The Only
K–12 Writing
Program!
Grade 11
2
How should I use this booklet?
Use this booklet to connect Write Source with your literature program.
This booklet shows how Write Source
n helps students write the authentic forms they are reading,
n uses mentor texts to teach writing traits and skills, and
n promotes thoughtful responses to literature.
See pages 4 and 5 of this booklet for a complete explanation.
What literature programs does Write Source 11
connect with?
This booklet connects Write Source 11 with the following major literature
programs:
n McDougal Littell American Literature 6–8
n Holt Elements of Literature: Fifth Course 9–11
n Prentice Hall Literature: The American Experience 12–14
n Glencoe American Literature 15–17
3
Why do I need both programs?
According to pioneering researcher James Moffett, language arts instruction
addresses four discrete skills: speaking, listening, writing, and reading.
Speaking
Writing
Reading
Listening
Though some reading texts claim to integrate all the language
arts, no single program can fully cover each area. The integration
of writing within a literature program is especially difficult.
Speaking
Writing
Programs
Writing
Reading
Literature
Programs
Listening
As a result, language arts teachers need a writing program
that works with any literature program.
4
How does Write Source work with my
literature program?
Write Source provides the process of writing, and your literature program
provides the product—finished writing.
First Write Source awakens a love of writing through student-centered
instruction. By allowing students to select and explore their own high-interest
topics, Write Source helps them identify themselves as writers and equips them to
write about literature and any other subject.
Then Write Source connects to your literature program in three powerful ways:
1
Creating Authentic Forms
Write Source helps students create
the types of writing they are reading
in your literature series. For example,
after reading an informative article, you
can use Write Source to lead students
through the process of writing their
own informative articles. See the charts
marked 1 for these connections.
163
Expository Writing
Writing an Informative Article
When you pick up a newspaper or magazine, you are entering a world
of information. It’s almost impossible to read a periodical and not learn
something new. Informative articles in newspapers or magazines cover every
topic under the sun, from aardvarks to zoology. These articles share common
characteristics: They’re created to inform and entertain. They contain timely
information, even when the topic is historical. And they employ a lively
writing style to hook the reader, present information in a logical sequence,
and explain a topic clearly.
The best way to learn about article writing is to read articles in your
favorite periodicals. Pay careful attention to the topic and focus, the way
in which the writer hooks the reader, the development of the middle part,
and so on. Then incorporate some of these techniques in your own writing.
In this chapter, you’ll learn how to develop a well-organized,
entertaining informative article suitable for publication in a newspaper
or magazine.
Writing Guidelines
Subject:
Form:
Purpose:
Audience:
A timely topic
Informative article
To engage and inform
Local or school
newspaper or
magazine readers
“All glory comes from daring to begin.”
—Eugene F. Ware
5
2
Using Mentor Texts
Revising Using Sensory Details to Create Different Effects
Writing about what you see, hear, smell, taste, and touch lets the reader
experience the event with you. Remember that each sensory category has a different
impact on the reader.
�
Sight: “Seeing is believing.” Sight is connected to truth. Give
sensory details such as shape, size, and color to help the
reader believe something is true.
The stark black-and-white photos strung on a line across the back
wall stared down at me as if I didn’t belong.
�
Sound: “I heard it through the grapevine.” Hearing relates
to communication and community. Let the reader hear
dialogue to understand how people relate to each other.
She shook her head. “I’m afraid we have a full team already.”
�
Smell: “I smell a rat.” Smell depicts positive or negative
feelings. Use pleasant smells to describe good situations and
unpleasant smells to describe bad ones.
He reached past me, smelling of soap and confidence.
The sharp stink of chemicals filled my nose.
�
Taste: “It’s all a matter of taste.” Taste tells the exact
quality of something. Use sweet, sour, tangy, spicy, salty,
bitter, and other taste words to capture quality.
It was like picking the wrong chocolate from an assortment—bitter
and hard instead of sweet and chewy.
�
Touch: “Your words touched me.” Touch is connected to
emotion. Use touch words such as warm, sharp, rough,
shivering, and prickly to show how you feel.
My pen kept going dry, scratching on the paper, and I had to shake
it a few times. It felt like an omen . . .
Narrative
Your literature series provides excellent
professional samples that demonstrate
the writing traits, concepts, and skills
you are teaching in Write Source. For
example, when teaching about using
sensory details to create different
effects, you can introduce excerpts
from short stories that use this
technique. See the charts marked
2 for these connections.
147
Writing a Personal Narrative
Revise
Check your sensory details. Create a sensory chart, checking how often
you include each type of sensory detail. If necessary add more details, considering
the information above.
See
3
Hear
Smell
Taste
Touch
Responding to Literature
Write Source teaches how to write a
response to literature, and your literature
program provides the literature to
respond to. For example, you can use
Write Source to help students learn
how to identify and analyze a theme,
and then use your literature series to
provide selections to analyze. See
the charts marked 3 for these
connections.
275
Response to Literature
Analyzing a Theme
One thing that’s just as enjoyable as reading a good fictional story is
reading a good true story. As amazing as it may be to read about a character
such as Captain Ahab or Harry Potter, it’s just as amazing to read about
real people.
For centuries, writers have written biographies and autobiographies,
true stories about significant people. In the 1960s, writers such as Truman
Capote, Tom Wolfe, and Norman Mailer began writing “nonfiction novels.”
A nonfiction novel is basically the creative retelling of an event or a time
period rather than the story of an individual person.
Nonfiction novels, biographies, and autobiographies tell many stories,
from the creation of the space program in The Right Stuff to the life of
dancer Fred Astaire in Steps in Time. These books prove that truth can
be just as forceful as fiction—and just as enjoyable to read.
Writing Guidelines
Subject:
Form:
Purpose:
Audience:
A nonfiction book that tells a story
Literary analysis
To analyze a main theme
Classmates
“Whenever you say ‘well that’s not convincing’ the author
tells you that’s the bit that wasn’t made up. This is
because real life is under no obligation to be convincing.”
—Neil Gaiman
6
Connecting to McDougal Littell Literature
1
Creating Authentic Forms: Teach these forms of writing and
literature together.
