School Year: _____________
Lake Zurich Middle School
Writing & Reading
Student Handbook
“Exercise the writing muscle every day, even if it is only a letter, notes, a title list, a
character sketch, a journal entry. Writers are like dancers, like athletes. Without that
Jane Yolen
exercise, the muscles seize up.”
"It is our choices, Harry, that show what we truly are, far more than our abilities.”
J. K. Rowling
"The difference between the right word and the almost right word is the difference
Mark Twain
between lightning and lightening bug.”
“Either write something worth reading or do something worth writing.”
Benjamin Franklin
“Reading without reflecting is like eating without digesting.”
Edmund Burke
"There is more treasure in books than in all the pirate's loot on Treasure Island.”
Walt Disney
______________________________________
Student Name
2014 v1
Enduring Understandings and Essential Questions
Middle School Writing
Overall Enduring Understanding:
Writing takes many forms; words shape and reflect our values, beliefs, and thoughts.
Overall Essential Question: How
does writing shape our world?
 6 TRAITS: Students will understand the elements of quality writing.



What are the elements of quality writing?
Why is writing a process?
Why is writing valuable?
 EXPOSITORY: Words can illuminate deeper understandings.



What is the benefit of knowledge?
How do we grow and gain insight?
What are ways we inform audiences?
 PERSUASIVE ARGUMENT: The power of persuasive argument can
move others to change.



How can you create change?
Why do words have power?
What compels people to change?
 NARRATIVE: Stories give insights into human nature.




How does your story relate to the world?
How does writing connect us?
How is humanity reflected in writings?
How can writing teach you about yourself?
 CREATIVE & POETRY: Poetry is the free expression of ideas and emotions.



How does creative writing elicit emotion?
What makes poetry unique?
Why are poetic devices effective?
The Writing Process
P re -Wr i te
Topic
I. Introduction
1. Lead
2. Thesis
II. Support 1
1. Elaboration
Explore your topic — Plan
Figure out what to write about - Get ideas
 Purpose? Audience? Ideas
 Topic? Perspective? Format?
 Brainstorm — Research — Plan — Develop Thesis (Claim)
 Graphic Organizer — Survey — Observe — Listen
Draft
— Put it down on paper
WRITE! — Get your ideas down on paper — First Draft, Second Draft, Third Draft, …
Follow your plan — use your Pre-Writing work — use your Revising work
write on one side of the paper — number your pages — date your drafts
Ideas — Organization — Voice — Word Choice — Sentence Fluency
S h a r e —Get feedback
Share your draft (peers, family, teacher, yourself) get comments, opinions, and thoughts
Conference — Self and Peer Evaluation
Revise Edit Take another look — Rethink
Use feedback
Purpose?
Organization
Word Choice
Ideas
Audience?
Proofread—Make Corrections
Voice
Conventions Spelling
Punctuation Capitalization Word use
Sentence Fluency
Publish
READ IT ALOUD & HEAR IT ALOUD
Polish for Presentation — format & formatting
(media, layout, margins, fonts, size, images, color)
e E v a l u—awht
ture goals?
at went well? Fu
thinking)
nd Reflection
ng, commenting,
Evaluation a ing, weighing, valuing, measuring, scori
ss
(appraising, asse
Name: _________________________
Date: _______ Class: ___
The Six Traits of Writing
Ideas
Main Idea & Details
Clear, focused, main idea enriched with telling, unusual details
Organization
Introduction + Conclusion + Structure
Inviting lead, satisfying conclusion, structured so the reader never feels lost
Voice
Your Fingerprint
Irresistible voice that asks to be shared – The writing is unique to you
Word Choice
Descriptiveness
Vivid, memorable, precise words – No wasted words
Sentence Fluency
Easy to read
Clear, fluent sentences that make expressive reading easy
Conventions
Spelling, Punctuation, Grammar
Correct use of conventions guides the reader easily through the text
-------------------
Presentation
Format & Formatting of the piece (visual appearance).
Clear, appropriate appearance that is eye-catching and helpful to the reader.
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Ideas the message  Clear main message, point, thesis, storyline  Narrow, manageable topic  Rich, intriguing details expand the message  Insight  Knowledge from experience, research  Compelling, holds reader’s a en on Organization design & flow of ideas  En cing lead pulls readers in  Clear design guides readers, enhances understanding  Strong transi ons e ideas together  Good pacing – me spent where it counts  Ending wraps up discussion Conventions editorial correctness  Edited, polished  Shows conven onal awareness  Conven ons enhance meaning, voice  No mental edi ng required  Virtually ready to publish  Complexity of text showcases writer’s editorial skill Presentation eye appeal Voiceth e page fingerprints on nc ve ud” piece  A “read‐alo
, energe c  Passionate
readers  Speaks to self‐assured  Confident,
age resent on the p
 Writer is p
dis
 Individual, luency SentenrhcytehmF
& flow ad  Easy to re
e ngth, structure  Variety in le
e‐ear rhythm  Easy‐on‐th
logue  Natural dia
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 Frag
mphasis if used, adds e
 Repe on,
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emorable  Original, m
 Concise  Natural s h strong verb
 Filled wit
er “overload”  No modifi
ord pictures  Paints w
g  Eye‐catching and Helpful  Format and Forma ng – adapted from: CreaƟve Writers, FiŌh EdiƟon by Vicki Spandel Title: ____________________________________________________
Topic: _______________________
Purpose: _____________________
Author: ________________________________
Audience: ______________________
Format: _____________________
Six Trait Evaluations
6
Ideas
5
4
3
2
1
Clear main idea,
supported by details
Main idea can be
inferred - a broad,
unexpanded overview
Reader must guess at
main idea - few details
or just a list
Main idea - yet random
collection of thoughts
Strong lead and
conclusion, structure
that guides the reader
Functional lead and
conclusion, reader can
follow story/discussion
Some details/elements
could be relocated lead and conclusion are
present, structure may
be formulaic
Hard to follow,
lead or conclusion
missing
Reader consistently
goes back - no apparent
link thought to thought
Irresistible voice that
asks to be shared
Individual, confident
voice speaks to readers
Moments of strong
voice speak to readers
Voice comes and goes or not always a good fit
with audience
Distant voice - writing to
get it done
Hard to "hear" the
writer in the text
Vivid, memorable,
precise words - no
wasted words
Accurate, well-chosen
words that make
meaning clear
Functional , clear
language carries general
message
Marked by tired,
overused words,
phrases - OR
overwritten
Filled with tired,
overused language - OR
overwritten, wordy
Word Choice confusing,
general, repetitive,
vague, or incorrect
Clear, fluent sentences
that make expressive
reading easy
Clear, fluent sentences
that make expressive
reading possible
Clear sentences that can
be read without
difficulty
Limited variety in
sentence length,
structure
Problems with
repetitive, awkward, or
run-on sentences
Hard to tell where
sentences begin or end many problems
Only minimal touch-ups
needed prior to
publication
Very light editing
needed prior to
publication
A good once-over
needed prior to
publication
Thorough editing
needed prior to
publication
Line-by-line editing
needed prior to
publication
Word-by-word editing
needed prior to
publication
Enticing layout – it catches
the eye
Pleasing layout – Good
Acceptable layout – OK
More attention to layout
needed (incorrect)
Limited attention to layout
– Needs work
No apparent attention to
layout
Clear, focused main idea
enriched with telling,
unusual details
Clear, focused main idea
with striking details
Inviting lead, satisfying
conclusion, structured
so the reader never
feels lost
(Description, examples, etc.)
Comments
Organization
Comments
Voice
(the writing is unique to you)
Comments
Word Choice
Comments
Sentence
Fluency
Comments
Conventions
Comments
Total:
Comments
Presentation
Comments
Five Things You
1.
Read more.
can do to improve your writing
People who read more write better. Readers write papers that have
longer development, more mature vocabulary, and better and more diverse sentence
structure. Stephen King, one of the most prolific writers living on the planet, said,
“Reading is the creative center of a writer’s life” (2000, p. 147). King, who reads seventy
to eighty books a year, understands that reading is the number one activity that builds
the foundation that all writers need.
2.
Write more.
Writing is a skill, like swimming or painting. You have to do it a lot to
get good at it. If you are to become a good writer, you have to develop a writing habit.
How do you get to Carnegie Hall? Practice, practice, practice.
3.
Don’t fall in love with your first draft.
Get used to the idea that your first
draft will almost always be crummy. As one prominent writer says about lousy first
drafts, “All good writers write them. This is how they end up good second drafts and
terrific third drafts” (Lamott 1994, p.21). If your writing is going to get good, you will have
to move past the “I wrote it; I’m done” mentally.
4.
Get feedback.
Sharing your writing with others can be scary, but doing so is an
absolute essential step if we want to move our writing to a better place. Sometimes we
have gaps or sequence problems that we are blind to in our writing. Having others
provide meaningful feedback to our writing helps us to overcome these and other
problems.
5.
Notice what other writers are doing.
We learn best when we stand next to
someone who knows how to do the skill and observe how it is done. The same is true with
learning how to write better. Rather than focusing on what the writer is saying, developing
writers should also pay attention to how the writing is constructed. We should notice
what good writers do and then try to practice these skills in our own writing.
Adaptive from, Write Like This, by Kelly Gallagher, 2011.
Expository and Informational Writing
Writing takes many forms; words shape and reflect our values, beliefs, and thoughts.
How does writing shape our world?
EXPOSITORY: Words can illuminate deeper understandings.
 What is the benefit of knowledge?
 How do we grow and gain insight?
 What are ways we inform audiences?
Definition:
The main purpose of expository writing is to inform. More specifically, expository is a type of oral or
written communication that is used to explain, describe, or give information (to inform). Expository
is writing that attempts to communicate ideas and information through the use of facts. Expository
writing requires strong organization to aid the reader in understanding.
Organization is composed of a lead, a conclusion, and a meaningful structure. The introduction is
made up of an inviting lead plus a preview of what’s to come (introduction = lead + preview). A
good conclusion is satisfying to the reader, circles back to lead, and might include future ideas. The
work is structured so the reader never feels lost – with a beginning, middle, and an end.
Examples:
instructions, owner’s manual, news report, newspaper article, magazine article, internet article,
analytic essay, compare-and-contrast essay, cause-and-effect essay, problem-solution essay,
textbook, driving directions, how to, dictionary, encyclopedia, atlas, research report
Checklist:
o At the center of the piece is a problem to be solved, a question to be answered, or an idea to
explain.
o The writer uses example, anecdotes, substantiated facts, or questions to validate, support, or
expand key points.
o Information seems thorough, relevant, authentic, and accurate.
o The text teaches the reader something important.
o The writer does not try to tell everything, but keeps the writing focused on what is most
important.
o Terminology is used with care and accuracy to aid the reader’s understanding of the issue.
o The writer’s voice sounds confident and assured.
o The writing reflects diligent, thoughtful research.
o Sources are cited as necessary.
Persuasive Argument Writing
Writing takes many forms; words shape and reflect our values, beliefs, and thoughts.
How does writing shape our world?
PERSUASIVE ARGUMENT: The power of persuasive argument can



