riting W 2 Three Watson Irvine, CA 92618-2767
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ISBN 1-56254-221-4
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Three Watson Irvine, CA 92618-2767 E-Mail:
[email protected] Website: www.sdlback.com
Development and Production: Laurel Associates, Inc. Copyright © 2000 by Saddleback Publishing, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher, with the exception below. Pages labeled with the statement Saddleback Publishing, Inc. © 2000 are intended for reproduction. Saddleback Publishing, Inc. grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to a single teacher, and does not apply to entire schools or school systems. ISBN 1-56254-221-4 Printed in the United States of America 05 04 03 02 01 00 9 8 7 6 5 4 3 2 1
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CONTENTS 1
WORD CHOICE: VARIETY
24
LETTER OF APPLICATION
2
WORD CHOICE: FUN WITH PUNS
25
AVOIDING REPETITION
3
WORD CHOICE: ALLITERATION AND ONOMATOPOEIA
26
DESCRIPTIVE WORD CHOICE
4
WORD CHOICE: MORE SPECIFIC ADJECTIVES
27
VERB TENSE I
5
TRANSITIONAL WORDS AND PHRASES I
28
VERB TENSE II
6
TRANSITIONAL WORDS AND PHRASES II
29
FIGURATIVE LANGUAGE: PERSONIFICATION
7
USING TRANSITIONS TO LINK SENTENCES
30
FIGURATIVE LANGUAGE: HYPERBOLE
8
USING TRANSITIONS TO LINK PARAGRAPHS
31
ESSAY WRITING
32
PLANNING YOUR ESSAY
9
WRITING A MYSTERY STORY: PLOT—PROBLEM AND SOLUTION
33
ESSAY CONCLUSIONS I
34
ESSAY CONCLUSIONS II
35
WRITING DEFINITIONS
10
WRITING A MYSTERY STORY: PLOT—MAIN EVENTS
11
WRITING A MYSTERY STORY: SETTING 36
THE SOUNDS OF POETRY
12
WRITING A MYSTERY STORY: SETTING AND MOOD
37
PARTS OF SPEECH POEMS I
13
WRITING A MYSTERY STORY: CHARACTERS
38
PARTS OF SPEECH POEMS II
14
WRITING A MYSTERY STORY: CHARACTERS’ DIALOGUE
39
WRITING DIALOGUE
40
PERSONAL NARRATIVE I
15
WRITING A MYSTERY STORY: DETAILS, DETAILS!
41
PERSONAL NARRATIVE II
16
DESCRIPTIVE WRITING: THE THESAURUS
42
WRITERS’ RESOURCES
17
THE THESAURUS: FINDING THE RIGHT WORD
43
WRITING ABOUT HISTORY
18
SYNONYM CROSSWORD
44
WRITING ABOUT SCIENCE
19
CONSIDERING POINT OF VIEW
45
WRITING ABOUT LITERATURE
20
WORD CHOICE: CAPTURE THE EXPERIENCE
46
LANGUAGE AWARENESS
21
FORMAL AND INFORMAL WRITING
47
POINT OF VIEW I
22
RECOGNIZING PURPOSE AND AUDIENCE
48
POINT OF VIEW II
23
KEEPING THE AUDIENCE IN MIND
49
HAIKU
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TANKA
76
AVOIDING THE PASSIVE VOICE
51
THE WRITER’S EYE: OBSERVATION JOURNAL I
77
IRONY
52
THE WRITER’S EYE: OBSERVATION JOURNAL II
78
ESSAY CHECKLIST
53
RECOGNIZING PURPOSE
79
MULTIPLE-MEANING WORDS
54
TERSE VERSE
80
KEEPING A DIARY
55
CREATE A LEGEND
81
EFFECTIVE SIMILES VS. CLICHÉS
56
WORD CHOICE: CONNOTATIONS
82
CLOSEUP!
57
CONNOTATION LADDER
83
MOVIE REVIEW / POINT OF VIEW
58
AUDIENCE
84
I AGREE / I DISAGREE!
59
PROVERBS AND PERSONAL NARRATIVES
85
A TONE OF AUTHORITY
60
THE RESEARCH PAPER
86
CONVINCING CUSTOMERS
61
RESEARCH SOURCES I
87
TROUBLEMAKERS: MATCHING WORD FORMS
62
RESEARCH SOURCES II
88
TROUBLEMAKERS: DANGLING -ING PHRASES
63
TAKING NOTES
89
TROUBLEMAKERS: MISPLACED DESCRIPTIVE PHRASES
64
RESEARCH TOPICS 90
WORD PROCESSING WORDS
65
THE INTERVIEW AS A RESOURCE 91
INTERNET RESEARCH
66
REQUESTING AN INTERVIEW 92
DESCRIPTIVE WRITING: LOGICAL ORDER
67
RESEARCH PAPER REVIEW 93
SPARKS: AN IDEA
FOR
WRITING I
68
CHARACTER AND POINT OF VIEW 94
SPARKS: AN IDEA
FOR
WRITING II
69
PALINDROME POETRY 95
NEWS REPORTING: NOTHING BUT THE FACTS
70
LESS IS MORE!
71
WRITING ABOUT WRITING I
72
WRITING ABOUT WRITING II
97
PERSUASION I
73
ORIGINAL POETRY
98
PERSUASION II
74
FOUND POETRY
99
PLANNING A SPEECH
75
INFORMAL SPEECH VS. FORMAL WRITTEN ENGLISH
96
PRESENTING A RESEARCH PAPER: COVER TITLE PAGE
AND
100
MAKING PREDICTIONS
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ANSWER KEY 1 WORD CHOICE: Variety POSSIBLE ANSWERS:
2. caught 3. understand 4. bought 5. crowded 6. move 7. landed 8. fell 9. arrive 10. persuaded 11. catch 12. reach 13. bothers 14. lure
2 WORD CHOICE: Fun with Puns POSSIBLE ANSWERS:
2. (a) the act of stopping work until demands are met (b) the act of knocking down all ten bowling pins with the first roll of the ball 3. (a) to make slightly wet (b) to make low or dull 4. (a) showing strain or nervousness (b) any form of a verb that shows time 5. (a) (slang) to hit hard (b) short stockings that come below the knee 6. (a) to place on shelves (b) to put aside or stop discussing CHALLENGE: Answers will vary.
3 WORD CHOICE: Alliteration and Onomatopoeia Answers will vary.
4 WORD CHOICE: More Specific Adjectives A. 1. delicious 2. healthy 3. leisurely 4. weatherproof 5. failing B. Answers will vary.
5 TRANSITIONAL WORDS AND PHRASES I SHOW ADDITION
SHOW COMPARISON
in addition furthermore also
likewise
SHOW CONTRAST
EXPLAIN
on the other hand yet but
for instance
SHOW TIME
SHOW PLACE
then soon now today
over under between below
7 USING TRANSITIONS TO LINK SENTENCES Answers will vary.
8 USING TRANSITIONS TO LINK PARAGRAPHS POSSIBLE ANSWERS: 2. Next… 3. Pedestrians also… 4. Goldfish, on the other hand… 5. Fortunately… 6. Luckily…
9 WRITING A MYSTERY STORY: Plot—Problem and Solution Answers will vary.
10 WRITING A MYSTERY STORY: Plot—Main Events Answers will vary.
11 WRITING A MYSTERY STORY: Setting Answers will vary.
12 WRITING A MYSTERY STORY: Setting and Mood Answers will vary.
13 WRITING A MYSTERY STORY: Characters Answers will vary.
14 WRITING A MYSTERY STORY: Characters’ Dialogue Answers will vary.
15 WRITING A MYSTERY STORY: Details, Details! Answers will vary.
SHOW MANNER
SHOW PURPOSE OR RESULT
luckily unfortunately
thus as a result
6 TRANSITIONAL WORDS AND PHRASES II A. On the contrary, For example, Soon, Unfortunately B. POSSIBLE ANSWERS: 2. however 3. on the other hand 4. Unfortunately 5. For example 6. Once, Now
16 DESCRIPTIVE WRITING: The Thesaurus POSSIBLE ANSWERS:
1. creature 2. beast 3. ideal 4. flawless 5. vibrate 6. tremble CHALLENGE: Answers will vary.
17 THE THESAURUS: Finding the Right Word POSSIBLE ANSWERS:
2. gloss 3. flue 4. garret 5. hue 6. scamp 7. clamor 8. wary 9. vendor 10. gape CHALLENGE: Answers will vary.
18 SYNONYM CROSSWORD ACROSS:
1. aide 2. hilarious 3. scruples 7. absurd 8. valiant 9. lethargic DOWN: 1. aghast 4. unsavory 5. roost 6. chide CHALLENGE: Answers will vary.
19 CONSIDERING POINT OF VIEW Answers will vary.
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20 WORD CHOICE: Capture the Experience Sentences will vary. 2. a 3. b 4. a 5. b 6. b
21 FORMAL AND INFORMAL WRITING 1. I 2. F 3. I 4. F 5. F 6. I 7. F 8. I CHALLENGE: Answers will vary.
22 RECOGNIZING PURPOSE AND AUDIENCE 1. I 2. F 3. I 4. F 5. F 6. I CHALLENGE: Answers will vary.
23 KEEPING THE AUDIENCE IN MIND Answers will vary.
24 LETTER OF APPLICATION Answers will vary.
25 AVOIDING REPETITION A. 1. back 2. back 3. blowing 4. again 5. down B. Wendall Bendel hid the letter in the desk drawer. It held a secret that no one was supposed to know. Wendall’s older big brother Saul was married to the royal queen of a tiny little European country. Wendall’s mother, who was a nosy snoop, found the letter. “My son is a king!” Mrs. Bendel excitedly exclaimed. “He must return back to Europe and claim his crown!” Wendall heard his mother’s loud shouting. “You cannot tell anyone, Mother!” Wendall said. “It’s a puzzling mystery to me why no one can know. But I will respectfully honor my one and only brother’s wishes.” Mrs. Bendel’s face turned red in color. She nervously circled around the room. At last she finally spoke again. “All right,” she sighed. She put the letter in the trash can. She lit a match, held it to the paper, and watched the letter burn up. As the flames grew bigger in size, she sadly said, “Saul’s secret is safe forever and for all time!”
26 DESCRIPTIVE WORD CHOICE Answers will vary.
27 VERB TENSE I 1. He is anxious because the forest is dry and the winds are brisk. 2. The kite thought it was free, but I knew that one thin string still held it down. CHALLENGE: Answers will vary.
28 VERB TENSE II Answers will vary.
29 FIGURATIVE LANGUAGE: Personification 2. candle 3. Age 4. waves 5. Good Luck 6. Anger 7. computer 8. shoes CHALLENGE: Answers will vary.
30 FIGURATIVE LANGUAGE: Hyperbole Benny is the most remarkable person in the world. He has every good feature a person could want. Benny is a fine athlete and a good student. He is friendly, outgoing, and kind to old people and animals. On Saturdays, Benny volunteers at a local nursing home. On Sundays, he helps out at the humane society. No one on earth has a bad thing to say about Benny. He is so close to perfect that I can hardly bear it! B. Answers will vary. CHALLENGE: Answers will vary. A.
31 ESSAY WRITING A. 1. thesis statement 2. topic sentence 3. supporting detail 4. introduction 5. body 6. conclusion B. 1. T 2. T 3. F 4. F 5. T
32 PLANNING YOUR ESSAY Answers will vary.
33 ESSAY CONCLUSIONS I 1. 2
2. 1
3. 1
34 ESSAY CONCLUSIONS II 1. 3
2. 3
3. 4
CHALLENGE: Answers will vary.
35 WRITING DEFINITIONS Answers will vary.
36 THE SOUNDS OF POETRY A.
POSSIBLE ANSWERS:
1. Someone is opening their door to a visitor. 2. A cat wins a dog-and-cat fight. B. Answers will vary.
37 PARTS OF SPEECH POEMS I Answers will vary.
38 PARTS OF SPEECH POEMS II Answers will vary.
39 WRITING DIALOGUE Answers will vary.
40 PERSONAL NARRATIVE I A. 1. a 2. b 3. d B. #2 CHALLENGE: Answers will vary.
41 PERSONAL NARRATIVE II Answers will vary.
42 WRITERS’ RESOURCES Answers will vary.
43 WRITING ABOUT HISTORY Answers will vary.
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CHALLENGE: Answers will vary.
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44 WRITING ABOUT SCIENCE Answers will vary.
45 WRITING ABOUT LITERATURE Answers will vary.
46 LANGUAGE AWARENESS Answers will vary.
47 POINT OF VIEW I Answers will vary.
48 POINT OF VIEW II Answers will vary.
49 HAIKU Answers will vary.
50 TANKA Answers will vary.
51 THE WRITER’S EYE: Observation Journal I Answers will vary.
52 THE WRITER’S EYE: Observation Journal II Answers will vary.
53 RECOGNIZING PURPOSE Answers will vary.
54 TERSE VERSE 1. c 2. a 3. d 4. b CHALLENGE: Answers will vary.
55 CREATE A LEGEND Answers will vary.
56 WORD CHOICE: Connotations A. 1. +, – 2. –, + 3. –, + 4. –, + 5. +, – 6. +, – B. 1. canine 2. mother 3. crafty 4. scent 5. antiques 6. cereal 7. famous 8. hobbled 9. handsome 10. wetlands
57 CONNOTATION LADDER Answers will vary.
58 AUDIENCE Answers will vary.
59 PROVERBS AND PERSONAL NARRATIVES Answers will vary.
60 THE RESEARCH PAPER A.
ACROSS:
3. notes 5. topic 8. revise 9. outline DOWN: 1. footnote 2. bibliography 4. reference 6. proofread 7. research B. Sequence = 5, 7, 3, 6, 1, 2, 4
61 RESEARCH SOURCES I A. 1. b 2. e 3. a 4. c 5. d B. 1. Sopwith, Vickers, Handley-Page twin-engine 2. Pacific Ocean 3. Napoleon Bonaparte 4. Carl Sandburg 5. Howard Cohen
62 RESEARCH SOURCES II Answers will vary.
63 TAKING NOTES Answers will vary.
64 RESEARCH TOPICS Answers will vary.
65 THE INTERVIEW AS A RESOURCE Answers will vary.
66 REQUESTING AN INTERVIEW Answers will vary.
67 RESEARCH PAPER REVIEW 2. a 3. b 4. c 5. a 6. c 7. b 8. c 9. b 10. b
68 CHARACTER AND POINT OF VIEW Answers will vary.
69 PALINDROME POETRY A. 1. Bob 2. noon 3. deed 4. did 5. pop 6. poop B. Answers will vary.
70 LESS IS MORE! A. 1. c 2. f 3. a 4. e 5. d 6. b B. Answers will vary.
71 WRITING ABOUT WRITING I Answers will vary.
72 WRITING ABOUT WRITING II Answers will vary.
73 ORIGINAL POETRY Answers will vary.
74 FOUND POETRY A. 1. b 2. c 3. c 4. d 5. a 6. e B. Answers will vary.
75 INFORMAL SPEECH vs. FORMAL WRITTEN ENGLISH Formal words substituted are possible answers only. 2. The surgeon did a really good an excellent job… 3. I’ll bet I expect that the President … 4. Charles Dickens wrote…and some other stuff as well as other novels. 5. I’m I am sure you guys know everyone is aware that drinking… 6. In my opinion, the author was kind of rather… 7. …were okay, acceptable, the year 2000… 8. …gave his O.K. endorsement / approval. 9. …gradewise, that is. in terms of grades.