Write Source
Level 11
McDougal Littell American
Literature, Units 1–3
McDougal Littell American
Literature, Units 4–7
Personal
Narratives
141–154
“from The Way to Rainy Mountain” 50–58
“from The Life of Olaudah Equiano”
78–84
“from Timebends” 216
“from The Autobiography” 262–270
“from Life of Frederick Douglass” 536–547
“from Life of a Slave Girl” 550–557
“from A Diary from Dixie” 573
“from The Autobiography of Mark Twain”
634–645
“from Life on the Mississippi” 649–657
“from One Writer’s Beginnings” 1014
“from Survival in Auschwitz” 1132–1135
“from Coming of Age in Mississippi”
1180–1188
“My Dungeon Shook” 1192–1198
Informative
Articles 163–202
“from Of Plymouth Plantation” 98–106
“McCarthyism” 212
“50 Ways to Fix Your Life” 274
“Thoreau Still Beckons” 381
“from Danse Macabre” 450–451
“The Commodore Sinks at Sea” 739
“More of the Filibusters Safe” 740
“Stephen Crane and His Work” 740
“Steven Crane’s Own Story” 741
“A New Kind of War” 1048–1055
Position Essays
219–258
“Speech in the Virginia Convention”
224–230
“from The Crisis” 244–252
“from Self-Reliance” 360–364
“from Nature” 365–366
“from Walden” 370–379
“from Civil Disobedience” 382–388
“On Civil Disobedience” 392–393
“Speech to the American Equal Rights
Association” 574
“How It Feels to Be Colored Me” 858–864
“The Duty of Writers” 1066–1069
“from ‘Letter from Birmingham Jail’ ”
1144–1155
“from ‘Stride Toward Freedom’ ” 1160–1165
“Necessary to Protect Ourselves” 1166–
1169
“Mother Tongue” 1204–1211
“from In Search of Our Mothers’ Gardens”
1214–1220
“Straw into Gold” 1222–1228
Stories 341–350
“The World on the Turtle’s Back” 32–40
“Coyote and the Buffalo” 42–48
“The Devil and Tom Walker” 310–324
“The Fall of the House of Usher” 402–423
“The Masque of the Red Death” 427–434
“from Moby Dick” 452–453
“from The Scarlet Letter” 454–455
“from The Minister’s Black Veil” 456–470
“from The Red Badge of Courage” 578–579
“An Occurrence at Owl Creek Bridge”
580–592
“The Outcasts of Poker Flat” 672–684
“A Wagner Matinee” 692–702
“The Open Boat” 710–734
“The Law of Life” 744–752
“The Story of an Hour” 758–762
“The Yellow Wallpaper” 766–783
“April Showers” 790–800
“Winter Dreams” 936–958
“In Another Country” 968–974
“A Worn Path” 1002–1013
“Ambush” 1138–1141
Plays 351–360
“The Crucible” 130–208
Selected Excerpts 1106–1113
Poems 361–369
“Huswifery” 116
“Thanatopsis” 328–331
“A Psalm of Life” 334–337
“The Tide Rises, the Tide Falls” 338
“The Chambered Nautilus” 340–343
“Old Ironsides” 344
“The Raven” 437–445
Selected Whitman Poems 508–517
Selected Dickinson Poems 524–532
Selected Hughes Poems 838–844
Selected Sandburg Poems 888–892
Selected Frost Poems 896–909
“The Death of the Ball Turret Gunner”
1119
“Ballad of Birmingham” 1156
“Revolutionary Dreams” 1189
Selected Poems 1230–1245
MLA Research
Report 371–416
“The Power of Research” 1268–1303
7
Connecting to McDougal Littell Literature (continued)
2
Using Mentor Texts: Use these literature selections to
demonstrate writing concepts.
Write Source
Level 11
McDougal Littell American
Literature, Units 1–3
McDougal Littell American
Literature, Units 4–7
Ideas 47–50, 51–58 “McCarthyism” 212
“Thoreau Still Beckons” 381
“from Women in the Nineteenth Century”
394
“from Danse Macabre” 450–451
“Epigrams” 646
“How It Feels to Be Colored Me” 858–864
“A Book of Great Short Stories” 1058–
1063
“The Duty of Writers” 1066–1069
“Why Soldiers Won’t Talk” 1114–1118
Organization 47–
50, 59–66
“from Relacion” 68–74
“from Of Plymouth Plantation” 98–106
“50 Ways to Fix Your Life” 274
“The Emancipation Proclamation” 566–
567
“The Commodore Sinks at Sea” 739
“More of the Filibusters Safe” 740
“Stephen Crane and His Work” 740
“Steven Crane’s Own Story” 741
“A New Kind of War” 1048–1055
Voice 47–50,
67–72
“The World on the Turtle’s Back” 32–40
“Coyote and the Buffalo” 42–48
“The Devil and Tom Walker” 310–324
“The Fall of the House of Usher” 402–423
“The Masque of the Red Death” 427–434
“An Occurrence at Owl Creek Bridge”
580–592
“The Notorious Jumping Frog of
Calaveras County” 659–666
“from Lake Wobegon Days” 688–691
“The Law of Life” 744–752
“The Story of an Hour” 758–762
“A Rose for Emily” 1018–1028
Word Choice
47–50, 73–80
“The Tide Rises, the Tide Falls” 338
“The Chambered Nautilus” 340–343
“Old Ironsides” 344
“from Snowbound” 346–353
“The First Snowfall” 354–355
“The Raven” 437–442
Selected Hughes Poems 838–844
Selected Sandburg Poems 888–892
Selected Frost Poems 896–909
“The Death of the Ball Turret Gunner”
1119
“Ballad of Birmingham” 1156
“Revolutionary Dreams” 1189
Sentence Fluency
47–50, 81–88
“from The Way to Rainy Mountain” 50–58
“from The Life of Olaudah Equiano”
78–84
“from Timebends” 216
“from Life of Frederick Douglass” 536–547
“from Life of a Slave Girl” 550–557
“from A Diary from Dixie” 573
“from Life on the Mississippi” 649–657
“Why I Wrote ‘The Yellow Wallpaper’ ”
784
“from One Writer’s Beginnings” 1014
“from Survival in Auschwitz” 1132–1135
“My Dungeon Shook” 1192–1198
Supporting Your
Position 228–229
“from ‘Sinners in the Hands of an Angry
God’ ” 118–125
“The Demons of Salem” 214–215
“Speech in the Virginia Convention”
224–230
“from The Crisis” 244–252
“from Poor Richard’s Almanack” 271
“from Self-Reliance” 360–364
“from Nature” 365–366
“from Walden” 370–379
“from Civil Disobedience” 382–388
“On Civil Disobedience” 392–393
“from Preface to Leaves of Grass” 518
“The Gettysburg Address” 562–564
“Speech to the American Equal Rights
Association” 574
“from ‘Letter from Birmingham Jail’ ”
1144–1155
“from ‘Stride Toward Freedom’ ” 1160–
1165
“Necessary to Protect Ourselves” 1166–
1169
“Martin Luther King Jr.” 1172–1174
“Mother Tongue” 1204–1211
“from In Search of Our Mothers’ Gardens”
1214–1220
“Straw into Gold” 1222–1228
8
Connecting to McDougal Littell Literature (continued)
3
Responding to Literature: Select literature from your series
and use Write Source to teach the process of responding.