move others to change.
How can you create change?
Why do words have power?
What compels people to change?
Definition:
Argument is at the basis of critical thinking. Argument is about making a logical case in support of a
claim (express a position on a subject and support it with evidence). In persuasive argument writing,
you present a thesis (claim), provide support through evidence (fact, figure, statistic, or
observation), and acknowledge and respond to opposing viewpoints. A good argument begins with
preliminary research – understanding the issue and positions. The research gives rise to a thesis
statement (claim).
• Thesis = (aka claim) position plus possible action
• Support = evidence (fact, figure, statistic, expert opinion, or observation)
o Elaboration = explain the evidence and connect it to your thesis
• Opposing Viewpoint = acknowledge counter claims and address them
Examples:
editorial, op-ed, perspective, persuasive letter, advertisement, propaganda, campaign commercial,
debate, legal argument, trial, negotiations, literary analysis, speech, reader’s response
Checklist:
o The writing takes the reader on a journey of understanding, examining an issue.
o The writer makes her position clear at the outset and sticks with that position.
o The writer’s claim is supported by evidence: facts, figures, statistics, expert opinion, or
observations.
o The writer does not rely on opinion as evidence.
o The writer consults and cites multiple sources to build a strong case.
o The paper clearly summarizes opposing points of view and addresses them in a convincing but
fair manner.
o The writer’s voice is strong, confident, compelling – but not angry, hysterical, or sarcastic.
o Usually, the writer saves his most compelling argument for last, giving it maximum impact.
o The writer leads the reader to a conclusion that seems all but inevitable, given the evidence –
and invites the reader to accept it.
o The reader understands the issues thoroughly – even if she does not fully agree with the writer.
Narrative Writing
Writing takes many forms; words shape and reflect our values, beliefs, and thoughts.
How does writing shape our world?
NARRATIVE: Stories give insights into human nature.
 How does your story relate to the world?
 How does writing connect us?
 How is humanity reflected in writings?
 How can writing teach you about yourself?
Definition:
A narrative tells a story about people, events, and ideas. Narratives can be nonfiction (true) or
fiction (imagined). They contain characters, a setting, a plot, and often a theme. A plot is made up
of events that center around a main conflict. Stories begin with an exposition that sets the stage
and introduces the character. Stories continue with a rising action that builds tension as the
protagonist tries to resolve the conflict. Often there are obstacles the protagonist needs to
overcome, these obstacles are called complications. The highpoint of the story is called the climax.
It is the decisive moment; the turning point; the moment the rising action builds to. The climax is
followed by the falling action that leads to the resolution where things are wrapped up and the
conflict is resolved.
Examples:
folktale, myth, legend, story, science fiction, fantasy, historical fiction, realistic fiction, mystery story,
adventure, memoir, personal narrative, biographic narrative, blog, diary, journal, episodic writing
Checklist:
o The piece is a story, not a list of events. It has purpose and direction; there is a reason for the
telling.
o At the center of the story is a conflict to resolve, secret to discover, burning question to answer,
etc. The story drives toward this.
o The main character (who could be the narrator) grows, changes, or learns something important
as the story unfolds.
o Every event, image, or speech in the piece has importance – and the writer follows through to
show what it is.
o A strong lead sets up the story and gets the reader engaged.
o Events unfold in a believable but not always predictable way.
o Characters are real – not cardboard cutouts. They have feelings, emotions, motivations; they do
things for a reason.
o Dialogue, if used, sounds authentic, like real people talking. It reveals character, advances the
action, or sets the mood.
o The ending ties up the story in a satisfying way. It may also look ahead.
Organization – Text Structures
v4
The organizational pattern an author uses to structure the ideas in a text.
Cause
& Effect
Compare
& Contrast
Problem
& Solution
Cause is why
something
happened.
Shows how two
or more things
are alike
and/or
how they are
different.
Tells about a
problem
Effect is what
happened.
Sometimes the effect is
listed first.
(and sometimes says
why there is a
problem)
then gives one
or more possible
solutions.
Sequence Description
Chronological
Describes items
or events in
order.
Or tells the steps
to follow to do
or make
something.
Main Idea
& Support
A person, place,
thing, or idea is
described by
listing its
features,
characteristics,
or by providing
examples.
Main idea or
thesis (claim)
with support
and elaboration
What specific
topic, person,
idea, or thing is
being described?
What’s the
purpose of the
writing – to inform
or argue?
How is it being
described (what
does it look like,
how does it work,
what does it do)?
What points does
the author make?
(facts, examples,
expert quotes, etc.).
Signal Questions
What happened?
Why did it
happen?
What caused it to
happen?
How can this
information be
used?
What is being
compared?
What is the
problem?
What is the time
span?
In what ways are
they alike?
Why is this a
problem?
What do the
events explain?
In what ways are
they different?
Is anything being
done to try to
solve the
problem?
What items,
events, or steps
are listed?
What conclusions
can we draw?
What can be done
to solve the
problem?
Do they have to
happen in this
order?
How are the steps
organized?
What is important
to remember
about it?
Can the text be
summarized?
What support is
offered?
Where do you
stand on this?
Signal Words
So
Same as
Question is…
First
For instance
For instance
Because
Similar
Dilemma is…
Second
Such as…
As evidence
Since
Alike
The puzzle is…
Next
To begin with
For example
Therefore
As well as
To solve this…
Then
An example
If…then
Not only…but also
One answer is…
Before
To illustrate
This led to
Both
After
Characteristics
Reason why
Instead of
One reason for the
problem is…
Finally
As a result
Either…or
Following
*Look for the topic
word to be repeated
May be due to
On the other hand
Not long after
Effect of
Different from
Now
Consequently
As opposed to
Soon
For this reason
(or a synonym or
pronoun repeated)
In fact
Further
Again
Moreover
There is no doubt
that
From my point of
view
Writing – Areas of Learning
TRAITS
Types
Purpose
Craft & Quality
• Narrative
o tell a story
• Expository
o to inform
• Persuasive Argument
o Make a claim
• Other
Process
Procedure
• Organization
• Pre-Writing
• Ideas
• Drafting
• Sentence Fluency
• Word Choice
• Sharing
• Revising
• Editing
• Voice
• Publishing
• Conventions
•
Evaluating
Text
Structures
• Presentation
• Cause & Effect
• Problem & Solution
• Description
• Compare & Contrast
• Sequence (chronological)
• Main Idea & Support
Beginning & Ending Techniques
Beginning Techniques
The beginning of an introductory
paragraph often gets the reader’s
attention, sets the tone of the paper,
and draws the reader in so that he or
she wants to keep reading – it leads
the reader into the paper. Sometimes
we even say it hooks the reader.
There are many ways to begin a
paper and a skilled writer has
mastered a variety of techniques to
open a paper.
alliteration
anecdote
Ending Techniques
The ending is the last thing a reader
reads. An ending can do many things:
close a story, summarize an argument,
energize, shock, and more. These are
the final words; these words will echo
in the reader’s mind. A strong
conclusion is important and should
make an impression on the reader.
There are many ways to end, and a
skillful writer has mastered a variety of
techniques to conclude a paper.
advice
analogy
bold statement
circle-back to lead
character-in-action
changed character
cliffhanger
clincher
conflict
decision
definition
description (setting, character, action)
dialogue
event-in-progress
exclamation
foreshadowing
hyperbole
fact (interesting or startling)
metaphor
mood
onomatopoeia
opinion
play-on-words
question
quotation
exclamation
imperative statement
invite reader to learn more
make prediction
question
quote
reverse funnel
summarize
surprise
universal truth
Seventh Grade
Beginning Techniques – the beginning of an introductory paragraph often gets the
reader’s attention, sets the tone of the paper, and draws the reader in so that he or she wants to keep reading
– it leads the reader into the paper. Sometimes we even say it hooks the reader. There are many ways to
begin a paper and a skilled writer has mastered a variety of techniques to open a paper.
o
Hyperbole – a deliberate, obvious exaggeration made for emphasis or dramatic effect.
Statements such as, my backpack weighs a ton – the backpack doesn’t actually
weigh a ton, the point is the backpack is very heavy. Hyperbole is not meant to be
taken literally.
o
Dialogue – this technique uses a conversation to get things started.
Usually two or more
people are talking, discussing, or interacting. Occasionally, the reader is just
presented with one side of the conversation or it’s an internal discussion. It is often
used to reveal characters and character characteristics. Remember when writing
dialogue to begin a new paragraph each time there is a change in speaker.
o
Onomatopoeia – the use of a word or action that sounds like its meaning.
“Fluffy listened
to the honks and screeches and other sounds of the city.” The room was abuzz with
activity.
o
Anecdote – a short account of an interesting and sometimes humorous incident.
o
Bold Statement – a far-reaching, strong statement that sets the paper in motion and draws
For this
technique, the writer begins with a short tale to make or introduce an idea. As a
beginning technique, the writer would use an anecdote to introduce the paper’s
topic. For example, in a paper about how a nuclear reactor works, one might start
with a short anecdote about Marie Curie (the person who is credited with
discovering radioactivity – nuclear reactors use radioactivity to produce electricity).
the reader in. For example: a paper about the plague that spread during the Middle
Ages might begin with a bold statement about how ticks were the deadliest animals
to every live.
o
Exclamation – an emphatic expression that sets the tone and draws the reader in.
o
Fact – select a surprising, unexpected, interesting, supportive bit of information to draw the
For
example, in a paper about Shakespeare, one might begin with an exclamation from
that time period, “Oh tush, sir… you gave me a fright you did…”
reader in. When writing about the effects of the Bubonic Plague, one could start by
informing the read about the grandness of the disease: The plague killed one out of
every three people in Europe.
o
Opinion – provide a belief or viewpoint to start that intrigues the read and draws him or her
in. A paper about famous European rules might begin, Charlemagne ruled over his
kingdom much like President Polk did with the idea of Manifest Destiny.
Seventh Grade
o
Play-on-Words – use an on-topic pun, palindrome, anagram, tongue twister, rhyme,
limerick, or oxymoron as verbal fun to draw the reader into the paper. For example
a paper about the Middle Ages might start with A man's home is his castle, in a
manor of speaking. Notice the use of the word manor instead of manner.
o
Character-in-Action – With the character-in-action technique, the reader learns something
about the main character’s traits by reading about the character engaged in an
activity. With this lead, the writer begins with the character doing something. That
something sets the stage for what’s to come. For example, in a story about an
intelligent, friendly character, the opening might be about being engaged in a
writing activity and how much fun it is.
o
Event-in-Progress – This technique is similar to the character in action but differs in that it
focuses on the event, not the character. This opening sets the stage by setting up
the major event, while the main character is present, more description and
attention is paid to the event. For example, the opening might be about the last few
moments of class when things are wrapping up and lots of last-minute activity.
o
Foreshadowing – For this technique, the author gives subtle hints and clues that tip the
reader off as to what is to come later in the work. For example, a teenage girl
leaves the house for an evening out with her friends. Her mother makes her
promise to be back before ten o’clock. The girl kisses her mother and tells her she
worries too much. She'll be fine, she says. But the reader knows she won't be.
o
Metaphor – A metaphor expresses the unfamiliar in terms of the familiar to make a point.
For example: life is a roller coaster. The author would then explain the metaphor –
how life has emotional highs and lows. The metaphor chosen fits with the story.
o
Mood – This technique is often combined with others to create the “correct” mood for what’s
to come. Mood is the emotions the reader feels while reading. Some literature
makes you feel sad, others joyful, still others, angry. In this opening, the author
creates mood through the tone used – word choice plays a big role.
o
________________ - ________________________________________________________
____________________________________________________________________
____________________________________________________________________
o
________________ - ________________________________________________________
____________________________________________________________________
____________________________________________________________________
o
________________ - ________________________________________________________
____________________________________________________________________
____________________________________________________________________
Hints for Writing a^ Conclusion
Conclusion Words - Sometimes “conclusion” words like these will help you write the
Hint #1
conclusion of an essay. Most of the time, using the word or phrase in the middle of a sentence is
better than making it the first word of the conclusion.
in fact
in conclusion
for these reasons
as a result of
in effect
Hint #2
altogether
indeed
surely
clearly
to sum up
overall
truly
all in all
due to
obviously
definitely
ultimately
thus
in effect
consequently
Four Strategies for Writing a Conclusion - To help you focus the conclusion, try one of these
strategies. Each essay is different. Sometimes it is best to summarize the key points of the paper.
At other times you will want to push your reader to take action. You might just want your readers
to think about an issue, or you may want to use the last paragraph of the paper to make another
attempt to convince the reader of your thesis.
A. Summarize information - Obviously, buying U.S.
savings bonds to save for college expenses is a good
idea. They don’t cost a lot of money. They are secured by
our own government. In fact, they are guaranteed to
grow, and they are a tax advantage as well as an
investment in your child’s future.
B. Encourage action - Ask your employer about saving for
college with U.S. savings bonds. Write: U.S. Savings Bonds
for Education, Department of the Treasury, Washington,
D.C. 20226, or call 1-800-4USBond. This certainly could be
the first important step in planning for the future.
C. Provide food for thought - To sum up, it is
important to buy, install, and maintain proper
equipment to prevent a home fire. Train your family by
developing a plan in case of a fire: discuss and practice
the plan. Take all necessary precautions to prevent a
fire in your home, and you will go a long way toward
protecting your loved ones and home.
D. Convince the reader - The point is, write. A letter or
card is truly a unique gift - a piece of you. And if kids come
home from school talking about pen pals or writing to a
senator or editor, you’ll know they’re participating in
National Card and Letter Writing Week. Encourage them
because they’re learning about the value of the written word.
Try Repetition – Try Repetition – Try Repetition
Hint #3
1). Repeating a word or phrase might help you emphasize your thesis. Example: Reading the classics,
reading news magazines, and reading textbooks will definitely improve your vocabulary.
2). Try using sentence fragments and repeating words. It is okay to use sentence fragments in your writing if
you use them for emphasis. A fragment is a phrase - a group of words that go together but are not a
complete thought. Example: Water down the drain as we brush our teeth. Water from improperly placed lawn
sprinklers. Water used to wash driveways. To save this precious resource, everyone must acknowledge the
waste and take time to turn off the faucets.
Step Up to Writing by Maureen Auman
http://www.sopriswest.com
Get Emotional!
Hint #4
Always make sure the emotion is appropriate to your topic and to the assignment. Example: Young
children should not suffer. Infants like Stephanie cannot call for help. They need you and they need
me. If we recognize neglect, we must speak up!
Use a Quotation (www.quoteland.com or www.brainyquote.com)
Hint #5
Example: In 1961, President John F. Kennedy encouraged all Americans to “ask what you can do for
your country.” Those involved in Habitat for Humanity asked and found a wonderful answer. Habitat
volunteers, like those described in this report, work year round to improve the lives of their fellow
Americans.
Use an Anecdote (a brief story)
Hint #6
Example: My mother is 78. She recently needed knee surgery. The operation lasted 90 minutes, but
the recovery included a ten day stay at the rehab clinic. The nurses took great care of my mom, but I
know that her charming personality helped. She thanked the nurses for their efforts, she
complimented them when they finished a task, she tried to follow their orders, and she smiled even
when the therapy became a challenge. Her positive attitude encouraged all of the nurses to give her
great service. Those who complain about poor service might want to try my mother’s strategy - charm
and manipulate
+++ End on a Positive Note +++
Hint #7
Gloom and doom usually don’t work. Readers like to know that a solution is possible. Leave them with
a sense of hope.
Example: Many smokers struggle to quit smoking; however, they have doctors, pharmacists, and
friends to support and encourage them. (Instead of saying: Stop smoking; it will kill you).
Imitate the Professionals
Hint #8
Reading and watching what professional writers do with conclusions to their articles, columns, and
editorials is a good way to get ideas for concluding your paragraphs, essays, or reports.
Step Up to Writing by Maureen Auman
http://www.sopriswest.com
Writing a Conclusion: Dos and Don’ts + techniques!
Do
Don’t
Ask a provocative
question
Simply restate your
thesis statement
Leave with an interesting
quotation
Introduce a brand new
idea
Call for action
Focus on a minor point
of the essay
Loop back to the
anecdote in the
introduction
Use the following
phrases: “In
conclusion,” “In
summary,” or “In
closing”
End with a warning
Add extra information
that should have
been in the body of
the essay
Paint a strong image
Express your hopes
Answer the “So what?”
question
Point to broader
implications
Ending
Techniques
The ending is the last thing a
reader reads. An ending can
do many things: close a
story, summarize an
argument, energize, shock,
and more. These are the final
words; these words will echo
in the reader’s mind. A
strong conclusion is
important and should make
an impression on the reader.
There are many ways to end,
and a skillful writer has
mastered a variety of
techniques to conclude a
paper.
advice
analogy
anecdote
circle-back to lead
changed character
clincher
decision
exclamation
imperative statement
invite reader to learn more
make prediction
question
quote
reverse funnel
summarize
surprise
universal truth
Rather than sticking to a single strategy,
combine and use several of them.
Adaptive from, Write Like This, by Kelly Gallagher, 2011.
R
evision Checklist
Name: _________________________
Date: _______ Per: ____
– adapted from: Creative Writers, Fifth Edition by Vicki Spandel, p. 165
IDEAS
o
o
o
o
o
My writing is clear and focused.
Key points are well developed.
You can tell I know this topic very well.
I chose my details carefully. They’re interesting – and important.
I whittled this topic down to a manageable size – I didn’t try to cover too much.