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76 AVOIDING THE PASSIVE VOICE A. 1. A 2. P 3. P 4. A 5. P 6. A 7. A 8. P B. Answers will vary.
77 IRONY Answers will vary.
78 ESSAY CHECKLIST Answers will vary.
79 MULTIPLE-MEANING WORDS 1. kid 2. tumbler 3. flash 4. crush 5. fire 6. boot
89 TROUBLEMAKERS: Misplaced Descriptive Phrases A. 2. a 3. a 4. b B. 2. After reading many dog-training books, I get along better with my spaniel. 3. Professor Lee could clearly see the germs magnified under a microscope. 4. I watched the storm clouds gather dark and thick. 5. I enjoyed the pasta tossed with lots of cheese and spices.
90 WORD PROCESSING WORDS A.
CHALLENGE: Answers will vary.
80 KEEPING A DIARY Answers will vary.
81 EFFECTIVE SIMILES
VS .
CLICHÉS
Answers will vary.
82 CLOSEUP! Answers will vary.
83 MOVIE REVIEW / POINT OF VIEW Answers will vary.
84 I AGREE / I DISAGREE! Answers will vary.
85 A TONE OF AUTHORITY Answers will vary.
86 PERSUASION Answers will vary.
87 TROUBLEMAKERS: Matching Word Forms 2. b 3. c 4. a 5. c 6. d 7. c
H P F O O T E R S
E A D E R G E D I R A F O N T A T S M A U T M C N E E R A U D V O R T E A F C O P Y R P E L L C H E C K L E I I T A L I C N B O L D K E
B. 1. header 2. footer 3. cut, paste 4. grammar check 5. spell check 6. font
91 INTERNET RESEARCH The Internet is a giant network of computers linked by… The World Wide Web is…known as Web sites. Because… nicknamed the information highway. B. Answers will vary. A.
92 DESCRIPTIVE WRITING: Logical Order 1. a 2. c 3. b CHALLENGE: Answers will vary.
93 SPARKS: An Idea for Writing I Answers will vary.
CHALLENGE:
1. snoring loudly 2. my address 3. for formal parties 4. powerful 5. American history 6. why 7. third, evenly spreading the wax
88 TROUBLEMAKERS: Dangling -ing Phrases Check (✓) by 1, 3, 4, and 5 CHALLENGE: Possible answers:
1. Using strong binoculars, the ranger could clearly see the wolf pups on the ridge. 3. While reading about the lost puppy, Annie’s eyes welled up with tears. 4. Having studied French in school, Bob found it easy to understand the menu at L’Auberge Restaurant. 5. Walking to school that morning, Jose suddenly came up with the answer to the math problem.
94 SPARKS: An Idea for Writing II Answers will vary.
95 NEWS REPORTING: Nothing But the Facts 2. F 3. O 4. O 5. F 6. F 7. O 8. F 9. O CHALLENGE: Answers will vary.
96 PRESENTING A RESEARCH PAPER: Cover and Title Page Answers will vary.
97 PERSUASION I Answers will vary.
98 PERSUASION II Answers will vary.
99 PLANNING A SPEECH Answers will vary.
100 MAKING PREDICTIONS Answers will vary.
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NAME
DATE
WORD CHOICE: VARIETY These sentences all contain a form of the verb to get. Can you be more original? Replace get with a more exact verb. After you have used a new verb once, do not use it again. The first one has been done for you. 1. Laurie gets $8.00 an hour at her new job. ____________________________________________________________________ Laurie earns $8.00 an hour at her new job. 2. He got a cold after visiting his sick friend. ____________________________________________________________________ 3. I don’t get this math problem. ____________________________________________________________________ 4. Mom got me a new winter coat. ____________________________________________________________________ 5. Ralph got behind Margo in the lunch line. ____________________________________________________________________ 6. You’d better get out of my way! ____________________________________________________________________ 7. Fisherman Fred got the biggest trout that day. ____________________________________________________________________ 8. I got behind on my homework. ____________________________________________________________________ 9. I always get to places on time. ____________________________________________________________________ 10. Tom got his friends to do his chores. ____________________________________________________________________ 11. I tried to get the coach’s attention. ____________________________________________________________________ 12. I can’t get the dishes on the highest shelf. ____________________________________________________________________ 13. It really gets me when he acts silly! ____________________________________________________________________ 14. The spider tried to get the fly into its web. ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
WORD CHOICE: FUN WITH PUNS A pun is a humorous use of words. To make a pun, a writer uses words that have the same sound or spelling but have different meanings.
The following headlines are puns. Write two meanings for each boldfaced word. Use a dictionary if you need help. The first one has been done for you. 1. Sick Frogs Croak in Polluted Pond
,
,
a. croak: __________________________________________________________ To make a deep hoarse throaty sound b. croak: __________________________________________________________ (slang) to die
2. Bowling Pin Makers out on Strike a. strike: __________________________________________________________ b. strike: __________________________________________________________ 3. Heavy Rains Dampen Spirits a. dampen: ________________________________________________________ b. dampen: ________________________________________________________ 4. Debate Over New Grammar Program Grows Tense a. tense: __________________________________________________________ b. tense: __________________________________________________________ 5. IRS Socks Hosiery Company with Heavy Fines a. socks: __________________________________________________________ b. socks: __________________________________________________________ 6. City Council Shelves Plan for New Library a. shelves: ________________________________________________________ b. shelves: ________________________________________________________ Now you try it. On the back of this sheet, write two of your own headline puns.
CHALLENGE!
Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
2
Writing 2
NAME
DATE
WORD CHOICE: ALLITERATION AND ONOMATOPOEIA Alliteration is the repeated use of the same first letter in a series of words. You have probably heard alliteration used to create tongue twisters, such as Peter Piper picked a peck of pickled peppers. Here are some more examples: Tiny Tina tearfully took a terrible tumble. Sister Susan sometimes sips salty soup.
A. Use alliteration to write three tongue twisters on the lines below. You might use the names of some of your friends for inspiration, or just choose a letter and try it out! 1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ Onomatopoeia is the use of words that imitate a sound. If you wrote “arf” as the sound a dog makes or “swish” as the sound of a ball going through a basketball hoop, you would be using onomatopoeia.
B. Write a paragraph describing one of the following events. Use onomatopoeia at least three times. • a duck hunting trip • a baseball game • a visit to the zoo • a big storm • an automobile accident ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
WORD CHOICE: MORE SPECIFIC ADJECTIVES What do you think is wrong with the following sentences? He is good.
This car is nice.
This was a bad day.
The writer chose adjectives that were too general. These words don’t create a clear picture. Notice how much more information you get from sentences that use more specific adjectives. He is responsible.
This is a comfortable car.
This was a tragic day.
A. Circle the more specific adjective in each pair. 1. Brenda enjoys ( good / delicious ) desserts. 2. Mother insists we eat ( healthy / good ) foods. 3. We had a ( leisurely / nice ) bike ride. 4. This is a ( good / weatherproof ) coat. 5. Austin received a ( failing / bad ) grade.
B. Rewrite each sentence. Replace the word nice with a more specific adjective. 1. I took a nice nap. ____________________________________________________________________ 2. Jenny is a nice girl. ____________________________________________________________________ 3. You live in a nice house. ____________________________________________________________________ 4. My teacher is nice. ____________________________________________________________________ 5. Have a nice day. ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
TRANSITIONAL WORDS AND PHRASES I Good writers use transitional words and phrases to link thoughts and ideas. Expressions like “on the other hand,” “next,” and “in conclusion” guide readers from one thought to another and help them connect ideas.
Certain transitions are best for certain jobs. Study the words and phrases in the box. Write each one under the heading that shows the kind of connection it makes. To get you started, one transition already appears under each heading. then above soon now today under once
similarly fortunately unfortunately for instance as a result furthermore in addition
SHOW ADDITION
yet thus also luckily below but over
SHOW COMPARISON
however therefore moreover likewise between for example on the other hand
SHOW CONTRAST
_______________________ _______________________ _______________________ moreover similarly however _______________________ _______________________ _______________________ _______________________
_______________________
_______________________
_______________________
EXPLAIN
SHOW TIME
SHOW PLACE
_______________________ _______________________ _______________________ for example once above _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ SHOW MANNER
SHOW PURPOSE OR RESULT
_______________________ _______________________ fortunately therefore _______________________ _______________________ _______________________ _______________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
TRANSITIONAL WORDS AND PHRASES II Use the boxed list of transitional expressions from the previous exercise for help with these activities.
A. Underline the five transitions in the paragraph. The first one has been done for you. My name is Sam. I’ll bet you’ve already decided that I am a boy. That is not, however, the case. On the contrary, I am a teenaged girl whose name has caused her plenty of problems. For example, there was the time I saw the volleyball signup list on the school bulletin board. I signed my name along with many other boys and girls. Soon the team lists came out. There was my name, “Sam Peretti.” Unfortunately, I was listed as a member of the boys’ volleyball team!
B. Add transitional words or phrases to connect the thoughts. The first one has been done for you. Hint: There may be more than one good choice for each item. 1. People often thought that Sam was a boy. ____________________, As a result she began using her full name, Samantha. 2. I was asked to sing “The Star Spangled Banner” at the game. I cannot carry a tune, ____________________. 3. Our spaniel Ricky barks loudly when strangers approach. Our poodle Lucy, ____________________________________, never makes a sound. 4. I received three boxes of candy on Valentine’s Day. ______________________, I gained five pounds in a week. 5. It seems that male and female clothing has become pretty much the same. __________________________, I found neckties, blue jeans, and leather jackets in both the men’s and women’s departments. 6. _______________ a telephone call was a modern miracle. _______________ many people consider it an old-fashioned method of communication. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
USING TRANSITIONS TO LINK SENTENCES Rewrite these paragraphs by adding transitional words and phrases. The words you add should connect ideas and guide the reader. Marco likes to make people smile. He seems to think that no prank is too embarrassing if it gets a laugh. He once came to school wearing his pajamas. On another day we had a substitute teacher, and Marco pretended to lose a contact lens. He doesn’t wear contacts! Marco has a serious side, too. He collects food for the needy. He tutors children. He dresses like a clown and visits kids in the hospital. Marco is a great guy to have around. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ CHALLENGE! On the back of this sheet,
write a paragraph describing the qualities of one of your friends. Use transitional words and phrases to connect ideas. Underline the transitional expressions. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
USING TRANSITIONS TO LINK PARAGRAPHS Writers often use transitional expressions in the first sentence of a paragraph. These words help a reader connect the new paragraph with the one before it.
Each item below contains the last sentence of a paragraph and the first sentence of the next paragraph. Rewrite the second sentence. Include a transitional expression that links ideas. The first one has been done for you. 1. (a) As you can see, skiing can be a costly way to get exercise. (b) Walking is free. REWRITE:
____________________________________________________________ On the other hand, walking is free.
2. (a) You will have completed step one when the seeds are buried. (b) Fill a watering can with warm water and fertilizer. REWRITE:
____________________________________________________________
___________________________________________________________________ 3. (a) Ignoring traffic laws can get drivers in big trouble. (b) Pedestrians need to follow traffic laws. REWRITE:
____________________________________________________________
___________________________________________________________________ 4. (a) Most tropical fish need special equipment and care. (b) Goldfish are very hardy and do well with little care. REWRITE:
____________________________________________________________
___________________________________________________________________ 5. (a) To my alarm, it looked like a storm was brewing. (b) The winds calmed, and the sun came out. REWRITE:
____________________________________________________________
___________________________________________________________________ 6. (a) The bank robber was getting away! (b) Superhero Waldo Winworthy roared by on his motorcycle. REWRITE:
____________________________________________________________
___________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
WRITING A MYSTERY STORY: PLOT—PROBLEM AND SOLUTION The first step in writing a mystery story is to decide what the mystery—or main problem—of the story will be. The plot of a mystery moves characters through a chain of events that leads to a solution.
WHERE HAVE ALL THE CAMPERS GONE?
IMPORTANT! Do not try to come up with a solution as you write the story. Decide how the mystery is solved before you begin to write the story. Plan each story event to move the action toward that solution.
A. Write three possible problems that could be
CAMP LAWANGA
at the heart of a mystery story. For example: Several campers at Camp Lawanga have disappeared. What happened to them? 1. ____________________________________________________________________ ____________________________________________________________________ 2. ____________________________________________________________________ ____________________________________________________________________ 3. ____________________________________________________________________ ____________________________________________________________________
B. Now comes the hard part. Come up with a convincing solution to the Camp Lawanga mystery and to the three problems you wrote. What happened to the missing Camp Lawanga campers? __________________ _______________________________________________________________________ How will you solve your mysteries? (Use the back of this sheet if you need more space.) 1. ____________________________________________________________________ ____________________________________________________________________ 2. ____________________________________________________________________ ____________________________________________________________________ 3. ____________________________________________________________________ ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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WRITING A MYSTERY STORY: PLOT—MAIN EVENTS The plot of a mystery should contain these main elements:
• Introduction: The crime is committed or the problem discovered.
• Rising action: Main character (detective-type) finds clues.
I know where the campers are!
• Climax: The mystery is solved. • Falling action: Everyone hears about what happened; the criminal comes to justice; ending.