Write Source
Level 11
McDougal Littell American
Literature, Units 1–3
McDougal Littell American
Literature, Units 4–7
Critical Reading:
Fiction 275–314,
539–540
“The World on the Turtle’s Back” 32–40
“Coyote and the Buffalo” 42–48
“The Devil and Tom Walker” 310–324
“The Fall of the House of Usher” 402–423
“The Masque of the Red Death” 427–434
“from Moby Dick” 452–453
“from The Scarlet Letter” 454–455
“from The Minister’s Black Veil” 456–470
“from The Red Badge of Courage” 578–579
“An Occurrence at Owl Creek Bridge”
580–592
“from The Adventures of Huckleberry
Finn” 670–671
“A Wagner Matinee” 692–702
“The Story of an Hour” 758–762
“The Yellow Wallpaper” 766–783
“from Ethan Frome” 788–789
“April Showers” 790–800
“Winter Dreams” 936–958
“A Worn Path” 1002–1013
“The Life You Save May Be Your Own”
1032–1043
“Adam” 1122–1130
“Ambush” 1138–1141
Critical Reading:
Poetry 541–542
“To My Dear and Loving Husband”
110–113
“Upon the Burning of Our House” 114–
115
“Huswifery” 116
“Thanatopsis” 328–331
“A Psalm of Life” 334–337
“The First Snowfall” 354–355
“The Raven” 437–445
Selected Whitman Poems 508–517
“Ode to Walt Whitman” 520–523
Selected Dickinson Poems 524–532
“Free Labor” 560
“Go Down, Moses” 561
Selected Hughes Poems 838–844
Selected Poems 846–856
Selected Poems 880–886
Selected Sandburg Poems 888–892
Selected Frost Poems 896–909
Selected Poems 912–933
“The Death of the Ball Turret Gunner”
1119
“Ballad of Birmingham” 1156
“Revolutionary Dreams” 1189
Selected Poems 1230–1245
Critical Reading:
Nonfiction
533–538
“from Relacion” 68–74
“from The General History of Virginia”
88–95
“from Of Plymouth Plantation” 98–106
“from Women in the Nineteenth Century”
394
“The Emancipation Proclamation” 566–
567
“The Commodore Sinks at Sea” 739
“More of the Filibusters Safe” 740
“Stephen Crane and His Work” 740
“Steven Crane’s Own Story” 741
“A New Kind of War” 1048–1055
Summarizing
and Paraphrasing
543–550
“McCarthyism” 212
“50 Ways to Fix Your Life” 274
“Thoreau Still Beckons” 381
“from Danse Macabre” 450–451
“The Emancipation Proclamation” 566–
567
“The Commodore Sinks at Sea” 739
“More of the Filibusters Safe” 740
“Stephen Crane and His Work” 740
“Steven Crane’s Own Story” 741
“A New Kind of War” 1048–1055
Responding to
Literature on Tests
323–339
Assessment Practice 284–289, 482–487,
606–611
Assessment Practice 812–817, 1080–
1085, 1256–1261
9
Connecting to Holt Elements of Literature
1
Creating Authentic Forms: Teach these forms of writing and
literature together.
Write Source
Level 11
Holt Elements of Literature
Fifth Course, Units 1–4
Holt Elements of Literature
Fifth Course, Units 5–6
Personal
Narratives
141–154
“from A Narrative of the Captivity” 63–69
“from The Life of Olaudah Equiano”
83–89
“from The Life of Frederick Douglass”
415–420
“from The Life of a Slave Girl” 425–430
“from Specimen Days” 533–535
“from Life on the Mississippi” 654–664
“from Dust Tracks on a Road” 955–962
“Thanksgiving Memories” 1032–1033
“from Night” 1047–1056
“from Black Boy” 1269–1279
“from In Search of Our Mothers’ Gardens”
1293–1298
“Autobiographical Notes” 1301–1305
Informative
Articles 163–202
“from The Iroquois Constitution” 153–155
“from Poor Richard’s Almanack” 171–172
“A Lesson Learned on the Road” 406
“Healing War’s Wounds” 482–486
“The Fight Against Alzheimer’s” 925–928
“Harlem’s Second Coming” 996–1000
“Honor at Last” 1042–1044
“A Noiseless Flash” 1067–1079
Position Essays
219–258
“Speech to the Virginia Convention”
121–126
“from Declaration of Sentiments” 158–160
“from Nature” 239–242
“from Self-Reliance” 244–247
“from Walden” 253–262
“from On Nonviolent Resistance” 277–279
“from ‘Letter from Birmingham City Jail’ ”
280–282
“Ain’t I a Woman?” 441–442
“The Reader as Artist” 752–755
“Nobel Prize Acceptance Speech, 1954”
853–854
“Nobel Prize Acceptance Speech, 1950”
888–890
“Why I Wrote The Crucible” 1095–1096
Stories 341–350
“The Blackfeet Genesis” 24–26
“The Devil and Tom Walker” 289–299
“The Minister’s Black Veil” 303–313
“The Fall of the House of Usher” 320–333
“The Pit and the Pendulum” 345–355
“The Outcasts of Poker Flat” 623–632
“The Celebrated Jumping Frog of
Calaveras County” 638–643
“To Build a Fire” 693–704
“Soldier’s Home” 843–849
“Winter Dreams” 857–873
“The Magic Barrel” 1173–1184
“Son” 1187–1192
“Everything Stuck to Him” 1207–1212
“Daughter of Invention” 1224–1234
“from The Joy Luck Club” 1239–1247
“The Sky Blue Ball” 1253–1256
“When Mr. Pirzada Came to Dine” 1401–
1414
“The Book of the Dead” 1419–1428
Plays 351–360
Poems 361–369
“The Crucible” 1098–1164
“Thanatopsis” 220–222
“The Tide Rises, the Tide Falls” 226
“The Cross of Snow” 229
“The Chambered Nautilus” 234–236
“The Raven” 360–363
“at the cemetery” 446–447
“War Is Kind” 478–479
Selected Whitman Poems 510–531,
538–540
“Plenos poderes/Full Powers” 542–545
Selected Dickinson Poems 548–570
“Emily Dickinson” 577
Selected Poems 712–722
Selected Poems 760–833
Selected Harlem Renaissance Poems
968–987
“The Death of the Ball Turret Gunner”
1040
“Desert Run” 1084–1086
Selected Poems 1320–1398
10
Connecting to Holt Elements of Literature (continued)
2
Using Mentor Texts: Use these literature selections to
demonstrate writing concepts.
