INTERACTIVE I CAN LIST
VOCABUALRY IN CONTEXT
I can infer the meaning of an unfamiliar word in a sentence using context clues (such as
antonyms, synonyms, and other clue words).
When a student encounters an unknown word or phrase, he/she should use the clues from the
surrounding words to figure out the meaning of the unknown word or phrase.
Definition clues: Explicit. It actually provides the
definition of the word. You will see words like means,
refers, to, or, is.
The worker decided to make the weapon from bronze, a
mixture of copper and tin.
Example/Illustration: Often implicit. It is used to
illustrate the unknown words meaning. Readers rely on
own background knowledge to arrive at meaning.
The skater glided blithely around the rink as if she
hadn’t a care in the world.
Contrast: The text provides an antonym or opposite
expression. You will see words such as but, however, in
contrast, instead, even though, or, although.
Jamal is boisterous, but his sister is calm and quiet.
http://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm
Provides types of context clues and examples
http://www.sadlier-oxford.com/phonics/cows/first_cows.html OR
http://www.english-zone.com/vocab/vic02.html
Practice identifying the correct answers using context clues
http://vclass.mtsac.edu:920/readroom/context.htm
Provides definitions and examples of context clues
http://www.nytimes.com/learning/students/wordofday/
Word of the Day
Logic or Experience: Implicit. You must rely on prior
knowledge and experiences to infer or guess the
meaning of the unknown word.
1
INTERACTIVE I
CANS STRUCTURAL
LIST ANALYSIS
2
I can identify, differentiate, and examine prefixes, suffixes, and root words.
The student knows how adding beginnings or endings to words change the meaning of the
word.
Examples of
prefixes:
Ante, counter,
dys, hyper,
inter,
intra/intro,
micro, pseudo,
trans
Examples of
suffixes:
Hood, ic, ify/if,
logy, ure
http://ueno.cool.ne.jp/let/prefix.html
Provides definitions and examples
http://www.southampton.liu.edu/academic/pau/course/webesl.htm
Interactive Vocabulary Workshop
http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html
Lists of Prefixes, Suffixes, Roots, Meanings, and Origins
http://www.quia.com/jfc/65963.html
Interactive Flashcards
Examples of
roots:
Anthrop, belli,
brev, cred,
culpa, derm,
duc/duct, ego,
fac, jud/jur/jus,
luc/lum, mega,
ocu, ortho, ply,
rect, the/theo,
urv, vac, vir,
3
INTERACTIVE I CANS
FIGURATIVE LANGUAGE: SIMILE
I can identify similes and interpret the author’s purpose.
A Simile is used when an author wants to compare two objects using like or
as. The student should be able identify and interpret the use of similes
in a piece of text. They are able to see the connection between two
objects and also explain why the author used such a simile.
Examples of Similies:
http://www.rhlschool.com/eng3n25.htm
Definitions and practice examples
“a voice as clear as a crystal bell”
The person’s voice very understandable and http://www.saidwhat.co.uk/spoon/similes.php
List of example similes
clear. A crystal bell’s sound is also
http://www.how-to-study.com/similes.htm
very clear and understandable. Therefore
the author wanted to reader to make the
Definition, Explanation, and Common Examples
connection between the sound of the
http://www.quia.com/cb/130986.html
crystal bell and how the voice was very
Interactive Figurative Language Jeopardy
clear.
http://youtube.com/watch?v=mfYzp7yiNqc
Video on Similes and Metaphors
4
INTERACTIVE I CANS
FIGURATIVE LANGUAGE: METAPHOR
5
I can identify metaphors and interpret the author’s purpose.
A metaphor is used when an author wants to compare two objects. The student should be
able to identify and interpret the use of metaphors in a piece of text. They are able to
see the connection between two objects and also explain why the author used such a
metaphor.
Example:
http://www.rhlschool.com/eng3n26.htm
He was a rock when the
Definition and short quiz
detective questioned him.