Choose one of the problems you described in the last exercise. In short sentences, outline the events of a mystery plot. 1. Introduction: _________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ 2. Rising action: ______________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. Climax: ____________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. Falling action: ______________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
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WRITING A MYSTERY STORY: SETTING The setting of your mystery tells where and when the story takes place. The setting is the background for the action.
Answer the following questions to develop the setting of your story. 1. In what physical place does most of your story take place? (Examples: at sea, in a modern office, or in the old West, etc.) ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. List some details you can use to identify this place. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. What is the time of your story? (Examples: modern day, the old West, night time, early morning.) ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. List some details you can use to convey the time. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ CHALLENGE! On the back of this sheet, write
a possible mystery story beginning that provides setting details. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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WRITING A MYSTERY STORY: SETTING AND MOOD The mood of a mystery suggests suspense and sometimes fear.
A. Rewrite the following sentences to make them convey a mysterious, scary, or suspenseful mood. 1. The moon rose. ____________________________________________________________________ ____________________________________________________________________ 2. The door opened. ____________________________________________________________________ ____________________________________________________________________ 3. A car stopped. ____________________________________________________________________ ____________________________________________________________________ 4. He looked behind him. ____________________________________________________________________ ____________________________________________________________________ 5. “Who’s there?” she asked. ____________________________________________________________________ ____________________________________________________________________
B. Write a paragraph describing the setting of your story. Try to make your reader see the place and feel its atmosphere. Use the details you provided in the last exercise as a guide to paragraph content. Use the back of this sheet if you need more room. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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WRITING A MYSTERY STORY: CHARACTERS Most mysteries have a crime-solver and a criminal as characters. It’s important that you, as the writer, understand your characters so that you can bring them to life.
Develop characters for the story you’ve been planning in the preceding exercises. Complete the items below. (Use the back of this sheet if needed.)
A. Describe your main character—the crime-solver. 1. Name: _____________________________________________________________ 2. Occupation: ________________________________________________________ 3. Physical description: ________________________________________________ ____________________________________________________________________ 4. Personality traits: ___________________________________________________ ____________________________________________________________________ 5. Tell about one thing your hero or heroine will do that will be typical of his or her personality. ____________________________________________ ____________________________________________________________________
B. Describe your criminal. 1. Name: _____________________________________________________________ 2. Occupation: ________________________________________________________ 3. Physical description: ________________________________________________ ____________________________________________________________________ 4. Personality traits: ___________________________________________________ ____________________________________________________________________ 5. Tell about one thing your criminal will do that will be typical of his or her personality. ____________________________________________ ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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WRITING A MYSTERY STORY: CHARACTERS’ DIALOGUE Writers develop characters by describing them, having them do things, and having them say things (dialogue). In this exercise, you will bring your mystery characters to life through dialogue. EXAMPLE:
➝
➝ DIRECT QUOTE
WHO SAID IT
➝
“Don’t come any closer, or you’ll be sorry!” Conrad warned . DIALOGUE WORD
First, write a sentence of dialogue that your crimesolver might say. Provide not only the words spoken but also the name of the speaker and a descriptive dialogue word. Punctuate carefully. Then, tell what the crime-solver’s dialogue reveals about his or her personality.
“I won’t rest until I find out who stole that old _________________________________________________________________ woman’s life savings!” declared teen detective Sue Luth. (b) Sue _________________________________________________________________ is caring and determined. (a) _________________________________________________________________
Your crime-solver’s name: ______________________________________________ 1. (a) _________________________________________________________________ _________________________________________________________________ (b) _________________________________________________________________ 2. (a) _________________________________________________________________ _________________________________________________________________ (b) _________________________________________________________________ 3. (a) _________________________________________________________________ _________________________________________________________________ (b) _________________________________________________________________ On the back of this sheet, provide three sentences of dialogue your criminal might say.
CHALLENGE!
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WRITING A MYSTERY STORY: DETAILS, DETAILS! Consider the following typical mystery details as you develop your plot.
A. Answer the questions in complete sentences. Use the back of this sheet if you need more space. 1. What crime will be committed in your story? ____________________________________________________________________ ____________________________________________________________________ 2. Will your criminal use a weapon or other equipment to commit the crime? If so, describe each item. ____________________________________________________________________ ____________________________________________________________________ 3. What is the criminal’s motive for the crime? ____________________________________________________________________ ____________________________________________________________________ 4. What clues will the criminal leave? ____________________________________________________________________ ____________________________________________________________________ 5. Will the crime-solver need any special equipment or tools to solve the crime? If so, describe each item. ____________________________________________________________________ ____________________________________________________________________
B. Think of an interest-grabbing title for your mystery story, and write it on the line. ______________________________________________________________
With exercises 9-15 completed, you have a solid start on a mystery story. Armed with a plot outline, an understanding of your two main characters, a setting, and some important basic details . . . you are ready to write the story! Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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DESCRIPTIVE WRITING: THE THESAURUS How do you find the “perfect word” to express what you mean? One place you can look is in a book of synonyms called a thesaurus. COMPUTER HINT
If you’re writing on a computer, go to the Tools option on your word processing program. You’re likely to find Thesaurus listed among your choices. Highlight the word you want to replace in your text. Then click on Thesaurus. You’ll usually get a list of synonyms.
Study the thesaurus entries in the box below. Choose an appropriate synonym for the boldfaced word in each sentence and write it on the line. ANIMAL: creature, brute, beast, mammal, livestock PERFECT: faultless, flawless, ideal, prime, pure, unblemished SHAKE: churn, convulse, joggle, jolt, jiggle, shimmy, shudder, tremble, wiggle, job, jounce, rock, jar, agitate, totter, vibrate
1. Each animal in the woods sensed the coming storm.
_______________________________
2. He has the manners of an animal.
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3. Tim is the perfect man for the job.
_______________________________
4. Ruby has perfect skin.
_______________________________
5. The earthquake made the ground shake beneath us.
_______________________________
6. The classic horror film The Blob still makes moviegoers shake with fear.
_______________________________
Use one word from each thesaurus entry above in an original sentence. Write your three sentences on the back of this sheet.
CHALLENGE!
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THE THESAURUS: FINDING THE RIGHT WORD Replace each boldfaced word with a synonym that will make the two lines rhyme. If you need help, look up the boldfaced word in a thesaurus. Number one has been done as a model. 1. It is wise to wear boots on your feet, In case there is snow, rain, or hail. _____________________ sleet 2. It takes toothpaste and brushes and floss, To give your teeth a bright shine. ______________________ 3. If you have a big hole in your chimney, You will need more to fix it than glue. ___________________ 4. We keep our pet Polly the parrot, In a little room up in the attic. ________________________ 5. The bruise first was red and dark blue, Then it turned to a strange purple color. _______________ 6. My brother knocked over the lamp. He’s a naughty and troublesome rascal. ________________ 7. Please put down that buzz saw and hammer. I can’t stand this deafening noise. _____________________ 8. If you enter a place that is scary, It is wise to be careful and watchful. ___________________ 9. We bought beef that was tasty and tender, From Paolo, the friendly meat salesman. _______________ 10. The crowd could not help but stare, At the eight-foot-tall, hat-wearing ape. __________________ CHALLENGE! On the back of this sheet, try writing one of these rhyme
puzzles. Then challenge a classmate to figure out the rhyming synonym. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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SYNONYM CROSSWORD Find a synonym in the box for each clue. Use the synonyms to complete the puzzle. If you need help, use a thesaurus. aide
hilarious
unsavory
scruples
valiant
chide
lethargic
absurd
roost
aghast
ACROSS 1
1. helper 2. funny
2
3. morals 7. silly
4
3
8. brave
5
9. tired 7
6
DOWN
1. shocked 8
4. distasteful 5. perch 9
6. scold
CHALLENGE! Use your creativity and a thesaurus
to come up with three more synonyms for three of the puzzle words. On the back of this sheet, write a sentence for each new synonym (nine sentences in all). Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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CONSIDERING POINT OF VIEW The same situation may seem quite different to different observers or participants. Read the following nursery rhyme. Humpty Dumpty sat on the wall. Humpty Dumpty had a great fall. All the king’s horses and all the king’s men Couldn’t put Humpty together again.
Write narrative paragraphs describing the “Humpty situation” from two different points of view. Use a first-person narrator (the I pronoun). 1. from Humpty’s point of view: _________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. from the point of view of one of the king’s men: _________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ CHALLENGE! Choose another nursery rhyme and retell it as a narrative
from two different points of view. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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WORD CHOICE: CAPTURE THE EXPERIENCE Complete the sentences. Circle the letter of the ending that mostly clearly describes an experience. Then use your own words to write a third sentence. Try to create a very specific description. The first one has been done as a model. 1. The two cars skidded and . . . a. ran into each other really hard. b. collided with a screech of brakes and twisting metal. ____________________________________________________________________ As they careened toward each other, a look of horror ____________________________________________________________________ crossed each driver’s face. 2. At the zoo I saw . . . a. a monkey with a giant nose, a peacock with a brilliant fantail, and a newborn giraffe with long, unsteady legs. b. some unusual and interesting animals that I had never seen before. ____________________________________________________________________ 3. What my sister was cooking . . . a. did not smell very good to me. b. reeked of burnt onions and sour milk. ____________________________________________________________________ 4. I knew I was lost when . . . a. the trail faded into the autumn leaves blanketing the forest floor. b. I could no longer see the trail leading out of the forest. ____________________________________________________________________ 5. The new linebacker on our football team . . . a. is really big and strong and good. b. has massive shoulders and a thick neck and can knock down anything in his way. ____________________________________________________________________ 6. The crime suspect . . . a. had a guilty look on her face and seemed very nervous. b. trembled, perspired, and would not look the detective in the eye. ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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FORMAL AND INFORMAL WRITING A letter to a friend is different from a letter you would write to apply for a job. A friendly letter uses informal language and a conversational tone. A letter of application uses carefully planned words and more formal language structures.
Study the chart. Then write F for formal or I for informal before each item below. FORMAL
INFORMAL
long sentences
short sentences
few contractions
personal tone
difficult vocabulary
commonly used words
1. _____ Hi there, Terri! It seems like ages since I’ve seen you. 2. _____ I would be pleased to meet with you again, Mr. Morton, at your earliest convenience. 3. _____ Well, who cares if it rains? We’ll play the game anyway! 4. _____ Please ship the painting at your earliest convenience and insure it for the full amount of its value. 5. _____ Once the ballots were cast, the committee proceeded to tally them, following strict election protocol. 6. _____ No cheaters are allowed. If we find any, we’ll kick them right out of the game! 7. _____ I have several ideas for alleviating two urban problems: traffic congestion and criminal activity. 8. _____ That’s some fast car you’ve got, Bob! CHALLENGE! Choose four of the
sentences above. On the back of this sheet, rewrite formal sentences in an informal way. Rewrite informal sentences so that they are more formal. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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RECOGNIZING PURPOSE AND AUDIENCE How does a writer know whether to use formal language or informal language? It depends on your audience and your purpose for writing.
1234567890 1234567890 1234567890 1234567890 1234567890 PRINCIPAL 1234567890 1234567890 1234567890
Decide whether the purpose and audience described in each item are appropriate for a formal or an informal tone. Write I or F before each item.
1234 1234 1234 1234 1234 1234 1234 1234
1. _____ Purpose: to complain about some problems with your new car Audience: your best friend 2. _____ Purpose: to complain about some problems with your new car Audience: the car manufacturer 3. _____ Purpose: to describe improvements needed at school Audience: your classmates 4. _____ Purpose: to describe improvements needed at school Audience: the principal 5. _____ Purpose: to express condolences for the loss of a loved one Audience: your friend’s family 6. _____ Purpose: to say thank you for a nice dinner Audience: your friend’s family
OUR SCHOOL HAS PROBLEMS! Join us for a discussion on ways we can initiate change.
Let’s make a difference! Thursday, April 5, 5:00, Classroom A5
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CHALLENGE! Think about a situation
that needs improvement at your school. On the back of this sheet, write two paragraphs presenting your opinions. Your school principal will be the audience for the first paragraph. For the second paragraph, your audience will be your classmates.
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KEEPING THE AUDIENCE IN MIND Think of a place you like to visit. Imagine that you are telling a group of second graders about the place. Write a paragraph and draw an illustration designed to capture their interest. PARAGRAPH:
____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ILLUSTRATION:
CHALLENGE! On the back of this sheet, write a paragraph and draw an
illustration aimed at interesting young adults in your special place. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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LETTER OF APPLICATION Applying for a job sometimes means writing to an employer. In a letter of application, you’ll use the business letter format.
Imagine you are a job applicant. Fill in each blank in the letter below.
__________________________ [APPLICANT’S ADDRESS]
__________________________ January 8, 2000
_________________________ _________________________
[EMPLOYER’S NAME AND ADDRESS]
_________________________ Dear ____________________: I am interested in applying for work as a ___________ ___________________. I learned about your job opening when I ________________________________________. My educational background includes ________________ years at __________________________ where I have enjoyed studying ____________________ and ____________________. I will be able to begin work ____________________ and could be available for ____________________ shifts. My experience related to this job includes __________ ________________________________________. In addition, I have ________________________________. I am a skilled ______________________________ and consider myself very _______________________ and _______________________. May I call you to arrange an interview? Sincerely, [SIGNATURE]
_________________________
[TYPED NAME]
_________________________
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AVOIDING REPETITION Writers must watch out for wordiness and repetition. Notice that the boldfaced words in the examples are unnecessary because they repeat meaning. EXAMPLES: Clara’s
eyes are green in color. A water canteen is an important necessity for desert travel.
A. Cross out the unnecessary word or words in each sentence. 1. That question refers back to the first chapter. 2. Someday, Katrina would like to return back to her home town. 3. The breeze blowing on the back of Rosa’s neck made her shiver. 4. Let me repeat again how important this is! 5. The apartment complex burned down to the ground.
B. Look for repetition in this paragraph. Cross out unnecessary words. Wendall Bendel hid the letter in the desk drawer. It held a secret that no one was supposed to know. Wendall’s older big brother Saul was married to the royal queen of a tiny little European country. Wendall’s mother, who was a nosy snoop, found the letter. “My son is a king!” Mrs. Bendel excitedly exclaimed. “He must return back to Europe and claim his crown!” Wendall heard his mother’s loud shouting. “You cannot tell anyone, Mother!” Wendall said. “It’s a puzzling mystery to me why no one can know. But I will respectfully honor my one and only brother’s wishes.” Mrs. Bendel’s face turned red in color. She nervously circled around the room. At last she finally spoke again. “All right,” she sighed. She put the letter in the trash can. She lit a match, held it to the paper, and watched the letter burn up. As the flames grew bigger in size, she sadly said, “Saul’s secret is safe forever and for all time!”
