGE GROUPS OF MARINE ANIMALS
KNOWN AS ECHINODERMS
" /F ALL THE MARINE CREATURES YOU ARE LIKELY TO FIND IN A TIDE POOL
THE STARFISH IS THE MOST UNUSUAL
# 3TARFISH ARE ABLE TO REARRANGE THEIR ARMS IN ORDER TO FIT
THEMSELVES INTO SMALL OPENINGS IN OCEAN ROCKS
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%XPOSITORY WRITING EXPLAINS AND INFORMS $ECIDE
WHAT YOUR READERS NEED TO KNOW ABOUT THE SUBJECT
9OU MAY HAVE TO RESEARCH INFORMATION 3TATE THE
IMPORTANT FACTS CLEARLY /RGANIZE THE SUPPORTING
DETAILS IN A LOGICAL WAY
4HESIS STATEMENT
*;7,H9>?D
SUMMARIZES FOCUS
OF ESSAY +>;I;7KH9>?D?I7C7H?D;7D?C7BM?J>IF;9?7BM7OI
F O
3PECIFIC WORDS CREATE
E<CEL?D=<;;:?D=7D::;<;D:?D=?JI;B<
= = = +>;I;HEKD:
CLEAR PICTURE OF SEA 7D?C7BII>7L;7>7H:I>;BBM?J>C7DOI>7HFCEL78B;
O F
URCHINS BODY IF?D;I
F ;JM;;DJ>;IF?D;IOEK97DI;;J
F O J?DOJK8;<;;J
O
+>;I;7KH9>?DKI;IIK9A;HIEDJ>;I;<;;J7BED=M?J>
IK9A;HIEDJ>;I;<;;J =
?JIIF?D;IJECEL;?JI;B<IBEMBO7BED=J>;E9;7D<
F CEL;?JI;B< O = BEEH
*F?D;I7D:JK8;<;;J7BIE>;BFJ>;KH9>?D>EB:<EE:
F F >EB:<EE:
0ARAGRAPHS DISCUSS
MOVEMENT FEEDING JICEKJ>?IED?JI8EJJECI?:; +>?I?ICEH;9EDL;D?;DJ
AND DEFENDING IN J>7D?JIEKD:I +>;KH9>?D97DKI;?JIJ;;J>JEI9H7F; F
ORDER GIVEN IN THESIS
STATEMENT FB7DJC7JJ;H<HECHE9AI J97D;L;DI9H7F;7>EB;?D
F F
7HE9AM>;H;?J97D>?:;<HEC?JIFH;:7JEHI
F
<OEKIJ;FED7I;7KH9>?DOEKM?BBADEM?J+>;
O F O
IF?D;IIJ?D=7D:7H;>7H:JEH;CEL;
F = EM;L;HJ>;I;7
KH9>?D?IEDBO:;<;D:?D=?JI;B<<HEC?JIC7DOFH;:7JEHI
O :;<;D:?D=?JI;B<
= OF
L;D?JI9EKI?DJ>;IJ7H<?I>M?BB;7J7I;7KH9>?D
Lg^i^c\
8dc_jcXi^dch
! CONJUNCTION IS A WORD SUCH AS AND ORR OR BUTT THAT JOINS
WORDS PHRASES OR SENTENCES
<gVbbVg
7RITE THE CONJUNCTION IN EACH SENTENCE 4HEN WRITE COMPOUND
SUBJECT COMPOUND PREDICATE OR COMPOUND SENTENCE TO IDENTIFY THE PARTS
THAT THE CONJUNCTION JOINS
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE CHOICE THAT BEST COMPLETES EACH SENTENCE
<gVbbVg
GZk^Zl
7RITE THE CORRECT CONJUNCTION IN TO COMPLETE EACH SENTENCE
<gVbbVg
.) +)X*)+
EVgVe]gVhZ
7HEN YOU TAKE NOTES ON FACTS IN A BOOK OR ARTICLE YOU
PARAPHRASE THE ARTICLE 7HEN YOU PARAPHRASE CHOOSE
THE MOST IMPORTANT FACTS AND RESTATE THEM IN YOUR
OWN WORDS
2EAD THE PARAGRAPH BELOW 7RITE THE LETTER OF THE ITEM THAT IS THE BEST
PARAPHRASE OF THE PARAGRAPH
7HEN TWENTY NINE REINDEER WERE RELEASED ON 3AINT -ATTHEW )SLAND IN
THE FUTURE OF THE HERD SEEMED BRIGHT 4HIS ISLAND IN THE MIDST OF