Write Source
Level 11
Holt Elements of Literature
Fifth Course, Units 1–4
Holt Elements of Literature
Fifth Course, Units 5–6
Ideas 47–50, 51–58 “Living Like Weasels” 210–213
“from Nature” 239–242
“from Walden” 253–262
“from On Nonviolent Resistance” 277–279
“from ‘Letter from Birmingham City Jail’ ”
280–282
“Ain’t I a Woman?” 441–442
“The Reader as Artist” 752–755
“Nobel Prize Acceptance Speech, 1954”
853–854
“Nobel Prize Acceptance Speech, 1950”
888–890
“Why I Wrote The Crucible” 1095–1096
Organization
47–50, 59–66
“Coming into the Country” 10–13
“from Of Plymouth Plantation” 53–59
“from The Iroquois Constitution” 153–155
“from Poor Richard’s Almanack” 171–172
“A Lesson Learned on the Road” 406
“Healing War’s Wounds” 482–486
“I must have the pulse beat of rhythm” 837
“The Fight Against Alzheimer’s” 925–928
“Harlem’s Second Coming” 996–1000
“Honor at Last” 1042–1044
“A Noiseless Flash” 1067–1079
“Joyas Voladoras” 1258–1262
Voice 47–50,
67–72
“from The Way to Rainy Mountain” 31–38
“from La Relacion” 45–48
“from The Autobiography” 164–170
“from A Diary from Dixie” 500–501
“from Life on the Mississippi” 654–664
“Left for Dead” 708–710
“Thanksgiving Memories” 1032–1033
“from Night” 1047–1056
“from Black Boy” 1269–1279
“The Girl Who Wouldn’t Talk” 1283–1290
“from In Search of Our Mothers’ Gardens”
1293–1298
Word Choice
47–50, 73–80
“Upon the Burning of Our House” 96–97
“Huswifery” 102
“Thanatopsis” 220–222
“The Tide Rises, the Tide Falls” 226
“The Cross of Snow” 229
“The Chambered Nautilus” 234–236
“The Raven” 360–363
“War Is Kind” 478–479
Selected Poems 760–833
Selected Harlem Renaissance Poems
968–987
“The Death of the Ball Turret Gunner”
1040
“Desert Run” 1084–1086
Selected Poems 1320–1398
Sentence Fluency
47–50, 81–88
“The Sky Tree” 19–20
“The Earth Only” 21
“The Blackfeet Genesis” 24–26
“A Mystery of Heroism” 469–477
“The Outcasts of Poker Flat” 623–632
“The Celebrated Jumping Frog of
Calaveras County” 638–643
“Soldier’s Home” 843–849
“Winter Dreams” 857–873
“The Secret Life of Walter Mitty” 931–936
“The Magic Barrel” 1173–1184
“Son” 1187–1192
“Speaking of Courage” 1195–1203
“When Mr. Pirzada Came to Dine” 1401–1414
Using Sensory
Details 147
“The Devil and Tom Walker” 289–299
“The Pit and the Pendulum” 345–355
“from Moby-Dick” 367–374
“An Occurrence at Owl Creek Bridge”
455–464
“A Wagner Matinee” 669–677
“To Build a Fire” 693–704
“A Rose for Emily” 877–884
“from The Grapes of Wrath” 893–899
“A Worn Path” 903–910
“The Jilting of Granny Weatherall” 913–
922
“Everything Stuck to Him” 1207–1212
“Daughter of Invention” 1224–1234
“The Book of the Dead” 1419–1428
Supporting Your
Position 228–229
“from Declaration of Sentiments” 158–160
“from Self-Reliance” 244–247
“from Walden” 253–262
“The Gettysburg Address” 503
“The Lowest Animal” 645–650
“The Reader as Artist” 752–755
Nobel Prize Acceptance Speeches 853–
854, 888–890
“Why I Wrote The Crucible” 1095–1096
11
Connecting to Holt Elements of Literature (continued)
3
Responding to Literature: Select literature from your series
and use Write Source to teach the process of responding.
