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Transcript
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D&(''(&!DE71+""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""";/! ?&(.,787%.,"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""";9! *+=+&+.3+,!=%&!0&787.:""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""";;! 0&787.:!ZE'[+&,""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""">G! 2&%%=&+(17.:!<(&6,""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""">/! ! ! ! ! ! ! ! ! ! "#$%$&'! ! ()!%*+#+,-!.!/001!203!#+.442!5.&%!%0!#+.67!/3%!$%!*.-&,%!/++&!5#$%%+&!2+%7!%*+&! 203!83-%!5#$%+!$%9!! !:;0&$!<0##$-0& 1 FORMAL RESPONSE: Formal Responses 1. Paraphrase the question in the answer. 2. Use complete sentences. - Capitals - Punctuation - Complete thoughts 3. Include all the information available. - Details - Examples Who has been your favorite teacher? My favorite teacher has been Mrs. Rapp. She was my fifth grade P.E. teacher. Besides being a good teacher, Mrs. Rapp always gave good advice. Frequent suggestions about deodorant and acne products led many of us to better hygiene. She also let us chew gum in class. At the fifth grade picnic, when Wheezer dropped her spicy Cajun chicken chunks on her leather skirt, Mrs. Rapp ran right over and fixed her up. Her kindness brought us all to tears. Mrs. Rapp was full of suggestions and kindness. 2 WORD PROCESSED PAPER CHECKLIST: PLEASE CHECK YOUR PAPER TO SEE THAT IT FOLLOWS THESE GUIDELINES: For essays and stories: Heading is right justified at the top of the paper. Title is centered and each important word is capitalized. For letters only: Heading with school address has left justified margin. Inside address has left justified margin. Greeting has left justified margin and all important words start with a capital letter. For all written work: Body of paper is spaced at 2 lines. Size of type is 12 or 14. Font is readable—Chicago, Helvetica, Geneva, New York, etc. (not Old English—not all capital letters). Paragraphs are indented one tab space. All sentences begin with a capital letter. There is one space after each period or end punctuation. No space between a period and the words in front of it. One space after each comma. Paragraphs have left justified margins. Paper has been spell checked. **Staple your work together in this order: Final copy on top, revised copy, first draft, then pre-write activity. All work samples should be kept in your writing folder. 3 WRITING PROCESS: Writing: A Process Pre-write (plan) Rough Draft—create first copy Edit—get help Revise—make changes Final Draft—put it all together Present—share 4 MODES OF WRITING: Persuasive Persuasive writing attempts to convince the reader that a point of view is valid or, to persuade the reader to take specific action. It is based on a topic that is limited in scope (and therefore manageable), and that is debatable. The topic could have more than one point of view. Persuasive differs from expository writing in that it does more than explain or enlighten; it also takes a stand, and endeavors to persuade the reader to take that same stand. Narrative Narrative writing recounts a personal experience based on something which really happened or might really have happened. All details work together in an integrated way to create a complete story with beginning, development and turning point, and resolution. Expository Expository writing gives information, explains something, clarifies, or defines. The writing teaches, reveals, informs, or increases the reader’s understanding through a carefully crafted mix of key points and critical support. Imaginative Imaginative writing invents a situation, perspective, or story based on the writer’s imagination. The writer may create a scene, situation or character, may predict what might happen under hypothetical circumstances, or use his/her creativity to solve a hypothetical problem. The writer may use his/her knowledge of the world to bring a special flair or flavor to the writing, but is not bound by the constraints of reality. Imaginative writing may contain elements of fantasy. The key question, however, is not how fantastic it is, but rather, how inventive is it? 5 6 WRITING TRAITS: - Analytical Traits Key Words Word Choice: is fresh, precise, accurate uses specific nouns, energetic verbs may use effective images or figurative language Sentence Fluency: natural flow of language variety of sentence types or lengths Conventions: demonstrates mastery of punctuation, spelling, capitalization, usage, paragraph indents, etc. errors do not significantly detract 7 WRITING TRAITS (Con’t.): Ideas & Content: is clear is focused demonstrates control of topic develops topic with carefully selected details Organization: makes sense is easy to follow contains beginning, middle, end uses transitions Voice: engages reader shows “energy, individuality, concern” may be lively, humorous, compelling establishes appropriate distance 8 SCORING/REVISING GUIDES: Ideas & Content 1 2 3 4 5 6 ! Writing has a clear purpose or makes a point ! There are clear details and examples to help the reader understand the point ! Writing sticks to one main idea and leaves out details that don’t matter ! It is clear that the writing comes from something the writer knows Organization 1 2 3 4 5 6 ! The introduction is interesting and makes the reader want to keep reading ! Things are told in an order that makes sense ! Details in the paper go together well; they fit where they are placed ! The paper ends in a good spot; not too abrupt, not too long Word Choice 1 2 3 4 5 6 ! Choice of words help make the meaning clear ! Words help paint a picture in the reader’s mind ! Writer has tried to find their own way of saying things ! Sometimes they try to say something in a new or different way Sentence Fluency 1 2 3 4 5 6 ! Sentences make sense; they are clear ! The length of sentences is varied ! Sentences begin in different ways; they don’t all start the same ! The paper is easy to read out loud Conventions 1 2 3 4 5 6 ! Paragraphs begin in the right spots ! Capitalization and punctuation are correct ! The use of correct grammar makes the writing clear and easy to understand ! Paper has clearly been proofread and edited Voice 1 2 3 4 5 6 ! Writing shows what the author really thinks and feels ! It sounds like the author is proud of what they have written ! Writing sounds unique, not like another person ! The author thought about the person reading their work COMMENTS: 9 PARAGRAPH TEMPLATES: Use a new paragraph when you: . Change to a new idea . Change to a new time . Change to a new speaker . Change to a new action Open a novel and count the number of paragraphs you find on the two pages you see. A typical novel will have between 8 and 15 paragraphs on these two pages! Paragraph Organizer: . Main Idea . 