ORGANIZATION
o
o
o
o
My lead will pull you into the piece.
My conclusion will leave you thinking.
Transitions connect ideas clearly.
You will never feel lost reading this.
VOICE
o
o
o
o
o
This writing sounds like me – and no one else.
It’s as if I’m right there having a conversation with you.
You might choose my piece to share aloud.
I have strong feelings about this topic and it shows.
Once you start reading this, you’ll want to keep reading.
WORD CHOICE
o
o
o
o
o
o
I found my own way to say things.
I stretched for the BEST words – not just the first ones I thought of.
I cut words I didn’t need.
Strong verbs carry the weight.
I did not overdo the adjectives.
My words help you picture things, feel things, or understand my topic.
SENTENCE FLUENCY
o
o
o
o
o
This is easy to read aloud with voice.
You won’t believe how much sentence variety I have.
I read this aloud and I like how it sounds.
If I repeated phrases or used fragments, it was for emphasis.
My dialogue is realistic. It sounds like real people talking.
Strategies to help Revise – take another look, rethink
“Revision literally means to “see again,” to look at something from a fresh, critical perspective. It is an ongoing
process of rethinking the paper: reconsidering your arguments, reviewing your evidence, refining your purpose,
reorganizing your presentation, reviving stale prose,” (UNC 2012).
Below are eight ideas to help revise your writing:
1. Magic
3—Three items (or more) in a series, separated by commas that create a poetic rhythm or
add support to a point, especially when the items have their own modifiers. These could include
(subjects, verbs, predicates, direct objects, etc.). “In those woods, I would spend hours listening to the
wind rustle the leaves, climbing trees and spying on nesting birds, and giving the occasional wild growl to scare
away any pink-flowered girls who might be riding their bikes too close to my secret entrance,” (Todd, college
freshman).
2. Figurative
Language—Nonliteral comparisons-such as similes, metaphors, and
personification, or speech written to achieve a certain effect including imagery, hyperbole, idiom,
alliteration, and onomatopoeia.
3.
Specific Detail for Effect—Instead of general, vague descriptions, specific sensory details
(think 5 senses and specific brand names) help the reader to visualize the person (characters), place
(settings), thing, or idea that you are describing. “…details are not wallpaper but walls,” (Lane 22).
Snapshots, thoughtshots, dialogue.
4.
Hyphenated Modifier—Sometimes a new way of saying something can make all of the
difference; hyphenated adjectives often cause the reader to “sit up and take notice.” “She’s got this
blond hair with dark highlights, parted in the middle, down past her shoulders, and straight as a preacher. She’s
got big green eyes that all guys admire and all girls envy, and this I’m-so-beautiful-and-I-know-it body, you
know, like every other super model,” (Ileana).
5. Repetition for
Effect—Writers often repeat specifically chosen words or phrases to make a
point and to stress certain ideas for the reader. “The veranda is your only shelter away from the sister in
bed asleep, away from the brother that plays in the tree house in the field, away from your chores that await
you,” (Leslie).
6. Humor—Professional writers know the value of humor; even subtle humor can help turn a
“boring” paper into one that can raise someone’s spirits. Types of Humor: hyperbole (an extreme
exaggeration), puns (a play on words such as homophones or homonyms), archetype (a character
type that appears often in literature such as the grumpy old man or the young wise cracker), ingénue
(endearingly innocent and wholesome character), repetition (repeated words, phrases, or ideas),
physical comedy, reversal, irony (situational, dramatic, verbal).
7. Expanded
(Exploded) Moment or Shrink Time—Instead of “speeding” past a moment,
writers often emphasize it by “expanding” the actions. To find places to explode or expand the
moment, authors should ask themselves, “What is the or a significant moment in the story?” (Lane
66). Sometimes when the action is not important, students need to shrink time.
8. Full-Circle Ending—Sometimes students need a special ending, one that effectively “wraps up” the
piece. One “trick” is to repeat a phrase or idea from the beginning of the piece.
From English Workshop Activities for Grades 6-12 by Mary Ellen Ledbetter
After the End: Teaching and Learning Creative Revision by Barry Lane
University of North Carolina (http://writingcenter.unc.edu/handouts/revising-drafts/)
Revising Sentences – Rev Up Your Sentences
Methods of sentence combining to “soup up your sentences” and vary them so
readers will finish the race.
There isn’t one type of sentence or one way to write a sentence. While there are four main
types of sentences (declarative, imperative, interrogative, and exclamatory), how you structure
a sentence can vary. Below is a list of various ways to structure your sentences. Writers vary
their sentences to create sentence fluency so that readers enjoy reading.
• Independent Clause (Sentence)
A sentence having a subject, verb, and complete thought.
“My knees were shaking. I walked to the principal’s office.”
• Compound Verb
A sentence having a subject and the subject doing more than one action.
“My stomach gurgled and flipped in fear of the visit to the principal’s office.”
• Compound Sentence
Two independent clauses separated by a comma and a coordinating conjunction (and, or, but,
yet, for, so) or a semi-colon.
“My knees were shaking, and I walked into the principal’s office.”
“My knees were shaking, but I refused to be helped into the principal’s office.”
“My knees were shaking, yet I refused to be helped into the principal’s office.”
“My knees were shaking, so I needed help into principal’s office.”
• Adjective Clause
A dependent clause (one that cannot stand alone) that modifies a noun or pronoun in an
independent clause (sentence). Adjective clauses come directly after a noun and begin with
words such as “who,” “whom,” “whose,” “which,” “that.”
“My knees, that had felt like rubber, suddenly stopped shaking when I entered the principal’s office.
“The girl who accused me of lying waited in the office as I walked through the door, knees shaking.
“RR had a brother, a fact that may or may not be pertinent in regard to the problem of the monster,”
(Elisabeth Sheffield Fort Da: A Report).
• Adverb Clause
A dependent clause (one that cannot stand alone) that modifies a verb, adjective, or another
adverb; it answers the questions “Where?” “When?” “How?”. Adverb clauses begin with the
following subordinating conjunctions:
after
although
as
as if
as long as
as much as
as soon as
as though
because
before
than
even if
even though
how
if
inasmuch
in order that
lest
now that
provided (that)
• Participial Phrase
Since
so that
though till ( or 'til)
unless
until
when
whenever
where
wherever
while
“When I walked into the principal’s office,
my knees started to shake.”
“Since my knees were shaking, I sat down
right after I walked into his office.”
A verb phrase (the verb part of another sentence) used as an adjective to modify a noun or pronoun.
Participial phrases can be present (using an “ing”) or past (using an “ed”).
“Shaking in the knees, I walked into the principal’s office.
• Prepositional Phrase
A prepositional phrase (a preposition and its object) at the beginning of the sentence telling
when, where, or how an action happened.
“In front of the principal’s office, my knees shook.”
“ After being caught for cheating, my knees shook as I waited to go into the principal’s office.”
Commonly Used Prepositions
Compound Prepositions
about aboard above across after against along
among around as at
according to across from along with aside
from because of far from
before behind below beneath beside between
beyond by down during
in front of in place of in spite of instead of
on account of on top of
for from in inside into like near of off on
out outside over since
through throughout to toward under until up
upon with within without
• Noun Absolute
A noun that has no grammatical function in the sentence (not the subject, direct or indirect object,
predicate noun, or object of a preposition) and can be followed by a present or past participial phrase.
“My knees shaking, I walked into the principal’s office.”
“Cheater echoing in my brain, I walked into the principal’s office with shaking knees.”
• Opening Adjective
An adjective or first word in an adjective phrase that has no grammatical function in the
sentence, but creates a mood.
“Petrified, I walked stiff legged, trying to stop my knees from quaking, into the principal’s office.
• Opening Adverb
An adverb at the beginning of the sentence that tells more about the verb set of by a comma.
“Reluctantly, I walked in to the principal’s office, knees shaking.
“Soon, the cat would be out of the bag, and I would be singing like a canary in the principal’s office. For
now, I sat, knees shaking.
• Appositive
A word or words that follow a noun and rename it; these are usually set off with commas.
“I walked into the principal’s office, Richter’s torture chamber, with shaking knees.”
“RR had a brother, a fact that may or may not be pertinent in regard to the problem of the monster,”
(Elisabeth Sheffield Fort Da: A Report)
• Interjection
A word used to show emotion that is not necessary to the sentence, set off with an
exclamation point or a comma.
“Yikes! I was in trouble as I walked into the principal’s office, knees shaking.”
--------------------From English Workshop Activities for Grades 6-12 by Mary Ellen Ledbetter.
From Grammar for Middle School: A Sentence Composing Approach by Don and Jenny Killgallon.
T
ransitions
Transitions glue ideas together. They connect ideas and guide the reader through the paper – they organize.
Transitions can be used between paragraphs to join ideas and within paragraphs to link sentences together.
Addition
Comparison
Contrast
Time
a further x
and
and then
then
also
too
next
another
nor
further
furthermore
moreover
in addition
additionally
besides
again
equally important
first, second
finally
last
just as __ so too is __
a similar x
another x like
similarly
comparable
in the same way
likewise
in the same way
likewise
equally
comparatively
coupled with
correspondingly
identically
similar
moreover
together with
but
yet
and yet
still
otherwise
or
though
but another
rather
however
still
nevertheless
on the other hand
on the contrary
even so
notwithstanding
for all that
in contrast
alternatively
at the same time
though this may be
otherwise
instead
nonetheless
conversely
in spite of
then
now
soon
afterward
later
shortly
earlier
recently
first, second, third
next
before
after
today
tomorrow
meanwhile
at length
presently
at last
finally
immediately
thereafter
at that time
subsequently
eventually
currently
in the meantime
in the past
in the future
simultaneously
Purpose
Place
Result
Example
to do this
so that
to this end
with this object
for this purpose
for that reason
because of this x
there
here
beyond
nearby
next to
at that point
opposite to
adjacent to
on the other side
in the front
in the back
nearby
so
and so
then
hence
therefore
accordingly
consequently
thus
thereupon
as a result
in consequence
that is
specifically
in particular
for one thing
for example
for instance
an instance of this
this can be seen in
to illustrate
Summary,
Emphasis,
Conclusion
in sum
generally
after all
by the way
in general
incidentally
naturally
I hope
at least
it seems
in brief
I suppose
in short
on the whole
as I said
in other words
to be sure
in fact
indeed
clearly
of course
anyway
remarkably
I think
assuredly
definitely
without doubt
for all that
on the whole
in any event
importantly
most importantly
certainly
all in all
finally
therefore
in summary
again
thus
Alternatives for Boring Words
Nice
Good
Bad
kind
sweet
clean
agreeable
considerate
helpful
pure
positive
preferred
desirable
acceptable
useful
vile
unsatisfactory
ungrateful
useless
hindering
wicked
Sad
Got
Run
unhappy
sullen
humiliated
mortified
somber
woeful
acquire
gain
receive
took
seized
snatched
trample
sprint
rush
hurried
dashed
shot
Walk
Mean
Happy
haul
trek
cruise
wander
stomp
march
trudge
nasty
foul
disgusting
repulsive
revolting
hostile
cruel
Stuff & Things
item
object
matter
article
entity
belongings
clothes
equipment
gear
possessions
joyful
pleased
cheerful
delighted
overjoyed
blissful
merry
expressed
uttered
stated
remarked
pronounced
understood
Said
announced
shouted
whispered
answered
questioned
confirmed
blathered
spoke
articulated
supposed
thought
believed
Finding the “Right” Word – Word Choice
The words a writer chooses should be descriptive – vivid, memorable, precise words – no wasted words.
Character Description – use these words to describe people
academic
active
accurate
adaptable
adventurous
affectionate
aggravating
aggressive
alert
ambitious
ambidextrous
artistic
attractive
absent-minded
bold
broadminded
bitter
conscientious
conservative
considerate
cool
conceited
cooperative
courageous
curious
coarse
daring
deliberate
determined
dignified
discreet
dominate
friendly
generous
gentle
good-natured
healthy
helpful
honest
humorous
idealistic
imaginative
independent
intuitive
charming
individualistic
industrious
insulting
insipid
instigator
spontaneous
steady
sympathetic
tenacious
trustworthy
treacherous
understanding
verbal
verbose
wholesome
spunky
strong
tasteful
thorough
tough
inflexible
unaffected
unexcitable
unflappable
versatile
flexible
witty
humorous
stable
strong-minded
stubborn
tangible
thoughtful
unassuming
uninhibited
vain
vacuous
zany
businesslike
whimsical
callow
calm
capable
careful
quizzical
cheerful
clear-thinking
clever
competitive
competent
confident
meticulous
persnickety
modest
obliging
optimistic
outgoing
peaceable
withdrawn
driven
poised
precise
purposeful
rational
logical
relaxed
resourceful
persistent
robust
sensible
insensitive
insecure
sharp-witted
street-smart
eager
easygoing
efficient
emotional
energetic
fair minded
farsighted
firm
forceful
ferocious
formal
frank
honest
mild
modest
cautious
polite
progressive
quick
realistic
pragmatic
reliable
responsible
self-confident
sensitive
insightful
sincere
informal
intellectual
athletic
intelligent
inventive
kind
benevolent
leisurely
lighthearted
likable
loyal
mature
methodical
maniacal
moderate
natural
opportunistic
original
patient
pleasant
practical
prudent
quiet
reflective
reserved
retiring
shy
self-controlled
serious
sociable
jolly
cheerful
Alternatives to “Said”
when writing dialogue it is important to tell
what someone said, but it is just as important
to tell how they said it and what they were
doing when they said it
acknowledge
assented
admitted
agreed
answered
argued
asked
barked
begged
bellowed
blustered
bragged
complained
confessed
cried
consoled
demanded
denied
giggled
hinted
hissed
howled
inquired
interrupted
laughed
lashed
lied
mumbled
muttered
murmured
nagged
pleaded
promised
prompted
question
queried
remembered
replied
requested
retorted
roared
reiterated
reminded
sang
screamed
screeched
scolded
shouted
sighed
snapped
snarled
sobbed
threatened
wailed
warned
warbled
whimpered
whined
whispered
wondered
wise-cracked
yelled
*Note “quoted” should
not be used for said. It
means to repeat
someone else’s words.
*Be sure to cite the
source when quoting
someone else’s work,
ideas, or wording.
Remember to properly punctuate:
“Government of the people, by the people, for the people,
shall not perish from the earth,” Lincoln bellowed as he
concluded the speech.
From NCTE, Read. Write. Think
Words for Sensory Details
Writing with an appeal to the five senses is called imagery. Choose words wisely to appeal to the reader’s senses
so that he or she can imagine what is happening – create a picture in the reader’s mind.
Sound
Deafening
crackling
moderate
harsh
harmonious
screeching
thundering
reverberating
piercing
flat
sharp
hollow
whistling
audible
vibrating
cacophony
raucous
boisterous
moaning
hacking
coughing
scratching
noisy
silent
musical
rhythmical
dull
blood-curdling
knocking
buzzing
thumping
groaning
scraping
sniffing
alarming
grinding
barking
purring
whispering
gurgling
snapping
howling
pleasant
deafening
searing
mellow
bass
soprano
alto
tenor
Smell
fragrant
odorless
smoky
appetizing
noisome
rotten
decayed
misty
fresh
putrid
perfumy
sweet
sour
savory
pungent
ripe
sharp
unpleasant
distinctive
burnt
sulphuric
metallic
dill
peppermint
lemon
salty
gagging
gaseous
stale
sweaty
rancid
fermented
acrid
biting
bitter
repulsive
sickening
musky
lingering
floral
stuffy
feminine
masculine
odor
fragrance
aroma
delicate
over-powering
Taste
sweet
sour
dry
wet
tangy
smoky
tasty
chewy
rotten
chocolate
exotic
scrumptious
tantalizing
delightful
alien
salty
bitter
fruity
vinegary
buttery
moldy
repulsive
repugnant
burnt
cinnamon
garlic
lemon
licorice
Touch
Cold
hot
dry
hard
soft
silky
crumbly
oily
wet
damp
smooth
scratchy
fuzzy
rough
sandy
slimy
gritty
moist
velvety
hairy
slick
slippery
glassy
bumpy
rocky
sticky
tacky
prickly
wrinkled
lukewarm
heavy
metallic
scaly
scalding
brittle
squishy
hairless
soapy
wooly
abrasive
Sight
rectangular
triangular
lanky
diminutive
willowy
slender
shiny
flamboyant
gaudy
light
dark
glossy
hazy
foggy
misty
dull
blinding
cloudy
fluorescent
colorless
clear
battered
massive
petite
flawless
raw umber
chartreuse
flamingo
metallic
homely
bleached
comely
dyed
crippled
gnarled
withered
bald
shadowy
murky
tattered
torn
baggy
forlorn
saggy
wrinkled
shaggy
beaten
luminous
spectral
oblong
stout
depressed
disabled
aged
antique
rustic
rusty
grooved
weathered
sepia
oblique
azure
mauve
saffron
salmon
flesh
empty
"NO EXCUSE"
Sixth Grade
Seventh Grade
your
to
you're
too
which
two
witch
there
their
they're
its
it's
hear
here
where
wear
right
there
their
they're
because
cause
hear
here
where
wear
your
write
you're
are
it's
our
its
because
are
cause
our
whether
weather
know
now
to
too
two
than
then
should have
going to
whether
weather
know
now
right
write
were
we're
which
witch
do
through
due
threw
especially
one
through
won
threw
went
buy
by
a lot
when
a lot
receive
WORD LISTS
Eighth Grade
allowed
aloud
accept
except
a lot
all ready
already
all right
bear
bare
break
brake
cloths
clothes
close
dear
deer
flour
flower
hear
here
heard
herd
lead
lead (metal)
led
lose
loose
loss
past
passed
peace
piece
plane
plain
principal
principle
quiet
quite
role
roll
seen
scene
soar
sore
some
sum
stare
stair
stationary
stationery
tale
tail
there
their
they're
through
threw
than
then
to
too
two
where
wear
whether
weather
which
witch
whole
hole
who's
whose
write
right
you're
your
Name: ____________________________
Editing (Proofreading) Checklist
Have I . . .
 Correctly capitalized proper nouns?
(names, titles, places, “I,” languages, historical events, titles, works of art etc.)
 Used end punctuation marks correctly?
(. ! ?)
 Corrected any unintended sentence fragments?
 Corrected any unintended run-on sentences?
 Used commas correctly?
(sentences should have a subject & predicate)
(look for multiple ‘ands’ or ‘becauses’ within a sentence)
(to separate three or more ideas, introductory clauses, direct address, date, etc.)
 Spelled every word correctly?
(use spell check – carefully – you are smarter than the computer! )
o
Used the correct words?
o
Spelled the number zero through ten out?
o
Spelled out first, second, third, and on? (instead of 1st, 2nd, 3rd, …)
(there-their-there-they’re, steal-steel, then-than, wear-where, etc.)
(instead of 0, 1, 2, 3, …10)
 Correctly punctuated and capitalized any dialogue?
 Accurately paragraphed?
(She said, “Hello.”)
(new ¶ each change in: support, purpose, idea, PATS (Place, Action, Time, or Speaker))
 Properly cited other’s material used within your work?
 Used quotation marks and italics correctly?
 Properly used apostrophes?
(“titles of chapters” & titles of books)
(possessives: Tom’s binder; contractions: it’s = it is, etc.)
 Used adjectives correctly and appropriately?
 Used adverbs correctly and appropriately?
 Used pronouns clearly and correctly?
 Used vivid verbs properly?
“Four score and seven years ago,” (Lincoln 56).
(words that describe nouns – be purposeful)
(words that describe verbs – be purposeful)
(he, she, it, themselves, etc.)
(think, pontificate, and recall are not all the same)
 Checked that my subjects and verbs agree?
 Used possessive pronouns correctly?
(all-are, most-was, he-is, etc.)
(its, hers, theirs, etc.)
 Avoided abbreviations when possible?
(e.g., television instead of T.V.; and instead of &)
And used correct abbreviations when necessary?
 Read my paper aloud?
(Ill. not IL; etc. not etc)
(don’t read what you think it says, read the actual words - aloud)
 Had my paper read to me, aloud?
(listen to the words and sentences you crafted - aloud)