THE "ERING 3EA OFFERED PLENTY OF PLANTS AND LICHENS FOR THE REINDEER TO EAT
.O WOLVES BEARS OR OTHER LARGE PREDATORS LIVED ON THE ISLAND "IOLOGISTS
EXPECTED THE HERD TO GROW QUICKLY AND IT DID "Y JUST NINETEEN
YEARS LATER THE HERD NUMBERED MORE THAN SIX THOUSAND ANIMALS
! 4HE HERD OF TWENTY NINE REINDEER SET FREE ON 3AINT -ATTHEW
)SLAND IN GREW AND THRIVED BECAUSE OF FAVORABLE CONDITIONS
THERE "Y THERE WERE OVER SIX THOUSAND REINDEER
" 4HERE WERE MANY PLANTS ON 3AINT -ATTHEW )SLAND IN THE "ERING
3EA BUT NOT MANY PREDATORY ANIMALS 2EINDEER WERE FIRST
BROUGHT TO THE ISLAND IN
# 4HE TWENTY NINE REINDEER RELEASED ON 3AINT -ATTHEW )SLAND IN
SEEMED TO HAVE A BRIGHT FUTURE "IOLOGISTS EXPECTED THE
HERD TO GROW QUICKLY AND BY THE HERD NUMBERED MORE
THAN SIX THOUSAND ANIMALS
Lg^i^c\
.) + %$&
IV`^c\CdiZh
2EADERS TAKE NOTES TO GATHER INFORMATION THEY
NEED TO REMEMBER ABOUT A TEXT .OTE TAKERS MAY
SUMMARIZE OR WRITE DOWN ONLY THE MAIN IDEAS AND
MOST IMPORTANT SUPPORTING DETAILS 4HEY MAY COPY
SOME WORDS AND PUT QUOTATION MARKS AROUND THEM
TO SHOW THE WORDS ARE NOT THEIR OWN 4HEY MAY ALSO
PARAPHRASE THE IDEAS OR REWRITE THEM IN THEIR
OWN WORDS (ERE ARE ONE STUDENTS NOTES ON
THE COMPLETE ARTICLE REFERRED TO ON PAGE
Lg^i^c\
8dbbVh
#OMMAS CAN CLARIFY MEANING AND TELL READERS WHEN TO PAUSE
<gVbbVg
%ACH SENTENCE CONTAINS COMMA ERRORS 2EWRITE THE SENTENCE ADDING
COMMAS WHERE THEY ARE NEEDED AND DELETING COMMAS WHERE THEY
ARE NOT NEEDED
#OSTUMES PROPS AND SETS ALL HELP CREATE THE ATMOSPHERE FOR
A PLAY
/F COURSE FINDING THE RIGHT MATERIALS AND USING THEM EFFECTIVELY
REQUIRES A LOT OF IMAGINATION
$YLAN WILL YOU MAKE A CARDBOARD CROWN A PAPER ROSE AND SOME
GOLD COLORED COINS
-S 7ASHINGTON OUR COSTUME DESIGNER WILL MAKE A LONG CAPE
AND A DRESS
#AN WE COUNT ON YOU !NITA TO HELP WITH THE STAGE SETS
7E WILL NEED TO CREATE A DUNGEON AN IMPRESSIVE THRONE ROOM
AND A GARDEN
9ES (ELEN THAT ARMCHAIR COVERED WITH GOLD FABRIC DOES LOOK LIKE
A THRONE
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE CHOICE THAT SHOWS THE WORDS AND PUNCTUATION
NEEDED TO COMPLETE EACH SENTENCE CORRECTLY
TRIES TO REMEMBER
THEIR LINES
! /F COURSE THE CAST
" /F COURSE THE CAST
# /F COURSE THE CAST
$ /F COURSE THE CAST
<gVbbVg
Review
Write the words in each sentence that should be followed by
commas. Write the commas too.