The author here is trying
to create the image in the
reader’s head that the
person was lifeless and
like stone when the
detective was trying to
question him. A rock has
no emotion, and has no
life in it. The person
being questioned took the
characteristic of the
rock.
http://knowgramming.com/metaphors/metaphor_chapters/examples.htm
Popular Metaphor Resources
http://owl.english.purdue.edu/handouts/general/gl_metaphor.html
Why use Metaphors and how to use them creatively
http://www.quia.com/cb/130986.html
Interactive Figurative Language Jeopardy
http://youtube.com/watch?v=mfYzp7yiNqc
Video on Similes and Metaphors
6
INTERACTIVE I CANS
FIGURATIVE LANGUAGE: PERSONIFICATION
I can identify personification and interpret the author’s purpose.
Personification is used when an author wants to give something nonhuman or inanimate human
traits. The student should be able to identify and interpret personification in a piece of
text. They should be able to see the connection between the object and why it takes on
human traits.
Example:
Morning’s sunshine crept over the
http://www.tnellen.com/cybereng/lit_terms/personification.html
landscape with pink fingers caressing
Definition and example
the horizon.
The author here is using the words
crept and the pink fingers to express
how the morning sun shone on the
landscape and brightened the horizon.
http://www.imschools.org/cms/Units/Poetry/personif.htm
Quiz for additional practice
http://www.americanrhetoric.com/figures/personification.htm
Examples with audio
http://www.quia.com/cb/130986.html
Interactive Figurative Language Jeopardy
http://youtube.com/watch?v=sH9FnChQy4U
Video on Personification in Music
INTERACTIVE I CANS
FIGURATIVE LANGUAGE: HYPERBOLE
7
I can identify hyperbole and interpret the author’s purpose.
A Hyperbole is used when an author wants to over exaggerate a point he or she is
trying to make. The student should be able to identify and interpret the
hyperbole in a piece of text. The student should be able to understand why the
author used the hyperbole.
Example of hyperboles:
http://www.worsleyschool.net/socialarts/hyperbole/hyperbole2.html
Fun examples of hyperboles
If I have told you once I have
http://www.dowlingcentral.com/MrsD/area/literature/Terms/hyperbole.html
told you a million times…
Definition, Examples, and online quiz
http://www.berghuis.co.nz/abiator/rdg/hyperbolehelp.html
The author is making a point
that she has told this person
Definition
something many times. Of
course she did not do it a
million times but she is
exaggerating to make her
point.
INTERACTIVE I CANS
FIGURATIVE LANGUAGE: IMAGERY
8
I can explain imagery and the author’s purpose for using it in the text.
Imagery is used when an author writes compelling to the readers five senses. (touch, taste,
sight, hearing, and smell) They also refer to the senses that are inside the body such as
hunger, pain, sadness, fear, or joy.
Example of Imagery:
I spot the hills
With yellow balls in autumn
I light the prairie cornfields
Orange and tawny gold clusters
Here the author is using the reader’s
sense of sight to create imagery.
http://mrbraiman.home.att.net/lit.htm
Definition of most literary terms
http://cte.jhu.edu/techacademy/web/2000/baczkowski/imageex.htm
Two examples in poetry
http://www.dowlingcentral.com/MrsD/area/literature/Terms/Imagery.html
Definition, Examples, and online quiz
INTERACTIVE I CANS
TOPIC AND MAIN IDEA
9
I can find and restate the explicit main idea and supporting details.
I can infer the main idea.
The main idea is the central topic of a story. It is a statement that can usually sum up
an entire article or essay. The main idea is sometimes stated directly. Other times,
the reader must interpret or infer the main idea. The student should be able to identify
and be able to restate the main idea of a passage.
Types of Questions about Main
http://www.moonstar.com/~acpjr/Blackboard/111BB/ComExplicitidea:
Implicit.html
What are the main ideas of
scene II?
What is the main idea of the
passage?
This passage is mainly about…
What is the main topic of the
passage?
Explicit & Implied Main Idea Pointers and Essay Example
http://net2.valenciacc.edu/mwhissel/CPT/Reading/rea_006.htm
Implied Main Idea Definition and Example
http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcmi1.htm
Main Idea Tutorial
10
INTERACTIVE I
Theme
CANS
11
I can define, identify, and analyze a theme of a narrative text.