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________
Editing Marks
Publishing Terms
Font – a specific text typeface (like Arial or Calibri) with
unique characteristics like sans-serif or serif
Font Size – the size of type; often in points (pt.)
Margins – the blank space bordering the content on a
page (top, bottom, left, right)
Line Spacing – the distance between rows (lines) of text
Header – a note added to the top of the page inside the
top margin; often repeated across pages
Footer – a note added at the bottom of the page inside
the bottom margin; often repeated across pages
Text Alignment – how text is arranged left to right on a
line (left, center, right, or justified)
Page Orientation – the direction of the paper when
printed on (portrait or landscape)
Morphology – Roots
Chart
v2
Root
Meaning
Root
Meaning
act
acer/acri/acid
ambul
amo/ami
anim
apt,ept
aud
bel, belli
brev
capt/capit
cede/ceed
ceive/cept/ceit
chron
cid(e)
civi
clam/claim
corp(us)
clude/clus
cred
cuse/cause
cycle
dic/dict
dorm
duct/duce
flex
form
fract/freg
gram/graph-y
gen
greg
hib/hab
hydra/hydro
ject
join/joint/junct
leg/legis
log/logy/logue
mar/meri/mer
mem
meter/metr
mis/mit
make and do
bitter, sour, sharp
walk, go
love
life, spirit
suitable
hear
war
short
leader/head/ seize
go
take
time
to kill
people
shout
body
shut
believe
cause
turn/wheel
to talk, speak, or say
sleep
lead
bend
shape
break
letter or to write
origin
gather
hold
water
throw
join
law
word, thought, study of
sea or pool
remember
measure
to send
mort
mot/mot/move
narr
neg
numer
nym
orig
pel/puls
pend
pens
plic/plex
phobia
phon/phono/phone
port
prim
quer/ques
rupt
sci
scop(e)
scrib(e)/script
sect
spec
struct/stru
tact/tang
tain/ten/tent
tract
tempo/tempus
tort
trud/trus
turb
val(e),vali, valu
vers/vert
vid/vis
vit/viv
voc/vok
void
volv
vor
death
move
tell
no
number
name
beginning
drive
hang
pay
fold
fear
sound
carry
first
ask seek
break/burst
know
look at
write
cut
see
build
touch
to hold
draw/drag/pull
time
twist
push
confusion
strength
to turn
to see
live
voice
empty
roll
eat
Morphology – Affixes
Affix
Chart (prefixes, and suffixes)
Meaning
Affix
Meaning
Affix
Meaning
time
trans
with
under/sub
across/beyond
back/away
multi
omni
pan
pent
poly
quad/tetra
sept/hepta
many
all
astro
bio
geo
helio
photo
pseudo
physic/physic
psycho
manu/mani
theo
therm/calor
star
life
earth
Time Prefixes
chrono
epi
re
pre
mid
post
pro
retro
upon
again
before
middle
after
for/before
back/backward
Spatial/Place prefixes
to or at
a/ad
away/ without
a/ab
ante
be
cata
circum
dia
em/en
fore
il/in/im/ir
intra
inter
intro
ex
con/com/cor/col
ob/op
off
para
peri
se
tele
v3
before
throughout
down, against, back
below/less than
Other Prefixes
more, to a greater degree
out
Prefixes that mean “not,” “reverse of,” or negative
against/opposite
contra
counter
un
non
il/in/im/ir
mis
anti
dis
around
through/between
de
bring into or on
in front of/before
not, in, into,
dys
for
within
among or between
within
out, away
with or together
toward, to, on, over, against
from
beside
around
aside/apart
distant
opposite
not or to reverse
not
not, in, into,
badly or wrongly
against, opposite, or
opposed to
not; opposite of; apart or
away
do or make the opposite of;
reverse; remove from
difficulty with/bad
not
Number and Measurement Prefixes
both
ambi
tri
centi/hecti
bi/di/du
deci/deca
ennea/nov/non
giga
hemi/semi
hex/sex
milli/kilo
mono
three
100
two
ten
nine
billion
half
six
thousand
one
all
five
many
four
seven
Prefixes to Describe the World
water
aqua
sun
light
nature/natural
mind
hand
god
heat/temperature
Prefixes to Describe
beginning, foundation
arch
self
auto
good
bene
equal
equi/equa
eu
hetero
homo
hyper
hypo
iso
well, good, easy
different
same
over/beyond
under/beneath
equal/alone
Affix
macro
magni
mal
mega
micro
mini
neo
ortho
out
over
pro
super
syn/sy/syl/sym/sys
ultra
under/sub
Meaning
long/large
great
bad
large
small
tiny
new
straight/right
surpassing
over/too much
for/before
Affix
ly
less
y
ness
above/beyond
with, together
beyond or to a high degree
below/less than
Adjective Suffixes
able to be; can be
able
“of the kind of, pertaining
to, having the form or
al
character of”
pertaining to
ary
able to, word becomes an
ible
adjective when added
of, relating to, or
ic
characterized by
expressing tendency,
disposition, function,
ive
connection,
full of
ful
added to show a superlative
comparison implying that
something is the best or
worst, or greatest or least;
iest, est
example: My dog was voted
the ugliest!
ous
ary
er
ion
ity
ment
Meaning
means like (cowardly) or
every when attached to
nouns denoting time
(hourly)
without
having the quality of the
word it is added to – for
example, brainy, chilly,
jumpy, shiny
a native English suffix
attached to adjectives and
participles, forming abstract
nouns denoting quality and
state
a suffix forming adjectives
that have the general sense
“possessing, full of” a given
quality
Noun Suffixes
pertaining to
1. A suffix that, when added
to a verb, changes to a
noun, describing the doer of
the verb. 2. A suffix that
when added to a word
shows comparison
(adjective)
noun suffixes that make
abstract nouns.
Create=creation
used to form abstract nouns
expressing state or
condition
a suffix of nouns , often
concrete, denoting an action
or resulting state
(abridgment; refreshment ),
a product (fragment ), or
means (ornament).
Affix
ure
ly
Meaning
state of/act/process/rank
Adverb Suffixes
forms adverbs from
adjectives
Additional Resources:
http://www.ahs.dcps.org/eaglenet/instruction/LatinCognates.html
http://www.learnthat.org/pages/view/roots.html
http://www.learnthat.org/pages/view/suffix.html
Name: _______________________________
Date: ___________
Posting Work Options – for Revision, Sharing, or Publication
Writers do not write in a vacuum – they are part of a community within their classrooms, schools, and the larger
world. To be a “continuous learner” and “caring, responsible citizen,” a writer’s audience should be larger than
your classroom community and teacher.
Choose one of the following methods to share or publish your work with a wider audience. (You may find an outlet not
listed, but ask teacher and parent permission before sharing on other sources.) Your goal is to receive feedback for revision or to
use your writing to “shape the world.”
*Before sharing, set some goals for this activity by answering the following questions:
1.
What is the goal and purpose of this piece of writing? How will it give insight into human nature,
illuminate a deeper understanding, or influence others to change?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2.
Who is your intended audience?
_________________________________________________________________________________
_________________________________________________________________________________
3.
Where are you at in the process? What do you hope to accomplish by sharing or publishing your
work? Specifically, what do you want to receive feedback on? If you are publishing, how to you
hope to “shape the world”?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4.
Where did you decide to share or publish? Why?
_________________________________________________________________________________
_________________________________________________________________________________
*After sharing your work and receiving feedback, answer the following questions:
5.
How did your audience react to your piece? How did their reactions make you feel?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
6.
What will you do next with your piece? How will you revise or what could you revise?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
7.
What will you write next? What do you want to work on in your writing in the future?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Posting Work Options – continued
Electronic
Edmodo
Edmodo provides students a
secure place to connect and
collaborate, share content and
educational applications, and
access homework, class
discussions and notifications.
It uses social media to
customize the classroom for
each and every learner.
http://www.edmodo.com/ho
me
Figment
Figment is a community where
writers can share their writing,
connect with other readers,
and discover new stories and
authors. Whatever students
are into, from sonnets to
mysteries, from sci-fi stories to
cell phone novels, writers can
find it all here but must be 13.
http://figment.com/legal
Young Writers On-line
A community of young writers,
both new and experienced,
dedicated to improving
writing. Members have access
to: The Community Forum, for
general site, literary, and offtopic discussion, The Writing
Forum, for submitting writing
and critiquing things posted by
other members. Writers must
be 13 or have parent
permission.
http://www.youngwritersonli
ne.net/forumdisplay.php?f=39
Teen Writers club
An Australian site for teen
writers around the world, with
articles, opportunities to post
work, and more.
http://teenwrite.webs.com/
Publications
Teen Ink
A national teen magazine, book
series, and website devoted
entirely to teenage writing, art,
photos and forums. Students
must be age 13-19 to participate,
register and/or submit work.
http://teenink.com/
StoneSoup Magazine
A magazine made up of stories,
poems, book reviews, and art by
young people through age 13.
http://www.stonesoup.com/ston
e-soup-contributor-guideline/
The Blue Pencil
The Blue Pencil is edited and
produced by the students in the
Creative Writing Program at
Walnut Hill School for the Arts, in
Natick, Massachusetts. The
magazine seeks to publish the
best of literary work in English by
young writers (12–18) around
the world.
http://thebluepencil.net/submiss
ion-guidelines
Local Publishing
Competitions
Join the Ela Public
Library Writer’s Club
and share their work
Alliance for Young Writers
Post work in the
classroom and around
school
Spilling Ink
http://www.artandwriting.org/aw
ards/categories
http://www.spillinginkthebook.co
m/contests/
Submit to school
publications (newspaper,
literary magazine (Cuba
Road, Voices & Visions)
Share with someone in
another classroom or
with a family member
Frame and display your
work in your house (on
the fridge, in your bedroom,
hallway, scrapbook, etc.)
Launch Pad: Where
Young Authors and
Illustrators Take Off!
an online venue that selectively
publishes the works of young
authors and illustrators between
the ages of 6 and 14. Launch Pad
welcomes submissions of original
stories, poems, and book reviews
that have not previously been
published. Launch Pad retains
the copyrights for works that are
accepted and
published. http://www.launchpa
dmag.com/write/
Merlyn’s Pen
Submit work for contests and to
the library.
http://www.merlynspen.org/rea
d/library.php
On-Line Clubs and Groups
Christian Teen Writers
http://groups.yahoo.com/group/christianteenwriters/
Fantasy Fiction 4 All
http://groups.yahoo.com/group/fantasyfiction4all/
Girl Writer's Cafe
http://groups.yahoo.com/group/girlwriterscafe/
Young Writers
http://groups.yahoo.com/group/young_writers/
Young Writers Club
http://groups.yahoo.com/group/ywc2/
Young Writers Group
http://groups.yahoo.com/group/young_writers_group/
Youth Writings Club
http://groups.yahoo.com/group/youthwritingsclub/
Tips for Succeeding on Writing Prompts (Tests)
Adapted from: – adapted from: Creative Writers, Fifth Edition by Vicki Spandel, p. 31
When responding to a prompt on a test or in timed situation, keep the following ideas in mind:
1.
Read the prompt carefully. Figure out the main focus (what the prompt writers want you to talk
about) and the best form (narrative, expository, persuasive argument) to use.
2.
Take a minute to settle on the main thing you want to say. Express it in one sentence and say it
to yourself – as part of your plan.
3.
Make a general plan to follow in a flexible way – not the very things you will say, but the kinds of
things you will say. For example, for a persuasive argument, your plan might look like this:
1- A lead that lays out the issue in an interesting way,
2- What I believe (a thesis, claim),
3- Reasons I believe as I do,
4- How the other side sees things (counterpoint) – and why,
5- Flaws in the opposition’s arguments,
6- The serious consequences of not coming to the “right” conclusion.
4.
In a persuasive argument or expository piece, state your main idea or claim outright – and right
up front. Don’t make a tired reader guess. Make sure everything in your piece relates to that
main point or argument (thesis, claim). Don’t wander from the path even if you have something
interesting to say.
5.
Spend time on a strong lead (beginning technique) and conclusion. Use the lead to wake your
reader up – and set up what follows.
6.
In your conclusion, don’t summarize or review old ground. Cite something significant (perhaps
unexpected) you gained from your experience or observations.
7.
Don’t try to tell everything. Choose two or three key events in a story (including a turning
point), and three or four key points in an expository or argument. Choose what is most interesting
– and what the reader is least likely to know already.
8.
If your writing includes characters, have them speak and make what they say important. If it
doesn’t quote someone – even if it’s someone you know.
9.
If your writing includes a setting, focus on sensory details – sounds, smells – that not everyone
might notice.
10. Think of adjectives and adverbs as salt and pepper.
active verbs carry the weight of meaning.
Use them sparingly. Let precise nouns and
11. If you’re responding to a reading, include references to
the text and connections to your life.
12. Tell the
truth. When it comes to putting voice in writing, there is no substitute for saying just
what you mean, what you know, and what you’ve experienced.
13. Think carefully about your title and write it last.
title – when just the opposite is true.
It will look as if your piece flowed right out the
Read – Think – Plan – Write – Review
(On-Demand, Timed, Prompt Writing) 45 minutes = 10minutes (Read, Think, Plan) + 30minutes (Write) + 5minutes (Review)
Jane Smith
August 25, 2013
Writing, Period 4
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
schedule. There are numerous downsides to year-round schooling. It has no positive effects on
Paragraphs
education, it adds to costs, and it disrupts
the long-awaited summer vacation.
12 pt. font
Double space
st
line, ½inch
Indent
Contrary to the well-accepted1belief,
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 . . .
How to Make Note Cards
Information adapted from http://www.twingroves.district96.k12.il.us/ScienceInternet/Notecards.html
KEEP THESE POINTS IN MIND WHEN TAKING NOTES:

