Southern Nevada Regional
Professional Development
Program
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RPDP Secondary
Literacy
Suggestions for Students
Taking the Writing
Proficiency Exam
Ready, Set, Write
Strategies Developed by Jill M. Leone
(For ELL and Read/Write Students)
Copyright © 2006
RPDP Secondary
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Introduction
These strategies and writing tips for proficiency
are the ones that I have developed and used
successfully for many years with my ELL and read/
write students. However, they may also be used
with any students who need a little extra help with
their writing. I recommend that you stop as needed
and practice the various strategies rather than
presenting this to your students your in its entirety.
Good luck.
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Students will –
 analyze a writing prompt
 examine different types of writing
 practice strategies for writing
proficiency
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When your teacher gives you a
writing assignment, do you ever
just sit there wondering
where to begin?
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Take a few minutes to watch this
presentation, and the next time
you write for proficiency, it
should be a lot easier.
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First, always read the topic
and the directions carefully.
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Make sure
that you
understand
the writing
prompt.
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The prompt is the topic and
the directions for a writing
assignment.
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Address the
assigned topic.
Provide
background
information.
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Take a minute to think
and plan what you
want to say.
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 Often
a prompt will give you a
choice by using the word
 Remember
to write about only
one of the choices:
Think about an advertisement that is
your favorite or least favorite.
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If the directions contain two
or more parts –
Be sure that you respond to
everything that is asked.
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Describe your school or place where
you are receiving your high school
education. Tell about the building
and neighborhood, the students and
teachers, and the events that take
place in your school.
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Look how many parts there are in
this one writing assignment.
Describe your school or place
where you are receiving your high
school education. Tell about the
building and the neighborhood,
the students and teachers, and
the events that take place in your
school.
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Organize your ideas on a piece of
scratch paper before you begin writing.
My school
events
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friendly
big
a lot
gray
helpful
kind
My school
old and young
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Homecoming
events
sports
modern
nice
parks
new homes
and
churches
friendly
over 3,000 students
a lot
From many
different
countries
helpful
kind
My school
football and soccer
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Homecoming
events
sports such as
old and young
gray
stone
huge
big
very
modern
clean and
nice
green parks
beautiful new homes
and
new churches
my school
not very old
modern
huge (more details)
gray
over 3000 students
several buildings
different programs
neighborhood
nice
families
houses and apartments
churches and parks
clean
other schools nearby
teachers
lots of them
friendly
helpful
old and young
events
sports (more details)
many different clubs
Homecoming, Sadie’s, Prom
freshman barbecue
senior trip
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(not important)
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Your paper’s easier to write.
You’ll respond to all parts
of the topic.
You won’t forget your good
ideas.
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Ask yourself what verb tense you
need to use: probably either
PAST or PRESENT.
You can tell
from the verb
tense used in
the directions.
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Try to keep all
your verbs in the
same tense –
the tense you
selected from
reading the
prompt.
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Have you heard people say:
You only get one chance to
make a first impression?
Your topic sentence is very
important. Think of it as your
first impression.
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Take your topic sentence from
the first sentence in the
directions.
Make necessary changes, like
changing you/your to I/me/my.
Be sure to change the verb tense
so it agrees with the first person I
or third person he, she, it.
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Example:
Discuss a situation that taught
you a lesson.
Write:
A situation that taught me a
lesson was when I lost my
wallet.
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If the first sentence of the topic
does not contain the words
you or your you can use that as the first
sentence of your paragraph.
Almost everyone has had
at least one teacher who
is hard to forget.
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Almost everyone has had at least
one teacher who is hard to forget.
This is a free sentence
because you don’t have
to change it.
It also provides the reader
with
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Copy this sentence onto your paper
exactly as it is.
Then, your second sentence can
discuss your response.
Almost everyone has had at least
one teacher who is hard to forget. My
tenth grade English teacher is a
person I will always remember…
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This way, you can be sure
of two things:
1. Your first sentence is correct.
2. You’re focused on the topic and
what you need to write about.
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Now, describe your tenth grade teacher and
explain why she’s hard to forget.
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Let’s try one you’ll have to change–
Recall a time when someone helped you. Explain
who that person was, where you were, what
happened, when it happened, and how you felt.
A time when someone helped me was last year.
I was taking the CAT bus home from school because
I stayed late to make-up a math test. I opened my
wallet to pay for the bus ride and saw I had no
money. It was almost dark and I told the driver my
problem. Just then, a kind lady with long, red hair
stood up and put in the exact change for me. She
told me that she had a daughter about my age and
hoped someone would do the same thing for her…
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A time when someone helped me was
last year. I was taking the CAT bus home
from school because I had stayed late to
make-up a math test. I opened my wallet…
See how short and simple you can make your
topic sentence?
You can save your interesting and colorful
details for your supporting sentences.
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Never write the word BECAUSE
in your topic sentence!
Topic
Sentence
Because…
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If you write:
My best year in school was ninth grade
because I made many new friends.
The rest of your paragraph has to be
about your new friends in ninth grade.
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My best year in school was ninth
grade. First, I made many new friends.
In fact, I met my best friends in my
ninth grade English class. In addition,
I had wonderful teachers, who really
helped me with my reading and math.
Also, ninth grade was my first
experience playing sports…
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By shortening your topic sentence and
eliminating the word BECAUSE –
you can now write about the
experiences that made ninth grade
your best year in school.
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If you’re a student still learning English
and have trouble with past tense verbs,
you can write your topic sentence:
My best year in school was ninth
grade. I can close my eyes and picture
it now. I have many new and wonderful
friends. My teachers are very friendly
and helpful. I play soccer everyday after
school. In fact, my coach helps me …
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My best year in school was ninth
grade. I can close my eyes and
picture it now. I have many new
and wonderful friends. My teachers
are very friendly and helpful. I play
soccer everyday after school. In
fact, my coach helps me…
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By bringing your reader back to the past
(like a time machine), you can now write
your paper in the present tense
instead of the past.
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You can probably
communicate with
people in almost any
country in the world if
you know the verbs and
how to use them.
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Make sure you understand
whether you’re using regular
or irregular verbs.
It makes a difference in the
past tense because irregular
verbs don’t end in –ed the way
regular verbs do.
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