Grammar 215
WRITER’S CRAFT
Figurative Language
Poems often contain figurative language such as
similes, metaphors, and personification. Figurative
language uses words to describe things in new and
unusual ways. It is not meant to be taken literally.
216 Writing
WRITING MODEL
Humorous Poem
The purpose of a humorous poem is to make readers smile or
even laugh. Such poems may have any of the following:
Writing 217
FjdiVi^dchVcYFjdiVi^dcBVg`h
! DIRECT QUOTATION GIVES A PERSONS EXACT WORDS AND IS
ENCLOSED IN QUOTATION MARKS h v $IRECT QUOTATIONS BEGIN
WITH CAPITAL LETTERS AND END WITH PROPER PUNCTUATION %ND
PUNCTUATION IS INSIDE THE CLOSING QUOTATION MARKS 7ORDS
THAT TELL WHO IS SPEAKING ARE SET OFF FROM THE QUOTATION BY
PUNCTUATION
s 7HEN THE QUOTATION COMES LAST SET IT OFF WITH A COMMA
<gVbbVg
7RITE EACH SENTENCE CORRECTLY !DD QUOTATION MARKS CAPITAL LETTERS
AND PUNCTUATION WHERE NEEDED
2EAD EACH PARAGRAPH 7RITE THE SENTENCE FROM THE BOX THAT SUPPORTS
EACH PARAGRAPHS IDEAS !DD QUOTATION MARKS CAPITAL LETTERS AND
PUNCTUATION WHERE NEEDED
4HOSE WHO FLY AROUND THE EARTH SEE IT WITH A NEW PERSPECTIVE
)T IS NOT A GROUP OF COUNTRIES SEPARATED BY DISTINCT BOUNDARIES
)NSTEAD IT IS A SEAMLESS UNIFIED SPHERE )TS BLUE OCEANS AND
GREEN AND BROWN AREAS OF LAND SUPPORT ALL KINDS OF LIFE
/NCE PEOPLE COULD FLY AROUND THE WORLD THEY TURNED THEIR EYES
TO THE MOON 3URELY IT WAS POSSIBLE TO TRAVEL THERE 3OME BEGAN
TO FOCUS INTENSELY ON THE NEXT CHALLENGE SPACE FLIGHT
<gVbbVg
IZhiEgZeVgVi^dc
7RITE THE LETTER OF THE CHOICE THAT COMPLETES EACH SENTENCE CORRECTLY
<gVbbVg
GZk^Zl
7RITE # IF A SENTENCE IS CORRECT )F IT HAS ERRORS IN QUOTATION MARKS
PUNCTUATION OR CAPITAL LETTERS REWRITE THE SENTENCE CORRECTLY
h(AVE YOU EVER BEEN SURPRISED ON A FLIGHT ASKED $EANNA
h) WAS SURPRISED BY HOW NEAT THE FIELDS AND BUILDINGS LOOKED
BELOW v SAID 2OGER
h4HEY RESEMBLED A PIECE OF ARTWORK HE WENT ON
h7E ONCE FLEW THROUGH A THUNDERSTORM REMARKED #ARLOSv
h0LEASE REMAIN SEATED AND KEEP YOUR SEATBELTS FASTENED v THE PILOT
ANNOUNCED h7E ARE ENCOUNTERING TURBULENCEv
2OSA RECALLED h) DIDNT KNOW THAT WE HAD TO PAY FOR OUR MEALS
ON THE PLANEv
) ALSO DIDNT REALIZE THAT THERE WOULD BE SO LITTLE LEG ROOM
SHE CONTINUED
h!LL OF THE FLIGHT ATTENDANTS THOUGH v SHE REMARKED hWERE
VERY ATTENTIVEv
<gVbbVg
WRITER’S CRAFT
222 Writing
.) + %$&
Djia^c^c\
!S YOU HAVE SEEN AN OUTLINE IS A WAY TO SUMMARIZE AND ORGANIZE
INFORMATION IN A TEXT -AIN IDEAS ARE LISTED WITH 2OMAN NUMERALS
) )) ))) )6 $ETAILS THAT SUPPORT EACH MAIN IDEA ARE LISTED WITH THE
LETTERS ! " # AND SO ON !N OUTLINE HELPS YOU PUT YOUR IDEAS IN
ORDER BEFORE YOU WRITE A RESEARCH REPORT (ERE IS ONE STUDENTS OUTLINE