Use only one idea, from one source per card

Give each card a specific topic heading or title

Accuracy is important, especially with quotes and statistics

Place the source # at the top right hand corner. This identifies the source's
informational card that provides the bibliographic information needed to find the
source later and create a list of sources (a Bibliography).

Identify direct quotes with quotation marks “around the phrases or sentences
extracted from the source word for word.”

When possible, paraphrase information contained within a source. This will
help avoid unintentional plagiarism later on in the process.

In the lower right hand corner of the note card, write the page number(s) where the
information or quote was located in the source.

Note cards can also be used to make note of diagrams, drawings, designs,
timelines, excreta; you do not need to confine note card use to just words
FORMAT FOR NOTE CARD:
Source #
Title of Card (specific topic or idea)
Take notes from source here - be sure to identify
direct quotes with appropriate quotation marks and
page number identified in lower right hand corner of
card.
page number(s)
The idea is to research all aspects of your topic thoroughly, taking organized notes on
note cards. These notes will serve you well later on in the process.
After you have gathered all your information, you will sort your cards by specific titles
(card topic) and arrange them into a logical format. This will become the outline to use in
your writings.
How to Make SOURCE Cards
KEEP THESE POINTS IN MIND WHEN CREATING SOURCE CARDS:

Source Cards are used to keep your sources straight.

Each source will be assigned a different number. This number
becomes the source number.

The source number will allow you to easily keep track of where
your other notes come from.

Next to the source number, write down what type of source it is:
o An entry in a dictionary or encyclopedia
o A Book
o Magazine
o Newspaper Article/Column
o Personal Interview
o Telephone Interview
o Web Site
o Online Database
o CD-Rom
o Email
o Pamphlet

Record only one source per card.

The exact information you include on the source card will depend on what type of
source it is:
Generally, you should include the title, author, and date of publication.

