g n i n n i g e B riting W
1
Joanne Suter
Three Watson Irvine, CA 92618-2767 E-Mail:
[email protected] Website: www.sdlback.com
Development and Production: Laurel Associates, Inc. Copyright © 2001 by Saddleback Publishing, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher, with the exception below. Pages labeled with the statement Saddleback Publishing, Inc. © 2001 are intended for reproduction. Saddleback Publishing, Inc. grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to a single teacher, and does not apply to entire schools or school systems. ISBN 1-56254-147-1 Printed in the United States of America 05 04 03 02 01 9 8 7 6 5 4 3 2 1
CONTENTS GET READY
GET SET
UNDERSTANDING PARTS OF SPEECH
DEVELOPING SENTENCES
1
Nouns
28
Avoiding and Correcting Fragments I
2
Collective Nouns
29
Avoiding and Correcting Fragments II
3
Verbs
30
Run-Ons I
4
Verb Phrases
31
Run-Ons II
5
Irregular Verb Forms
32
Parallel Elements
6
Pronouns
33
Inverted Sentences
7
Indefinite Pronouns
34
Active and Passive Verbs
8
Subject-Verb Agreement
35
9
Conjunctions
LAUGH OUT LOUD! Malapropisms (Ludicrous Misuse of Words)
36
Review
10
Adjectives
11
Choosing Appropriate Adjectives
12
Adverbs
13
Adverbs That Tell How, When, and Where
14
Choosing Appropriate Adverbs
15
Prepositions
16
Interjections
17
LAUGH OUT LOUD! Misused Homonyms
18
Review
DEVELOPING PARAGRAPHS 37
Stating the Main Idea
38
Using Relevant Details
39
Using Facts and Examples
40
Comparing and Contrasting
41
Cause and Effect
42
Putting Detail Sentences in Order
43
Using Transitions
44
Review
UNDERSTANDING THE SENTENCE PREWRITING/IDEAS AND CONTENT 19
A Complete Thought
20
Four Kinds of Sentences
21
Compound Subjects
22
Compound Predicates
23
Using Phrases
24
Using Clauses
25
Using Direct and Indirect Objects
26
LAUGH OUT LOUD! Misplaced Modifiers, Dangling Phrases
27
Review
45
Determining Purpose
46
Narrowing Your Topic
47
Writing to Persuade
48
Writing to Inform
49
Writing to Describe
50
Writing to Instruct (How To)
51
Personal Interests
52
Personal Experiences
53
Brainstorming
i
54
Tone (Formal or Informal?)
76
Capitalization I
55
Deciding on Point of View
77
Capitalization II
56
Deciding on Verb Tense
78
Commas I
57
LAUGH OUT LOUD! Misplaced and Dangling Modifiers
79
Commas II
80
Punctuating Quotations I
58
Review
81
Punctuating Quotations II
82
Unnecessary Repetition
83
Double Negatives
WRITE PRACTICAL WRITING 59
The Friendly Letter
84
Proofreader’s Marks
60
Thank-You Letters
85
LAUGH OUT LOUD! Misspelled Words
61
Sending Messages
86
Review
62
The Business Letter
63
Addressing an Envelope
64
LAUGH OUT LOUD! Misused Words
65
Review CREATIVE WRITING
66
Expanding Sentences
67
Using Your Senses
68
Haiku
69
Writing About Pictures
70
Writing About People
71
LAUGH OUT LOUD! What’s in a Name?