ON AN ARTICLE ABOUT THE (INDENBURGG AIRSHIP
+>;?IJEHOE<J>;
O =
?D:;D8KH=
?H?=?8B;IM;H;>K=;7?HI>?FIJ>7J;LEBL;:?DJE
= = F
IK99;II<KB< BO?D=C79>?D;I
O =
=
+>;<?HIJ:?H?=?8B;< B;M?D
-AIN IDEAS ARE
INDICATED WITH D J>;
H7<1;FF;B?D
FF D8;=7D=
2OMAN NUMERALS =
JH7DI7JB7DJ?9< B?=>JI
+ ==
>;8?==;IJCEIJBKNKH?EKI7?HI>?F =
F ?D:;D8KH=
7FF;7H;:?D
FF
$ETAILS UNDER
) EXPLAIN IN = =
;I?=D;HK=E9A;D;HMEHA;:>7H:JEC7A;
CHRONOLOGICAL ORDER ?JI7<;
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4HEN WE LISTENED TO INSTRUMENT SOUNDS THIS WAS FUN AND TRIED TO
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! TUBAS SOUND AND LOOKS ARE SIMILAR BOTH ARE BIG BLUSTERY
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&OLLOW THESE TIPS WHEN WRITING FOR A TEST
"EFORE 7RITING
s 2EAD THE PROMPT CAREFULLY 7HAT DOES IT ASK YOU TO DO
s 7RITE DOWN KEY WORDS THAT NAME YOUR AUDIENCE WARN P PEOPLE
P WHO EAT
JJUNK FFOOD
D STATE THE PURPOSE OF THE COMPOSITION G
GIVE DIRECTIONSS AND TELL
YOU HOW TO ORGANIZE YOUR POINTS PROVIDE STEP
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P INSTRUCTIONSS
s 5SE A GRAPHIC ORGANIZER TO PLAN YOUR COMPOSITION
s $ETERMINE THE TONE OF YOUR WRITING FRIENDLY FORMAL
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s 2EREAD THE PROMPT AS YOU WRITE TO MAKE SURE YOU ARE ON TOPIC
s +EEP IN MIND YOUR GRAPHIC ORGANIZER AND STAY FOCUSED
s 7RITE A GOOD BEGINNING 9OU MIGHT ENGAGE READERS WITH A THOUGHT
PROVOKING QUESTION OR AN INTERESTING FACT
s $EVELOP AND ELABORATE IDEAS 3UPPORT YOUR MAIN IDEA YOUR
OBSERVATIONS OR YOUR OPINION
s 7RITE A STRONG ENDING 4RY TO WRITE A hCLINCHERv SENTENCE TO PROVIDE A
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YOUR READER WITH A COMMAND
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s #HECK YOUR GRAMMAR AND MECHANICS PUNCTUATION SPELLING
s 2EREAD THE PROMPT AND REVIEW YOUR WORK
4HERES STILL TIME TO ADD WORDS OR CORRECT ERRORS
IV`^c\IZhih
Lg^i^c\VEZghdcVaCVggVi^kZ
! TEST MAY ASK YOU TO WRITE A PERSONAL NARRATIVE
9OUR NARRATIVE SHOULD HAVE A BEGINNING MIDDLE
AND END 5SE CLUE WORDS SUCH AS ONCE AND NOW W TO
SHOW THE ORDER OF EVENTS &OLLOW THE TIPS BELOW
) WENT TO A
-OM GOT 7E MOVED NEW SCHOOL ) MADE A .OW ) HAVE
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$ATE OR 4IME
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7RITE A STRONG ENDING #ONSIDER ENDING YOUR PERSONAL NARRATIVE
BY DESCRIBING HOW YOU FELT ABOUT THE EVENTS THAT TOOK PLACE
#HECK YOUR WORK $ECIDE IF ANYTHING NEEDS TO BE CHANGED
3EE HOW THE PERSONAL NARRATIVE BELOW ADDRESSES THE PROMPT
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! TEST MAY ASK YOU TO WRITE A HOW TO REPORT "E SURE TO INCLUDE