In the lower-right corner, indicate where the source is from, (school library, Ela
Library, home library, on-line, etc.)
Each source will be a
different number
FORMAT FOR SOURCE NOTE CARD:
Source # : Type of Source
Fill in information about the source here. The type of
information you write here depends on what type of
source it is. Generally, you should include the title,
author, and date of publication.
Source Location
Citing Sources: Modern Library Association (MLA) Style
In a report, you should cite the sources for quotations, facts that are not common knowledge, and ideas
that are not your own. Sources can be cited by using Internal Citations along with a Bibliography (or
Works Cited) section at the end of your paper.
Internal Citations: An internal citation appears in parentheses. It includes the author’s last name and
the page number on which the information appears. The citation appears right before the period at
the end of the sentence(s) in which you used the material. If several sentences in a row contain
information from the same source, the citation only needs to appear at the end of the last
sentence. “The duke of Lancaster in 1888 . . . controlled more than 163,000 acres of British
countryside” (Pool 163).
Bibliography (or Works Cited):
*Whenever you use references to write a paper you must cite your sources or it is plagiarism.
*Bibliographies should be on a separate sheet at the end of your paper.
*The entries should be in alphabetical order by the first word of the entry.
*Entries are not to be numbered.
*All entries should be lined up along the left-hand margin. If the entry is more than one line, indent the
second line and all lines following.
*If any part of an entry is not found in the source, simply omit it from the entry and start with the next
available item.
*Date format is Day Month Year (22 May 2012)
Type
Example
Book with one author
1. Author's last and first name
2. Title of book
3. City of publication
4. Name of publisher
5. Copyright date
Jastrow, Robert. Journey to the Stars: Space
Exploration. New York: Bantam, 2009.
Book with two authors
1. In alphabetical order: last name, first name
of first author, and first and last name of
second author
2. Title of book
3. City of publication
4. Name of publisher
5. Copyright date
Chapman, Clark, and David Morris. Cosmic
Catastrophes. New York: Plenum, 2008.
Book with an editor
1. Editor's last and first name and then the
abbreviation Ed. (for editor)
2. Title of book
3. City of publication
4. Name of publisher
5. Copyright date
Franklin, Morton S., Ed. Astronomy and Astrophysics.
Washington, D.C.: Prentice Hall, 2002.
Encyclopedia article
1. Author's last and first name
2. Title of article
3. Title of encyclopedia
4. Edition year
(with author’s name)
Magazine or Newspaper Article
1. Author's last and first name
2. Title of article
3. Name of publication
4. Day, month and year of publication
5. Page number of article
(with author’s name)
Mara, Stephen P. "Stalking the Extra Solar Planet."
Natural History May 1989: 70-3.
Internet
1. Last and first name of author (if available)
2. Title of article
3. Title of document or site name
4. Date of publication or latest update
5. Group responsible for the site (if applicable)
6. The date you visited the site
7. URL of the source
Lancashire, Ian. “Honest Abe Revealed.” Abraham
Lincoln Birthplace. National Historic Site. 11
Feb. 2009. National Park Service. 13. Feb. 2012.
http://www.nps.gov/abli/.
Personal Interview:
1. The last and first name of person
interviewed
2. Personal Interview.
3. The day, month, and year of the interview.
Elloie, Pealie Hardin. Personal Interview. 15 Feb. 2012.
Photo – found on-line:
1. Last Name, First Name of photographer.
2. Photograph Title.
3. Year Created.
4. Website Title. Medium. Date Accessed.
Smith, John. Sunset on the Atlantic. 2000. CNN.com.
Web. 1 Feb. 2009.
Example of a Bibliography:
Gates, David M. "Astronomy." Encyclopedia
Americana. 2005.
(without author’s name)
"Astronomy." Encyclopedia American. 2008.
(without author’s name)
“Astronomical Mystery.” Los Angeles Times. 9 April
1991: sec. A, 1.
Bibliography
Allen, Thomas B. Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society,
1974.
Andres, Juan. "My Trip to the Florida Everglades." Juan's Home Page. 3 June 2005. 18 December 1997.
http://www.members.aol.com/andres/index.html.
Brandes, Kathleen, et al., Eds. Vanishing Species. New York: Time-Life Books, 1976.
Caras, Roger, Ed. Vanishing Wildlife. New York: Westover, 1970.
"Falcon." The Audubon Nature Encyclopedia. Philadelphia: Cross, 1965.
Pettingill, Olin Sewall, Jr. "Falcon and Falconry." World Book Encyclopedia, 1980.
West, Jeffrey H. “Falcon’s Disappearance Alarming.” Michigan Times Herald. 23 March 1999: 24-6.
Wilson, Ron. Vanishing Species. Secaucus: Chartwell Books Inc., 1979.
A Brief List
of Genres (Expository, Narrative, Argument)
– adapted from http://writing.colostate.edu/gallery/multigenre/genrelist.html & http://twp.duke.edu/writing-studio/resources/genres-of-writing
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Realistic Fiction
Historical Fiction
Science Fiction
Fantasy
Humor
Mystery
Adventure
Journal Entries
Diary Entry
Personal Letter
Greeting Card
Schedule
To Do List
Monologue (Representing Internal Conflicts)
Advice Column
Editorial
Future News Story
Letter to the Editor
Newspaper or Magazine Feature Article
Obituary, Eulogy, or Tribute
Classified or Personal Ads
Biography
Personal Essay
Philosophical Questions
Top Ten List
Dictionary or Glossary
Poetry
Song Lyrics
Autobiographical Essay
Interview
Contest Entry Application
Business or Correspondence Letter
Biographical Summary
Critique of a Published Source
Speech
Debate
Textbook Chapter
Science Article or Report
Business Article or Report
Lesson Plan
Encyclopedia Article
Scene from a Play with Stage Directions
Scene from a Movie with Camera Shots
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Conversation Dialogue
Short Story
Adventure Magazine Story
Ghost Story
Myth, Tall Tale, or Fairy Tale
Talk Show Interview or Panel
Recipe
Classroom Discussion
Character Analysis
Case Study
Comedy Routine
Parody
Satire
Liner Notes
Picture book
Diagram with Explanation and Analysis
Graph with Explanation & Analysis
Brochure
Newsletter
Time Line
Map with Explanation and Analysis
Magazine or TV Advertisement
Restaurant Menu with Descriptions
Travel Brochure
How-To or Directions Booklet
Receipts, Deeds, Budgets or Ledger
Invitation: Wedding, Graduation or Special Event
Birth Certificate
Local News Report
Pop-Up book
Movie, Book, or TV Program Review
Movie, Book, or TV Poster
Board Game with directions
Comic Strip or Graphic Novel excerpt
Power Point Presentation
Informational Video
Web Site
Blog
Text or Tweet
News Program Story
Announcement
Tabloid Article
Discussion Etiquette
Discussion Elements
Looks Like
Sounds Like
Focused on Discussion & Task
Active Listening:
Speaker's voice only
On-Topic
conversations
Voices low
One voice at a time
Active Participation
Eyes on speaker
Hands to yourself
Head nodding
Active Listening
On-topic comments
Restatement of
others’ ideas
Nice comments
Positive attitude
Ask Questions
Active Listening
Non-verbal responses
Looking at speaker
Questioning
Positive, nice
questions
Polite answers
Deep, meaningful
questions
Piggybacking
Support Opinions with Evidence
Prepared
Cite facts
Make references
Point to passages
Text read aloud
Piggy back off others
One voice
Piggyback Off Others’ Ideas
Active Listening
Note taking
Reading along
Positive, nice talking
Wait for people to
finish
Repeating others’
ideas
Disagree Constructively
Look at the speaker
Nice face
Pleasant looks
Polite responses
Let people finish
talking
Quiet voices
No put downs
Take Turns to Let Others Speak
Attention on the
speaker
Active Listening
Monitor time
One voice
Let people finish
talking
Encourage Others
Sit with group
Face each other
Welcoming
Help others find
evidence
Positive responses
Encouraging words
Use members’ names
Offering suggestions
Body posture & eye contact
Follow rules for collegial discussions
Track progress toward specific goals and deadlines
Define individual roles as needed
Share your ideas and feelings
Come to discussions prepared, having read or researched
material under study
Draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion
Pose questions that elicit elaboration and respond to others’
questions and comments with relevant observations and
ideas that bring the discussion back on topic as needed
Refer to evidence on the topic from text or research
Acknowledge new information expressed by others and, when
warranted, modify your own views
Building on others’ ideas
Focus on ideas – disagree with ideas not with people
Offer constructive suggestions
All members participate
Use time wisely so all have a chance
Create an atmosphere where everyone’s ideas are valued
Work collaboratively
-Eyes on speaker
-Hands empty or
note taking
-Sit up
-Mind is focused
-Face speaker
Reading enduring Understandings & essential Questions
Lake Zurich – Seventh Grade
Enduring Understandings
Life requires literacy.
Readers construct meaning.
Literature reflects who we are (and who we want to be).
Essential Question
What do we value?
The following questions aid in answering the essential question:
-How do we learn and share our insights with the world?
-How does critical thinking shape our understanding and influence the world?
-What insight does literature give us?
-Why do you connect with literature?
Overarching Theme:
Fear…less (ness)
“The only thing we have to fear is fear itself.”
Units:
Quotes
Perceptions
“It’s not what you
look at that
matters; it’s what
you see.”
By Henry David Thoreau
Dilemmas
FDR 1932, First Inaugural address
Courage
“In a moment of
“All that is
indecision, the
necessary for the
best thing you can triumph of evil is
do is the right
that good men do
thing to do. The
nothing.”
By Edmund Burke
worst thing you
can do is nothing.”
Perseverance
“Success is not
final, failure is not
fatal: it is the
courage to
continue that
counts.”
By Winston Churchill
Unit Understandings &
Essential Questions
By David Warlick
-Perceptions are
-Life is full of
individual.
dilemmas.
-Perceptions can
-There aren’t always
change.
easy answers.
-How do you perceive -How do we make
the world?
difficult decisions?
-Thoughts, actions,
and words can
show courage.
-We each can be
courageous.
-From where does
courage come?
-Success requires
dedicated effort.
-Perseverance can be
difficult.
-How do individuals
persevere in the
face of opposition?
R
eaders…
Readers are thinkers. Reading is a minds-on activity.
While you are reading you should…
Draw Inferences and Make Predictions
• Combine background knowledge and textual information to
draw conclusion and interpret facts
• I wonder why… I wonder how… I wonder if… I wonder…
Ask Questions
• Wonder and inquire about the text before, during, and after reading
• What is the author trying to say?
• How could this be explained to someone?
Monitor
• Comprehension and meaning
• Keeping track of one’s own comprehension while reader
Make Connections
• Activate prior knowledge
• Text-to-self, text-to-text, text-to-world
• How can I relate to this text?
Visualize
• Create pictures or movies in your mind as you read
• Using the five senses to build images in your mind
• I can picture… I can visualize…
Determine Importance
• Identify Themes and big ideas
• Use text features for clues
• What is the big idea?
Synthesize
• Combine new information from the text with existing
knowledge in order to form new ideas
• Create a single understanding from a variety of sources
• How can I use what I have read to create my own ideas
Literary Elements – Key Terms
 Character
• Types: protagonist, antagonist, character foil, stereotype,
• Development: flat or round; static or dynamic
 Plot - the sequence of events which involves the characters in conflict.
• Narrative Order: chronological, flashback, flash forward, time lapse
• Conflict: internal or person-against-self, interpersonal conflict or person-against-person,
person-against-society, person-against-nature, person-against-fate
• Common Elements: exposition, complications, rising action, climax, denouement/falling
action, resolution
• Ending: closed ending, open ending, cliffhanger
• Other elements: suspense, foreshadowing
 Setting - includes the place and the time period in which the story takes place.
• Influence: integral setting or backdrop setting
• Setting can clarify conflict, illuminate character, affect the mood, and act as a symbol.
 Theme - the underlying meaning of the story
• A universal truth, a significant statement the story is making about society, human nature, or
the human condition.
• A book's theme must be described in universal terms, not in terms of the plot.
• Theme: primary theme, secondary themes; explicit theme or implicit theme
 Style - the language used in a book, the way the words are put together.
Style varies based on
purpose, audience, form, language, and type of writing.
• Writing Styles: standard written style, conversational style, dialect, ornate, or unusual style
• Types of writings: Expository, Narrative, Persuasive Argument, or Other
• Figurative Language
Devices of:
o style: imagery, personification, simile, metaphor, extended metaphor, hyperbole,
play on words (e.g., puns), allusion, symbolism, synecdoche , repetition, paradox,
irony (situational, dramatic, verbal)
o sound: onomatopoeia, alliteration, assonance, rhyme, rhythm
 Point of View - depends upon who the narrator is and how much he or she knows
• First, second, or third person
o Third person can be: limited omniscient, omniscient, dramatic or objective
 Tone - is the perspective or attitude that the author adopts with regards to a specific character,
place, or development. Tone can portray a variety of emotions ranging from solemn, grave,
and critical to witty, wry and humorous. Tone helps the reader understand the writer’s
feelings towards a particular topic.
• In describing tone, use adjectives: humorous, mysterious, creepy, straight-forward, matter-offact, exciting, boring, etc.
• Mood – the attitude that you (the reader) get from the author's words.
More about literary terms can be found online at: http://literarydevices.net/
Name: _________________________________
Date: __________ Per: ____
Plot Structure
Plot is the term for the events that make up a story – it’s what a story is about; what happens. Often these events occur in a pattern
or sequence called the Plot Structure. Generally, the plot structure follows the “plot mountain” below, but sometimes a plot is not
structured exactly like this – it has small hills, dips, peaks, valleys. A plot may even begin in the midst of the rising action and then
“move back” to the exposition.
Climax
The character
changes in a
way that helps
the reader see
how the
problem will be
solved
Resolution
The reader sees what
happens after the
problem is solved
Exposition
Readers expect to learn
about the characters,
setting, and problem
Alternative Plot Structure
Figurative Language
Adapted from: www.kidskonnect.com/FigurativeLanguage/FigurativeLanguageHome.html
Figurative language communicates ideas beyond the literal meaning of the words.
Term
Definition
Examples
Symbolism
An object or an idea representing another
to give it an entirely different meaning