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DESCRIPTIVE WORD CHOICE Write four words under each heading. You may choose adjectives, verbs, adverbs, and/or nouns. Words that . . . 1. make me hungry _______________________________ _______________________________ _______________________________ _______________________________ 2. make me shiver _______________________________
_______________________________
_______________________________
_______________________________
3. make me shudder _______________________________
_______________________________
_______________________________
_______________________________
4. have music in them _______________________________
_______________________________
_______________________________
_______________________________
5. suggest something soft _______________________________
_______________________________
_______________________________
_______________________________
6. describe kinds of noises _______________________________
_______________________________
_______________________________
_______________________________
7. suggest good smells _______________________________
_______________________________
_______________________________
_______________________________
Select one of the word groups above. On the back of this sheet, write a descriptive paragraph using most of the words you listed.
CHALLENGE!
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VERB TENSE I Watch out for sudden shifts in verb tense. A careful writer uses the same tense throughout a passage—unless there is a good reason to change it.
Each paragraph below has one sentence with a shift in verb tense. Find and underline this error. 1.
From high in his tower, the forest ranger spotted a thin column of smoke. He radioed a report and hurried down to his jeep. He drove rapidly toward the suspected fire. He is anxious because the forest is dry and the winds are brisk. Luckily, the ranger arrived at the hot spot in time. He doused a small campfire before it spread.
2.
Today is a perfect day for kite flying. The beach is deserted. A brisk wind whips up whitecaps on the surf. I hold my kite close to keep it from taking off before I am ready. I feel the wind pulling it from me, tugging it skyward. I hold on tightly until the time is right. Then I release my kite and laugh as it travels up and up. The kite thought it was free, but I knew that one thin string still held it down.
CHALLENGE! Rewrite each sentence below on the back of
this sheet. Make sure that all verbs are in the same tense. 1. We drank hot chocolate and watch the sunset. 2. I make $7.00 an hour weekdays, but got $8.50 an hour Saturdays. 3. Someday I will buy a motorcycle and drove across the country. 4. Paul Revere mounted his horse and ride through the towns. 5. The colonists throw tea into Boston Harbor because they were angry about high taxes.
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VERB TENSE II Verbs or verb phrases are missing from the paragraph below. Pick a tense (past or present) and insert appropriate verbs or verb phrases. Keep the tense consistent!
I __________________________ in my leaf-covered yard and __________________________ the flock of geese. They __________________________ southward in a V-shaped formation. They __________________________ loudly. Their voices __________________________ like hundreds of horns. As I _________________________ their flight, I ________________________ that winter _______________________ at hand. It _______________________ time to __________________________ logs for the fireplace and ___________________________ some wool hats and mittens. The thought of cold weather _____________________________ me chilly. I quickly __________________________ indoors.
Write three paragraphs using the topic sentences below as starters. Notice the verb tense in the topic sentence. All tenses in each paragraph should be consistent with the tense of the topic sentence. Write your paragraphs on the back of this sheet.
CHALLENGE!
PARAGRAPH
#1: At the beginning of the 20th century, Americans lived
without many of the comforts we take for granted today. PARAGRAPH
#2: The 20th century development that I appreciate most is
_______________ (the cellular telephone, the airplane, the computer, the television, organ transplants, etc.). PARAGRAPH
#3: I’ll bet that in the 21st century people will _______________
(travel to other planets, live to 150, fly cross-country in an hour, etc.). Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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FIGURATIVE LANGUAGE: PERSONIFICATION When writers give an object or idea the characteristics of a living person, they are using a type of figurative language called personification. In the following lines from Romeo and Juliet, Shakespeare personifies “day.” Night’s candles are burnt out, and jocund day Stands tiptoe on the misty mountain tops.
Circle the object or idea being personified in each item below. The first one has been done for you. 1. O! Swear not by the moon, the inconstant moon / That monthly changes in her circled orb. (Shakespeare, Romeo and Juliet) 2. How far that little candle throws his beams! (Shakespeare, The Merchant of Venice) 3. For Age, with stealing steps / Hath clawed me with his clutch. (Lord Vaux Thomas, The Aged Lover Renounceth Love) 4. The white-capped waves kissed the shore then shyly scampered back to their dark blue home. 5. Good Luck lends a hand to some. Others, she passes by. 6. Anger’s rough fingers clutched me round the neck and choked me so I could not speak. 7. Stubborn computer! When you feel tired, you freeze up, refuse to do your work, and give me that cold stare. 8. The expensive tennis shoes beckoned me. “We will make you look cool! You can’t live without us!” CHALLENGE! Personify three objects or ideas. Write about one of the
following: a storm, a ship, loneliness, jealousy, youth, justice, the moon, chocolate. Do your writing on the back of this sheet.
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FIGURATIVE LANGUAGE: HYPERBOLE Hyperbole is a figure of speech in which the writer deliberately exaggerates to make a point. Song lyrics often use hyperbole: “I’ll love you until the end of time!” Advertisers often use hyperbole: “The buy of the century!” People use hyperbole in their everyday speech: “I’ll die if you make me eat those brussels sprouts!”
A. Read the following paragraph. Underline each sentence that contains hyperbole. Benny is the most remarkable person in the world. He has every good feature a person could want. Benny is a fine athlete and a good student. He is friendly, outgoing, and kind to old people and animals. On Saturdays, Benny volunteers at a local nursing home. On Sundays, he helps out at the humane society. No one on earth has a bad thing to say about Benny. He is so close to perfect that I can hardly bear it!
B. Write hyperbole to emphasize your: 1. hunger ____________________________________________________________ ____________________________________________________________________ 2. excitement ________________________________________________________ ____________________________________________________________________ 3. love _______________________________________________________________ ____________________________________________________________________ 4. anger _____________________________________________________________ ____________________________________________________________________ 5. boredom ___________________________________________________________ ____________________________________________________________________ Look through newspapers, magazines, or phone book yellow pages and find an ad that uses hyperbole. Tape it to the back of this sheet.
CHALLENGE!
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ESSAY WRITING
A. The diagram below shows how a basic essay is organized. Label each essay part by filling in letters to spell the part indicated by the arrow. The parts of an essay are listed in the box. introduction
thesis statement
body
topic sentence
supporting detail
conclusion
(1) t __ __ __ __ s
__ t __ __ __ m __ __ t ➝
Xxxx xxx xxxxx xxxxx xxx xxxxxx xxxxxxxxx. Xxxx (2) xxxxx xxxx, xxxxx xxxxx xxx xx xxxx. t __ __ __ c ➝ Xxx xxx xxxxxx, xxx __ __ __ __ e n __ __ xxxxxx xxxx xxxxxx xxxx xxxxx. Xxxx xxxxx xxxx, xxxxx xxxxx xxx xx xxxx. (3) Xxxx xxx xxxxxx xxxxx xxxx. Xxxx, xxxxx xxxxx xxx xx s __ p p __ __ __ __ __ g ➝ xxxx xxxxx xxxx. __ __ t __ __ l Xx xxx xxxxx xxxxx xxx xxxxxx xxxxxxxxx. Xxxx xxxx, xxxxx xxxxx xx xxxx. Xxxx xxx xxxxx xxxxx xxxx xxxxx. Xxxxxxxxx, xxxxx xxx xx xxxx. Xxxx xxx xxxxx xxxxx xxx xxxxxx. Xxxx xxxx, xxxxx xxxxx xxx xx xxxx.
(4) i n __ __ __ d __ __ t __ __ __
(5) __ __ d __
(6) __ o __ c __ __ __ __ __ n
B. Write T or F on the line to tell whether each statement below is true or false. 1. _____ An essay is a group of paragraphs dealing with one idea. 2. _____ The thesis sentence states the main idea of the whole essay. 3. _____ The broader the essay topic, the better you will have more to say. 4. _____ The paragraphs in the body never relate to the thesis statement. 5. _____ The essay conclusion usually restates the thesis in different words. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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PLANNING YOUR ESSAY Select a topic from the box. Then plan an essay by writing your ideas on the lines below.
• My oddest relative • On being the new kid in school • Students (should / shouldn’t) hold after-school jobs • Why I (love living in / want to get out of) this city • Things I wish didn’t exist
• How having a pet can affect one’s health • A challenge I’m working on • What was so good about the good old days? • The joke was on me • The perfect day
I. Introduction A. Thesis statement: _______________________________________________ ________________________________________________________________ II. Body A. Topic sentence: _________________________________________________ ________________________________________________________________ 1. Supporting detail: ____________________________________________ 2. Supporting detail: ____________________________________________ 3. Supporting detail: ____________________________________________ B. Topic sentence: _________________________________________________ ________________________________________________________________ 1. Supporting detail: ____________________________________________ 2. Supporting detail: ____________________________________________ 3. Supporting detail: ____________________________________________ C. Topic sentence: _________________________________________________ ________________________________________________________________ 1. Supporting detail: ____________________________________________ 2. Supporting detail: ____________________________________________ 3. Supporting detail: ____________________________________________ III. Conclusion A. Restatement of thesis: ___________________________________________ ________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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NAME
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ESSAY CONCLUSIONS I An essay’s conclusion should restate the essay thesis, or main idea, in different words. Writers often use special techniques to craft their endings. You will study some of these techniques in this exercise and the following one. Technique 1: Ask a Question Although the writer does not expect an answer, asking a question is one effective way to make a point. EXAMPLE: Is it possible to make a fast, exciting car that is also safe to drive? It is clear that modern automakers have faced and met that challenge. Technique 2: Stress Importance The writer makes a very strong statement. EXAMPLE: It is a matter of life and death! No car—no matter how fast, attractive, or exciting—should be on the market if it is unsafe.
Read each conclusion. Write 1 or 2 to identify the technique. 1. _____ Be sure to take all the proper precautions when you climb a mountain. A mistake can cost you your life! 2. _____ Who is the mightier—you or Mother Nature? Every mountain climber should carefully consider this question. 3. _____ Where else but the circus can you get big laughs, heart-stopping thrills, and plenty of junk food, all in one afternoon? 4. _____ If citizens do not take the time to vote, democracy cannot exist. CHALLENGE! The following passage is the
next-to-last paragraph in an essay on the importance of exercise. Read it carefully. Then write a conclusion on the back of this sheet. Use one of the techniques described above. Outdoor exercise can also reduce stress. Scientists have found that light, or the lack of it, affects moods and health. After long hours indoors, many people reported feeling gloomy and tired. Just a short walk out-of-doors, even on a gray day, picked up their spirits and made their problems seem less overwhelming. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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NAME
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ESSAY CONCLUSIONS II Technique 3: Use a Quotation An appropriate quotation can be an effective way to wind up an essay. Recall a quote you’ve heard, or find one in a quotation book. EXAMPLE: My adventure convinced me to take more risks. As Jonathan Swift wrote, “May you live all the days of your life!” Technique 4: Make an Appeal for Action or Thought This type of ending aims to make readers act on or think about the topic. EXAMPLE: “Some people believe older folks are out of touch with the world. I have, however, found the opposite to be true. Spend time with your grandparents and other seniors. If you offer friendship, you will get wisdom and experience in return!
Read each conclusion. Write 3 or 4 to identify the technique. 1. _____ The French philosopher Voltaire said, “I disapprove of what you say, but I will defend to the death your right to say it.” I agree that freedom of speech is a right worth defending. 2. _____ There is never a reason to be sarcastic or cruel. Remember the wise old saying, “You can catch more flies with honey than you can with vinegar.” 3. _____ There is never a reason to be sarcastic or cruel. The next time you hear someone being deliberately mean, step in and speak up. Don’t let bullies hurt others! Imagine you’ve written an essay on one of the topics below. Circle the topic you select. Then, on the back of this sheet, write a paragraph that might effectively conclude the essay. Use one of the techniques described in this or the previous exercise.
CHALLENGE!
• the importance of healthful eating • What’s different about this generation of teens? • the importance of saving for the future Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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• how to improve your neighborhood • the benefits of competitive sports • the benefits of laughter
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Writing 2
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NAME
DATE
WRITING DEFINITIONS Sometimes it can be hard to explain word meanings. Challenge yourself by writing four-part definitions. Use the first two items as models. WORD
VERB
CATEGORY
SPECIFIC DETAILS
1.
An apple
is
a fruit
2.
The telephone
is
an invention that lets people talk to each other across long distances.
3.
A mouse
4.
A hammer
5.
A computer
6.
Loneliness
7.
A parent
8.
A plumber
9.
Democracy
10.
with crisp, white flesh and shiny red or green skin.
A giggle
Compare one of your own definitions with a dictionary definition. Look up one of the words above and copy the dictionary entry on the back of this sheet.
CHALLENGE!
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Writing 2
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NAME
DATE
THE SOUNDS OF POETRY
A. Read the following poems. Try to hear the sounds. Can you imagine what is happening in each poem? Write your guess on the line. 1. Ding-dong. Silence. Knock, knock, knock. KNOCK, KNOCK, KNOCK. Footsteps. Click. Click. Squeak. Greetings! ________________________________ ________________________________ 2. Woof, woof, growl! Meow, meow, meee-oww! Hiss, hiss! WHAP! Arf ! Arf ! Whine! Whimper! MEOW! ________________________________ ________________________________
B. Using the poems above as examples, write your own sound poem. Use words that imitate or describe sounds to suggest a scene or situation. For a topic, use your own idea or one of these suggestions: noisy students in a library, an auto accident, a sports event, a storm, a child’s birthday party. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
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NAME
DATE
PARTS OF SPEECH POEMS I Using different parts of speech as line-starters is a good way to create descriptive poems.
Use the poems on the left as models to help your write your own “parts of speech” poems on the lines on the right.
PREPOSITION POEM
Under a bank of rosy clouds Into the silver sea Before my wondering eyes The sun slowly sets.
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
ADVERB POEM
Haughtily tossing her silky hair Teasingly blinking emerald eyes Laughingly skipping past me She is my dream girl!
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
NOUN POEM
Basketballs bounce, bounce, bounce Sneakers squeak, squeak against wood Odors of sweat and effort fill the air The gym is full tonight.