1st Sentence - introduction or topic sentence . 2nd Sentence - supporting detail or fact . 3rd Sentence - supporting detail or fact . 4th Sentence - supporting detail or fact . 5th Sentence - concluding sentence 10 Essay Template Below is a sample persuasive essay. It has been labeled to illustrate a beginning, middle and end of an essay. Transitions have been added to link the paragraphs together. Summer: 15 Days or 2 1/2 Months? The final bell rings. It’s the last day of school, and summer has finally come! Students don’t have to think about school for at least another 2 1/2 months. That is the way it should always be. Schools should continue using the traditional calendar and not a year-round Thesis Statement schedule. There are numerous downsides to year-round schooling. It has no positive effects on education, it adds to costs, and it disrupts the long-awaited summer vacation. Beginning Paragraph Transition Middle Paragraphs Transition Ending or Concluding paragraph Contrary to the well-accepted belief, year-round schooling has no constructive impact on education. Most year-round schedules use the 45-15 method: 45 days of school followed by 15 days off. Because of this, there are many first and last days of school. All those transitions disrupt the learning process. Also, there is no evidence of higher test scores. Due to that, many schools that change to year-round schedules end up switching back. For example, since 1980, 95 percent of schools that tried the year-round schedule changed back to a traditional calendar. It is obvious that changing to year-round schooling does not help students; therefore, why is the change necessary? Like any other facility, keeping a school open requires a great deal of money. When a school changes to a year-round schedule, the costs skyrocket. Keeping school open in the middle of summer requires air conditioning, and that adds significantly to the school’s expenses. The usual utility bills grow because of the additional open-school time. Finally, teachers must be paid for all the weeks they are working. With all these factors, the cost of keeping schools open becomes immensely high. For example, a high school in Arizona had a cost increase of $157,000 when they switched to year-round schooling. Some schools may not be able to handle such increases, and other schools that can handle these expenses could be doing better things with the money. Is year-round school really where the money should go? In addition, an important part of a child’s life is summertime. With year-round schedules, students would hardly have any time to relax. During the 15-day breaks, they would be thinking about their quick return to school. It would also be difficult to coordinate family vacations with parents’ work schedules. Similarly, children would not be able to go to most summer camps. One expert, Dr. Peter Scales, says, “The biggest plus of camp is that camps help young people discover and explore their talents, interests, and values. Most schools don’t satisfy all these needs. Kids who have these kinds of [camp] experiences end up being healthier and have fewer problems.” Obviously, the summer is crucial to a child’s learning and development. Why should this invaluable part of a young person’s life be taken away? It is evident that year-round schooling is not the best option for the school calendar. There is absolutely nothing wrong with the traditional school year. Why change something that works so well? The final bell rings. Let’s make sure this bell means that the “real” summer vacation has come 11 !""#$%&'()*+,% ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! "#$%&&&&&&&&&&&&&&&&&&&&&&&&&! '#(%&&&&&&&&&&&&&&&&&&&&&&&&&&&! )%*+,-&&&&&&&&&&&&&&&&&&&&&&&&! ! &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! -.%-+(/01'2(*0+.!.,/+01.2%3+3!4%5(%50%6!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! --.%301$.% ! 78 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! 98 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! :8 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ;8 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! 98 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! :8 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! <8 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! 98 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! :8 &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! ---.%40+2)'"*0+.!!=%3(#(%!.,/+01.2%3+36!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&! ! 12 WRITING AN INTRODUCTION: The introduction is a very important part of reports, essays, compositions, articles, speeches and other forms of communication. It prepares us for what is coming up. It leads us into the subject matter at hand. You may know that introductions are important, but you probably have trouble writing them. Most people do. Some people cope by writing the introduction last, after they have written the rest of the paper. That makes it easier for them to get started. Other people wouldn’t dream of writing a paper until the introduction is written. Writing the introduction helps them organize their thinking, making the rest of the paper easier to write. Still other people write a very rough introduction first, coming back to it for more work after the paper is written. Unfortunately, there is no magic formula for writing an introduction. Different papers need different kinds of introductions. Different people approach writing introductions in different ways. Sometimes, especially when you aren’t very experienced at writing introductions, it helps to have some examples or models to follow. That doesn’t mean you should imitate them exactly. It means that you should use