The theme of a text is the central message of a story. Theme is almost
exclusive to narrative text. It is sometimes referred to as the moral of the
story.
Examples of theme in well known stories: http://www.learner.org/exhibits/literature/read/theme1.html
Analyzing Theme
Three Little Pigs: It pays to spend your
time and do things right the first time. http://en.wikipedia.org/wiki/Theme_(literature)
Definition
http://www.sjsu.edu/faculty/patten/theme.html
Boyz in the Hood: Violence hurts more
than just the people involved.
Common Themes
INTERACTIVE I CANS
POINT OF VIEW
12
INTERACTIVE I
CANS
FLASHBACK
I can explain the author’s purpose for
using a given point of view.
Point of view is used to differentiate how a story is told. The types of point of view
are first person, second person, and third person. The student should be able to
differentiate between these types and be able to explain the author’s purpose for using
the particular point of view.
First person: These stories use I, me, http://www.learner.org/exhibits/literature/read/pov1.html
our, we, or my. The narrarator is a
Explanation and different types
character in the story but not always
http://academic.brooklyn.cuny.edu/english/melani/pv.html
the main character. A story told from
Examples of Point of View in Sleeping Beauty
one person’s point of view limits that
character’s knowledge to his or her own http://writingcenter.tamu.edu/content/view/474/76/
ideas.
Different types of point of view
Second Person:
Third Person: These Stories use he,
she, and they. The story is told by a
narrator that is not part of the story.
If the third person narrator appears to
know what everyone in the story is
thinking or feeling they are considered
omniscient. When the narrator is
limited to just what the protagonist
thinks then it is called limited.
13
I can explain and analyze the author’s purpose for using flashback.
A Flashback is used when the author wants to disrupt the chronology of a
narrative by shifting to an earlier time in order to introduce new
information. The student should be able to identify when the author is using
flashback and be able to interpret why.
Example of flashback:
Me and Cathy were waiting too, because
Granny always has something to say. She
teaches steady with no let-up. “I was on
this bridge one time,” she started off. “Was
a crowd cause this man was going to jump you
understand.”
Definition
http://users.wirefire.com/tritt/tip11.html
Why use flashback?
The phrase in red is a flashback because the
author is referring to an earlier experience
to introduce new information.
INTERACTIVE I CANS
FORESHADOWING
14
I can explain the author’s purpose for using foreshadowing.
Foreshadowing is used when the author wants to give clues to the readers to
upcoming events in a story. The student should be able to identify when an
author is using foreshadowing and make predictions as to what he or she is
hinting to.
Example:
http://www.tnellen.com/cybereng/lit_terms/foreshadowing.html
“If you jus’ happen to get in
Definitions and Sample
trouble like you always done
http://users.wirefire.com/tritt/tip11.html
before, I want you to come right
Why use foreshadowing?
her an’ hide in the brush.”
Here the author is giving the
reader a clue that a character is
going to get into trouble later in
the story and that he is going to
have to hide in the brush.
15
INTERACTIVE I CANS
TONE AND MOOD
I can analyze the author’s tone and how it affects the mood of the story.
Tone is usually used to describe an author’s attitude toward the subject, characters, or
reader. Mood is referred to the atmosphere of the work. The student should be able to
infer the tone and mood of a piece of text.
http://www.dowlingcentral.com/MrsD/area/literature/Terms/Mood.html
Tone can be described in such terms as:
Examples of mood
 Formal
 Informal
 Sympathetic
 Serious
 Matter of Fact
Mood can be described in such terms as:
 Mysterious
 Joyous
 Gloomy
 Depressing
 Peaceful.
Tone is attitude and mood is atmosphere.
Many times the tone will create the mood.
16
INTERACTIVE I
CANS
SATIRE
17
INTERACTIVE I CANS
I can explain the author’s purpose for using satire.
IRONY
Satire is used when an author uses ridicule or scorn, often in a humorous or
witty way, in order to expose follies and weaknesses. The student should be
able to recognize when an author is being satirical and be able to interpret
it.