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______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
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Writing 2
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NAME
DATE
PARTS OF SPEECH POEMS II On the left are more models of “parts of speech” poetry. Write your own poems on the lines on the right.
ADJECTIVE POEM
______________________________________
Long skinny legs, eight of them Round black body with shiny hairs Ambitious, skillful web-spinner I admire the busy spider.
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
VERB POEM
Bellowing like an angry bull Leaping like a kangaroo Rubbing the throbbing sore spot Too bad he sat on that tack!
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
CONJUNCTION POEM
So you won’t talk to me, And you won’t listen. But I miss you. Let’s end this spat.
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
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Writing 2
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NAME
DATE
WRITING DIALOGUE Writers use dialogue tags to tell who said each line. The most commonly used dialogue tag is “said.” To avoid repetition and develop character, practice choosing more specific words. Notice the dialogue tags in the following conversation. “Did you hear about the kid napping in Elmhurst Park?” whispered Skip. “No!” gasped Flip. “What happened?” “They woke him up!” laughed Skip.
Add dialogue tags and characters’ names to the following conversations. 1. “Young lady, do you know what time it is?” ____________________________. “No,” _____________________________________________. “I lost my watch.” “It’s past your curfew, and I’ve been worried,” _________________________. “It won’t happen again,” _______________________________. “You have my word on it!” 2. “You’d better not drink out of that fountain,” __________________________. “Why not?”_________________________________________________________. __________________________________________, “You might get what I got!” “What,” _______________________________________________, “did you get?” “Water!” ___________________________________________________________. CHALLENGE! Notice that there is no dialogue in the following paragraph.
On the back of this sheet, rewrite the paragraph by telling the story through dialogue. Keep the same characters and situation. Arnold Arntz was excited about buying his first car. The salesman, Honest Hank, welcomed Arnold to his used-car lot. Hank could see that Arnold liked the red convertible. It would be perfect for the Los Angeles climate! Hank told Arnold that the car was a good buy! It had been owned by a little old lady. She had only driven it to her sister’s house for monthly visits. Then Arnold saw that the car had gone nearly 200,000 miles! It seemed the lady’s sister lived in New York City. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
PERSONAL NARRATIVE I A personal narrative tells about an event the writer has experienced. It has a focused main idea and clear supporting details. It is usually told in order of time. The writer of a personal narrative is likely to establish a clear setting, introduce characters, and include dialogue.
A. Reread the information above. Then select the best ending to each statement. Circle the letter of the ending you choose. 1. The purpose of a personal narrative is to a. tell about an event that was important or memorable to the writer. b. persuade the reader to do something or to think in a certain way. c. tell an exciting story about imaginary characters. d. teach a lesson or present a moral. 2. Most often, a personal narrative is organized a. in no special order. b. in order of time. c. from most important detail to least important detail. d. none of the above. 3. A personal narrative is likely to have a. a clear setting. c. a first-person narrator. b. dialogue. d. all of the above.
B. Which of the following “starters” would most likely begin a personal narrative? Circle the number of your choice. 1.
Norwegian explorer Roald Amundsen spent much of his life on polar expeditions. In 1910 he began a voyage that would lead to his discovery of the South Pole.
2.
My first lesson in survival came the day I got lost in Quimby’s Department Store. I was three years old and just three feet tall. I spent a lot of time crying.
3.
Officer Peabody studied the shattered window. He saw bloody footsteps leading across the carpet and up the stairs. “Something terrible has happened to her!” he whispered. He motioned for his men to follow him.
On the back of this sheet, write a personal narrative about something memorable that has happened to you at school. Include some dialogue.
CHALLENGE!
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Writing 2
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NAME
DATE
PERSONAL NARRATIVE II
A. Imagine that you are a famous celebrity! A magazine has asked you to write a personal narrative recalling an important event from your childhood. Plan your narrative by making notes below. Main idea: ____________________________________________________________ _______________________________________________________________________ Setting: _______________________________________________________________ _______________________________________________________________________ Characters (including the narrator): _____________________________________ _______________________________________________________________________ _______________________________________________________________________ Details (in time order): _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
B. A personal narrative usually does not require much research. It can, however, be helpful to get more information. You might look back at your photographs and souvenirs. You might read journals or diaries or interview others who were involved. On the lines below, describe at least one resource that could help you write your personal narrative. ________________________________________ ________________________________________ ________________________________________ CHALLENGE! On the back of this sheet, use your notes to help you write a
short personal narrative for the magazine. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
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NAME
DATE
WRITERS’ RESOURCES Create grab bags of useful words. Fill each bag below by writing words on the lines. Two examples have been provided to spark ideas for more words to add in each category.
COMPARING WORDS
similar ___________________________ same
TIME ORDER WORDS
first ___________________________ then
whispered ___________________________ responded
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CONTRASTING WORDS
VIVID VERBS
WORDS FOR SOUNDS
opposite ___________________________ however
skulk ___________________________ capsize
screech ___________________________ boom
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
WRITING ABOUT HISTORY Read about an event in history that interests you. You can find information in social studies books and encyclopedias. Choose an event from the box or another memorable moment in history.
• Paul Revere warns the colonists, “The British are coming!” • The Berlin Wall comes down. • President Lincoln is assassinated. • WWII Allied forces launch the D-Day invasion of Normandy. • The stock market crash marks the beginning of the Great Depression.
After doing your research, imagine yourself as a person living during that time period. You might have been a real historical figure or an imaginary character. Write a personal narrative telling about the event from that character’s point of view. Continue writing on the back of this sheet if you need more space. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
WRITING ABOUT SCIENCE Think of an occurrence in nature that amazes you. Then do some research about that topic in science books, magazines, or encyclopedias. You may choose one of the items in the box below or research another topic.
• what causes a tornado, an earthquake, or lightning • why bears hibernate • how we taste food • how bees make honey • how birds defy gravity Now imagine that you’re preparing an exhibit for a science museum. Create a visual aid such as a chart, drawing, diagram, or graph in the space below. Then write an informative paragraph that could accompany the display. VISUAL AID:
INFORMATIVE PARAGRAPH:
____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
WRITING ABOUT LITERATURE Select a story or novel you have enjoyed. Then do one of the following:
• Write a letter of appreciation to the author, telling why you liked the work.
• Take the role of a character in the book. Write a letter to another character.
• Write copy for the book jacket. Summarize the plot and try to interest others in reading the story.
• Rewrite an important scene as a play script. Include set descriptions and stage directions.
• Research the author and write a brief biography. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
LANGUAGE AWARENESS Be on the lookout for interesting words! Paying close attention to words can make you a better writer.
A. Look at a map of your state or of the entire United States. List five towns or cities with descriptive names. After each name, describe the mental image you get of the place, based on its name. 1. ____________________
______________________________________________
2. ____________________
______________________________________________
3. ____________________
______________________________________________
4. ____________________
______________________________________________
5. ____________________
______________________________________________
B. List six towns or cities that seem to be named after people. 1. _______________________________
4. _______________________________
2. _______________________________
5. _______________________________
3. _______________________________
6. _______________________________
C. List one place name that ends in each suffix. 1. -ford _________________________
4. -haven ________________________
2. -land _________________________
5. -port _________________________
3. -field _________________________
6. -ham _________________________
D. Write three other suffixes commonly used in place names. 1. ___________________
2. ___________________
3. ___________________
Picture your ideal place to live. Is it a small town or a big city? Think about the climate and surrounding landforms. Give this place a name that suggests some of its features. Using the name as a title, write a descriptive paragraph on the back of this sheet.
CHALLENGE!
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
POINT OF VIEW I Select a portrait. It might be a snapshot of a friend or of yourself. It might be a photo of a stranger cut from a magazine or newspaper. Glue the portrait in the center of the following diagram. On the lines around the picture, describe the person from four points of view. You might, for example, describe the person from the viewpoint of a teacher, friend, parent, classmate, daughter, boss, or employee, etc.
3
1
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
4
2
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
POINT OF VIEW II Have you ever heard that “beauty is in the eye of the beholder”? Think about the meaning of that phrase as you describe a snow-covered mountain as seen through the eyes of: 1. a skier ____________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. a pioneer who must cross the mountain ______________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. a nature photographer ______________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. a person whose loved one died in an avalanche ________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 5. a lost hiker ________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 6. a pilot flying overhead ______________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
HAIKU Haiku, a form of short verse, has been popular in Japan for centuries. A haiku has three nonrhyming lines. The first and last lines have five syllables. The second line has seven. A traditional haiku presents a thought about nature and reflects a sense of wonder. The following examples give us an idea of what Japanese poets saw and felt more than 300 years ago. This great world of ours! Beneath mountains and pine trees There too the fleas dwell. —Issa The dew drops falling By ones and twos, rapidly. It is a good world. —Issa Charming to the eye, The fireflies flying about, Like straw scattering. —Takamasa
As I strike a light The green frogs under the eaves Strike up in concert. —Joso
Try your hand at this simple form of verse. Write two haiku that make observations on your world. HAIKU 1
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ HAIKU 2
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ CHALLENGE! On the back of this sheet, illustrate a haiku of your own or one
of the examples presented above. Write the haiku next to your picture. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
TANKA Tanka are another form of poetry from Japan. Tanka usually describe seasons of the year. Notice that tanka are longer than haiku. The five lines have the following syllable pattern: 5-7-5-7-7. EXAMPLE:
The earth is ready, (5) Set to blossom pink and white. (7) Is it springtime yet? (5) I sense the blooms below ground. (7) Icy March winds keep them there. (7)
In the space below, draw a picture or symbol or attach a photo that represents one of the seasons. Then write a tanka about that time of year. ILLUSTRATION
TANKA
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ On the back of this sheet, write three tanka expressing observations on the other seasons.
CHALLENGE!
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Writing 2
4/3/06, 11:58 AM
NAME
DATE
THE WRITER’S EYE: OBSERVATION JOURNAL I Train yourself to notice details as a writer does. Observe details in your surroundings and record them in a journal. Notice how the following observations could spark ideas for writing. PLACE:
I’m on an airplane. The air feels close and stale. I am locked above Earth in a cylinder full of strangers.
PEOPLE:
The man across the aisle looks about 45. His small diamond earring draws my attention. It adds interest. The man is bald and wears a business suit. I wonder when he decided to pierce his ear.
TIME:
It is Saturday—a day of choices. Weekdays I go to school. Today it’s up to me. Do I do something just for fun? Do I accomplish a goal?
MOOD:
I feel tension. There is turbulence, and the airplane is bumping. I’m not really worried, but it’s very uncomfortable.
Begin your own journal. Record one observation for each category. Select your observations from today’s experiences. PLACE:
________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________ PEOPLE:
_______________________________________________________________
_____________________________________________________________________ _____________________________________________________________________ TIME:
_________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________ MOOD:
________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________ CHALLENGE! Keep a journal for one week. Each day, record a few detailed
observations about place, people, time, and mood. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
THE WRITER’S EYE: OBSERVATION JOURNAL II Expand an entry from your observation journal. You might write a poem, a descriptive paragraph, a short story, or a character sketch. Copy the journal entry on the lines below. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Do your writing here. Continue on the back of this sheet if you need more room. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
RECOGNIZING PURPOSE The framework of the two paragraphs below is the same. It is your job to make them quite different. Think about your purpose as you fill in each blank. The words and phrases you choose will depend on your purpose for writing! PARAGRAPH 1: PURPOSE: to encourage visitors to relocate to this city Welcome to ____________________________, also known as the city of ___________________________________. As a long-time resident, I can tell you that this is the most _______________________________ place you could ever hope to live. The city is famous for its ___________________________________________________________ and ___________________________________________________________! Every city has its share of problems, but ours are __________________ ____________________________________________________. PARAGRAPH 2: PURPOSE: to discourage visitors from moving to this city Welcome to ____________________________, also known as the city of ___________________________________. As a long-time resident, I can tell you that this is the most _______________________________ place you could ever hope to live. The city is famous for its ___________________________________________________________ and ___________________________________________________________! Every city has its share of problems, but ours are __________________ ____________________________________________________. CHALLENGE! On the back of this sheet, draw an illustration for each
paragraph above. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
TERSE VERSE These poems are as short and simple as can be. Notice how a short statement of meaning leads to a simple two-word rhyme. UNFETTERED BUMBLE:
HONEY-COATED HAM:
Free Bee
Sweet Meat
CURRENT EVENTS ONBOARD SHIP:
A PARTY-GIVER’S EXAGGERATION:
Cruise News
Host Boast
Draw a line to match each definition with a two-line verse. a. Hot
1. Nightmare sounds
Tot
2. Feverish toddler
b. Woozy Floozy
3. Problems of autumnal cleanup
c. Dream Scream
4. Carsick woman wearing too much makeup
d. Leaf Grief
Now you try it. Write four Terse Verses of your own on the lines below. Model your poems after the rhymes above.
CHALLENGE!
________________________________:
__________________________________:
_____________________________
_______________________________
_____________________________
_______________________________
________________________________:
__________________________________:
_____________________________
_______________________________
_____________________________
_______________________________
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Writing 2
NAME
DATE
CREATE A LEGEND Some places have especially colorful or unusual names. Have you ever wondered, “Where in the world did that name come from?”
Make up a legend explaining a place name. (Note: Legends are colorful stories passed down throughout the ages. These stories are not necessarily true, but most of them attempt to explain something.) Base your legend on one of the places in the box, or look in an atlas for another interesting name. Crazy Woman, Wyoming Bald Knob, Arkansas Deadmans Bay, Florida Happy Valley, New Mexico
Brilliant, Ohio Cow Lake, Oregon Dark Harbor, Maine Knights Landing, California
Begin your legend below. Use the back of the sheet if you need more space. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
WORD CHOICE: CONNOTATIONS Words may have similar dictionary definitions but express quite different levels of feeling. Consider the words curious and nosy. They have similar meanings but connote, or suggest, different feelings. Curious has a positive connotation. Nosy, on the other hand, suggests a negative feeling.
A.
The words in each pair have similar dictionary definitions. Put a plus sign (+) next to each positive word. Put a minus sign (–) next to each negative word. 1. ___ clever
___ cagey
4. ___ conceited
___ self-confident
2. ___ miserly
___ thrifty
5. ___ modern
___ newfangled
6. ___ smiled
___ smirked
3. ___ stubborn ___ persistent
B.