them for ideas. You can then adapt them for your own work. Following are ideas for seven kinds of introductions. Try using one of the ideas for the paper or speech you are working on now. The Attention-Getter An Anecdote One effective type of introduction grabs the interest of your audience with an attention-getter. What is an attention-getter? It is just what it says it is: something that gets the reader’s attention. The attention-getter might be a startling statistic. It might be an interesting fact or a surprising statement. It might be a fascinating (and relevant) piece of trivia. A quick trip to the library can be a great help in coming up with information for an attention-getting introduction. Think about the way you sometimes tune out in class. The teacher will be talking on and on, and your mind will be far, far away. Then the teacher will say something like this: “It reminds me of the time I was in high school and we had this special dance where everyone wore…” Suddenly you will find yourself listening. That is because the teacher is telling an anecdote—an interesting personal story from his or her life. Because people tend to like anecdotes, using one can be an effective introduction for a speech or for a composition. Example: You may not realize it, but you share your birthday with at least nine million other people. Nine million people were born on the same day you were, and nine million people could be celebrating their “special” day at the same time you are. Although our birthdays may not be unique, the way we celebrate them can be. For example, whenever anyone in my family has a birthday, we do some strange things. I’ll be there isn’t one single family on earth who celebrates birthdays quite the way we do. Example: Last Tuesday I raced toward my math class, just as the bell was ringing. I had mustard on my hands, and I needed to go to the bathroom. My heart was pounding from my frantic rush down the hall to be on time, and I was so rushed I had grabbed the wrong notebook from my locker. I slid into class, only to run smack into my math teacher, knocking him flat. No, I am not an irresponsible guy trying to make up time I wasted during my lunch hour. I am the victim of a lunch period that is far too short for a student’s needs. 13 WRITING AN INTRODUCTION (Con’t.): Quotations Another way to begin an introduction is with a quotation. The quotation could be from a famous person or a leading authority on your subject. It could be from an ordinary person who has said something particularly interesting or colorful about your topic. It could be from a character in a movie or a book. It could be from a newspaper or magazine story. It could be from just about anywhere, so long as the quotation is related to your topic. It also helps if the quotation is particularly clever, humorous, interesting or wise. In general, it is not a good idea to start out by saying, “according to Webster’s Dictionary, ...“ That kind of quotation has been overused, and it is not usually very interesting. Example: The great jazz musician Eubie Blake said on his 101st birthday, “If I’d known I was going to live this long, I’d have taken better care of myself.” Blake had the right idea, even if it was a little late. We should take care of ourselves, and one of the best ways is with regular exercise. For both children and adults, one of the best exercises is one of the easiest and least expensive—plain old walking. Example (using a quotation by an ordinary person): “I hate kids,” my Uncle Dave always said when he came to visit. “I don’t know why on earth anyone would have them.” His voice was gruff and he didn’t smile when he said it. But he always said it while bouncing my little sister on his knee, or slipping my brother a candy bar, or handing me a new comic book. Uncle Dave was a man with a tough outside but a gentle inside. Who-What-When-Where-WhyHow Sometimes the best introduction is a straightforward introduction, one that gives just the facts. In this type of introduction the writer answers these basic questions: Who? What? When? Where? Why? How? Example: Last weekend, the Longview Lancers won a stunning victory over the cross-town rival, the Templeton Tigers, at the county basketball tournament. The Lancers won, largely because of the extraordinary agility of player Scott Girard. Present the Problem Another kind of introduction presents a problem and then produces a solution. Example: One of the most serious problems to confront teenagers today is suicide. It is a problem that touches every teenager at some time or another. It is not a problem to be hushed up, whispered about or ignored. By the time he or she graduates from high school, nearly every teenager will know at least one person who has attempted suicide, and a growing number of teenagers will have considered it themselves. The best way to help teenagers deal with suicide is to take it seriously. 14 WRITING AN INTRODUCTION (Con’t.): A List or Series Sometimes you can use a series or a list to introduce a subject. The list might take the form of several interesting figures, a number of facts or a series of examples related to the subject of your paper. Example: Bob eats only at restaurants with pictures on the menus. Sam always finds an excuse not to help his daughter with her homework. Linda turned down a promotion because she knew her new responsibilities would include reading reports. Bob, Sam and Linda are among the growing number of adults in this country who can’t read. The problem is becoming a serious one nationwide, and it’s time we try to do something about it. Whatever kind of introduction you write, keep the following tips in mind: . Don’t use the title as part of your introduction; begin your paper as if the title weren’t there. NO: Is There Life in Outer Space? Many people think there is. Even some scientists are starting to think chances are good. Someday, we may even… YES: Is There Life in Outer Space? Perhaps from the beginning of time, people have wondered if there could be life in outer space. Today, no one knows for sure, but many people believe there is. Even some scientists are starting to think that chances are good. Someday, we may even… 15 TYPES OF ENDINGS FOR FICTIONAL WRITING: The Summary And to round off tonight’s