Example of Satirical text:
“Urgent taxpayer bulletin: The Federal
Budget Surplus Crisis has become so severe
that there is now serious talk in Washington
of letting you keep slightly more of your
own money.
That is correct. The government has been
taking in so much of your money that EVEN
CONGRESS is having a hard time spending it
all. Not that Congress isn’t trying!
http://www.tnellen.com/cybereng/lit_terms/satire.html
Definition and Example
http://readwritethink.org/lesson_images/lesson811/contemporaryexamples.pdf
Examples of Satire in Pop Culture
Here the target of the Satire is Congress
and the government. The author is using
humor to expose how much money congress
takes from the taxpayer.
‘
18
I can explain the author’s purpose for using irony.
Irony is used when an author wants to contrast between what seems to be
and what really is. The student should be able to identify when an
author is using irony, know what type of irony the author is using, and
be able to explain it.
Three types of Irony:
Verbal Irony: refers to the difference
between what a character says and what he
or she means.
Irony of Situation: Occurs when events
are contrary to what is expected.
http://rhetoric.byu.edu/figures/I/irony.htm
Definition and Example
http://www.cvco.org/education/etohc/irony.htm
Examples of Irony in Everyday Life
http://academic.brooklyn.cuny.edu/english/melani/irony.html
Examples of Irony
Dramatic Irony: Describes a situation in
which the audience or reader of a play
knows more about a character’s situation
that he or she does.
19
INTERACTIVE I CANS
SYMBOLISM
I can analyze the author’s use of symbolism.
Symbolism is used when an author wants a person, place, thing, or event to
stand for something abstract, such as an idea or emotion in a literary work.
Students should be able to identify when something is being used as a symbol
and be able to interpret what it stands for.
Example of symbolism:
She looked at the tree that had been there
for years. It had weathered so many years
of weather. It had eluded the clearing of
land for development. Its roots had grown
deep and spread wide across the land. It
was strong and nearly immovable. She stared
at the tree and realized the mistakes she
had made in life.
The tree is a symbol of strength. The girl
in this paragraph realizes that she had
never stayed in one place long enough to
grow roots or to gain strength. The tree is
a symbol for the abstract idea that a person
needs strong roots in order to have a good
life.
20
INTERACTIVE I CANS
PLOT ELEMENTS
I can identify and analyze the plot elements (exposition, rising action,
climax, falling action, conflict and resolution) to analyze a story.
Plot is what happens in a story. Author’s use plot to organize and structure
their writing. It usually unfolds in chronological order and has five main
parts.
Parts of Plot:
http://www.readwritethink.org/materials/plot-diagram/
Exposition:
Interactive Plot Diagram
Rising Action:
http://www.learner.org/exhibits/literature/read/plot1.html
Conflict
Parts of a Plot
Climax
http://www.quia.com/mc/155157.html
Falling Action
Resolution
Elements of Plot Matching Game
http://www.readwritethink.org/materials/lit-elements/
Other parts of plot are:
Interactive Conflict Map
21
Subplot: Story within a story that
expands the plot.
Parallel Episodes: events that are
happening at the same time.
INTERACTIVE I CANS
CHARACTER
I can describe the role of the protagonists and antagonists.
I can describe the role of flat and round characters.
I can describe and analyze the role of static and dynamic characters.
Authors can develop characters in a variety of ways. Characters take on
certain characteristics and can be categorized in a variety of ways.
Students should be able to analyze characters in a story and be able to
distinguish what type of character he or she is.
Types of characters:
http://www.cas.usf.edu/lis/lis6585/class/litelem.html
Protagonist: central figure in a story.
Definition of types of characters
(hero or heroine)
http://en.wikipedia.org/wiki/Fictional_character
Antagonist: catalyst character that causes
Fictional Character definitions
initial conflict.
http://readwritethink.org/materials/trading_cards/
Round: character with a complete and
Interactive Site to create Character Trading Cards
detailed description.
http://www.readwritethink.org/materials/litFlat: character with less importance. Not
elements/
well developed.
22
Static: character stays the same through
the story. He or she hardly changes.