Be aware of shades of meaning as you make word choices. In the wrong context, the connotation of a word can clash with the picture you want to create! The boldfaced words below have similar definitions, but very different connotations. Circle the word that best fits the context. 1. The champion ( mutt / canine ) waited proudly in the winner’s circle to receive the blue ribbon. 2. The president of the corporation thanked his ( mother / mommy ) for her support.
1st
3. The ( intelligent / crafty ) thief planned the bank robbery. 4. The sweet ( scent / stink ) of roses filled the room. 5. I bought this finely carved chair at a shop that sells European ( junk / antiques ). 6. Please try a bite of this sweet, delicious ( gruel / cereal ). 7. Dr. Salk is ( famous / notorious ) for discovering a polio vaccine. 8. The injured man ( sauntered / hobbled ) into the hospital emergency room. 9. The muscular hero, Rock Ridges, was rugged and ( pretty / handsome ). 10. The environmental group fought to protect the ( wetlands / bog ). Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
CONNOTATION LADDER Study the connotation ladder below. Notice that the word in the middle is a neutral word. As you move up the ladder, words express more positive connotations. As you go down the ladder, words become increasingly negative. lithe slender
+
slim lean thin
0
skinny gaunt emaciated
–
skeletal
Build a connotation ladder like the one above. For item 1, you have been given a neutral word. For item 2, use a neutral word of your own choice at the center of the ladder. Use a thesaurus if you need help. 1.
2. +
old
0
–
CHALLENGE! Write sentences using one positive and one negative word
from each of the three ladders above. Write your six original sentences on the back of this sheet. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
AUDIENCE As a writer, always consider your audience. It can make a big difference!
Imagine that you are a copywriter creating an ad campaign for a new automobile. In the four boxes below, describe the features you would emphasize to reach each audience. PARENTS OF SMALL CHILDREN
TEENS BUYING A FIRST CAR
BUSINESSPEOPLE
OUTDOOR SPORTS ENTHUSIASTS
On the back of this sheet, design a car ad directed at one of the audiences named above. Your ad should: (a) give the auto model a name; (b) include either an original drawing or a picture taken from a newspaper or magazine; (c) provide written copy that includes some of the features you described above.
CHALLENGE!
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Writing 2
NAME
DATE
PROVERBS AND PERSONAL NARRATIVES Use one of the following proverbs to spark a personal narrative (your own story or report about something that happened). Choose and circle one proverb to complete the beginning statement. Then use it as a topic for your narrative. How I learned. . . that haste makes waste. not to put off until tomorrow what I can do today. two wrongs don’t make a right. truth is stranger than fiction. the best laid plans of mice and men often go awry. to strike while the iron is hot. not to count my chickens before they hatch. beauty is only skin deep.
Begin your narrative on the lines below. Continue on the back of this sheet or on an attached sheet of paper. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
THE RESEARCH PAPER
A.
Read the clues. Answers are terms in the box—terms that are important to know when you’re writing a research paper. footnote outline
bibliography reference
research proofread
topic revise
notes
ACROSS 1
3. words, phrases, and sentences written down to help one remember and keep a record of information
2
3
4
5
6
7 8
5. the subject of a piece of writing 8. to rewrite, correcting errors and making improvements
9
9. plan of writing that lays out the main ideas, but not all the details DOWN
1. note at the bottom of a page that explains something on that page; it often gives credit to a source for a direct quote
6. to read over a piece of writing looking for and marking errors and desired changes
2. list of books or sources for a particular topic
7. the gathering of facts and information
4. a source of information
B.
The following steps in writing a research paper are out of order. Number them to show the order in which they should be completed. _____ Proofread the first draft.
_____ Choose a topic.
_____ Write a bibliography.
_____ Do the research.
_____ Write an outline.
_____ Write the first draft.
_____ Revise the first draft. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
RESEARCH SOURCES I
A.
Read the questions below. Match each question with a source in which you’d likely find the answer. Write a letter by each number.
1. _____ What were three types of warplanes that British pilots flew in World War I? 2. _____ What ocean forms the western border of Guatemala? 3. _____ Name the famous general who said, “The bullet that is to kill me has not yet been molded.”
a. book of quotations
4. _____ Who won the Pulitzer prize for American fiction in 1951?
c. almanac
b. encyclopedia
d. Current Biography, Who’s Who in America
5. _____ What was newsman Howard Cosell’s original name?
B.
e. atlas
Select one of the questions in Part A. Look up the answer and write it on the line below. Identify your source. Question #: ___________________________________________________________ Answer: ______________________________________________________________ Source: _______________________________________________________________
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Writing 2
NAME
DATE
RESEARCH SOURCES II Create a “research scavenger hunt.” Write five questions. Then identify a good source for the information and provide the answer. QUESTION
SOURCE
ANSWER
1.
2.
3.
4.
5.
Expand one of the questions above by researching the topic and writing an informative paragraph. Write your paragraph on the back of this sheet. List your sources.
CHALLENGE!
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Writing 2
NAME
DATE
TAKING NOTES Read the passage below. Practice taking notes by recording information according to subtopic. Write your notes on the index cards shown below. One note has already been recorded as a model. Hint: Do not copy information word for word! Instead, paraphrase by condensing what you read in your own words. Owls
TYPES OF OWLS AND THEIR TRAITS
Great horned owl: large, up to 2 ft. long
The owl is a solitary bird. It lives alone and hunts at night. Since it eats harmful rodents, the owl has been called the “night watchman of gardens.” The owl is considered a bird of prey because it kills and consumes other animals. There are more than 500 types of owls. All owls have some common features. They have a large, broad head with a ruff of feathers around very large eyes. Unlike most birds, the owl’s eyes point forward. Like humans, owls can watch objects with both eyes at the same time. Owls cannot, however, move their eyes in their sockets. They must turn their heads to follow a moving object.
GENERAL PHYSICAL CHARACTERISTICS
Among the best-known American owls are the screech owl, which nests in hollow trees, and the larger snowy owl of nor ther n regions. The great horned owl lives throughout Nor th Amer ica. Although a horned owl grows to nearly two feet long, its “whoo, hoo-hoo, whoo” sound is heard more often than the bird, itself, is seen. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
HABITS
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Writing 2
NAME
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RESEARCH TOPICS Beware of choosing topics that are too broad or too narrow. Select a topic that interests you and is appropriate for your audience. Don’t make your task harder. Think about a topic that you can research easily—one that is backed up by plenty of available information.
Narrow each general subject below to three workable research topics. Imagine that you are writing a 5-page research paper. Assume that your classmates will be your audience. Choose a topic that interests you, will interest them, and offers good opportunities for informationgathering. A suggestion has been provided for the first topic. GENERAL TOPIC
POSSIBLE RESEARCH TOPICS
1. music
•__________________________________________________ the message in rap music •__________________________________________________ •__________________________________________________
2. weather
•__________________________________________________ •__________________________________________________ •__________________________________________________
3. assassinations •__________________________________________________ •__________________________________________________ •__________________________________________________ 4. The Civil War
•__________________________________________________ •__________________________________________________ •__________________________________________________
5. monsters
•__________________________________________________ •__________________________________________________ •__________________________________________________ CHALLENGE! A visual aid can add interest and clarity
to an oral research report. On the back of this sheet, make a visual aid that could supplement one of the topics you listed above. It might be a chart, graph, drawing, or collage. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
THE INTERVIEW AS A RESOURCE You can add interest and authority to a research paper by gathering information through interviews. Informal interviews of friends, relatives, and classmates can be valuable. You might also set up more formal face-to-face interviews with local experts or conduct long-distance interviews by telephone, letter, or e-mail.
A.
Name a possible interview source for each topic below. 1. Safety and security at your local airport: ____________________________________________________________________ 2. Safety and security at your school: ____________________________________________________________________ 3. Safety features of this year’s automobiles: ____________________________________________________________________ 4. The changing roles of the American mom (or dad): ____________________________________________________________________ 5. The value of competitive sports: ____________________________________________________________________
B.
Select one of the topics from Part A. Write three questions you might ask in your interview. 1. ____________________________________________________________________ ____________________________________________________________________ 2. ____________________________________________________________________ ____________________________________________________________________ 3. ____________________________________________________________________ ____________________________________________________________________
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Writing 2
NAME
DATE
REQUESTING AN INTERVIEW Select one interview source from Part A on the previous worksheet. On the lines below, write a formal letter requesting an interview. State your purpose and how long you think the interview will take. Suggest times you would be available to conduct the interview. Review and follow the format for a business letter. Hint: Be especially polite—you are asking for a favor! ___________________________________ ___________________________________ ___________________________________ _________________________________ _________________________________ _________________________________ Dear ___________________________: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ___________________________________ ___________________________________
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66
Writing 2
NAME
DATE
RESEARCH PAPER REVIEW Check your research know-how. Each partial statement is followed by three endings. Two of the endings complete a correct statement. Adding one of the endings will result in an incorrect statement. Find and cross out the incorrect ending. The first item has been done for you. 1. An introduction should a. capture the b. clearly define reader’s interest. the topic.
c. present facts and details to support the main point.
2. Information should always be a. copied word for b. summarized in the word from sources. writer’s own words.
c. gathered from several sources.
3. A bibliography should a. list your b. appear right after sources. the title page.
c. list entries in alphabetical order.
4. An outline will be your a. guide to writing b. plan for your your first draft. whole paper.
c. list of sources.
5. Any information copied word for word from a source must a. not be used in b. be put in c. be identified as coming a research paper. quotation marks. from that source. 6. To locate books in a library, you can use the a. card catalogue. b. computerized catalogue. 7. It is a good idea to take notes a. on index b. on the back of cards. your hand.
c. Reader’s Guide.
c. according to subtopics.
8. Very up-to-date information is likely to be found a. on the World Wide Web. b. in magazine articles.
c. in biographies.
9. You can locate books in the library catalogue according to a. title. b. call number. c. subject. 10. It is best to research a topic that a. is backed by plenty of b. you know nothing available information. about. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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c. interests you.
Writing 2
NAME
DATE
CHARACTER AND POINT OF VIEW Writers aim to win sympathy for their main character. To do this they may present a story from the character’s point of view. The following activity should help you see how it works!
Imagine that a space creature has just landed on Earth. On a moonlit night, the alien encounters an Earthling on a lonely beach. 1. Write a paragraph about the encounter from the space creature’s point of view. Write in the first person with the alien as narrator. _________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. Write about the encounter from the Earthling’s point of view. Write in the first person with the human as narrator. _________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
68
Writing 2
NAME
DATE
PALINDROME POETRY A word that reads the same backward or forward (such as level or radar ) is called a palindrome.
A.
Use the definitions and the rhyme scheme to figure out the palindrome that completes each poem. Write the palindrome on the line. 1. My best friend is a bit of a slob, So I nicknamed him Slovenly (short form of Robert) ____________________.
2. I’ll pick you up at your house pretty soon. It will be sometime just before (the middle of the day) ___________________.
3. The knight charged in on his steed To perform yet another good (act, action, thing done) ____________________. 4. The shy little girl ran and hid. Was it something I said or I (past tense of do) ___________________? 5. It’s too hot to work, so I think that I’ll stop. I’ll take a short break and drink soda (carbonated beverage) _____________. 6. When Captain Joe goes to sea in his sloop, He stands on a deck that is known as the (deck at stern of ship raised from main deck) ___________________.
B.
Use the verses in Part A as models for your own palindrome poem. Write about one of the words in the box or one of the palindromes from Part A, or think of another palindrome. pep nun
dud eve
gig Anna
tot toot
radar peep
_______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
LESS IS MORE! Avoid wordy, inflated prose. Your main goal as a writer is to get your point across, not to impress readers with your vocabulary. This activity demonstrates that simple is usually better!
Read the “inflated” sentences on the left. Then write the letter of the simplified, direct version next to the wordy one. (You may recognize these proverbs.) 1. _____ An oversupply of culinary experts presents the likelihood of impairing the quality of the meat or vegetable stock.
a. Curiosity killed the cat.
b. Don’t make a mountain out of a molehill.
2. _____ A boulder that rotates continually along the surface of the earth and never pauses in its course amasses nothing in the way of tiny plant life that is green and velvety.
c. Too many cooks spoil the broth.
3. _____ A propensity for prying into the affairs of others brought about the untimely demise of the quadruped feline.
d. Two heads are better than one.
e. Better late than never.
4. _____ A belated event is highly preferable to an episode that does not, in the course of time, occur.
f. A rolling stone gathers no moss.
5. _____ If given the choice, a dyad of craniums is preferable to a single unit. 6. _____ Avoid creating a vertically massive landform of lofty proportions out of the slightly elevated den of a dark-coated burrowing rodent. On the back of this sheet, write an overblown, wordy version of one of the following proverbs.
CHALLENGE!
• Every cloud has a silver lining.
• Count your blessings.
• All that glitters is not gold.
• A watched pot never boils.
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Writing 2
NAME
DATE
WRITING ABOUT WRITING I At some time you will be assigned to write an essay or a report or to answer questions about literature you have read. These activities will give you some practice.
A.
Think about a character from a story you’ve read. Imagine him or her in your school. Describe what happens when he or she becomes “the new student.” TITLE:
__________________________________________________________________
CHARACTER’S NAME:
_______________________________________________________
____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
B.
Write a critical evaluation of a story you’ve read. Begin with this sentence: If I could rewrite ___________________, there is one thing I would change. Then explain what you would change and why. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
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Writing 2
NAME
DATE
WRITING ABOUT WRITING II Read the following three poems about animals. from A Bird Came Down the Walk by Emily Dickinson A bird came down the walk: He did not know I saw; He bit an angle-worm in halves And ate the fellow raw. And then he drank a dew From a convenient grass, And then hopped sidewise to the wall To let a beetle pass.
All But Blind by Walter De La Mare All but blind In his chambered hole Gropes for worms The four-clawed Mole.
Poem by William Carlos Williams As the cat climbed over the top of
All but blind In the evening sky, The hooded Bat Twirls softly by.
the jamcloset first the right forefoot
All but blind In the burning day The Barn-Owl blunders On her way.
carefully then the hind stepped down
And blind as are These three to me, So, blind to Someone I must be.
into the pit of the empty flower pot
Now write one of the suggested assignments on the back of this sheet. 1. Which poem did you like best? Why? Be specific about what you think makes it best. 2. Paraphrase the main idea of each poem. 3. Which poem do you think presents the most descriptive image? What words and phrases create a picture in your mind? 4. Which poem makes a statement about life and the human condition? What is the message? Do you agree with it? Give an example from life to support your opinion. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
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ORIGINAL POETRY
A.