ALL THE STEPS 2EMEMBER TO USE TIME ORDER WORDS SUCH AS FIRSTT NEXT
AND LASTT TO SHOW THE ORDER OF STEPS &OLLOW THE TIPS BELOW
5NDERSTAND THE PROMPT -AKE SURE YOU KNOW WHAT TO DO 2EAD
THE PROMPT CAREFULLY ! PROMPT FOR A HOW TO REPORT MAY LOOK LIKE THIS
7RITE A REPORT THAT GIVES STEPS ON HOW TO MAKE OR DO SOMETHING
-AKE YOUR REPORT EASY TO UNDERSTAND )NCLUDE MATERIALS NEEDED
+EY TERMS ARE REPORT STEPS HOW TO MAKE OR DO AND MATERIALS
&IND A GOOD TOPIC -AKE A LIST OF POSSIBLE TOPICS .ARROW YOUR
LIST BY CONSIDERING THESE QUESTIONS 7HAT ARE THE BASIC STEPS 7HAT
INFORMATION SHOULD ) INCLUDE #AN ) PRESENT THE STEPS CLEARLY
/RGANIZE YOUR IDEAS 7RITE A HOW TO CHART 7RITE THE NAME OF
YOUR TASK MATERIALS AND A LIST OF STEPS
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$EVELOP AND ELABORATE IDEAS /RGANIZE THE STEPS
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#HECK YOUR WORK )S ANY INFORMATION MISSING
3EE HOW THE REPORT BELOW ADDRESSES THE PROMPT
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5NDERSTAND THE PROMPT -AKE SURE YOU KNOW WHAT TO DO 2EAD
THE PROMPT CAREFULLY ! PROMPT COULD LOOK LIKE THIS
#OMPARE AND CONTRAST TWO IMPORTANT INVENTIONS AND THE EFFECT
THEY HAVE HAD ON PEOPLES LIVES )NCLUDE IMPORTANT SIMILARITIES AND
DIFFERENCES BETWEEN THE INVENTIONS
+EY WORDS ARE COMPARE CONTRAST INVENTIONS EFFECT SIMILARITIES AND
DIFFERENCES
&IND A GOOD TOPIC 4HINK OF INVENTIONS THAT YOU BELIEVE ARE REALLY
IMPORTANT 4HEN CHOOSE TWO THAT ARE BOTH SIMILAR AND DIFFERENT
/RGANIZE YOUR IDEAS &ILL IN A CHART LIKE THE ONE BELOW
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AND DIFFERENCES
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! TEST MAY ASK YOU TO WRITE A STORY 4HINK OF A
PROBLEM AND CHARACTERS YOU COULD WRITE ABOUT
AND TELL A STORY ABOUT HOW THE CHARACTERS SOLVE
THE PROBLEM &OLLOW THE TIPS BELOW
5NDERSTAND THE PROMPT -AKE SURE YOU KNOW WHAT TO DO 2EAD
THE PROMPT CAREFULLY ! PROMPT FOR A STORY COULD LOOK LIKE THIS
7RITE A STORY ABOUT A PERSON AND AN ANIMAL 4ELL ABOUT HOW
THEY LEARN TO GET ALONG WITH EACH OTHER "E SURE YOUR STORY HAS A
BEGINNING MIDDLE AND END
+EY WORDS ARE STORY PERSON ANIMAL GET ALONG BEGINNING MIDDLE AND END
&IND A GOOD TOPIC )MAGINE CHARACTERS THAT APPEAL TO YOU AND A
STORY IN WHICH THEY CAN LEARN TO GET ALONG
/RGANIZE YOUR IDEAS &ILL IN A STORY CHART LIKE THE ONE BELOW
!CTION
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Writing a Persuasive Essay
A test may ask you to write a persuasive essay. Support your
opinion with examples, facts, reasons, and words and phrases
such as should and most important. Follow the tips below.