Write Source
Level 11
Holt Elements of Literature
Fifth Course, Units 1–4
Holt Elements of Literature
Fifth Course, Units 5–6
Taking Reading
Notes 531
“Coming into the Country” 10–13
“from The Iroquois Constitution” 153–155
“from Poor Richard’s Almanack” 171–172
“I must have the pulse beat of rhythm”
837
“The Fight Against Alzheimer’s” 925–928
“Harlem’s Second Coming” 996–1000
Critical Reading:
Fiction 275–314,
539–540
“The Sky Tree” 19–20
“The Earth Only” 21
“Coyote Finishes His Work” 22–23
“The Devil and Tom Walker” 289–299
“The Minister’s Black Veil” 303–313
“The Fall of the House of Usher” 320–333
“The Pit and the Pendulum” 345–355
“from Moby-Dick” 367–374
“An Occurrence at Owl Creek Bridge”
455–464
“The Outcasts of Poker Flat” 623–632
“A Wagner Matinee” 669–677
“The Story of an Hour” 683–687
“To Build a Fire” 693–704
“Soldier’s Home” 843–849
“Winter Dreams” 857–873
“A Rose for Emily” 877–884
“The Secret Life of Walter Mitty” 931–
936
“from Maus” 1060–1064
“The Magic Barrel” 1173–1184
“Son” 1187–1192
“Speaking of Courage” 1195–1203
“Teenage Wasteland” 1215–1222
“from The Joy Luck Club” 1239–1247
“When Mr. Pirzada Came to Dine” 1401–
1414
Critical Reading:
Poetry 541–542
“The Tide Rises, the Tide Falls” 226
“The Cross of Snow” 229
“The Chambered Nautilus” 234–236
“The Raven” 360–363
Selected Whitman Poems 510–531,
538–540
“Plenos poderes/Full Powers” 542–545
Selected Dickinson Poems 548–570
“Emily Dickinson” 577
Selected Poems 712–722
Selected Poems 760–833
Selected Harlem Renaissance Poems
968–987
“The Death of the Ball Turret Gunner”
1040
“Desert Run” 1084–1086
Selected Poems 1320–1398
Critical Reading:
Nonfiction
533–538
“from Of Plymouth Plantation” 53–59
“from The History of the Dividing Line”
73–79
“A Lesson Learned on the Road” 406
“Healing War’s Wounds” 482–486
“Honor at Last” 1042–1044
“A Noiseless Flash” 1067–1079
“Joyas Voladoras” 1258–1262
Summarizing
and Paraphrasing
543–550
“from Of Plymouth Plantation” 53–59
“from The History of the Dividing Line”
73–79
“from The Iroquois Constitution” 153–155
“from Poor Richard’s Almanack” 171–172
“A Lesson Learned on the Road” 406
“Healing War’s Wounds” 482–486
“I must have the pulse beat of rhythm”
837
“The Fight Against Alzheimer’s” 925–928
“Harlem’s Second Coming” 996–1000
“Honor at Last” 1042–1044
“A Noiseless Flash” 1067–1079
“Joyas Voladoras” 1258–1262
Responding to
Literature on Tests
323–339
Preparing for Timed Writing 191, 194–
195, 385, 388–391, 593, 596–599, 733,
736–739
Preparing for Timed Writing 1011, 1014–
1017, 1445, 1454–1457
12
Connecting to Prentice Hall Literature
1
Creating Authentic Forms: Teach these forms of writing and
literature together.
Write Source
Level 11
Prentice Hall Literature: The
American Experience, Units 1–3
Prentice Hall Literature: The
American Experience, Units 4–6
Personal
Narratives
141–154
“Museum Indians” 35–39
“A Journey Through Texas” 42–46
“from Journal of the First Voyage to
America” 60–62
“from The Autobiography” 142–147
“from The Life of Olaudah Equiano”
160–164
“Letter to Her Daughter” 216–219
“from Letters from an American Farmer”
220–222
“Introduction to Frankenstein” 379–382
“from My Bondage and My Freedom”
506–512
“An Experience with Discrimination”
561–562
“from Life on the Mississippi” 576–580
“Heading West” 608–613
“from Dust Tracks on a Road” 914–920
“from The Names” 1076–1080
“Mint Snowball” 1081–1082
“Suspended” 1083–1084
“Mother Tongue” 1172–1177
Informative
Articles 163–202
“from The General History of Virginia”
70–75
“from Of Plymouth Plantation” 76–83
“All the News That’s Fit to Print” 154–155
“The Most Sublime Spectacle” 301–305
“Transcendentalism” 384–385
“Emancipation Proclamation” 541–542
“Mark Twain” 572–573
“from Here Is New York” 903–906
“Onomatopeia” 1146–1147
“Coyote V. Acme” 1148–1152
“from Hiroshima” 1198–1208
Position Essays
219–258
“from ‘Sinners in the Hands of an Angry
God’ ” 102–106
“The Declaration of Independence” 170–
173
“from The Crisis, Number 1” 174–176
“Echo Foundation Press Release” 191–192
African Proverbs 194–196
“Speech in the Virginia Convention”
203–206
“Speech in the Convention” 207–209
“from Nature” 390–392
“from Self-Reliance” 393–394
“from Walden” 407–415
“from Civil Disobedience” 416–417
“The Gettysburg Address” 532
“Second Inaugural Address” 533–534
“Reaction to the Emancipation
Proclamation” 559–560
“I Will Fight No More Forever” 614
“A Few Don’ts” 727–729
“Nobel Prize Acceptance Speech” 875–876
“Loneliness” 1153–1155
“One Day, Now Broken in Two” 1156–
1158
“Straw into Gold” 1164–1168
“For the Love of Books” 1169–1171
“Inaugural Address” 1228–1231
“from ‘Letter from Birmingham City
Jail’ ” 1232–1234
Stories 341–350
“The Earth on Turtle’s Back” 18–20
“When Grizzlies Walked Upright” 21–23
“from ‘The Navajo Origin Legend’ ” 24–25
“from The Rig Veda” 53–54
“The Devil and Tom Walker” 258–268
“The Fall of the House of Usher” 312–329
“The Minister’s Black Veil” 340–352
“To Build a Fire” 620–635
“The Far and the Near” 784–788
“In Another Country” 809–814
“The Corn Planting” 815–819
“A Worn Path” 820–828
“The First Seven Years” 998–1006
“The Writer in the Family” 1012–1024
“Aliceville” 1031–1044
Plays 351–360
Poems 361–369
“The Crucible” 1257–1358
Selected Poems 275–288
Selected Dickinson Poems 426–434
Selected Whitman Poems 442–450
Selected Frost Poems 882–892
Selected Hughes Poems 926–931
Selected Poems 1132–1137, 1209–1222,
1240–1246
13
Connecting to Prentice Hall Literature (continued)
2
Using Mentor Texts: Use these literature selections to
demonstrate writing concepts.