newscast, here are the highlights once again. A summary ending repeats the main points of a story, trying to tie together any loose ends. This type of ending works well in speeches that are trying to hammer home a point or snowballing stories like Dr. Seuss’s Green Eggs and Ham or songs like The Twelve Days of Christmas, which snowballs along to the end. The Happy Ending Most fairy tales have happy endings (depending on whether you are a wolf-lover, of course). A happy ending such as the one in Cinderella leaves the reader with no feeling of sadness. Like a good warm blanket, it covers us from the cold of life. Does it want to end happily, or would it be stronger and more real if it ended sadly? The Mysterious Ending A mysterious ending leaves a lot to the reader’s imagination. This is the kind of ending that leaves a big question mark in the reader’s mind. Do you want to keep the reader guessing? Try writing an ending like Lois Lowry does in the book The Giver. The Sad but True Ending When we read that Charlotte dies at the end of Charlotte’s Web, we are sad. But it has to end that way. Try saving Charlotte and the story loses its power. It becomes a lie. I call this the “sad but true” ending. Does your story need to end sadly? Does your happy ending have a false ring? If so, you may want to write a sad but true ending. Other books include: A Bridge to Teribithia by Katherine Paterson, Where the Red Fern Grows by Wilson Rowls, and A Taste of Blackberries by Doris Buchanan Smith. (adapted from What a Writer Needs by Ralph Fletcher) C 1999 Discover Writing Press--1.800.613.8055--www.discoverwriting.com 16 HOW TO TITLE AN ESSAY: - 11 Ways to Title a Story 1. Name a character in your story 2. Name a place in your story 3. Name a thing in your story 4. Quote a line in your story 5. Tell a theme in your story 6. Write a mysterious title 7. Write a straightforward title 8. Write a one-word title 9. Describe the key action in the story 10. Describe exactly what you want the reader to take away 11. Find your own unique way to title it 17 PLAGIARISM: What is Plagiarism? Plagiarism is the act of using another person’s ideas or expressions in your writing without acknowledging the source. To plagiarize is to give the impression that you have written or thought of something that you have, in fact, borrowed from someone else. The Web makes is more tempting to plagiarize ideas because copying and pasting is so simple. However, the Web makes it easier for teachers to check particularly eloquent writing by doing a Google search on your writing in quotes, and locating sources that clearly match your wording. it is illegal, unethical, and if discovered, will result in a loss of credit for the project and perhaps a failure for the course. . . . . . . Plagiarism is: Copying any direct quotation from your source material without providing quotation marks or crediting your source Paraphrasing of a borrowed idea without introducing and documenting the source of the idea Copying another paper You may avoid plagiarism by: Acknowledging borrowed material with an introduction and citing the source page number: − “According to Smith,” “Smith points out, 24,” etc. Paraphrasing material by writing in your style and language, and citing the source of the information Enclosing quotation marks around all material that is directly quoted and citing the source for the information 18 ! 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E0*425"+*,!!;!&$%-)*<!&2.,$<!'#(*3!)%!$=$*'!'#.'!#.-!.!8$.*(*3!(*!('-$2+!.*0!-'.*0-!+)%! -)8$'#(*3!9$6)*0!('-$2+<!.-!1$224! ! • .!#$.%'!-'.*0-!+)%!2)=$! • O#$*!#$%!8)'#$%!0%.&$0!'#$!92.*?$'!)=$%!#$%!-#)/20$%-<[email protected]!?*$1!$A.,'26!#)1! 8/,#!-#$!1.-!2)=$0:! ! )<$*$,!!;!8.(*!(0$.!(*!.!1)%?!)+!2('$%.'/%$U!'#$!8)%.2!)%!2$--)*!)+!'#$!-')%6<!)+'$*! $A&%$--(*3!#/8.*!'%/'#-4! ! • 2)=$!,)*X/$%-!.22! • '%$.'!)'#$%!&$)&2$!'#$!1.6!6)/!1.*'!')!9$!'%$.'$0! ! )<$+"+(E#&#$*$8#,!!"#$!-$*'$*,$!-'.'(*3!'#$!8.(*!(0$.!)+!.!%$&)%'U!1#.'!6)/!1(22!0(-,/--!(*! .!&.&$%!6)/!.%$!1%('(*34! ! • @'/0$*'-!.'!"1.2('6!H(002$!@,#))2!-#)/20!#.=$!2)*3$%!&.--(*3!'(8$:! ! • ;!*/'%('()/-!-*.,?!&%)3%.8!1)/20!9$!.!3%$.'!.00('()*!')!)/%!0(-'%(,'!9$,./-$!('! 1)/20!.22)1!-,#))2-!')!%.(-$!8)*$6<!?$$&!-'/0$*'-!+%)8!9$(*3!#/*3%6<!.*0!(8&%)=$! -'/0$*'!&$%+)%8.*,$:! ! ! 24 LITERATURE GENRES: Novel: A book length, fictional prose story Prose: Writing that uses ordinary language to express ideas Short Story: Shorter than a novel, this piece of literature can usually be read in one sitting Humor: The quality of a literary work that makes the character and their situations seem funny, amusing or ludicrous Fable: A short story that often uses talking animals as the main characters and teaches an explicit moral or lesson Mystery: A novel, story or play involving a crime or secret activity and its gradual solution Folktale: A story originally passed from one generation to another by word of mouth only Historical Fiction: A made-up story that is based on a real time and place in history, so fact is mixed with fiction Science Fiction: Writing based on real or imaginary scientific developments, and often set in the future Realistic Fiction: Writing that attempts to show life as it really is Satire: Any writing that ridicules human weakness, vice or folly in order to bring about social reform Poems: A literary work that uses concise, colorful, often rhythmic language to express ideas or emotions Plays: Also called drama, this writing form uses dialogue to share its message and is meant to be performed in front of an audience Nonfiction: True writing, based on factual information Biography: A writer’s account of some other person’s life Autobiography: A writer’s story of his or her own life Informational Article: A complete piece of writing, as a report or essay, that is part of a newspaper, magazine or book 25 THE READING PROCESS: Before Reading Set purpose—know reason for reading, make predictions, develop questions, be motivated Activate prior knowledge—think about what you already know about this topic Build prior knowledge—learn new concepts or vocabulary During Reading After Reading Set pace based on purpose—how will you read this? Concentrate through active reading— visualize, connect, question, review, judge, predict Check