I help my teacher every day after
school.
I helped my soccer coach yesterday.
I bring my lunch to school each day.
Yesterday, I brought lunch for my
friend, too.
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It’s a good idea to memorize
your irregular verbs.
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

If you’re writing about one person,
one place, or one thing in the
present tense, add either –s or –es
to the end of your verbs.
Example: I walk.
He/she/it walks.
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• If you’re not sure which verb form
to use, substitute the pronouns:
he, she, it, or they for your nouns.
• If you can substitute he, she, or it in
the present tense, then you need to
add –s or –es to your verb.
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My teacher speaks.
He speaks.
The student comes
to class everyday.
She comes to class
everyday.
They come to class
everyday.
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Do not change your verb tenses
after the following words:
to
did
can
will
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would
could
should
might
They could not went on the trip. (incorrect)
They could not go on the trip. (correct)
Be careful with your verb tenses after
the word NOT.
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
No more than 1 – 2 lines.

This will help prevent run-on sentences.

Run-on sentences are sentences that
are too long and seem to go on forever.
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Your paragraph should contain
no less than:
A
topic sentence
least 8 – 10
supporting sentences
that give more details
about your topic
 At
A
conclusion or
summary sentence
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first
then
next
soon
later
suddenly
before
afterward
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also
in addition
however
meanwhile
at last
therefore
finally
for these reasons
for example
in fact
above all
in reality
unfortunately
meanwhile
in conclusion
in the future
Your transition words help the reader
follow your ideas.
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Make sure you understand the difference!
Plural words: events, students, books
Possessive: Juan’s truck
my friend’s locker
Some words just end in –s like always.
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Write neatly and clearly.
If they can’t read it, they can’t pass it!
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Be descriptive enough so anyone
reading your paper can close his
eyes and picture what you’re
writing about.
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If you’re writing about a ring you
found, say what color the stone is,
it’s silver or gold, big or small, and
how it’s shaped.
if
I found a gold ring with a huge, round,
sparkling red stone.
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Your enthusiasm should really show
and bring your topic to life
for the reader.
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Make your writing should sound like
you’re writing from experience.
Show understanding of the topic
even if you have to invent situations
and details.
Guess I’ll
have to
invent
things.
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Try to make your paper sound like
YOU wrote it.
Give it your own style
and personality.
Make it sound honest
and written from the heart.
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Always make your paper sound like there
is a reason for you to be telling this.
No one enjoys reading a paper that was
just “thrown together” for a grade.
You don’t “throw yourself together” to come
to school each day!
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Always describe your reaction to what
happened or your character’s reaction.
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this (singular)
these (plural)
those (plural)
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• THIS = singular; for this reason
• THESE = plural; for these reasons
(one)
For this reason, my favorite singer is
Jennifer Lopez.
(several, more than one)
For these reasons, my favorite
singer is Jennifer Lopez.
The singular pronoun THIS = 4 letters.
The plural pronoun THESE = 5 letters.
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•www.musicofpuertoric...s/jennifer_lopez.jpg
In Spanish, you write “Ella no tiene nada.”
In English, you can’t use none,
nothing, no one, nobody,
in the same sentence with
no, not, or never.
You have to write:
any, anything, anyone, anybody
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•
•
•
•
•
•
He does not have any money. (correct)
He does not have no money. (incorrect)
He doesn’t have no money. (incorrect)
She did not say anything. (correct)
She did not say nothing. (incorrect)
She didn’t say nothing. (incorrect)
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Do not start sentences with these words:
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and
because
but
so
When you find yourself
starting sentences
with these words!
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Remember these transition words
and phrases:
And
Also,
But
However,
So
Therefore,
Because
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In addition,
Yet,
Consequently,
For this reason,
Instead of writing:
But I was the only one who
knew the correct answer.
Write:
However, I was the only one
who knew the correct answer.
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…and
RPDP Secondary then… and then… and then…
Literacy
Tells a story about something that
happened in the past

Keep your verbs in the past tense.