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/ AND HYDROGEN (
/RGANIZE YOUR IDEAS )N A DIAGRAM LIKE THIS ONE YOU WILL NEED TO
LOCATE THE STARTING POINT "E SURE TO PUT WORDS INTO COMPLETE SENTENCES
AND PROVIDE A BEGINNING AND A CONCLUSION
7RITE A GOOD BEGINNING 4HINK OF A TOPIC SENTENCE THAT STATES THE
MAIN IDEA YOU WANT TO PRESENT ABOUT YOUR SUBJECT
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$EVELOP AND ELABORATE IDEAS )NCLUDE ALL IMPORTANT DETAILS FROM
THE DIAGRAM 4ELL HOW THE DETAILS SUPPORT YOUR MAIN IDEA
7RITE A STRONG ENDING 4IE INFORMATION TOGETHER EFFECTIVELY
#HECK YOUR WORK )S YOUR SUMMARY ACCURATE
3EE HOW THE SUMMARY BELOW IS BASED ON THE DIAGRAM
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Punctuation
period Declarative sentences and imperative sentences end with
a period (.).
I stood on the corner. Wait for the signal.
• Put a period after an initial in a name.
J. P. Jones Abigail S. Adams
• Put a period after an abbreviation (a shortened form of a word).
Mr. Mrs. Ms. Dr.
question mark An interrogative sentence ends with a
question mark (?).
Do you have more than one hobby?
exclamation mark An exclamatory sentence ends with an
exclamation mark (!).
That kite will crash!
comma A comma (,) is a signal that tells a reader to pause.
• Use a comma after yes, no, or well at the beginning of a sentence.
Yes, I saw the display of Eskimo art.
Well, my favorites were the bears made of silver.
• Use a comma to set off the name of the person spoken to.
Your painting is very beautiful, Roberta.
• Use a comma to separate words in a series. A series is made up of
three or more items. No comma is used after the last word in the
series. The last comma goes before the word and.
The artists carve, smooth, and polish their work.
abcdefghi
jklmnopqrst
uvwxyz
ABCDEFG
HIJKLMNO
PQRSTUV
WXYZ.,’?
123456
7 8 9 10
258 Handwriting
Manuscript Alphabet
a b c d e f g
h i j k l m n
o p q r s t u
v w x y z
A B C D E F G
H I J K L M N
O P Q R S T U
V W X Y Z , ’ . ?
!q @
w #
e $
r %
t ^y
&
u * i
( qp
!)
Handwriting 259
Cursive Alphabet
abcdefg
hijklmn
opqrstu
vwxyz
A B C D E FG
HIJ KL MN
OPQRSTU
VWXY Z.,’?
1 2 3 4 5 6
7 8 9 10
260 Handwriting
Index
A first word of sentence, 50–53
Abbreviations, 74–77
months of the year, 74–77
Action verbs. See Verbs. proper nouns, 74–77
Adjectives, 176–179, 200–203, 245 quotations, 218–221
articles, 176–179 titles, 74–77
comparative, 188–191 titles of people, 74–77
proper, 176–179 Clauses, 62–65
superlative, 188–191 dependent, 62–65
this, that, these, and those, independent, 62–65
182–185 Colon, 224–227
Adverbs, 194–197, 200–203, 246 Commas
comparative, 194–197 appositives, 212–215
superlative, 194–197 direct address, 212–215
Agreement, in compound sentences,
pronoun, 146–149 68–71, 206–209
subject-verb, 104–107, in quotations, 218–221
158–161 introductory words and
Alliteration, 217 phrases, 212–215
Antecedents, 146–149 items in series, 212–215
Apostrophe
with dependent clauses,
in contractions, 170–173 62–65
in possessive nouns, 86–89 Common nouns. See Nouns.