Write Source
Level 11
Prentice Hall Literature: The
American Experience, Units 1–3
Prentice Hall Literature: The
American Experience, Units 4–6
Ideas 47–50,
51–58
“The Declaration of Independence” 170–
173
African Proverbs 194–196
“from Nature” 390–392
“from Self-Reliance” 393–394
“from Walden” 407–415
“from Civil Disobedience” 416–417
“The Gettysburg Address” 532
“Second Inaugural Address” 533–534
“A Few Don’ts” 727–729
“Nobel Prize Acceptance Speech” 875–876
“Straw into Gold” 1164–1168
“Inaugural Address” 1228–1231
“from ‘Letter from Birmingham City Jail’ ”
1232–1234
Organization
47–50, 59–66
“Boulders Taller Than the Great Tower of
Seville” 47–48
“Captivity Narratives” 66–67
“from Of Plymouth Plantation” 76–83
“Plimoth Plantation Web Site” 88–89
“Commission of Meriwether Lewis”
293–294
“Emancipation Proclamation” 541–542
“Mark Twain” 572–573
“from Here Is New York” 903–906
“Onomatopeia” 1146–1147
“Coyote V. Acme” 1148–1152
“from Hiroshima” 1198–1208
Voice 47–50,
67–72
“from Journal of the First Voyage to
America” 60–62
“from The Autobiography” 142–147
“from The Life of Olaudah Equiano”
160–164
“Letter to Her Daughter” 216–219
“from Letters from an American Farmer”
220–222
“Introduction to Frankenstein” 379–382
“from My Bondage and My Freedom”
506–512
“Letter to His Son” 535–536
“from Mary Chesnut’s Civil War” 550–553
“Recollections of a Private” 554–555
“The Battle of Gettysburg” 556–557
“The Battle of Bull Run” 558
“An Experience with Discrimination”
561–562
Word Choice
47–50, 73–80
“Concord Hymn” 395
“The Snowstorm” 396–398
Selected Dickinson Poems 426–434
Selected Whitman Poems 442–450
“Of Modern Poetry” 794
“Anecdote of the Jar” 795
“Ars Poetica” 796–797
“Poetry” 798–799
“Grass” 842
Sentence Fluency
47–50, 81–88
“from ‘The Navajo Origin Legend’ ” 24–25
“from The Rig Veda” 53–54
“The Devil and Tom Walker” 258–268
“The Fall of the House of Usher” 312–329
“The Minister’s Black Veil” 340–352
“from Moby-Dick” 358–374
“An Episode of War” 486–490
“War” 566–570
“The Story of an Hour” 642–646
“A Wagner Matinee” 671– 678
“The Night the Ghost Got In” 898–902
“The Rock Pile” 1185–1192
Supporting Your
Position 228–229
“The Declaration of Independence” 170–
173
“from The Crisis, Number 1” 174–176
“Speech in the Virginia Convention”
203–206
“Speech in the Convention” 207–209
“from Nature” 390–392
“from Self-Reliance” 393–394
“from Walden” 407–415
“from Civil Disobedience” 416–417
“I Will Fight No More Forever” 614
“A Few Don’ts” 727–729
“Nobel Prize Acceptance Speech” 875–876
“Loneliness” 1153–1155
“One Day, Now Broken in Two” 1156–
1158
“Straw into Gold” 1164–1168
“For the Love of Books” 1169–1171
“Inaugural Address” 1228–1231
“from ‘Letter from Birmingham City Jail’ ”
1232–1234
14
Connecting to Prentice Hall Literature (continued)
3
Responding to Literature: Select literature from your series
and use Write Source to teach the process of responding.
Write Source
Level 11
Prentice Hall Literature: The
American Experience, Units 1–3
Prentice Hall Literature: The
American Experience, Units 4–6
Taking Reading
Notes 531
“Boulders Taller Than the Great Tower of
Seville” 47–48
“All the News That’s Fit to Print” 154–155
“Crossing the Great Divide” 298–300
“The Most Sublime Spectacle” 301–305
“Transcendentalism” 384–385
“Emancipation Proclamation” 541–542
“Mark Twain” 572–573
“from Here Is New York” 903–906
“Onomatopeia” 1146–1147
“Coyote V. Acme” 1148–1152
“from Hiroshima” 1198–1208
Critical Reading:
Fiction 275–314,
539–540
“The Earth on Turtle’s Back” 18–20
“When Grizzlies Walked Upright” 21–23
“from ‘The Navajo Origin Legend’ ” 24–25
“from The Rig Veda” 53–54
“The Devil and Tom Walker” 258–268
“The Fall of the House of Usher” 312–329
“The Minister’s Black Veil” 340–352
“from Moby-Dick” 358–374
“An Occurrence at Owl Creek Bridge”
518–526
“The Notorious Jumping Frog of
Calaveras County” 581–586
“The Outcasts of Poker Flat” 592–602
“To Build a Fire” 620–635
“In Another Country” 809–814
“The Jilting of Granny Weatherall”
848–856
“A Rose for Emily” 862–874
“Everyday Use” 1090–1098
Critical Reading:
Poetry 541–542
“Huswifery” 94–95
“To My Dear and Loving Husband” 96
“An Hymn to the Evening” 182
“To His Excellency” 184–186
Selected Poems 275–288
“Concord Hymn” 395
“The Snowstorm” 396–398
Selected Dickinson Poems 426–434
Selected Whitman Poems 442–450
“The Love Song of J. Alfred Prufrock”
716–720
“old age sticks” 774
“anyone lived in a pretty how town”
775–776
“The Unknown Citizen” 777–778
“Chicago” 840
“Grass” 842
Selected Frost Poems 882–892
Selected Hughes Poems 926–931
Critical Reading:
Nonfiction
533–538
“Museum Indians” 35–39
“A Journey Through Texas” 42–46
“from Journal of the First Voyage to
America” 60–62
“from The Autobiography” 142–147
“from The Life of Olaudah Equiano”
160–164
“from My Bondage and My Freedom”
506–512
“from Mary Chesnut’s Civil War” 550–553
“Recollections of a Private” 554–555
“from Life on the Mississippi” 576–580
“Heading West” 608–613
“from Dust Tracks on a Road” 914–920
Summarizing
and Paraphrasing
543–550
“Captivity Narratives” 66–67
“from Of Plymouth Plantation” 76–83
“All the News That’s Fit to Print” 154–155
“Crossing the Great Divide” 298–300
“The Most Sublime Spectacle” 301–305
“Transcendentalism” 384–385
“Emancipation Proclamation” 541–542
“Mark Twain” 572–573
“from Here Is New York” 903–906
“Onomatopeia” 1146–1147
“Coyote V. Acme” 1148–1152
“from Hiroshima” 1198–1208
Responding to
Literature on Tests
323–339
Assessment Workshop 237, 465, 695
Assessment Workshop 961, 1377
15
Connecting to Glencoe Literature
1
Creating Authentic Forms: Teach these forms of writing and
literature together.