Don’t go back and forth between
the past and the present.
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Or forces the reader to slow down
and reread your paper
will lower your writing score.
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• You are trying to make the reader think
differently.
• Your position must be very clear.
• Use facts, examples, and reasons to
support your opinion.
• Whatever position you take, stay with it.
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If you write that a TV
program is bad and should
be canceled, don’t bother
to discuss any good
points about the show.
That would not be related
to your topic.
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Try to stay focused on your position.
Give at least 3 reasons to persuade
your reader.
1
2
3
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The Cristina Show
1. Topics discussed are too personal.
2. Very embarrassing.
3. Bad taste, offends many people.
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After each reason, give an example:
Reason
The topics people talk about on the Cristina
show are too personal. For example, the
guests talk about very private things that
only the family should know about.
Example
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Sometimes it’s embarrassing to watch
Cristina’s show in front of other people.
In fact, my grandfather always takes
my little sister to the kitchen for a drink
when guests say things that are very
personal.
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This explains how to do something,
like a step by step set of instructions.
It can describe an idea, a process,
or an event.
You can also use it to explain
a relationship.
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When
you’re
When
you’re
writing to
explain,
your
writing
to explain,
transition
words
are
your
transition
words
important to help
are important to help
your reader
your reader
understand
understand
and
and follow
follow what
what you
you’re
are
saying.
saying.
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When baking a cake, first preheat the
oven. Next, mix the dry ingredients such
as flour and sugar. After this, add the wet
ingredients such as eggs and milk. Before
you pour the cake batter into the baking pan,
grease the pan so the cake doesn’t stick to
the sides.
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Use a semi-colon for two sentences
that are related in meaning.
Example:
The sky is clear; you can see across
the city for miles.
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You would not use a semi-colon for:
The sky is clear; I ate ham and eggs
for breakfast.
These two thoughts are not related
in meaning.
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If you’re not sure how to spell
a word, don’t use it.
Choose another word that
means the same thing –
or almost the same thing.
For words you use more than
once, make sure you spell them
the same way each time.
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It’s too easy to make mistakes after
contractions, especially with not.
Instead of writing:
I didn’t know anyone at the party.
Write:
I did not know anyone at the party.
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In Spanish, the single word es is used to
mean it is / he is / she is.
After a noun or pronoun, you don’t need
to repeat the it, he, or she.
Example:
The singer has a good voice. (correct)
The singer he has a good voice. (incorrect)
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Don’t forget to indent the
first line of each
paragraph:
 about the width of two
fingers or
 the size of your thumb.
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No matter what –
Never leave your
reader “hanging”
and wondering
how your paper
ends.
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How should you end your paper?
You can finish by writing:
“In conclusion,…”
“It is clear that …
Then, recopy or reword your
topic sentence.
Only capitalize the In or It.
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In conclusion, ninth grade was my best year
in school.
It is clear that ninth grade was my best year
in school.
These are not the best endings, but they are
safe if you’re not an experienced writer.
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In the future,… is also a good way
to begin a closing sentence, but
can’t be used for all paragraphs.
In the future, I will think of my ninth
grade year and smile.
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A sharp
pencil point
and neat
handwriting
are very
important.
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Don’t
attach
any
Don’t
attach
any
extra additional
sheets ofsheets
paper
paper
to your
to of
your
answer
answer
sheet.
sheet.
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Proofread your writing
before you turn it in.
Be careful copying your
sentences from your
scratch paper to your
answer sheet.
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It’s very easy to miss a word.
Double-check your final copy line by line.
Use another piece of paper as a marker.
Go down the page line by line.
Make sure you’ve included everything
and spelled words that are repeated the
same way way throughout your paper.
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 Clear topic sentence
 Supporting sentences with transition words
 Check your capitals, punctuation, and spelling.
 Turn any fragments into complete sentences.
 Eliminate any unrelated sentences.
 Verb tenses should agree.
 Details should fit where placed with logical
sequence.
 Conclusion or summary sentence
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 The paper is off the topic.
 The paper contains obscene or
objectionable material.
 The paper is blank.
 The paper contains insufficient
writing for evaluation.
 The paper is written in a foreign
language.
 The paper is unreadable.
RPDP Secondary
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Get a good night’s sleep
before the test.
Eat a healthy breakfast.
Take your time and
don’t rush or worry if
other students finish
before you.
Good luck!!!
RPDP Secondary
Literacy
Copyright Notice
Permission is granted to copy (unmodified) all or part
of this PowerPoint for educational, personal, noncommercial use off-line as long as the copyright
message (Copyright © 2006 by Jill Leone) is
maintained on the title page. This material may not
be sold, duplicated on other websites, incorporated
in commercial documents or products, or used for
promotional purposes.
Copyright © 2006 by Jill M. Leone
RPDP Secondary
Literacy