Dynamic: character changes from the start
of the story to the end. They often learn
as a result of an event.
Interactive Character Map
A character can fit a variety of these
categories.
INTERACTIVE I
SETTING
CANS
I can identify and analyze the historical, social, and cultural setting in
the text.
Setting is the time and place in which a literary work takes place. Authors
use setting for a variety of ways. The historical, social, and cultural
aspects of a setting all play a role in the development of a story. Students
should be able to analyze these aspects of setting in a story and explain
their significance.
23
Definitions of setting:
Historical: Place, Location, Time
period, Recorded dates.
Cultural: Ways of living, traditions,
fashions, ideas and beliefs.
http://www.learner.org/exhibits/literature/read/setting1.html
Explanation of Setting in Literature
http://www2.hawaii.edu/~kirkpatr/settings.htm
The Use of Setting in Literature Power Point
http://www.readwritethink.org/materials/lit-elements/
Interactive Setting Map
Social: Social or racial status, Age
group, peers.
INTERACTIVE I CANS
AUTHOR’S STAND
I can examine the author’s stand by discriminating between supporting and
opposing viewpoints.
Authors use supporting and opposing viewpoints to strengthen their arguments
in persuasive writing. Writers must support what stance they are defending.
Students should be able to identify those details and be able know which one
support and which oppose.
24
Types of Questions you May see
concerning Author’s Stand:
How does the author support the
position?
With which one of these
statements would the author
probably agree?
http://history.latech.edu/writing%20center%20files/writingworkshe
etfall2006dma.htm
Writing Worksheet
http://youtube.com/watch?v=oJi5qa4CTb0
Use of Persuasion in Presidential Ads
http://www.readwritethink.org/materials/persuasion_map/
Interactive Persuasive Map
Which sentence best supports
the author’s conclusion that
television is a vital part of
American culture?
INTERACTIVE I CANS
FACT AND OPINION
I can differentiate between fact and opinion.
Authors use fact and opinion to support their stances. It is important that
readers differentiate between the two because opinions can be mistaken for
facts. Students should be able to know the difference.
25
I can define and identify propaganda in a persuasive text
Definitions:
Fact: statements of information that
can be verified as true.
Example:
ESPN is a sports network that covers
sports from football to golf.
Opinion: statements of belief,
judgments, or points of view that
are based on personal preference or
bias.
Example:
ESPN is the best sports network on
the air because it covers sports
from football to golf.
http://www.manatee.k12.fl.us/sites/elementary/palmasola/rc
fo1.htm
Fact or Opinion Quiz
http://www.st.cr.k12.ia.us/reading/fact_and_opinion.htm
Pointers for Fact and Opinion
http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/f
actopquiz.html
Fact or Opinion Quiz
http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf
Graphic Organizer
INTERACTIVE I CANS
PROPAGANDA
26
INTERACTIVE I
CANS TEXT STRUCTURE
Author’s use propaganda as a form of written or spoken persuasion intended to
influence the reader or listener strongly, though sometimes subtly, and
usually one sided. Students are able to identify when propaganda is being
used.
Types of Propaganda:
http://www.sourcewatch.org/index.php?title=Propaganda_techniques
Glittering Generalities: seeks Propaganda Techniques
to make people approve and
http://www.thematzats.com/propaganda/prop/sld001.htm
accept without examining
Types of Propaganda Slide Show
evidence.
http://youtube.com/watch?v=Wdp0AOK8Sa0 OR
Bandwagon: everyone else is
doing it, and so should you.
http://youtube.com/watch?v=A1XsJEilYkU OR
Name Calling: links a person
http://youtube.com/watch?v=M3Z386vXrt4 OR
or idea to a negative symbol.
http://youtube.com/watch?v=zrk13IcPV4I
Testimonials/Citing Authority:
Appeal to Plain Folks: used to Commercials using propaganda
aaron@propagandacritic.com
convince that the speaker and
their ideas are “just like on
Propaganda Posters and information
of them.”
Appealing to fear: when a
speaker warns members of
audience that disaster will
result of they do not follow a
course of action.
27
I can identify descriptive text and interpret the author’s purpose for using that text
structure.