understanding Decide if purpose met Apply learning Reflect on strategies used Monitor comprehension—am I understanding this? Solve problems, reread, summarize Understand text structure—preview format, look at heading and key words as clues 26 THE PARTS OF A BOOK: Half-Title Page: The first printed page in a book and the page on which only the main part of the book title is listed. Both the subtitle and the author’s name are omitted from this page. Allusion: The second printed page in a book and the page on which the full title of the book, the name of the author, the name of the illustrator, and the name of the publisher are listed. author illustrator publisher the person who wrote the book the person who drew the pictures the company that printed the book Copyright Page: Usually the back of the title page, this page includes the copyright notice, the name of the person or publishing company holding the copyright, and the year in which the book was copyrighted. Dedication Page: Page that carries a brief statement in which the author inscribes or addresses his book to someone as a way or recognizing or complimenting that person. Table of Contents: A list of the significant parts of a book by title and page number in the order in which they appear. It is usually near the front of the book and includes the introduction, all chapter titles, the bibliography and the index (if there is one). Preface: A statement by the author telling how or why he or she wrote the book and acknowledging any help he or she had in doing so. Introduction: An essay that sets the scene for the book, explains the subject or format of the book, or tells how to use the book. Body or Text: The main part of the book. Notes: Additional explanatory information about the facts in the text or about the sources from which they have been gathered. Glossary: An alphabetical listing of the difficult, special or technical words used in a book with their definitions and, sometimes, their pronunciations. Bibliography: A list of articles and other books referred to in the book or used by the author in writing it, or a list of writings relating to the same subject as the text. The works in a bibliography are usually arranged in alphabetical order based on the authors’ last names. Index: An alphabetical list of names or topics covered in a book, together with the numbers of the pages on which they are defined, explained or discussed. The index usually appears at the end of the book. 27 INFORMATIVE TEXT STRUCTURES: COMPARE - CONTRAST DIRECTIONS Issues being compared are clearly stated Comparisons are explained with details showing their importance DESCRIPTION TIME ORDER Emphasis on key concepts Details support but do not override key concepts Text conveys a clear visual image CAUSE - EFFECT Why something happened is clearly explained Why something is important is clearly explained Step by step explanations Given in chronological order Events listed in chronological order Details support key concepts PROBLEM - SOLUTION Problem is clearly stated Details are included in problem’s solution 28 LITERATURE ELEMENTS: Story Begins Increased Interest Rising Action Climax Resolution Conflict: Internal or External Some Devices: Suspense Cause & Effect Characterization: Personalities of the Characters Motivation Words & Actions Thoughts & Feelings The Action or Sequence of Events Traits: Physical Social Psychological Foreshadowing Flashback First Person (1) Creates an Atmosphere (Mood) Tells When & Where Place & Time Narrator Affects Plot & Characters Third Person (She - He) Told by Author from Outside the Story Premise Statement Topic Underlying Meaning Discovered in: Stated or Implied -Relationships -Ideas -Conflicts -Title 29 RISING ACTION EXPOSITION (List examples that create complications or suspense) Setting: Situation/climate: Characters: CONFLICT CLIMAX PROTAGONIST vs. ANTAGONIST ______________vs. _____________ THEME PLOT TITLE: ________________________ AUTHOR: _____________________ FALLING ACTION RESOLUTION 30 QUESTIONING CUES & PROMPTS: Focusing What is the problem? What are our goals? What is our level or attention and commitment? What is the situation? What has been done? What is the consequence of inaction? What predictions can you make about this project? Remembering Retell ________ in your own words. What are the parts of ________? Describe... Who, what, when, where...? Name... What can help us remember ________? Analyzing What are the attributes of ________? What is the central point of ________? What is the relationship between ________ and ________? How is ________ an example of ________? What evidence can you list for ________? Information Gathering Comprehending/Organizing What ideas can you add to ________? How would you create/design a new ________? What solutions would you suggest for ________? What might happen if you combined ________ with ________? What is an analogy for ________? Simulate… Construct… Sketch/draw… Employ… Collect… Assemble... Classify ________ according to ________. What belongs together? What shall we call these groups? Outline… Diagram… Web... How does _______ compare/contrast to _______? How is ________ related to ________? Differentiate… Categorize… Contrast… Make a drawing to show the concept of ________. Generating Integrating/Combining What do you see, hear, feel, taste, smell? Where can we find information about ________? What do you know about ________? List… Define... How would an outsider look at the situation? In what ways could you record information? What does/could ________ mean? What would you predict from ________? What are the possibilities? What are the alternatives? Brainstorm... Can ________ be generalized? What does the relationship between ________ and ________ mean? What could explain ________? What are the pros, cons and consequences of each possibility? Evaluating What do you think about ________? Why? Why is ________ significant? By what criteria? Prioritize ________. What criteria did you use? Which is true/right? By what standards? Judge… Appraise… Rate… Argue… Decide… Debate… Choose… Assess… Defend… Evaluate... 