Write Source
Level 11
Glencoe American Literature,
Units 1–3
Glencoe American Literature,
Units 4–7
Personal
Narratives
141–154
“from The Way to Rainy Mountain” 27–32
“from La Relacion” 58–60
“from Of Plymouth Plantation” 64–67
“from The Life of Olaudah Equiano” 71–76
“from An American Childhood” 311–312
“from My Bondage and My Freedom”
353–357
“Two Views of the River” 504–505
“from Dust Tracks on a Road” 792–797
“from Black Boy” 901–906
“from One Writer’s Beginnings” 1119–1120
“from Stride Toward Freedom” 1157–1159
“from Working” 1169–1176
“from Stay Alive, My Son” 1187–1189
“from The Woman Warrior” 1266–1270
Informative
Articles 163–202
“How They Chose These Words” 128–130
“from The Crisis, No. 1” 134–136
“from Nature” 190–192
“from Self-Reliance” 194–195
“The Biology of Joy” 198–202
“from In the Heart of the Sea” 306–309
“from Arctic Dreams” 617–623
“from Stephen Crane” 625–627
“from Letters to a Young Poet” 692–693
“from You Have Seen Their Faces” 909–912
“from Hiroshima” 1001–1013
Position Essays
219–258
“Speech to the Second Virginia
Convention” 116–118
“from Woman in the Nineteenth Century”
205–208
“from Civil Disobedience” 222–227
“from Second Inaugural Address” 339
“And Ain’t I a Woman?” 370
“I Will Fight No More Forever” 533
“from The Four Freedoms” 863
“Nobel Prize Acceptance Speech” 884
“War Message to Congress” 972–973
“from ‘Letter from a Birmingham Jail’” 1145
“Proposal for the Vietnam Veterans
Memorial” 1198–1201
Stories 341–350
“How the World Was Made” 24–25
“The Sky Tree” 35–36
“How the Leopard Got His Claws” 38–43
“The Devil and Tom Walker” 242–250
“The Pit and the Pendulum” 263–273
“The Minister’s Black Veil” 280–289
“An Occurrence at Owl Creek Bridge”
389–396
“The Celebrated Jumping Frog of
Calaveras County” 498–502
“A Wagner Matinee” 521–526
“April Showers” 540–546
“In Another Country” 744–748
“The Jilting of Granny Weatherall” 775–782
“Breakfast” 868–870
“The Second Tree from the Corner” 930–934
“Salvador Late or Early” 1306
“Nineteen Thirty-Seven” 1320–1327
Plays 351–360
“The Crucible” 1028–1112
Poems 361–369
“To His Excellency” 141–142
“To the Fringed Gentian” 211
“Old Ironsides” 211
“The Raven” 257–260
“Frederick Douglass” 359
“In Texas Grass” 360
Selected Whitman Poems 410–414, 421–
426
Selected Dickinson Poems 439–451
MLA Research
Report 371–416
“On the Front Lines” 461–465
“Richness” 566
“Douglass” 570
“We Wear the Mask” 571
Selected Poems 664–691, 694–731, 1190–
1195, 1204–1234, 1284–1294
“A black man talks of reaping” 826
“Any Human to Another” 830
“kitchenette building” 861
“The Bean Eaters” 940
“The Death of the Ball Turret Gunner” 978
“Ending Poem” 1338–1339
16
Connecting to Glencoe Literature (continued)
2
Using Mentor Texts: Use these literature selections to
demonstrate writing concepts.