that is much deeper and more significant.
A red rose or the color red that
stands for love or romance.
Imagery
Describing something in great detail to
create a mental visualization.
Two trees converged in a velvet
meadow.
Hyperbole
Big exaggeration, usually for humor.
mile-high ice-cream cone
Simile
A figure of speech comparing two unlike
things; it is often introduced by like or as.
The sun is like a yellow ball of fire
in the sky.
Metaphor
Comparing two things by using one in
place of another to suggest the likeness
between them.
The cat's eyes were jewels,
gleaming out of the darkness.
Personification
Giving human qualities (thoughts, feelings, Lightning danced across the sky.
The flowers were begging for water.
actions) to non-human things.
Idiom
An expression that has a meaning
different from its individual words.
She sings at the top of her lungs.
It’s raining cats and dogs.
Cliché
A word or phrase that has become overly
familiar or commonplace.
No pain, no gain;
don't judge a book by its cover
Irony
the use of words to convey a meaning that
is the opposite of its literal meaning
The wind was as welcome as a
monsoon.
Allusion
A brief reference to a person, place, thing,
or idea of significance. The writer expects
the reader to know to spot it and grasp its
importance.
“Guess who the new Newton of
our school is?”
A statement utilizing the different possible
meanings or sounds of a word – often
used for humor.
Music Composer puns:
“Handel with care”
“Haydn go seek”
Paradox
Something that is seemingly contradictory
or opposed to common sense and yet is
perhaps true
Nobody goes to that restaurant
because it is too crowded.
Alliteration
The repetition of sounds in two or more
neighboring words; usually initial
consonant.
The wild and woolly walrus waits
and wonders when we'll walk by.
Onomatopoeia
Naming a thing or an action by imitating
the sound associated with it.
buzz, hiss, roar, woof
Pun
(a type of Play on Words)
More about figurative language and other literary terms can be found online at: http://literarydevices.net/
Previewing
Title & Subtitles
Front, Back, Inside Cover
Chapter & Section Titles
Pictures
Annotating Non-Fiction Bookmark
THIEVES
(Title, Headings, Introduction, Every first sentence,
Visuals and Vocabulary, End, Summary)
Before
Before
Annotating Fiction Bookmark
Character (Who)
Protagonist
Antagonist
Minor characters
Characterization
Preview the following Text Features: Title,
Front Cover & Back Cover, Introduction, Chapter &
Section Titles, First Sentences, Illustrations &
Visuals, Vocabulary
Margins
Jot down questions, predictions, & connections
(physical, personality, speech, behavior, actions,
thoughts, feelings, interactions)
Mark the following in the text:
Dynamic vs. Static Characters
Round vs. Flat Characters
Plot (What)
Exposition
Rising Action
Climax
Theme
Setting
Where
Who
When or Where
Falling Action
Resolution
Conflict
Vocabulary
When
Author’s Craft
Simile/Metaphor
Personification
Hyperbole
Imagery
Synecdoche
Metonymy
Idiom
Symbolism
Pun
Paradox
Allusion
Alliteration
Assonance
Onomatopoeia
Dialect
Suspense
Mood
Tone
Irony
Flashback
Foreshadowing
Point-of-View
(1st, 2nd, 3rd –
omniscient and
limited)
During
During
(Fig Lang/Lit Terms)
Vocabulary
(pg #, sentence, definition, reason used)
Words I don’t know
New words I can use in my writing
Words that are important to the story
Reading Strategies and Codes
Question
Connect
Predict
!
PK
L
interesting or surprising
prior knowledge
learned something new
Infer
Visualize
Determine
Importance
Synthesize
E
V
??
emotion shown
good imagery/can visualize
confusion
I
important information
Write a Reader Response.
After
?
Question
important information (Determine
I
M
SD
EX
L
E
AG/
DIS
V
INF
P
T-T
T-W
T-S
prior knowledge
confusion (Self Monitor)
main (central idea)
Importance)
supporting detail
example
learned something new
emotion shown
I agree/I disagree (Evaluation)
good imagery/can Visualize
Inference
Prediction
Text-to-text Connection
Text-to-World Connection
Text-to-Self Connection
(All markings should have an explanation in the margin.)
Reflection
Margins
After
Review and Synthesize annotations
-conclusions
-examine patterns & repetitions; determine possible
meanings
-meaning of title
-speculation on character future
-theme
interesting or surprising
Margins
Jot down explanations of the markings above along
with any opinions, reactions, reflections, or
comments on writer’s craft. Summarize information
as you read.
Jot down explanations of the markings above along with
any opinions, reactions, reflections, or comments on
writer’s craft. Note patterns & repetitions. All markings
must have an explanation in the margin.
Reflection
!
PK
??
Review and Synthesize annotations
-conclusions
-meaning of title
-examine patterns & repetitions; determine
possible meanings
-speculate on future; character, narrative,
implications, affect
-theme
-usefulness; how does this apply to life?
Write a Reader Response.
Self -Monitoring
How do you know when you are confused or stuck?
1) The voice inside the reader’s head isn’t interacting
with the text and is only reciting the words on the
page, indicating confusion or boredom. The reader
is not having a conversation, talking back to the
words on the page, asking questions, agreeing or
disagreeing with the content.
2) The camera inside the reader’s head shuts off, and
the reader can no longer get a visual image from the
words, indicating meaning has been interrupted.
3) The reader’s mind begins to wander. Thinking about
something far removed from the material is a signal
that meaning has been interrupted.
4) The reader can’t remember what has been read. If a
reader can’t retell part of what has been read, it is a
signal that they are confused or stuck.
5) Literal, clarifying questions asked by the reader are
not answered. This shows that the reader is not
focused or does not have enough background
knowledge.
6) The reader re-encounters a character or concept and
has no recollection of when it was introduced or
what it is. This signals the reader was not paying
attention and needs to repair comprehension.
_________________________________________
What do you do when you are confused?
Fix Up Strategies
• Stop and think about
what you have
already read.
• Reread
• Adjust Reading Rate
(Slow Down or Speed Up)
• Determine
Importance,
Summarize, Retell
• Make Predictions
• Formulate Opinions
• Make Connections
• Ask Questions
• Visualize
• Analyze the Author’s
Craft
• Use Print
Conventions
• Write Reflections,
Reactions, or
Comments
• Look for Patterns &
Repetitions
(including text
structure)
• Use context clues
(synonym, antonym,
definition, example,
and gist) and
morphology for key
vocabulary
From I Read It But I Don’t Get It: Comprehension Strategies for
Adolescent Readers by Chris Tovani
Name: ____________________________ Per: _____
Book: _________________________________________
Signposts You Might Notice…
Contrasts & Contradictions
When a character does something that contrasts
with what you’d expect, or contradicts his earlier
acts or statements.
STOP and Ask: Why is the character doing that?
Aha Moment
When a character realizes, understands, or finally
figures out something.
STOP and Ask: How might this change things?
Tough Questions
When a character asks herself a very difficult
question.
STOP and Ask: What does this question make me
wonder about?
Words of the Wiser
When a character (probably older and wiser) takes
the main character aside and offers serious
advice.
STOP and Ask: What’s the life lesson and how
might it affect the character?
Again & Again
When you notice a word, phrase, or situation
mentioned over and over.
STOP and Ask: Why does this keep happening
again and again?
Memory Moment
When the author interrupts the action to tell you
about a memory.
STOP and Ask: Why might this memory be
important?
---
Jot down the page number when you spot a signposts. ---
Text Annotation + Reading Response Scoring
Level 4
Annotations
Annotation
Scholar
Insight
Margin annotations
show a clear
understanding of the
complexities in the
text and a deep level
of thinking – beyond
the surface.
Annotations
demonstrate reader
effectively:
• monitors
• infers & predicts
• connects
• questions
• determines
importance
• visualizes
• Summarizes &
Synthesizes
Annotations
effectively
demonstrate
understanding and
author’s application of
the literary elements
throughout the text
Reading
Strategies
Literary
Elements
Level 3
Performing
Annotator
&
Usefulness
Response
Text Analysis
Textual
Evidence
Comprehension
of Key Ideas or
Themes and
Details
Overall annotation
quality is excellent.
Annotator should be
able to respond to
discussion prompts in
a thought provoking
way.
Level 4
Level 1
Emerging
Annotator
Level 0
Struggling
Annotator
Margin annotations
show understanding
and deep thoughts
about the text.
Margin annotations
show a surface
understanding of the
text and traces of
thought throughout
the reading.
Margin annotations
show comprehension
errors and lack depth
of meaning.
Margin annotations
are incomplete,
vague, random, or
extremely simplistic.
Annotations show
that the reader:
• monitors
• infers & predicts
• connects
• questions
• determines
importance
• visualizes
• Summarizes &
Synthesizes
Annotations show
reader partially:
• monitors
• infers & predicts
• connects
• questions
• determines
importance
• visualizes
• Summarizes &
Synthesizes
Annotations show
reader attempts:
• monitors
• infers & predicts
• connects
• questions
• determines
importance
• visualizes
• Summarizes &
Synthesizes
Annotations lack
evidence that reader:
• monitors
• infers & predicts
• connects
• questions
• determines
importance
• visualizes
• Summarizes &
Synthesizes
Annotations show
understanding of the
literary elements in
the text (character, plot,
Annotations show a
developing
understanding of the
literary elements in
the text (character, plot,
Annotations show a
basic understanding
of the literary
elements in the text
Annotations show a
major
misunderstanding of
the literary elements
may include some
errors or omissions
or are absent
(missing)
setting, theme, style,
POV, tone)
setting, theme, style,
POV, tone); may
include minor errors
(character, plot, setting,
theme, style, POV, tone)
Quality
Level 2
Developing
Annotator
Name: _______________________________
Date: __________ Per: ____
Annotation quality is
good. Annotations
will be helpful in
answering discussion
prompts.
Level 3
Annotation quality is
advancing. Some
sections missing
annotations. Some
annotations will be
helpful in answering
some discussion
prompts.
Level 2
(character, plot, setting,
theme, style, POV, tone);
Annotation quality is
low – minimal
annotations present.
Annotations will not
add much to
discussions.
Level 1
(character, plot, setting,
theme, style, POV, tone);
Low quality to
annotations is shown
– barely or hastily
annotated. Likely to
not be helpful to
discussions.
Level 0
Scholar
Performing
Developing
Emerging
Struggling
The response
provides an accurate,
insightful analysis of
what the texts says
explicitly and
inferentially.
The response
provides an accurate
analysis of what the
texts says explicitly
and inferentially.
The response
provides a mostly
accurate analysis of
what the texts says
explicitly or
inferentially.
The response
provides a minimally
accurate analysis of
what the texts says.
The response
provides an
inaccurate analysis or
no analysis of the
texts.
Cites considerable
textual evidence to
support the analysis
within the response.
Cites convincing
textual evidence
within response to
support the analysis.
Cited textual
evidence within
response.
Cited limited textual
evidence within
response.
The writing does not
include any text
evidence within
response.
Shows full
comprehension of
complex central ideas
or themes expressed
across texts.
Shows extensive
comprehension of the
central ideas or
themes expressed
across texts.
Shows a basic
comprehension of
central ideas or
themes expressed
across texts.
Shows limited
comprehension of
central ideas or
themes expressed
across texts.
Shows little to no
comprehension of
central ideas or
themes expressed
across texts.
Context Clues – Using the Context as a Clue
As a reader we use the context as a clue to figuring out unknown words. Context clues are words or phrases built
into the sentence or paragraph around a difficult word. Sometimes authors offer very direct clues in the sentence
or surrounding sentences. If you become more aware of the clue around the difficult words you encounter when
reading, you will save yourself many trips to the dictionary. Using context as a clue will help you make logical
guesses about the meaning of many words. Below are the five types of context clues.
Type
of Context Clues
Definition or
Explanation
Explanation
of Context Clue
Example Clue
Gist Clue
of Context Clue
The author defines the word for the
readers generally in the same
sentence.
The class was chattering, talking
noisily, during the lesson on context
clues.
These clues explain unfamiliar words
by using synonym and are not always
located in the same sentences.
When it was proven the senator had
taken a bribe, he relinquished his
position in Congress. He believed it
was best for the country to give up his
job.
Restatement or
Synonym
Contrast or Antonym
Example
The man was sent to the penitentiary,
or prison, for stealing cars.
These clues offer an opposite meaning
for a word and often require that you
catch and understand the signal word.
The audience appreciated the brevity
of the final speech. Many if the
others were quite lengthy.
These types of clues may appear in
the same sentence or a subsequent
sentence, a sentence before or after
the difficult word.
The lead dog was so incompetent that
he had to be replaced by one that was
more useful to the pack.
These clues use examples or
illustration to show what a word
means. To identify this type of clue
you should look for words or phrases
like “such as,” “including,” or “consists
of”.
There were many diminutive items in
the dollhouse including tiny chairs,
petite beds, and little pictures.
These clues are the most subtle an
author can offer readers. The meaning
of a particular word must be inferred
from the general context.
He looked over his notes again and
again-the first English dictionary, the
growth of the English language,
William Shakespeare, words from
French and German, new words, old
words, new inventions, Anglo-Saxon
words, Latin and Greek roots,
American English-it all became a big
jumble in his mind.
How to Answer Questions
A good COMPLETE SENTENCE answer: (what you should do when asked to answer in complete sentences)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Someone does not need to read the question to understand your answer.
It is written as a complete sentence.
Your answer does not start with a pronoun.
The first letter, of the first word is capitalized.
Your answer ends with the proper punctuation mark (often a period).
Your answer can stand by itself (you don’t have to explain or read it).
Your answer is written well (think 6 Traits).
You give credit where credit is due (cite your sources).
If warranted, support your answer with proof.
Your answer is on topic and accurate.
A good ESSAY answer contains:
(what you should do when asked to write an essay answer)
1.
An introduction the leads the reader into your answer.
2.
An answer – often written as a thesis (claim).