72
Review CHECKING YOUR WRITING
ii
IMPROVING YOUR WRITING 87
Sentence Variety I: Varying Sentence Beginnings
88
Sentence Variety II: Combining Sentences
89
Sentence Variety III: Avoiding “And” Sentences
90
Concise Writing
91
Avoiding Mixed Comparisons
92
Recognizing Facts and Opinions
93
Qualifying Opinions
94
Making and Qualifying Generalizations
95
Word Choices
96
New Beginnings
97
Effective Endings
73
Spelling Demons
98
Writing Titles
74
Double Trouble
99
LAUGH OUT LOUD! Headline Horrors
75
Letters Often Left Out
100
Review
ANSWER KEY
UNDERSTANDING PARTS OF SPEECH
1 NOUNS A. 1. Emily, PN; spy, CN 2. teenager, CN; mission, CN 3. Emily, PN; shoes, CN; carpet, CN 4. spy, CN; door, CN; bedroom, CN 5. Margo, PN; homework, CN; Emily, PN; mother, CN 6. sneakiness, CN; Margo, PN; sister, CN B. Answers will vary. Possible answers: 2. Mrs. Martin carefully explained the rules. 3. Passengers were upset when Southern Airlines canceled flights. 4. Hawkins Sporting Goods offered a refund to every unhappy customer.
2 COLLECTIVE NOUNS A. 2. a 3. b 4. e 5. d B. 1. Senate, has 2. family, needs 3. team, is 4. army, had 5. Carter, Committee, have
3 VERBS A. Verbs will vary. 1. A, love 2. A, drank 3. S, is 4. S, is 5. A, prefer B. In my grandma’s living room was a portrait of Elvis Presley on black velvet. Everyone in the family voiced an opinion about the picture. Uncle Leo called it hideous. Aunt Sally groaned when she looked at it. When I looked at the picture, I felt happy. I believed it was the most beautiful thing in Grandma’s house.
4 VERB PHRASES 1. would carry 2. were used 3. have been used 4. will release 5. will find 6. must reach 7. must have been flying
5 IRREGULAR VERB FORMS A.
ACROSS:
2. swam 5. ran 6. grew 7. tore DOWN: 1. caught 2. sank 3. froze 4. sent B. 2. flew 3. drove 4. wrote
6 PRONOUNS A. 1. Karen, Marvin, president 2. teenagers, yellow, Rudy 3. car, family, Charlene B. 1. it 2. They 3. its 4. one
7 INDEFINITE PRONOUNS A. 2. S, Each, has been given 3. S, Everybody, is 4. P, Some, don’t want 5. P, few, feel 6. P, Most, think 7. S, nobody, will be B. Answers will vary.
8 SUBJECT-VERB AGREEMENT A. Possible answers: 1. plays 2. run 3. rides 4. think B. 1. Percy plays in the basketball tournament tomorrow. 2. When do the teams celebrate their victories? 3. Some people like to play sports, and others prefer to watch. 4. To build strength, Marlene uses weights in her training.
9 CONJUNCTIONS A. 1. and 2. but 3. but 4. or B. 1. and 2. but 3. so
10 ADJECTIVES A. 1. ferocious 2. big 3. two 4. endangered 5. that B. Circled words in A: 1. look 2. cats 3. cubs 4. species 5. cub C. Answers will vary.
11 CHOOSING APPROPRIATE ADJECTIVES A. 1. huge 2. Rocky 3. fascinating 4. strong 5. massive 6. powerful 7. golden 8. magnificent 9. colorful B. 1. carefully 2. massive 3. famous (cross out the e) 4. masterful
12 ADVERBS A. 1. swiftly 2. today 3. nearly B. 1. how 2. to what degree 3. where 4. when Circle: 1. furiously 2. completely 3. everywhere 4. Yesterday Underline: 1. rowed 2. drenched 3. rafted 4. took C. Answers will vary. Possible answers: 1. Today 2. everywhere 3. quickly 4. very
13 ADVERBS THAT TELL HOW, WHEN, AND WHERE A. HOW? slowly, gladly, sweetly, hard, silently, expertly WHEN? tomorrow, yesterday, now, soon, never, sometime WHERE? here, near, outside, everywhere, far, nowhere B. 1. Yesterday 2. never 3. expertly 4. nowhere 5. gladly 6. tomorrow (or: now, soon, sometime)
14 CHOOSING APPROPRIATE ADVERBS A. 1. sideways 2. carefully 3. elderly 4. wisely 5. lengthwise 6. lightly B. 1. jointly 2. magically 3. deeply 4. heavily 5. graciously
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15 PREPOSITIONS A. 1. up 2. against 3. out 4. near 5. under B. 1. on the beach; position 2. down to the storm cellar; direction 3. during the hurricane; time 4. After the storm; time 5. in the Midwest;position 6. from high winds; cause
16 INTERJECTIONS A. 1. ! 2. , 3. ! 4. , B. 1. Gee 2. Ouch 3. Wait 4. My goodness C. 1. My goodness, 2. Hey! 3. Whew! 4. Well,
17 LAUGH OUT LOUD! Misused Homonyms 2. bear=bare, adjective 3. weight=wait, noun 4. scent=cent, noun 5. steak=stake, noun 6. reel=real, adjective 7. cereal=serial, adjective 8. blew=blue, adjective
18 REVIEW A. 1. F 2. T 3. F 4. F 5. T 6. T 7. F B. Possible answsers: 2. opened, verb 3. ridiculous, adjective 4. luckily, adverb C. Possible answsers: 1. under, preposition 2. Hurrah, interjection 3. Well, interjection UNDERSTANDING THE SENTENCE