I can identify problem/solution text and interpret the author’s purpose for using that text
structure.
I can interpret the author’s purpose for using comparison and contrast.
I can identify the sequence of a text and interpret the author’s purpose.
I can interpret the author’s purpose for using cause and effect.
Author’s use different types of text structures depending on what topic they
are writing about. Students should be able to identify what type of text
structure an author is using because each structure is organized in a specific
way. Knowing the structure improves comprehension.
Words that are associated with each
text structure:
Descriptive: Tells about something.
(about is, a, has a, does)
Sequence: Series or steps (first,
second, third, next, finally)
Problem/Solution: problem attempted
solutions result. (problem is,
solution is, have solved this problem
by)
Compare and contrast: Similarities
and differences. (different from,
same as, alike, similar to, resemble)
Cause and Effect: Reasons why
something happens or exists. (so
that, because of, as a result of,
since, so, in order to)
General Text Structure Websites
http://www.nea.org/reading/usingtextstructure.html
Explanation of text structure and different types
http://www.somers.k12.ny.us/intranet/skills/organizing/sequencing/sequence.html
Sequencing Text Structure
http://www.somers.k12.ny.us/intranet/skills/organizing/compcontr/compare.html
Comparison/Contrast Text Structure
http://www.readingquest.org/pdf/compare.pdf OR
http://www.readingquest.org/pdf/venn2.pdf
Comparison/Contrast Graphic Organizer
http://www.somers.k12.ny.us/intranet/skills/organizing/describing/describing.html
http://www.readwritethink.org/materials/compcontrast/map/
Interactive Comparison/Contrast Map
Descriptive Text Structure
http://www.somers.k12.ny.us/intranet/skills/organizing/problem/problem.html
Problem/Solution Text Structure
http://www.readingquest.org/pdf/prob.pdf
Problem/Solution Graphic Organizer
http://www.somers.k12.ny.us/intranet/skills/organizing/cause/cause.html
Cause & Effect Text Structure
28
INTERACTIVE I CANS
VOICE
I can write for a specific purpose and audience using:
 Tone
 Mood
Voice communicates something about you to the writer. Voice is important
because it makes your writing unique. Good writers use voice to express
emotions and appeal to the reader.
Three indicators of good voice in writing:
http://owl.english.purdue.edu/owl/resource/658/04/
Identifying an Audience
Communicates to the reader something about the individual.
Engages the reader making him or her feel that you sincerely
care about what you say.
Moves the reader to feel that reading your work has been a
pleasurable and worthwhile experience.
TONE AND MOOD:
Your voice should express your tone (attitude towards the
subject) and mood. (atmosphere created by your work)
29
INTERACTIVE I CANS
SENTENCE FLUENCY
I can edit and/or avoid fragments and run-ons.
A sentence fragment lacks a subject, verb, or some other essential part. A run
on sentence is two or more sentences joined without adequate punctuation or a
connecting word. Writers should be able to recognize these errors and be able
to avoid and or correct them.
Examples:
Fragment:
Spaghetti all over the table. (fragment lacks
a verb)
Correction:
Spaghetti slipped all over the table.
Run on:
I thought the
were crossed,
Correction:
I thought the
were crossed,
http://owl.english.purdue.edu/handouts/grammar/g_sentpr.html
Avoiding Errors
http://owl.english.purdue.edu/handouts/grammar/g_frag.html
Sentence Fragments
http://www.chompchomp.com/frag01/frag01.htm
Interactive Practice of Sentence Fragments
ride would never end my eyes
and my fingers were numb.
ride would never end. My eyes
and my fingers were numb.
30
INTERACTIVE I CANS
SENTENCE FLUENCY
I can vary sentence length by using simple, compound, and complex sentences.
Varying your sentence length helps give
sentences are written the same way your
By varying your sentence length and the
sentences, your writing will sound much
your writing style. If all your
writing will sound robotic and boring.
beginnings and endings of your
more interesting.
Example of sentences:
Simple: Can have a single subject or compound subject. (or single
or compound predicate. It can only have one independent clause
My back aches.