31 QAR: QUESTTON ANSWER RELATIONSHIP ANSWERTNG QUEsrrONs ABOUT THE TEXT There arefour types of guestions. ff you understond the type of guestion thqt is osked, it will help you understond how to onswer thot guestion. The onswers ore in the book. Right There The onswer is in one ploce in the text. Words from the question Think & Search ond words thot onswer the question are off en "right there" The onswer is in the text. T need to "think ond seorch," or put together different ports of the text, to f ind the onswer. The onswer con be within o porogroph, ocross porogrophs, or even ocross chopters ond books. in the some sentence. The onswers sre in my heod. : rl- : Author & Me The onswer is nof in the text. To onswer the question, f need to think obout how the text ond whot f olready know fit together. On My Own The onswer is not in the text. T need to use my own ideos and experiences to onswer the guestion. 71 32 TYPES OF CONTEXT CLUES: I don’t know what that word means. Ever find yourself reading and you come across a trail of words that you don’t know? Don’t panic. Good writers leave clues for you to follow so you can figure out words you don’t know! Look at the words surrounding the word you don’t know. Reading those words a few times and looking at the sentence will put you on the trail to understanding what that word means. Below are seven clues to look for: Clues from synonyms: Sara had an ominous feeling when she woke up, but the feeling was less threatening when she saw she was in her own room. Clues from antonyms: Boniface had always been quite heavy, but he looked gaunt when he returned from the hospital. Clues contained in comparisons and contrasts: Riding a mountain bike in a remote area is my idea of a great day. I wonder why some people like to ride motorcycles on busy six-lane highways. Clues contained in a definition or description: Manatees, large aquatic mammals (sometimes called sea cows), can be found in the warm coastal waters of Florida. Clues that appear in a series: The campers spotted sparrows, chickadees, cardinals, and indigo buntings on Saturday morning. Clues provided by the tone and setting: It was a cool and breezy fall afternoon. Hundreds of fans were gathering for the last game of the season, and the student jazz band was entertaining the crowd. It was an auspicious event. Clues derived from cause and effect: The amount of traffic at 6th and Main doubled last year, so crossing lights were placed at that corner to avert an accident. * A context clue does not always appear in the same sentence as the word you don’t know. 33 How to search the Internet •Make sure the information you are using comes from a person or organization that can be trusted. •One simple way to tell if a site is reliable is to look at who runs the site. Usually, looking at the first section of a web address will tell you where it came from. If it came from a museum, university, or some other place you’ve heard of, chances are that it can be trusted. Dupe Detector: A checklist to help surfers begin determining if information found on a website is true or not*. Trustworthy Questionable Website: 1. Do large companies you know advertise on the site? Yes 2. Are there any ‘dead links’, or links to ‘moved pages’? No 3. Do the images support the stated facts? Is the site hosted by a credible provider and reside in a ‘trustworthy’ domain. Are there links and references to other web sites, resources and experts that corroborate this information? Is the resource available in another format? Do the site’s authors have other publications with credible sites and publishers? Are the sites authors experts in the subject? (Do they have any credentials or experience around the topic?) Is contact information provided and does the place/email exist and work? Does the site present highly biased visuals (e.g. racist statements, derogatory remarks, and emotional language)? Is the site professional (grammar and typing errors are not present or very minimal)? Totals**: Yes 4. 5. 6. 7. 8. 9. 10 . 11 . Yes □ □ □ □ Yes □ □ □ Yes □ Yes □ No □ No □ No No □ □ □ □ No □ Yes □ No □ No □ Yes □ Yes □ No □ Yes Yes No No .com – is a website domain that anyone can buy. Usually it is for a business or for a personal website to communicate or give out information. .net – is a website domain that anyone can buy. Usually it is for a business or for a personal website to communicate or give out information. .edu – is a website domain that indicates a school, college, or university. .org – is a website domain that indicates an organization, such as a relief agency or an organization that wants better treatment of animals. Just because they are using a .org domain does not mean that they are a good organization or even that they are legal. .gov – is a website domain that indicates it is a branch of the US government. It may be a website for information for people or a website that is only used inside the government and has passwords to prevent it being misused 34 ! "#$%&#%'!! ()'*! +,-'. 35 36 37 PARTS OF SPEECH: Part of Speech Definition Examples noun A noun is the name of a person, place, thing or idea. girl, man, Steve, church, pencil, happiness verb A verb expresses action or being. sings, laughs, am, was, should adjective An adjective describes a noun or pronoun by telling how many, what kind or which one. five, few, beautiful, empty, that, those adverb An adverb describes a verb, adjective, or another adverb by telling how, when or where. slowly, carefully, soon, tomorrow, there pronoun A pronoun in used in place of a noun. I, we, you, he, she, they, me, him, them, mine, someone conjunction A conjunction joins words, phrases, and, but, also, however, clauses or sentences together. therefore preposition A preposition shows the relationship between a noun or pronoun and another word. about, around, before, behind, between, by, down, during, for, from, over, to interjection An interjection shows surprise or expresses strong feeling. Ah! Help! Oh! Wow! 38 SPELLING RULES: Quick Guide Rule 1: Write i before e except after c, or when sounded like a as in neighbor and weigh. Examples: receive perceive relief Exceptions: This sentence contains eight exceptions: Neither sheik dared leisurely seize either weird species of financiers. Rule 2: When a one-syllable word (bat) ends in a consonant (t) preceded by one vowel (a), double the final consonant before adding a suffix that begins with a vowel (batting). sum—summary god—goddess When a multisyllable word (control) ends in a consonant (l) preceded by one vowel (o), the accent is on the last syllable (con trol’), and the suffix begins with a vowel (ing) - the same rule holds true: double the final consonant (controlling). prefer—preferred begin—beginning forget—forgettable admit—admittance Rule 3: If a word ends with a silent e, drop the e before adding a suffix that begins with a vowel. You do not drop the e when the suffix begins with a consonant. state—stating—statement like—liking—likeness use—using—useful nine—ninety—nineteen Rule 4: When y is the last letting in a word and the y is preceded by a consonant, change the y to i before adding any suffix except those beginning with i. fry—fries hurry—hurries lady—ladies ply—pliable happy—happiness beauty—beautiful When forming the plural of a word that ends with a y that is preceded by a vowel, add s. toy—toys play—plays monkey—monkeys NOTE: Never trust your spelling to even the best spell checker. Carefully proofread. Use a dictionary for questionable words your spell checker does not cover. 39 40 41 GRAMMAR GUIDE: A period is used… at the end of declarative sentences and mild imperatives. after initials and abbreviations. only once for a sentence ending with an abbreviation. A personal pronoun must agree A question mark is used… at the end of an interrogative sentence. Collective nouns are plural when An exclamation mark is used… after a word, phrase or sentence showing strong feeling. A comma is used… to separate two or more adjectives of equal rank. to set off a direct quotation. to separate three or more words, phrases or clauses in a series. to separate two independent clauses in a compound sentence. to set off a word, phrase or dependent clause at the beginning of a sentence. A semicolon is used… to separate independent clauses very close in meaning but not separated by and, but, or, nor, for, or yet. to separate items in a series when the series already contains commas. A colon is used… before a list of items or details. before a statement that summarizes the original statement. before a long, formal quotation or statement. Parentheses are used… to set off words, phrases, clauses or sentences which are independent of the main part of the sentence. Quotation marks are used… to set off a direct quotation. (Single quotation marks are used for quotes within quotes.) to set off words, phrases, or sentences referred to in the sentence. to set off slang and foreign words or phrases. with its antecedent in person, number and gender. Collective nouns are singular when All principal words in titles are capitalized. Do not capitalize prepositions, coordinating conjunctions, and articles unless they begin the title. the group is acting as a single unit. the members of the group are acting independently. Example: The orchestra disagree on the selections for the concert. Underline the titles of books, magazines, newspapers, and films. (Italics may take the place of underlining if you are using a word processor capable of doing it.) Quotation marks are used to en- close the titles of magazine articles, chapters of books, names of songs, and titles of poems. Normally, when two or more sub- jects are connected by and, the subject is plural and requires a plural verb. Fred and Dave like this class. If the two subjects form a unit, the subject is then singular and requires a singular verb. Chicken and dumplings is my favorite meal. Two singular subjects joined by or are considered singular and require a singular verb. When one of the subjects is singu- lar and the other is plural, the verb agrees with the subject that is nearer. The subject of the sentence is never affected by intervening phrases that might come between it and the verb. Capitalize names of particular per- sons, places, and things. Capitalize titles of rank when they come before a person’s name. Do not capitalize the names of the seasons of the year unless they are personified. The words north, south, east, and west are capitalized only when they refer to sections of the country, not directions. The names of school subjects are not capitalized unless they are names of languages. All words that refer to a specific deity and sacred books are capitalized. A collective noun that is singular requires a singular verb. If the collective noun indicates by its usage that the individual members are acting separately, then a plural verb is required. A plural noun that shows weight, extent, or quantity is singular and takes a singular verb. Ten dollars is the price of this tape. Do not substitute the preposition of for the auxiliary verb have. Common error forms are: could of should of You should use: could have should have 42 TRANSITIONS: A transition or linking expression is a word or group of words that is used to give a reader some obvious directional signals. They act like a thread to sew your ideas together. Transitions explain how one idea is linked to another. Transitions for narration (storytelling): after finally as first before meanwhile afterwards now later until next while then during when Transitions for adding to ideas already stated: again also another at the same time besides finally first.. second… finally likewise for instance furthermore in addition moreover another example of similarly Transitions for showing result (cause-effect): according consequently to sum up… because thus at this point… therefore at last since as a result hence but nevertheless still Transitions for contrasting ideas: although however On the other hand… otherwise 43 REFERENCES FOR WRITING: Helping verbs: is am been be being are can could have shall should has will would had may might was do does were Substitutes for VERY: intensely unusually immeasurably exceedingly truly infinitely bitterly powerfully severely surely richly chiefly especially mightily shockingly Dead words: get got the end SLANG: very nice your good lots well you just a lot fine ALL CONTRACTIONS (won’t, I’d, we’ll) ALL ABBREVIATIONS (etc., o.k., CA) awesome, cool, fine, totally, rad, raspy so fun Prepositions: about along behind beyond for near over upon to above among below by from of since toward with across around beneath down in off throughout under within against at beside