3.
Support for your answer – proof.
4.
Elaborate on your support (proof) – how does it support your answer? Explain.
5.
A conclusion that restates your answer and gives the reader something to think about.
(Include text examples as support)
• Provide text examples and your-life examples as support, when possible.
• An essay answer is often a type of persuasive argument (argue for your thesis).
• Take time to: think – plan – write – review
When responding to OPEN-RESPONSE questions
If you are asked to…
Then you are to…
describe – discuss
tell all you know
explain
tell how and why
identify
recognize and explain
illustrate
give examples with labels, explain briefly
trace
list (and label) chronologically
compare and contrast
find similarities and differences
analyze
separate into parts to explain
show cause and effect
tell what happened and why
argue
provide points by using facts (support)
criticize – evaluate
find (and support) the strengths and weaknesses
calculate
figure out the answer; show the operations and steps
Pronouns
A small set of words that are used as substitutes for nouns or noun phrases and whose
referents are named or understood in the context. (A pronoun is a word that replaces one or
more nouns.) The following words are often used as pronouns in the English Language.
all
himself
one
this
another
his
other
those
any
I
others
us
anybody
it
our
we
anyone
its
ours
what
anything
itself
ourselves
whatever
both
many
several
which
each
me
she
whichever
either
mine
some
who
everybody
more
somebody
whoever
everyone
most
someone
whom
everything
much
something
whomever
few
my
that
whose
he
myself
their
you
her
neither
theirs
your
hers
no one
them
yours
herself
nobody
themselves
yourself
him
none
these
yourselves
nothing
they
Adapted from: enchantedlearning.com/wordlist/pronouns.shtml
Close Reading Reactions
– adapted from http://web.cn.edu/kwheeler/reading_lit.html
To do a close reading, you choose a specific passage (sentence, paragraph, page, chapter, section) and
analyze it in detail, as if with a magnifying glass. You then comment on points of style in the writing
and on your reactions as a reader.
Close reading is important because it is the building block for larger analysis. Your thoughts evolve
not from someone else's truth about the reading, but from your own observations. The more closely
you observe, the more original and exact your ideas will be.
To begin your close reading, ask yourself several specific questions about the passage. The following
questions are not a formula, but a starting point for your own thoughts. When you arrive at some
answers, you are ready to organize and write. You should organize your writing like any other kind of
essay, paragraph by paragraph – text structure.
What is the author
trying to tell me in the
pages that I read?
Are there any
interesting or
important words?
What does the author
want me to
understand about the
characters, setting,
plot, conflict, theme
(literary elements)?
•
•
•
•
What was it about? (Summarize)
What is the theme?
What do I need to know about the characters, setting, plot, conflict to understand?
Was there repetition or patterns? Why?
• What words stand out? Why? (vivid words, unusual choices, contrast to what the reader
expects)
• How do particular words get us to look at characters or events on a particular way? Do
they create a mood or suspense for the reader?
• Did the author use nonstandard English (like dialect) or words from another language?
Why? What was its effect?
• Are there any words that could have more than one meaning? Why might the author
have play with language this way?
• What one word describes the tone?
•
•
•
•
Who is speaking in the passage?
Who seems to be the main audience?
What is the first thing that jumps out at me? Why?
What’s the next thing that I notice? Are these two things connected? How? Do they seem
to be saying different things?
What seems important here? Why?
What does the author mean by __________ (word, sentence, passage)? What exact
words lead me to this meaning?
Is the author trying to convince me of something? What? How do I know?
Is there something missing from this passage that I expected to find? Why might the
author have left this out?
Is there anything that could have been explained more thoroughly, for greater clarity?
Is there a message (theme) or main idea? What in the text led me to this conclusion?
How does this sentence, passage, page(s), chapter fit into the text as a whole?
•
•
•
•
•
•
•
How did the author
write the text? How
does the author play
with language to add
to the meaning
(figurative language
or other literary
terms)?
Imagery, including comparisons:
•
•
•
•
•
•
•
•
•
Simile
Metaphor
Personification
Symbolism
Synecdoche
Alliteration
Assonance
Onomatopoeia
Hyperbole
• Idiom
• What is being compared?
• Why is the comparison effective?
(Typically because of a clear, strong, or
unusual connection between the two)
• What symbols (symbolism) are present? Why
did the author choose these symbols?
• What other literary techniques did you notice?
READER’S RESPONSE
GENERAL RESPONSES
Level
1
Questions
a)
b)
c)
2
a)
b)
c)
3
a)
b)
c)
d)
I predict that … because …
Summarize a significant part of the story
Identify a part of the story that you found confusing at first.
What was popular during the time the author wrote the book?
How does the author connect this story to society? Give examples of how this relates to problems in society.
What do I need to remember to make sense of this text?
How has this author changed what I understand?
How has the author’s perspective influenced what he or she tells me?
What does the author want me to understand?
What award should this book receive? What are the criteria for the award?
NON-FICTION RESPONSES
Level
1
Questions
a)
b)
c)
d)
2
a)
b)
c)
d)
3
a)
b)
c)
What fact did you enjoy learning about most? Why?
What information would you like to share with someone else?
Identify the non-fiction elements present.
Create 3 new illustrations with captions to add to the text.
Would you like to read more books about this topic? Why?
What more do you want to know about the topic? How will you find it?
What pictures or illustrations did you find most interesting?
Is this book like any other book you have read? If so, how are they alike?
Identify bias or biases within the book.
What was the author’s purpose for writing this piece?
How does what you learned apply to your life?
LITERARY ELEMENTS:
CHARACTER
Level
1
Questions
a)
b)
c)
d)
e)
2
a)
b)
c)
d)
e)
f)
3
a)
b)
c)
d)
This character reminds me of somebody I know because…
This character reminds me of myself because…
Tell about each character from his actions, his words, and what others say about him.
Summarize the main character’s emotions towards the conflict.
Explain why the main character chose to solve the conflict in the manner given in the story.
The character I most admire is (name of character) because…
If I were (name of character) at this point, I would…
Have you ever known anyone like the characters in the story? Explain.
If you were a character in the story, how would you respond to the conflict?
Compare and contrast one character with another.
Find and comment on any stereotyping used within the story.
I would have done …. Instead of ….
Which character did you loathe? Why?
Imagine how the character might have been as an early adolescent?
Identify which characters held power due to the political or societal influences present. Explain.
PLOT
Level
1
Questions
a)
b)
c)
2
a)
This section makes me think about…because…
Explain why the main character chose to solve the conflict in the manner given in the story.
The problem in this story is … because …
This situation reminds me of a similar situation in my own life…
b)
c)
d)
e)
3
a)
b)
c)
d)
What do you think will happen to (name of character) in the future?
How would you have dealt with the situation in the story? Explain.
Relate an incident in the story to an experience you’ve had.
Identify what you believe to be the turning point in the story. Explain.
This section is very effective because…
I would have done … instead …..
If you could change the ending, how would your ending be different?
Compare the conflict present in this story to another. (may not be from the same series)
SETTING
Level
1
Questions
a)
b)
2
3
a)
a)
b)
c)
This scene reminds me of a similar scene in (title of book) because…
Is the location of this story integral? Why?
What impact does the setting have on the story’s mood?
This section is very effective because…
Could this story take place as effectively in another setting (place & time)? Explain.
Create the details that could be added to make the setting more effective.
THEME
Level
1
Questions
a)
b)
2
a)
b)
3
a)
b)
What is the author’s message about life or human nature?
Does the author directly state the theme or do you need to infer it?
Explain the major theme in the story and relate it to other novels you have read.
Compare how the theme in this story was revealed to how the theme in other stories was revealed.
Decide whether you are fond of the book’s theme and give examples to support your answer.
Describe your reaction to the story’s theme.
STYLE
Level
1
2
Questions
a)
a)
b)
3
a)
b)
c)
d)
Classify the genre. Give evidence from the story to support your choice.
I like OR dislike this writing style because…
Determine the author’s use of writing techniques. (e.g., foreshadowing, flashback, hyperbole, simile, metaphor)
This part is very realistic OR unrealistic because…
This section is very effective because…
Critique the author’s use of imagery in a key scene.
Describe the types of irony found in the story and evaluate its effectiveness.
POINT OF VIEW
Level
1
2
3
Questions
a) Describe the point of view used in this story. (remember to include limited & omniscient if needed)
a) Does this story remind you of any other story? Compare and contrast.
a)
b)
How would this story change if it were told through a different point of view?
Why did the author choose this point of view? Consider the advantages and disadvantages of the view used.
TONE
Level
1
Questions
a) Recall the setting. Give specific examples showing how the setting adds to the mood of the story.
b) Identify and discuss a part of the story that made you. Explain.
c) This makes me feel (irritated, glum, jovial, dejected, livid, enchanted, etc.)… because ….
2
3
Isolate the details which show the mood of the story.
b) Explain how the mood changes throughout the story.
a) Did your feelings change as you were reading? How so?
a)
Analyzing a Poem
Describe the form of the poem.
Sound - how a poem sounds
Describe the sounds in the poem.
Images
Describe the images in the poem.
Theme
Describe the theme in this poem.
What does the poem look like? How is it
organized?
• Lines- groups of words like sentence
• Line Break- where one line ends and another
begins
• Stanzas- groups of lines
• Shape- what it looks like, does it resemble
something?
What does the poem sound like when read out
loud?
• Rhyme- repetition of ending sounds at the end
of lines or in lines (internal rhyme) like cake
and wake
• Rhythm- the pattern of stressed and
unstressed syllables, the beat of the poem
• Repetition- repeating sounds, words, phrases,
or ideas
• Alliteration- repetition of beginning consonant
sounds; “Sally sold seashells by the sea
shore.”
• Assonance- repletion of vowel sounds
• Onomatopoeia- words that are formed from
sounds in nature or the world; splash, plop
What images does the author use? What
descriptions does he or she use to paint a picture
in the reader’s mind?
• Simile- comparison of two unlike things using
the words like or as
• Metaphor- comparison of two unlike things
not using the words like or as
• Personification- giving inanimate objects
human or animal qualities; giving animals
human qualities
• Hyperbole- an exaggeration to make a point or
for humor
• Idiom- an expression if taken literally does not
make sense; “It’s raining cats and dogs.”
• Imagery- To describe something in great detail
using the five senses.
What was the message about life or human
nature that you could take from this poem?
Explain what this poem is about. Think about characters, conflict, setting, actions, theme, etc.
Form - how a poem looks on a page
Mindset – Attribution Sheet
Summary: There is a direct connection between
accomplishments (achievement) and the effort invested to
achieve them. Effective effort is a combination of working
hard and applying effective strategies to “get smarter.”
Effective Effort
(hard work + strategies)
Confidence
(attitude)
What do we “attribute” our achievement to?
Effective Effort – what is it?
Ability
Achievement
It’s not enough to just “try hard.”
• Time – a willingness to spend the time needed to finish the job well. Spending more time
doesn’t necessarily result in more effort; one needs to USE TIME EFFICIENTLY. Although time alone is
far from sufficient to accomplish difficult academic tasks, it is absolutely required.
• Focus – CONCENTRATE only on the work (remove distractions, phone, television, etc.). Find what
works for you. Some people need a silent work environment, others need a low volume
environment that blocks out other distractions.
• Strategies – the knowledge and SKILLS USED TO COMPLETE TASKS SUCCESSFULLY and “get smarter.” If one
approach isn’t working, keep trying different ways until you find one that works. Strategies
such as: SQ3R, graphic organizers, summarizing, Cornell notes, mnemonic devices, etc.
• Resourcefulness – knowing when, where to go, and whom to ASK FOR HELP when you’re really
stuck. Check your notes, on-line sources, friends, family, etc.
• Use of feedback – look carefully at responses to your work so you know exactly what to fix or
areas you could work on in the future. REFLECT on the work you have done and are doing.
• Commitment & Persistence – BE DETERMINED to finish and do good work. If one approach isn’t
working, try different ones until you find one that works. Stick with it.
“There are no secrets to success. It is the result of preparation, hard work, and learning from failure.”
Colin Powell
“Whether or not you can never become great at something, you can always become better at it. Don't
ever forget that! And don’t say “I’ll never be good.” You can become better!” Neil deGrasse Tyson
“I can accept failure. Everyone fails at something. But I can’t accept not trying.” Michael Jordan
“I do not know anyone who has got to the top without hard work. That is the recipe. It will not always get
you to the top, but should get you pretty near.” Margaret Thatcher
“I'm a great believer in luck, and I find the harder I work the more I have of it.” Thomas Jefferson
________________________________
Self-Assessment
Make sure you take time to self-reflect, (whether it’s a test, a project, a worksheet, a quiz, a game,
practice, or any task) and use your own thoughts as feedback that might help you in the future.
• Rate your effort level:
o Did I put in sufficient time to get the job done well?
o Did I focus efficiency and without distraction?
o Did I use effective strategies and alternatives?
o Did I get and use feedback during my work?
o Did I stick with it even when it was hard?
•
What did you do well? What strategies worked? What role did effective effort play?
•
What might have you done differently? What other strategies might you have used?