My back and feet ache.
http://owl.english.purdue.edu/handouts/grammar/g_clause.html
Dependent and Independent Clauses
Compound: Consists of two independent clauses. A comma and a
coordinating conjunction or semicolon must join the clauses.
I usually don’t mind missing school, but this is not fun.
I feel too sick to watch T.V; I feel to sick to eat.
Complex: Contains one independent clause (in bold) and one or
more dependent clauses. (underlined)
When I get back to school, I’m going to actually appreciate it.
I won’t even complain about waking up early, although I will
still be very sleepy.
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INTERACTIVE I
CANS SENTENCE FLUENCY
I can use conjunctions and transitions to show the relationship of ideas.
Good writers use conjunctions to separate thoughts and/ or clauses in
paragraphs and sentences. They also use transition words between paragraphs
to aware the reader of a change. As a writer, you should be able to use both
fluently.
Types of Conjunctions:
http://owl.english.purdue.edu/handouts/general/gl_transition.html
Coordinating: usually connect a word
Transitions
to a word, or phrase to a phrase, or
clause to a clause. (and, but, or,
nor, yet, so)
I could tell by my old man’s eyes that
he was nervous and wanted to smooth
things over.
Subordinating: connects two clauses
that are not equally important, thereby
showing the relationship between them.
(after, although, as, as if, as long
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as, as though, because, before, if, in
order that, provided that, since, so
that, that, though, till, unless,
until, when, where, whereas, while)
A brown trout will study the bait
before he eats it.
Transitions: help your reader move
easily from one idea to the next. They
also help you arrange your ideas in
order of importance. (First of all,
Also, The best reason, One reason, In
addition, Finally, To Begin with,
Another reason, Most importantly.)
INTERACTIVE I
CANS IDEAS AND CONTENT
I can effectively use main ideas, thesis statements, and topic sentences.
Main ideas, thesis statements and topic sentences give writers clear
direction and a clear stance. Without these, writing can wander aimlessly.
As a good writer, you should be able to develop these in your writing.
Definitions:
http://owl.english.purdue.edu/handouts/general/gl_thesis.html
Thesis Statement: A statement that
Writing a thesis statement
takes a stand or expresses a
specific feeling about or feature
of a topic. It gives direction to
the paper.
Main Ideas: Sometimes referred to
as main points: Each paper should
have three or more main points.
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These main points or ideas will
help you develop your topic
sentences.
Topic Sentences: These sentences
introduce the main point of the
paragraph. It usually comes at the
beginning of a paragraph but not
always.
INTERACTIVE I CANS
IDEAS AND CONTENT
I can choose appropriate supporting details for the main idea.
Writers use supporting details to support their thesis statements, topic
sentences, and main idea. Without supporting details, a paper cannot
stand. As a writer, you must have adequate supporting details to support
your stances.
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Examples of topic sentences:
Thesis Statement:
School is a necessary obligation for all
people.
Supporting Details:
It makes people much more intelligent.
It improves the quality of life of people.
It helps us as a nation to make better
decisions.
INTERACTIVE I
CANS ORGANIZATION
I can develop an effective introduction that captures the reader’s attention.
The introduction is the beginning or opening paragraph of an essay. It
should grab the reader’s attention, introduce your topic and present your
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thesis.
Good writers take time to develop effective introductions.
Approached to writing good beginnings:
Start with an interesting fact:
In the period between world wars, the Harlem
Renaissance thrust African American culture into
the mainstream.
http://owl.english.purdue.edu/workshops/hypertext/reportW/intr
oduction.html
Introductions
Ask an interesting question:
Did you know that the civil rights movement
really began with the Harlem Renaissance in the
1920s?
Start with a quotation:
“As one who loves literature, art, music, and
history, I’ve been deeply rooted in the Harlem
Renaissance for many years.” So states Debbie
Allen, a well-known actress of film and television
fame.
INTERACTIVE I CANS
ORGANIZATION
I can write a body paragraph with appropriate supporting details.
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The body of an essay is where you do most of the work. In this part you
develop the main points that support your thesis statement.