Review the style and content of the poems in the previous exercise. Write your own animal poem modeled after one of those poems. __________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________
B.
Provide a drawing or photograph to illustrate your poem.
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73
Writing 2
NAME
DATE
FOUND POETRY Keep your eyes open for poetry outside of literature books. Advertisements are a good place to look.
A.
Match each advertising slogan listed below with a poetic device from the box. Write the letter of the device in front of the example. Some devices will be used more than once.
a. rhyme b. comparison c. exaggeration d. repetition e. alliteration (several words beginning with the same letter or sound)
TRY SIMON’S SAUSAGE!
IT’S SIMPLY SUPERIOR!
1. _____ Like an old friend, Acme Insurance is always there for you. 2. _____ Nobody treats your car better than an Acme Service Station. 3. _____ Choose Acme Hotels for your best night’s sleep! 4. _____ A lot more car. A lot more value. A lot more driving pleasure! 5. _____ Shop smart. Choose Value Mart. 6. _____ Try Simon’s Sausage! It’s simply superior!
B.
Think of a product you use and like. Create an ad slogan using one of the devices described in Part A. _______________________________________________________________________ _______________________________________________________________________ Find a magazine or newspaper advertisement that makes use of one of the poetic devices described above. Cut out the example. Tape it to the back of this sheet and identify the poetic device.
CHALLENGE!
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74
Writing 2
NAME
DATE
INFORMAL SPEECH VS. FORMAL WRITTEN ENGLISH Some words that are acceptable in everyday speech may not be appropriate for formal written communications, such as school papers and business letters.
Draw a line through the informal words or phrases in the sentences below. Write a more formal version of each sentence on the line. The first one has been done for you. 1. The candidate has a lot of experience in foreign affairs. ____________________________________________________________________ The candidate has vast experience in foreign affairs. 2. The surgeon did a really good job of improving the blood flow. ____________________________________________________________________ 3. I’ll bet the president will encourage Congress to pass the bill. ____________________________________________________________________ 4. Charles Dickens wrote A Tale of Two Cities, Oliver Twist, A Christmas Carol, and some other stuff. ____________________________________________________________________ 5. I’m sure you guys know that drinking and driving is a deadly problem. ____________________________________________________________________ 6. In my opinion, the author was kind of out of touch with teenagers. ____________________________________________________________________ 7. While the safety features of the 1999 automobiles were okay, the year 2000 brought major improvements. ____________________________________________________________________ 8. When the students suggested changes, the principal gave his O.K. ____________________________________________________________________ 9. Einstein was not a good student, gradewise, that is. ____________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
75
Writing 2
NAME
DATE
AVOIDING THE PASSIVE VOICE Compare these sentences: Leonardo gave the tickets to Monty. Monty was given the tickets by Leonardo.
Notice that in the first sentence the subject of the sentence, Leonardo, does the action. We call this an active sentence. In the second sentence the subject, Monty, receives the action. Do you notice that this sounds awkward and stiff? We call this a passive sentence. Usually, writers prefer active sentences because they are more natural and lively.
A.
Write A or P to identify each sentence as active or passive. 1. _____ Cal and Rowena were opening their new restaurant. 2. _____ On the first night, each customer was handed a red rose by Cal. 3. _____ They were shown to their tables by Rowena. 4. _____ Chef George cooked his special crispy duck in orange sauce. 5. _____ The duck was simmered slowly by the skilled chef. 6. _____ By 7:00, hungry customers filled the cafe. 7. _____ Cal and Rowena gave them their money’s worth. 8. _____ Tasty food was cooked by the chef and friendly service was provided by the staff.
B.
Revise the following passive sentences. Replace each one with a new active sentence on the back of this sheet. 1. In the last football game, the Gophers of City College were challenged by the State University Llamas. 2. Big “G’s” were painted by some Gophers on their foreheads. 3. That the “G” stood for “goofy” was declared by State University students. 4. The first touchdown was scored by the Llamas. 5. The extra point was missed by the kicker. 6. The ball was fumbled by the Llamas on the 50-yard line. 7. Encouragement was shouted by the Gopher fans. 8. With only seconds left on the clock, a touchdown pass was thrown by the Gopher quarterback. 9. The winning point was scored by the Gopher kicker.
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Writing 2
NAME
DATE
IRONY Irony: an amusing or sarcastic way of making a point by saying the opposite of what you mean
Write a topic sentence for a paragraph. Then reverse it and overstate it to produce an ironic paragraph. In other words, say what you mean by saying what you don’t mean. EXAMPLE:
Literal topic sentence: Camping trips can be terrible. Ironic topic sentence and paragraph: Nothing is more fun than a camping trip! The good times begin as I find all the best spots taken and cheerfully set up camp next to the public bathrooms. I get my first round of hardy exercise hammering in tent stakes and smashing my finger. As the fingernail blackens, I notice rain clouds moving in. That’s okay! I’ll crawl inside my cozy tent and read by lantern-light. Whoops! Forgot the lantern! No matter, I can entertain myself counting drips that leak through the tent roof. Are bears making those stomping, growling noises? Nope, just happy fellow campers, trudging through the mud to the bathrooms.
Write your ironic paragraph below. If you need more room, continue on the back of this sheet. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
77
Writing 2
NAME
DATE
ESSAY CHECKLIST Review essay basics by writing questions for an evaluation checklist. You can use the checklist as a tool when you’re proofreading your own or your classmates’ essays. One question has been written as an example. THE TOPIC: Write three questions about the topic.
1. Is
YES
NO
the topic limited enough for a short essay?
2. 3. THE INTRODUCTION: Write two questions about the introduction.
1. 2. THE MIDDLE: Write three questions about the middle.
1. 2. 3. THE END: Write two questions about the end.
1. 2. MECHANICS: Write three questions about grammar, spelling, and usage.
1. 2. 3. GENERAL COMMENTS: Write three questions addressing other features of a good essay.
1. 2. 3. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
78
Writing 2
NAME
DATE
MULTIPLE-MEANING WORDS Many words carry more than one meaning. The correct meaning depends on the word’s context in the sentence. The answer to the example riddle is a multiple-meaning word. EXAMPLE:
This word has four letters. It can mean the floor of a ship, a raised porch, or a pack of playing cards. What is the word? Answer: deck
Fill in the missing letter to answer these riddles. 1. This word has three letters. It can mean a young goat, a child, or to tease. What is the word?
___ ___ d
2. This word has seven letters. It can mean a drinking glass, an acrobat, or the part of a lock moved by a key. What is the word?
t ___ m ___ ___ ___ r
3. This word has five letters. It can mean a burst of light, a very short time, or a short news report of something that just happened. What is the word?
___ l ___ ___ h
4. This word has five letters. It can mean to squeeze with force, a large crowd, or a strong attraction to someone. What is the word?
___ ___ u s ___
5. This word has four letters. It can mean the heat and light of something burning, a strong feeling of excitement, or to terminate from a job. What is the word?
___ ___ r ___
6. This word has four letters. It can mean a covering for the foot, to kick, or to start up a program on a computer. What is the word?
b ___ ___ ___
CHALLENGE! Write three riddles modeled after the ones above. Give clues
to suggest multiple-meaning words. Use a dictionary for ideas. Write your riddles and their answers on the back of this sheet. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
79
Writing 2
NAME
DATE
KEEPING A DIARY Writers often record their experiences, impressions, and feelings in daily diaries. This exercise will help you practice diary-writing by exploring character.
Write two entries that might have come from one of the following diaries: • a doctor’s diary • an inventor’s diary • a soldier’s diary
• an astronaut’s diary • a star athlete’s diary • an explorer’s diary
Hint: Do a little research to write convincing, true-to-life entries. Use the back of this sheet if you need more space. DATE:
_________________________________
Dear Diary,
______________________________________________________
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
DATE:
_________________________________
Dear Diary,
______________________________________________________
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
EFFECTIVE SIMILES VS. CLICHÉS A simile points out a likeness between two different things. This kind of expression helps readers visualize a description. Some similes, however, have become so familiar that they are no longer effective. We call these overused similes clichés.
Each boldfaced comparison has become a cliché. Think of a more imaginative comparison. Write your original similes on the lines. 1. “Your new baby girl is as pretty as a picture,” gushed Mrs. Villa. ____________________________________________________________________ 2. When I entered the darkened theater, I was as blind as a bat. ____________________________________________________________________ 3. After trudging through the damp woods, my feet were as cold as ice. ____________________________________________________________________ 4. Oliver may look tough, but he is really as meek as a lamb. ____________________________________________________________________ 5. The school secretary is as busy as a bee today. ____________________________________________________________________ 6. The Texas Tigers have a quarterback who is as tough as nails. ____________________________________________________________________ 7. The oily road was as slippery as ice. ____________________________________________________________________ 8. Joel never waits for his brother, who is as slow as molasses. ____________________________________________________________________ 9. After a two-hour nap, I woke up as fresh as a daisy. ____________________________________________________________________ 10. The left rear tire was as flat as a pancake. ____________________________________________________________________ CHALLENGE! Can you think of other worn-out similes that have become
clichés? Write them on the back of this sheet. Then write original similes that get across the same ideas in a fresh, new way. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
CLOSEUP! Focus on a specific object, scene, or situation in your classroom. Write a sentence of general description. Then imagine that you’re a camera zooming in for a closeup. Write a few sentences describing very specific details. EXAMPLE:
General description: The teacher’s desk is cluttered with papers and supplies. Closeup: A Mickey Mouse coffee mug full of assorted pens and pencils serves as a paperweight for a pile of reports. The top paper is marked with a bright red A+ and some cheerylooking exclamation points for emphasis. GENERAL DESCRIPTION:
____________________________________________________
_______________________________________________________________________ CLOSEUP:
______________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Try another closeup. This time zoom in on something you can see outdoors.
CHALLENGE!
GENERAL DESCRIPTION:
____________________________________________________
_______________________________________________________________________ CLOSEUP:
______________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
82
Writing 2
NAME
DATE
MOVIE REVIEW / POINT OF VIEW Think about a movie you’ve seen recently. Write a paragraph about the film from the point of view of one of the following people: 1. a psychologist: Emphasize characters, their relations with each other, and their motivations (why they do what they do). 2. a detective: Emphasize a plot problem, clues to the solution, and the solution. Discuss methods of developing suspense. 3. a literary critic: Emphasize your opinion of the story. Discuss positive and negative features. Suggest changes and improvements. PARAGRAPH:
____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ CHALLENGE! Write a second paragraph looking at the story from one of
the other two points of view suggested above. Write your second paragraph on the back of this sheet. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
83
Writing 2
NAME
DATE
I AGREE / I DISAGREE! As you read the following sayings and quotes, decide whether you agree or disagree with each message. Select one saying and write a paragraph explaining your thoughts about it. Back up your opinion with facts, details, and examples from your own experiences.
• All’s fair in love and war. • The squeaky wheel gets the grease. • You can catch more flies with honey
than with vinegar. • All men are created equal. (Jefferson) • Man is born free. (Rousseau) ea
k!
• Man is not born free. (Huxley) • In the misfortune of our best friends
Sq
ue
ak
,s
qu
we find something that is not exactly displeasing. (La Rochefoucauld) • Grief can take care of itself, but to get the full value of a joy you must have somebody to divide it with. (Twain)
Sq
a ue
k,
s
e qu
ak
!
Begin writing on the lines below. Continue on the back of the sheet if you need more space. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
NAME
DATE
A TONE OF AUTHORITY Do you want your work to be taken seriously? It is important to write with a tone of authority.
Listed below are questions about life and nature. It is likely you don’t know the answers—but pretend that you do! Select one of the questions. Then use your imagination to make up what sounds like a logical (although perhaps somewhat wacky) explanation. Write as if you’re an expert speaking from knowledge and experience. EXAMPLE:
Why is there only one queen in a bee colony?
Early in spring, every bee colony performs a ritual similar to a beauty pageant. The drones evaluate all female bees in the region. They consider traits such as body coloring, wingspan, strength, and endurance. The drones then select a female to be their queen. After securing the queen deep within the hive, they drive the other females away by vibrating their wings with a loud whirring sound.
Select one question: 1. Why are there lots of tornadoes in America’s Midwest? 2. Why are there rings around the planet Saturn? 3. Why do flies rub their legs together? 4. Why did George Washington wear a wig? 5. Why did men begin wearing neckties? Write your made-up answer as if you’re an expert: ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ CHALLENGE! Research one of the questions above in an encyclopedia or
textbook. Write the answer you find on the back of this sheet. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
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CONVINCING CUSTOMERS Imagine that you own a department store. While employees are cleaning out the storage area, they discover a crate of hula skirts. What is to be done with them!
Create an ad campaign convincing customers that they want and need grass skirts. (If you like, you may substitute another fairly useless, unappealing, or outdated item such as Hula Hoops, licorice flavored Kool-Aid, wax mustaches, or glow-in-the-dark suspenders.) 1. Write a persuasive paragraph convincing customers to buy the item. _________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. In the space below, create a magazine or newspaper ad for the item you wrote about above or some other strange item. If you need more room, write on the back of this sheet.
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Writing 2
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TROUBLEMAKERS: MATCHING WORD FORMS When presenting two or more ideas in a sentence, good writers use forms that match. EXAMPLE:
Matching verb forms: My morning chores include walking the dog, emptying the dishwasher, and making my bed. Mismatched verb forms: My morning chores include walking the dog, emptying the dishwasher, and to walk the dog.
Each of the following sentences ends with a group of ideas. The forms of two of the ideas match. One does not. Circle the letter of the mismatched form. The first one has been done for you. 1. Margo’s bothersome habits include a. talking with her mouth full,
5. I plan to sign up for a class in
b. she snores loudly, and
a. Spanish,
c. gossiping too much.
b. geology, or c. the study of American history.
2. The job application asks for a. my social security number, b. for me to tell where I live, and c. my phone number.
6. A news article should tell a. what, b. when, c. where, and
3. I need a new suit
d. explain the reason.
a. for work, b. for my cousin’s wedding, and c. and to wear to formal parties.
7. The process involves a. first, cleaning the floor; b. second, pouring on the wax; and
4. The new van is a. able to pull heavy loads,
c. to evenly spread the wax.
b. roomy, and c. fast.