Articles, 176–179, 245 Complex sentences. See
Sentences.
B Compound predicate. See
Predicates.
Be. See Verbs.
Compound sentences. See
Sentences.
C Compound subject. See Subjects.
Capitalization, 253–254 Conjunctions, 206–209
abbreviations, 74–77 Contractions, 170–173, 246
days of the week, 74–77 Conventions. See Writing.
Index 261
Index
D Indefinite pronouns. See
Pronouns.
Dash, 224–227 Independent clauses. See
Declarative sentences. See Clauses.
Sentences. Interjections, 50–53
Dependent clauses. See Clauses. Interrogative sentences. See
Descriptive writing. See Writing. Sentences.
Details, 2–3, 168 Introductory words and
Direct address. See Commas. phrases. See Commas.
Irregular verbs. See Verbs.
E Italics, 224–227
Evaluate your writing, 46–48 Items in series. See Commas.
Exclamation mark, 50–53
Expository writing. See Writing. L
Exclamatory sentences. See Linking verbs. See Verbs.
Sentences.
M
F
Main idea, 2–3
Focus/Ideas. See Writing. Main verb. See Verbs.
Fragments, 56–59 Mechanics, 254–256
Frequently misspelled words,
apostrophe, 86–89, 170–173
257
colon, 224–227
H comma, 62–65, 68–71,
206–209, 218–221
Handwriting, 258–260
dash, 224–227
Helping verbs. See Verbs.
Hyperbole, 217 exclamation mark, 50–53,
Hyphen, 224–227 218–221
hyphen, 224–227
I italics, 224–227
Imperative sentences. See period, 50–53, 74–77
Sentences. question mark, 50–53,
218–221
262 Index
quotation marks, 218–221 P
semicolon, 224–227 Participles. See Verbs.
underlining, 224–227 Period, 50–53, 74–77
Metaphor, 216, 217 Personification, 216
Misplaced modifiers, Persuasive writing. See Writing.
200–203 Phrases, 98–101, 134–137,
Modifiers, 200–203 200–203
Plural nouns. See Nouns.
N Possessive nouns. See Nouns.
Predicates, 250
Narrative writing. See Writing.
complete, 56–59
Negatives, 170–173
Nouns, 247–248 compound, 206–209
collective, 104–107 simple, 56–59
common, 74–77 Prepositional phrases, 134–137,
200–203
days of week, 74–77
Prepositions, 134–137, 248
months of year, 74–77 Principal parts of verbs. See
plural Verbs.
irregular, 80–83 Prompts, 26, 31, 36, 41, 79, 109,
regular, 80–83 139, 168, 232, 234, 236, 238,
possessive 240, 242
Pronouns, 248–249
plural, 86–89
antecedents, 146–149
singular, 86–89
proper, 74–77 indefinite, 158–161
titles of people, 74–77 object, 140–143
plural, 140–143
O possessive, 152–155
referents, 146–149
Object of preposition,
134–137 reflexive, 158–161
Object pronouns. See Pronouns. singular, 140–143
Organization/Paragraphs. See subject, 140–143
Writing. who and whom, 164–167
Index 263
Index
Proofreading, 22–25 exclamatory, 50–53
Proper nouns. See Nouns. imperative, 50–53
Punctuation, 50–53, 62–65, 68–
interrogative, 50–53
71, 74–77, 86–89, 170–173, 206–
209, 218–221, 224–227, 254–256 kinds of, 50–53
See also Mechanics. punctuation of, 50–53
Purpose for writing, 2–3, 102 run-on, 56–59
simple, 68–71
Q Simile, 216, 217
Question mark, 50–53 Singular nouns. See Nouns.
Quotation marks, 218–221 Spelling, 257
Quotations, 186, 187, 218–221 Strategies. See Writing.