19 A COMPLETE THOUGHT A. 1. won 2. team 3. fans 4. was B. Answers will vary. C. Answers will vary.
20 FOUR KINDS OF SENTENCES A. 1. d 2. c 3. b 4. a B. (.) (.) (!) (?) (.) (.)
21 COMPOUND SUBJECTS A. 1. Refrigerators and washing machines (use) 2. Jack and Janet (work) 3. biking or carpooling (preserves) 4. wind and the sun (create) 5. coal nor other fossil fuels (are) 6. Dad or the kids (pick) B. 2. Lia, Paul, and Mark conserve water. 3. Jerry and I collect newspapers.
22 COMPOUND PREDICATES A. 1. wrote and mailed 2. will dance and sing 3. drive or walk 4. eat and visit 5. swam and played B. 1. assembled and baked 2. laughed and cheered 3. ate and drank 4. barked and begged 5. rent and watch 6. buy or pop
23 USING PHRASES 1. up the mountain 2. around midnight 3. should always wear 4. a tall, mysterious stranger 5. one good reason 6. in his soup 7. with an open mouth 8. in the salesman’s face 9. for boredom 10. will be playing
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24 USING CLAUSES A. 1. rings 2. come 3. works 4. path B. Answers will vary. Possible answers: 2. that has the best driver 3. During the storm 4. unless you have a permit 5. When the water is dirty
25 USING DIRECT AND INDIRECT OBJECTS A. Answers will vary. B. Answers will vary. Possible answers: 2. The three judges gave Lisa first prize. 3. George paid the cab driver six dollars. 4. The defendant told the jury the truth.
26 LAUGH OUT LOUD! Misplaced Modifiers, Dangling Phrases A. 2. Leonard found his tennis trophy, after years of it being lost. 3. With binoculars, I could see a hawk flying above the treetops. 4. I gobbled the pizza covered with melted cheese and spicy tomato sauce. B. Answers will vary. Possible answers: 2. Before I watch television, I have to finish my homework. 3. When she mixed whites and colors, her laundry turned a deep shade of pink. 4. As I drove across the prairie, I saw two eagles.
27 REVIEW A. 1. d 2. e 3. b 4. g 5. f 6. a 7. c B. 1. period 2. question mark 3. capital letter 4. exclamation point C. 1. compound subject 2. phrase 3. clause 4. compound predicate DEVELOPING SENTENCES
28 AVOIDING AND CORRECTING FRAGMENTS I A. 1. C 2. F 3. F 4. C 5. F 6. C 7. C 8. F B. 1. subject 2. verb 3. subject 4. subject 5. subject
29 AVOIDING AND CORRECTING FRAGMENTS II A. 1. Jane hurried faster, thinking she might miss the bus. 2. She stumbled on the curb and dropped her books. 3. When Jane got on the bus, she saw her friend. 4. I can read or sleep when I travel by bus. 5. As the bus approached her stop, Jane pulled the buzzer. B. Answers will vary. Possible answers: 1. Carrying his heavy bags, Joe boarded the tour bus. 2. He was looking for an empty seat by the window. 3. The woman sitting behind him was snoring loudly. 4. He stared at the strange group of passengers getting off. 5. He wondered why he liked riding buses so much.