CHALLENGE! Rewrite all the sentences above so that the ideas match in
form. Write your new sentences on the back of this sheet. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
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TROUBLEMAKERS: DANGLING -ING PHRASES Writers may use descriptive phrases that contain a verb ending in -ing. Compare the example sentences: EXAMPLE
1: Striking the hour with loud bongs, the clock reminded the townspeople of the time of day.
EXAMPLE
2: Striking the hour with loud bongs, the townspeople could tell the time of day.
In the first sentence, the -ing phrase is followed by the noun it describes. The reader immediately learns that the clock is “striking the hour.” In the second sentence, that noun is missing. With no word to refer to, the -ing phrase dangles. Notice how the meaning becomes unclear.
! G N O B BONG! BO NG !
The following sentences begin with descriptive -ing phrases. Two are correct as they appear. The others have a dangling -ing phrase. Put a check (✓) by the four incorrect sentences. 1. _____ Using strong binoculars, the wolf pups on the ridge could be clearly seen. 2. _____ Calling frantically to his missing friend, Joe searched the dense forest. 3. _____ While reading about the lost puppy, tears welled up. 4. _____ Having studied French in school, the menu at L’Auberge Restaurant was easy to understand. 5. _____ Walking to school that morning, the answer to the math problem suddenly became clear. 6. _____ Refusing to give up her seat on the bus, Rosa Parks took a stand against racism. Revise the incorrect sentences from Part A. Make it clear to whom or what the -ing phrase refers. Write the improved sentences on the back of this sheet. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500 88 CHALLENGE!
Writing 2
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TROUBLEMAKERS: MISPLACED DESCRIPTIVE PHRASES A descriptive phrase should appear near the word it describes. If the phrase gets lost in another part of the sentence, the reader can get a distorted picture.
A.
One sentence in each pair contains a misplaced descriptive phrase. The other sentence is correct. Circle the letter of the correct sentence. The first one has been done for you. 1. a. With the unpleasant odor of cigar smoke, renters were not interested in the apartment. b. Renters were not interested in the apartment with the unpleasant odor of cigar smoke. 2. a. Tanisha found the book misplaced on the bottom shelf. b. Misplaced on the bottom shelf, Tanisha found the book. 3. a. Protected by a hard outer shell, the clam is safe from enemies. b. The clam is safe from enemies protected by a hard outer shell. 4. a. Alone and terrified, the storm was braved by little Martin. b. Alone and terrified, little Martin braved the storm.
B.
In each of the following sentences, the descriptive phrase is misplaced. Revise each sentence to clarify meaning. The first one has been done for you. 1. Covered with green mold, I found the six-week-old pizza in the back of the refrigerator. ____________________________________________________________________ I found the six-week-old pizza covered with green mold ____________________________________________________________________ in the back of the refrigerator. 2. After reading many dog-training books, my spaniel and I get along better. ____________________________________________________________________ ____________________________________________________________________ 3. Magnified under a microscope, Professor Lee could clearly see the germs. ____________________________________________________________________ ____________________________________________________________________ 4. Dark and thick, I watched the storm clouds gather. ____________________________________________________________________ 5. Tossed with lots of cheese and spices, I enjoyed the pasta. ____________________________________________________________________
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Writing 2
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WORD PROCESSING WORDS The features described in this exercise appear in most word processing programs. Use these words when you write and revise.
A.
Circle each term where you find it in the puzzle. Words may go across, backward, down, or diagonally. Check off each term as you find it. ___ EDIT
___ SPELL CHECK
___ FONT
___ GRAMMAR CHECK
___ CUT
___ THESAURUS
___ PASTE
___ UNDERLINE
___ COPY
___ HEADER
___ SAVE
___ FOOTER
___ BOLD
___ FORMAT
___ ITALIC
B.
GLUE
H P F O O T E R S D D B
E C A X M A M A P B I O
A O F S R S V E E A T L
D L O A T E T F L M A D
E S N D R E O I L R L Y
R B T A Y R A P C A I C
G R A M M A R C H E C K
T V V A O T I O E I L S
E W T R C U T P C L I M
D I J A Z F R Y K M S J
I O N U N D E R L I N E
T H E S A U R U S I E L
Complete the sentences with words from Part A. Use the first letter of each word as a clue. 1. Information such as a page number can appear at the top of each manuscript page in the ____________________.
h
2. Page numbers can also appear at the bottom of each manuscript page in the ____________________.
f
c
3. To move text, a writer will ____________________ the words from one spot and ____________________ them in another.
p
4. In the proofreading process, it is a good idea to use your ____________________ ____________________ to look for punctuation errors.
g
c
5. Since a misspelling can produce a different word that is correctly spelled, a writer cannot depend on the ____________________ ____________________ to catch every error.
s
c
6. The style and size will be determined by the you select. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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f____________________ Writing 2
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INTERNET RESEARCH
A.
The following paragraph explains the value of the Internet as a research tool. Fill in the missing letters to complete the partial words. You will find the complete words in the box below. computers Internet Web sites
The
W
W W
information highway World Wide Web
I __ t __ r __ e __
is a giant network of
c __ __ p __ __ e __ s
linked by high-speed telephone lines. It enables people around the world to share information. When you are researching a topic, it can be a
W __ r __ d W __ __ e W __ b is a huge collection of documents known as W e __ s i __ __ s. Because the valuable resource. The
Internet can provide data from around the world, it has been nicknamed the
B.
i __ f __ r __ a __ i __ n h i __ __ w __ y.
Try your hand at finding information on the Internet. For this activity, you’ll need a computer linked to the Internet. Start at the MENU. Click on SEARCH. Then follow these steps: 1. In the box, type in a topic, or KEYWORD(S) that interests you. It is a good idea to limit your search by using the word “and,” such as “Golden Retrievers and training.” Write the words you typed in here: __________________________________ 2. Click on SEARCH. Then scroll down the list of Web sites that appears on your screen. To visit a Web page, click on a site that interests you. Write the name of an interesting site here: ________________________________________________ 3. Take notes from the Web site or print out the information. Visit other Web sites for more material. On the back of this sheet, list sites you visited and write three things you learned about your topic.
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Writing 2
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DESCRIPTIVE WRITING: LOGICAL ORDER It will be easier to develop a descriptive paragraph if you arrange details in a logical order. A clear order can also help your reader follow your thoughts. Here are three methods of organization: (a) from near to far or far to near; (b) from left to right or right to left; or (c) from general impression to specific details.
Review the three methods of organization above. Then write a, b, or c to identify the logical order of each paragraph below. 1. _____ She sat on a log facing the sea. With her index finger, she traced small circles in the sand. She lifted her eyes and looked at a child kneeling a few feet away. The curly-haired tot was digging with a bright red shovel. Deeper and deeper he dug, intent on his job. Looking past the child, she saw waves lap the shore. There was a gentle surf today. Only a few rows of whitecaps rose between the shore and the horizon.
2. _____ From the rooftop, the city looked like an open jewel box filled with sparkling diamonds. Most of the lights were a silvery white, but a rectangle of red, blue, and green formed a neon island. This was the theater district. Headlights created a snaking line along the busy street. A look through binoculars revealed theater signs decorated with neon palm trees, musical notes, and giant letters.
3. _____ The dining table was spread with a feast. An ivory platter piled with sliced turkey tempted diners from one end of the table. Next came an array of glass bowls filled with scarlet cranberries, golden mustards, and apple-green relishes. Wicker baskets of breads and muffins surrounded the centerpiece, a silver urn holding bright autumn leaves. To the right of the centerpiece lay the desserts. There were lemon pies topped with billowing mounds of whipped cream. There were plates of rich brownies and sugar-dusted snowball cookies. Well-polished silverware and fine linen napkins lay at the very end of the table, ready for use.
Write a paragraph describing some object or scene—such as a grove of trees, a pond, a barn, a cottage, or a basketball court. Use one of the organizational methods described above. Write your descriptive paragraph on the back of this sheet.
CHALLENGE!
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SPARKS: AN IDEA FOR WRITING I Use your imagination or your past experiences to imagine what might be behind this half-opened door.
Take your readers through the doorway. Write a paragraph describing the scene that awaits them on the other side of the door. Be sure to arrange your details in a logical order. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ CHALLENGE! On the back of this sheet, illustrate your paragraph. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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SPARKS: AN IDEA FOR WRITING II The poet Robert Frost wrote “The Road Not Taken,” a poem about arriving at a fork in the road and choosing a path. Have you ever had to make a decision and later wondered what would have happened if you’d made a different choice?
On the lines below, describe the experience of choosing one path over another. This can be a literal route you followed, or you may write about any decision you made. Write a paragraph describing your choice and its results. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ On the back of this sheet, use one other method to convey the thoughts you described in your paragraph. You might write a poem, draw a picture, or make a collage.
CHALLENGE!
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NEWS REPORTING: NOTHING BUT THE FACTS A news story provides a factual report of events. If you read the front page of a newspaper, you will see mostly “straight” news presented without the reporter’s opinions.
Read each sentence below. Write F if the information is presented factually—without opinion or subjective comment. Write O if the sentence suggests the writer’s opinion. When you mark an O, underline words and phrases that hinted that the item was an opinion. The first one has been done as a model. 1. _____ O Sadly, more than 100 heartbroken residents had to leave treasured goods behind as they fled their homes late Thursday night. 2. _____ More than 100 residents were forced to flee their homes late Thursday night as coastal rivers rose. 3. _____ The most inspiring story ever told is that of little Heather Hamilton, who risked her own life to save her precious baby brother. 4. _____ The city zoo must free the two adorable baby seals that are, I am certain, very unhappy in captivity. 5. _____ A local animal rights group has launched a campaign to free the zoo’s two baby seals. 6. _____ With only 10 shopping days left until the holiday weekend, record numbers of consumers crowded local malls. 7. _____ If you don’t want to be empty-handed on the holidays, you’d better join the record number of frenzied consumers who are crowding local malls. 8. _____ “I love to shop!” exclaimed 22-year-old Karen Costanza when she was asked why she had joined the crowds. 9. _____ The only explanation for the huge crowds is that people love to shop. CHALLENGE! Scan your local newspaper for writing that presents straight
facts. Then find examples of opinion. Divide the back of this sheet into two columns headed FACTS and OPINIONS. Cut out passages of fact and opinion and tape them under the correct heading. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
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PRESENTING A RESEARCH PAPER: COVER AND TITLE PAGE The model below shows a typical title page for a class paper. Famous American Clowns by Red Grins June 14, 2000
A.
In the box on the right, write a proper title page for one of the following papers: Life on the Ocean Floor by C. Diver The X-ray Machine by Seymore Bones Weapons of World War I by Warren Peace The Life of Louis Armstrong by Bertha D. Blues How to Raise a Show Dog by Helmutt Barker
B.
Notice that the authors’ names in Part A relate in some silly way to the title of the paper. Make up some “appropriate” titles to go with these authors’ names. Use your imagination and have fun! 1. _________________________________________________ by Holly Days 2. _________________________________________________ by Paul Lou Shun 3. _________________________________________________ by Homer DeBrave 4. _________________________________________________ by Cal Lorries 5. _________________________________________________ by Blue Yonder Design an illustrated cover to go with one of the titles from this lesson. Depict the main idea so it will attract a reader’s attention. Draw the cover on the back of this sheet.
CHALLENGE!
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Writing 2
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ST
R
AY !
PERSUASION I
O
PT
A
This exercise will give you practice writing to persuade.
A
D
Write three sentences encouraging someone to . . . 1. hire you as a clerk in her toy store.
a. _________________________________________________________________ b. _________________________________________________________________ c. _________________________________________________________________ 2. choose you to play on a sports team. a. _________________________________________________________________ b. _________________________________________________________________ c. _________________________________________________________________ 3. cast you in a TV sitcom. a. _________________________________________________________________ b. _________________________________________________________________ c. _________________________________________________________________ 4. donate blood to the Red Cross. a. _________________________________________________________________ b. _________________________________________________________________ c. _________________________________________________________________ 5. adopt a stray dog. a. _________________________________________________________________ b. _________________________________________________________________ c. _________________________________________________________________ CHALLENGE! Choose one of the items above. Use the details you listed
either to write a persuasive letter or to make a poster promoting the idea. Write your letter or draw your poster on the back of this sheet. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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PERSUASION II Listed below are things you may have heard people complain about. Are there any of these subjects that you support? Can you see the positive side?
Write a paragraph or two in defense of one of the following:
• a longer school day • more homework • brussels sprouts • parking tickets
• teenagers • junk food • dress codes • traffic jams
• off-leash dogs • rainy weather • curfew rules • higher taxes
____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
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PLANNING A SPEECH Preparing a speech is a lot like planning and organizing an essay. You will need to: a. Consider purpose. Do you aim to inform, persuade, or entertain? b. Consider audience. Choose an appropriate tone and vocabulary. c. Prepare an outline. Write your outline on note cards you can refer to as you speak. d. Plan an introduction. Spark interest as you present the central idea. e. Plan a conclusion. Sum up your important points with a strong statement.
A.
Study the topics in the three categories. Underline the topic you might like to speak on. How to land a job; How to be a fantastic fisherman (or __________________); What I learned while babysitting (or while __________________)
TO INFORM:
Reading can improve your life; Hard work is an excellent teacher; Our school’s schedule should be changed; Stop smoking now
TO PERSUADE:
The day everything went wrong; The craziest character I know; The dog (or cat) who owned a master; My big adventure
TO ENTERTAIN:
B.
Complete the following speech outline. SPEECH TOPIC
_______________________________________________________________________ INTRODUCTION (opening statement)
_______________________________________________________________________ _______________________________________________________________________ BODY (main points that support the central idea)
1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ CONCLUSION (final statement)
_______________________________________________________________________ _______________________________________________________________________ CHALLENGE! Prepare a visual aid you could present with your speech.
Create or describe your visual aid on the back of this sheet. Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
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MAKING PREDICTIONS In 1900, as the world was heading into the 20th century, people surely made predictions about their future. It is likely, however, that they never dreamed of many events and developments that actually came to pass. Now you have headed into a new century. What do you think lies ahead? (Consider such areas as communication, education, medicine, human relations, transportation, art, fashion, exploration, architecture, music, literature, and family life.) Use the space below to make your predictions for the 21st century. ____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2000 • Phone: (949) 860-2500
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Writing 2