Subject pronouns. See Pronouns.
Subjects, 250
R
complete, 56–59
Referents. See Antecedents.
compound, 206–209
Reflexive pronouns. See
Pronouns. plural, 104–107
Review, 53, 59, 65, 71, 77, 83, 89, simple, 56–59
95, 101, 107, 113, 119, 125, 131, singular, 104–107
137, 143, 149, 155, 161, 167,
173, 179, 185, 191, 197, 203,
T
209, 215, 221, 227
Rhyme/Rhythm, 217 Tenses, 110–113
Rubrics, 26, 31, 36, 41 Test preparation, 52, 58, 64, 70,
Run-on sentences, 56–59 76, 82, 88, 94, 100, 106, 112,
118, 124, 130, 136, 142, 148,
S 154, 160, 166, 172, 178, 184,
190, 196, 202, 208, 214,
Semicolon, 224–227 220, 226
Sentences, 18–21, 249–250 Tests. See Writing for tests.
capitalization in, 50–53 This, that, these, and those,
complex, 68–71 182–185
compound, 68–71, 206–209 Time-order words. See Writing.
declarative, 50–53
264 Index
Titles principal parts of,
of books, newspapers, irregular, 122–125
magazines, works of art, regular, 116–119
224–227 troublesome, 128–131
of people, 74–77 Voice. See Writing.
U W
Underlining, 224–227 Who and whom, 164–167
Word choice. See Writing.
V Writer’s craft. See topics under
Writing.
Verb phrases. See Verbs. Writing
Verbs, 250–252 answer 5 Ws and How, 96
action, 92–95 conventions, 22–25
agreement, 104–107, creating mood, 60
158–161
details, 2–3, 168, 222
be, 92–95, 104–107
dialogue, 115
future tense, 110–113
elaboration, 150
helping, 98–101 eliminate wordiness, 84
irregular, 110–113, 116–119, figurative language, 216
122–125
focus/ideas, 2–5
is, am, are, was, were, 92–95
good conclusions, 162
linking, 92–95
know your audience, 192
main, 98–101
main idea, 2–3
participles, 116–119,
models, 4–5, 8–9, 12–13,
122–125, 128–131 16–17, 20–21, 24–25, 27–30,
past tense, 110–113, 116–119, 32–35, 37–40, 42–45, 233,
122–125, 128–131 235, 237, 239, 241, 243
phrases, 98–101 ad, 199
present tense, 110–113, advice, 163
116–119, 122–125, biographical sketch, 187
128–131 character sketch, 55
Index 265
Index
compare/contrast essay, powerful verbs, 114
236–237 prompts, 26, 31, 36, 41, 79,
description, 133 109, 139, 168, 232, 234,
editorial, 175 236, 238, 240, 242
e-mail, 145 purpose, 2–3, 102
feature story, 127 quotations, 186, 187, 218–
friendly or thank-you letter, 2210
67
refer to text, 144
how-to report, 234
sentences, 18–21
humorous poem, 217
informational article, 229
show, don’t tell, 78
journal entry, 151 specific words, 132
news story, 97 stage directions, 115
outline, 223 stick to topic, 120
personal narrative, 232–233 strategies, 2, 6, 10, 14, 18, 22
persuasive essay, 240–241 style, 198
persuasive letter, 193 support argument, 174
problem-solution essay, 181 thesis statement, 204
question/answer essay, 121 tone, 72
rules, 103
topic sentence, 228
skit, 115
transitions, 66
story about an animal, 157
story review, 91 types of
summary, 85, 242–243 descriptive, 31–35
taking notes, 211 expository, 41–45, 205
tall tale, 61 narrative, 26–30
mood, 156 persuasive, 36–40
organization/paragraphs, 6–9, voice, 10–13, 54
108, 126 word choice, 14–17
parallelism, 138 Writing for tests, 79, 109, 139,
169, 230–243
paraphrase, 210
Writing models. See Writing.
persuasive words, 180
266 Index
ISBN 0-328-14639-0
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