Write Source
Level 11
Glencoe American Literature,
Units 1–3
Glencoe American Literature,
Units 4–7
Ideas 47–50,
51–58
“Speech to the Second Virginia
Convention” 116–118
“from Civil Disobedience” 222–227
“On the Eve of Historic Dandi March”
229–230
“from Second Inaugural Address” 339
“And Ain’t I a Woman?” 370
“The Gettysburg Address” 402
“I Will Fight No More Forever” 533
“from The Negro Artist and the Racial
Mountain” 657
“In Praise of Robert Frost” 735–738
“from The Four Freedoms” 863
“Nobel Prize Acceptance Speech” 884
“War Message to Congress” 972–973
“from ‘Letter from a Birmingham Jail’” 1145
Organization
47–50, 59–66
“from The Iroquois Constitution” 49–51
“from The Crisis, No. 1” 134–136
“from Nature” 190–192
“from In the Heart of the Sea” 306–309
“Slavery Under Glass” 364–367
“from Lincoln at Gettysburg” 404–406
“from Letters to a Young Poet” 692–693
“from Robert Frost’s ‘Mending Wall’ ”
833–834
“The Names of Women” 1293–1301
“Thoughts on the African-American
Novel” 1310–1312
Voice 47–50,
67–72
“from The Way to Rainy Mountain” 27–32
“from The Life of Olaudah Equiano” 71–76
“from The Autobiography” 106–108
“from The Journal” 183
“from Walden” 214–218
“from Long Walk to Freedom” 231–235
“from An American Childhood” 311–312
“from My Bondage and My Freedom”
353–357
“from Mary Chesnut’s Civil War” 376–379
“Two Views of the River” 504–505
“from Dust Tracks on a Road” 792–797
“When the Negro Was in Vogue” 817–820
“from Black Boy” 901–906
“from All Rivers Run to the Sea” 983–990
“from Kubota” 993–997
“from Stride Toward Freedom” 1157–1159
“from Working” 1169–1176
“from Stay Alive, My Son” 1187–1189
“from The Woman Warrior” 1266–1270
Word Choice
47–50, 73–80
“I Have Killed the Deer” 13
“Prayer to the Pacific” 45
“How They Chose These Words” 128–130
“The Raven” 257–260
“Keep Your Hand on the Plow” 348
“Frederick Douglass” 359
“In Texas Grass” 360
Selected Whitman Poems 410–414, 421–426
Selected Dickinson Poems 439–451
Selected Poems 664–691, 694–731, 1190–
1195, 1204–1234, 1284–1294
“My City” 788
“A black man talks of reaping” 826
“Any Human to Another” 830
“kitchenette building” 861
“To Don at Salaam” 939
“The Bean Eaters” 940
“The Death of the Ball Turret Gunner” 978
Sentence Fluency
47–50, 81–88
“How the World Was Made” 24–25
“The Sky Tree” 35–36
“How the Leopard Got His Claws” 38–43
“from Moby-Dick” 296–303
“In Another Country” 744–748
“Winter Dreams” 754–769
“A Rose for Emily” 876–883
“A Worn Path” 890–896
“The Second Tree from the Corner”
930–934
Using Sensory
Details 147
“The Devil and Tom Walker” 242–250
“The Pit and the Pendulum” 263–273
“The Minister’s Black Veil” 280–289
“An Occurrence at Owl Creek Bridge”
389–396
“To Build a Fire” 603–614
“from The Jungle” 638–639
“from The Sun Also Rises” 655
“In Another Country” 744–748
“Winter Dreams” 754–769
Supporting Your
Position 228–229
“from Civil Disobedience” 222–227
“And Ain’t I a Woman?” 370
“War Message to Congress” 972–973
“from ‘Letter from a Birmingham Jail’”
1145
17
Connecting to Glencoe Literature (continued)
3
Responding to Literature: Select literature from your series
and use Write Source to teach the process of responding.
Write Source
Level 11
Glencoe American Literature,
Units 1–3
Glencoe American Literature,
Units 4–7
Critical Reading:
Fiction 275–314,
539–540
“How the World Was Made” 24–25
“The Sky Tree” 35–36
“How the Leopard Got His Claws” 38–43
“The Devil and Tom Walker” 242–250
“The Pit and the Pendulum” 263–273
“The Minister’s Black Veil” 280–289
“from Moby-Dick” 296–303
“An Occurrence at Owl Creek Bridge”
389–396
“The Celebrated Jumping Frog of
Calaveras County” 498–502
“Life Along the Mississippi” 508–513
“A Wagner Matinee” 521–526
“To Build a Fire” 603–614
“In Another Country” 744–748
“A Rose for Emily” 876–883
“A Worn Path” 890–896
“The Portrait” 1019–1021
“SQ” 1241–1249
“Snow” 125
Critical Reading:
Poetry 541–542
“I Have Killed the Deer” 13
“Prayer to the Pacific” 45
“To His Excellency” 141–142
“To the Fringed Gentian” 211
“Old Ironsides” 211
“The Raven” 257–260
“Keep Your Hand on the Plow” 348
“Frederick Douglass” 359
“In Texas Grass” 360
Selected Whitman Poems 410–414, 421–426
Selected Dickinson Poems 439–451
“Douglass” 570
“We Wear the Mask” 571
“Richard Cory” 575
“Miniver Cheevy” 576
“My City” 788
“I, Too” 812
“The Negro Speaks of Rivers” 813
“The Bean Eaters” 940
“The Death of the Ball Turret Gunner” 978
“Cottonmouth Country” 1259
“Daisies” 1260
“The Man with the Saxophone” 1333–
1334
Critical Reading:
Nonfiction
533–538
“from The Iroquois Constitution” 49–51
“How They Chose These Words” 128–130
“from Nature” 190–192
“from Self-Reliance” 194–195
“The Biology of Joy” 198–202
“from In the Heart of the Sea” 306–309
“Slavery Under Glass” 364–367
“from Lincoln at Gettysburg” 404–406
“from Emily Dickinson” 455–457
“from Arctic Dreams” 617–623
“from Stephen Crane” 625–627
“from You Have Seen Their Faces” 909–
912
“from Hiroshima” 1001–1013
“Choice” 1163–1164
“The Names of Women” 1293–1301
“Thoughts on the African-American
Novel” 1310–1312
Summarizing
and Paraphrasing
543–550
“from Proposals for Electoral College
Reform” 155–156
“from ‘The Meaning of July Fourth for the
Negro’” 337
“from Second Inaugural Address” 339
“And Ain’t I a Woman?” 370
“The Gettysburg Address” 402
“from The Negro Artist and the Racial
Mountain” 657
“from The Four Freedoms” 863
“Nobel Prize Acceptance Speech” 884
“War Message to Congress” 972–973
“Proposal for the Vietnam Veterans
Memorial” 1198–1201
Responding to
Literature on Tests
323–339
Assessment 166–171, 322–327, 474–479
Assessment 638–643, 844–849, 1130–
1135, 1360–1365
Notes
Not your ordinary writing program!
Write Source delivers a comprehensive writing program for grades K–12. In these pages,
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Direct instruction for teaching the writing process: prewriting, writing,
revising, editing, and publishing
Integration of the traits with the writing process
Suggestions for incorporating Write Source into a
writing workshop
A wide variety of writing-across-the-curriculum (WAC)
activities and assignments
Grammar practice integrated into the core writing units
Test preparation, including writing for assessment,
using rubrics, and evaluating benchmark papers
Writer’s craft and literature
connections that tie writing
instruction to literature
Differentiated instruction
strategies to meet the needs of
all students—from struggling
students and English language
learners to advanced learners
Technology tools to make teaching
time more effective and to motivate
and engage students in learning
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