during into on past until without after before between except inside out through up Linking verbs: is am was were be been appears tastes grows turns remains sounds feels seems are continues becomes being 44 REFERENCES FOR WRITING (Con’t.) “Get” is overworked. Instead, use: accomplished approach bag bribe catch contract dunk fetch generate hand induce learn master persuade purchase reach remove salvage serve steal take achieve arrive be bring collect convince earn find give help influence live murder prepare pursue reap rent score shoot strike thrill acquire ask become build come cook eat fix go hire inform locate obtain procure put receive retrieve secure slip succeed trap act assassinate begat buy comprehend do escape follow grab hit inherit make overcome produce puzzle regain ring see snare support understand annoy attain borrow capture conceive drive establish gain grasp hook kill manage perceive profit raise remember run seize snatch survive win 45 REFERENCES FOR WRITING (Con’t.): Transitions: in addition while third, first finally, last to begin with to conclude unfortunately notwithstanding equally important between similarly first of all on the other hand consequently soon again farther hence equally therefore although further underneath thus as though however though accordingly moreover instead of besides yet so that as a result otherwise Touch: cool steamy slippery silky rough fragile cold damp mushy gritty thick tender icy wet oily satiny pulpy prickly tepid fleshy sharp sandy dry hairy warm rubbery elastic smooth dull fuzzy lukewarm tough crisp flabby thin feathery gingery unripe peppery hearty bland overripe medicinal oily bittersweet tasteless burnt raw buttery mellow sour hot alkaline salty sugary fruity spoiled fishy bitter crisp vinegary minty stagnant gaseous heady sharp sour acidy fragrant tempting mildewed rotten spoiled sickly pungent aromatic savory dank gamy scented burnt perfumed putrid stench piney odorous moldy spicy damp earthy rancid thud explode squawk deafening clash hubbub inaudible whisper snap bump roar raucous stomp clamor blatant piercing whit hiss thump scream bawl stamp tumult clap rowdy rustle crackle thunder screech rage noise riot bark rasp twitter grumble bang shout blare discord racket earsplitting yell patter grunt Taste: tangy rotten spicy flat ripe Smell: sweet acrid musty reeking fresh fishy Sounds: crash smash whine slam disorderly bedlam melody murmur mutter pandemonium whistle rumble jangle brawl boom sigh hum buzz 46 REFERENCES FOR WRITING (Con’t.): Sight: flash branching thin scalloped wiry tubular swollen jutting fiery fragile miniature frightened hardy orderly exhausted dull formal twiggy shapely ruffled calm hollow lumpy irregular blazing pale timid terrified strong straight tired drab frail split winged frilled flared rotund clustered sunny verdant pasty shy hysterical healthy curved ugly muddy elegant broken shapeless crimped oval chubby padded angular fresh sickly fearful tall robust loose tied stout scrolled skinny rolled crinkled conical pleasant tufted triangular clean small tearful lead sturdy crooked packed wide tampering square unruffled cylindrical proportioned portly pendulous wild scrubbed tiny nervous slender lively awkward rigid heavy Colors: Brown sandy almond amber tawny hazel cinnamon nutmeg chocolate coffee rust White snowy milky marble cream ivory oyster pearl silver platinum Blue peacock sapphire delft porcelain violet turquoise aqua navy Green celery mint apple lime pea sea kelly Fast: hurry skip hustle Gray ashen dove steel silver Purple lavender mauve lilac plum mulberry fuchsia magenta pansy Yellow beige buff straw peach apricot butter buttercup lemon chartreuse citron canary Red rose pink salmon coral raspberry strawberry tomato currant crimson vermilion flame Black licorice jet ebony ink pitch Orange persimmon gold topaz ochre mustard tangerine Slow: run dart whiz scamper scramble zip creep slouch saunter crawl lumber loiter plod tiptoe stray sneak bend slink 47 REFERENCES FOR WRITING (Con’t.): Action Words: aching bashing bubbling beeping beaming blistering blinking blaring blinding battering bickering babbling crowing clucking creeping crackling coughing clanking chugging chatting crunching cackling chanting crooning dribbling dazzling drifting dribbling dancing dunking engulfing entertaining flailing fuming floating flowing flapping flaring flittering flopping flickering glistening grinding gunning grinding gliding glaring glowing glittering groaning grumbling hooting hissing inviting jumping jerking kissing kicking laughing leaping lighting loaning mumbling mocking moaning munching nailing nicking popping pouncing pattering piling pounding plopping peeping quacking reflecting roaring rattling rumbling shimmering shrieking sloshing sputtering sprinkling slapping sizzling soaring spinning squawking sizzling sparkling smoking splashing streaking smashing scolding sailing trilling thumping thundering twinkling whipping whisking whirring wailing winking wheezing whimpering whining yielding yammering yapping yelling zapping zipping zooming 48 REFERENCES FOR WRITING (Con’t.): acknowledged acquiesced added addressed admitted admonished advised advocated affirmed agreed alleged allowed announced answered approved argued assented asserted assumed assured asked attested avowed babbled bantered bargained began boasted called claimed commented complained confided coughed cried debated demurred denied denounced described dictated directed disclosed disrupted divulged drawled droned elaborated emphasized entreated enunciated estimated exclaimed explained exposed expressed faltered feared foretold fumed giggled grinned grunted held implied indicated inferred instructed itemized laughed lectured lied maintained mentioned mimicked moaned mumbled murmured mused muttered nagged narrated noted notified objected observed opined orated ordered petitioned pleaded pled pointed out prayed predicted proclaimed professed prompted propounded publicized quibbled ranted reassured reciprocated refuted related remonstrated replied responded restated resumed retorted returned revealed roared ruled sanctioned scoffed scolded screamed shouted shrieked snapped sneered sobbed solicited 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