Points to keep in mind as you develop
your body:
Cover your main points: develop each
main point in a paragraph or series of
paragraphs.
Give background information: provide
some history of your topic to help you
put it in context.
Define terms: Clarify any terms people
might not know.
Raise questions: anticipate what
questions readers might have.
Answer Objections: address different
viewpoints about your topic.
http://owl.english.purdue.edu/workshops/hypertext/Resea
rchW/paragrf.html
Body Paragraphs
INTERACTIVE I
CANS ORGANIZATION
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I can write a concluding paragraph.
The conclusion of your writing should summarize your thesis and leave the
reader with something to think about. Good writers do not leave the reader
hanging without some sense of closure.
Points to help write conclusions:
First Sentence: Reflect on the topic:
Start by reflecting on the material presented
previously.
Second Sentence: Add another point:
Include a final point of interest you did not
mention before.
Third Sentence: Emphasize the most important
point.
Stress the importance of one or more key
points that support your thesis.
Fourth Sentence: Wrap Up you topic or draw a
conclusion:
Add one final thought about the topic, or
draw a conclusion from the points you have
presented in the writing.
INTERACTIVE I CANS
ORGANIZATION
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I can choose an appropriate type of organization for a specific topic or genre
using different text structures.
Writers use different text structures to get their points across. Depending on
the message they want to relay, they will choose the text structure that best
fits their purpose.
Words that are associated with each text
structure:
Descriptive: Tells about something. (about is, a,
has a, does)
Sequence: Series or steps (first, second, third,
next, finally)
Problem/Solution: problem attempted solutions
result. (problem is, solution is, have solved this
problem by)
Compare and contrast: Similarities and
differences. (different from, same as, alike,
similar to, resemble)
Cause and Effect: Reasons why something happens or
exists. (so that, because of, as a result of,
since, so, in order to)
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INTERACTIVE I CANS
ORGANIZATION
I can create a formal paper that includes the introduction, body, and
conclusion.
A good paper takes these three aspects and forms them into a coherent whole.
If one or more of these parts are missing then the essay or writing is
incomplete.
http://owl.english.purdue.edu/workshops/hypertext/ResearchW/outline.html
Outlines
http://www.readwritethink.org/materials/essaymap/
Interactive Organization Map
http://members.tripod.com/~lklivingston/essay/
Guide to creating a Basic Essay
http://www.brainpop.com/english/writing/fiveparagraphessay/
Short video on creating a 5-paragraph essay
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INTERACTIVE I CANS
WORD CHOICE
I can appropriately use an active voice.
Active voice indicates that the subject of the verb is, has been, or will be
doing something. Active writing makes your writing more direct and lively.
Active Voice example:
Present tense:
I see
You see
He/she/it sees
We see
You see
They see
http://owl.english.purdue.edu/handouts/grammar/g_actpass.html
Active/Passive Voice
Passive Voice examples
I am seen
You are seen
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He/she/it is seen
I was seen
You were seen
INTERACTIVE I CANS
WORD CHOICE
I can create a mental picture for the reader by using words that are specific
and accurate (i.e. lively verbs, colorful expressive modifiers, specific
nouns).
Writers use a variety of words that help them make their writing come to life.
They are careful not to make their writing bland and use a variety of resources
to liven up their writing.
Tips to make your writing more lively:
http://owl.english.purdue.edu/owl/printable/572/
Conciseness
Use a lot of adjectives.
Vary your verb usage.
Avoid repetition of words
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INTERACTIVE I CANS
CONVENTIONS
I can use correct punctuation and capitalization.
http://owl.english.purdue.edu/handouts/grammar/g_sentp.html
Sentence Punctuation
http://owl.english.purdue.edu/handouts/grammar/g_apost.html
Apostrophes
http://owl.english.purdue.edu/handouts/grammar/g_comma.html
Commas
http://owl.english.purdue.edu/handouts/grammar/g_overvw.html
Brief Overview
http://owl.english.purdue.edu/handouts/grammar/g_quote.html
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Quotation Marks
http://owl.english.purdue.edu/owl/resource/592/01/
Capitalization
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