30 RUN-ONS I A. 2. The huge model was built of wood, wire, cloth, and metal. It was covered with 40 bearskins. 3. Audiences screamed as King Kong descended upon New York. They believed he was real! B. 2. Models contain sensors, and the technicians activate them by remote control. 3. The operators can make the model monster look sad, or they can make it look fierce.
31 RUN-ONS II A. Reports of the ape-like beast come from around the world they seem to come mainly from Pacific Northwest forests. According to observers, Bigfoot is 8 feet tall he appears to weigh about 500 pounds. Many people claim to have spotted the creature itself others report seeing his giant footprints. Did people really see a bear were their eyes fooled by tree stumps or shadows? B. 1. Reports of the ape-like beast come from around the world. They seem to come mainly from Pacific Northwest forests. 2. According to observers, Bigfoot is 8 feet tall. He appears to weigh about 500 pounds. 3. Many people claim to have spotted the creature itself, and others report seeing his giant footprints. 4. Did people really see a bear, or were their eyes fooled by tree stumps or shadows?
32 PARALLEL ELEMENTS A. 2. he barked all night 3. be making a mess 4. be offering art classes B. 1. The cat scratched the burglar, and the dog bit him. 2. Great music and good decorations made the party a hit.
33 INVERTED SENTENCES A. 1. are 2. is 3. are B. 1. you 2. reasons 3. bag 4. group C. 1. come 2. are 3. do
34 ACTIVE AND PASSIVE VERBS 1. Baseball fans will never forget April 8, 1974. 2. That night Hank Aaron made baseball history. 3. Until then, Babe Ruth had held the major league home run record. 4. The catcher gave the sign for a fast ball. 5. Mighty Aaron smacked the ball hard!
6. The ball cleared the fence! 7. Fans had just witnessed a major moment in baseball history! CHALLENGE: Mexico has suffered many strong earthquakes. In 1985, violent earth movements rocked Mexico City. The quake killed nearly ten thousand people. After the earthquake, fires took even more homes and lives. All Mexicans are aware of the well-known fact that another big one could hit at any time.
35 LAUGH OUT LOUD! Malapropisms (Ludicrous Misuse of Words) Primate=Private; respected=suspected; abuse=accuse; eminence=evidence; pandemonium=condominium; shovel=hovel; bumbling=crumbling; idle=ideal; congeal=conceal; hibernation=hesitation; revolter=revolver; sandal=satchel; defective=detective; pigment=figment
36 REVIEW A. 1. non-parallel structure 2. run-on 3. fragment 4. passive voice B. 2. fragment; Moving ice fields are known as glaciers. 3. non-parallel structure; Glaciers picked up rocks, carried them hundreds of miles, and carved out valleys and lakes. 4. run-on; As the climate of Earth warmed, the glaciers melted. DEVELOPING PARAGRAPHS
37 STATING THE MAIN IDEA A. The ancient Maya had some unusual ideas about beauty. B. 1. a 2. b
38 USING RELEVANT DETAILS A. Circle mechanic and scientist. B. 1. d 2. b 3. c 4. c C. Underline: Cinco de Mayo, which means the Fifth of May, celebrates a Mexican victory over the French. Draw a line through: Less than 20 years earlier, Mexico had been at war with the United States.
39 USING FACTS AND EXAMPLES A. 1. The great white shark is one of the world’s most powerful and efficient hunters; facts/figures 2. Most often the great white shark will not threaten humans; examples B. 1. EX 2. FF 3. FF
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40 COMPARING AND CONTRASTING A. Possible Answers: 1. SKY DIVING: drop head first, jump solo, thrill from solitude BOTH: take nerve and skill, jump from planes, rely on parachutes SKY SURFING: use more equipment, need leg strength, drop feet first, jump in teams, thrill from sharing experience B. 1. S 2. D 3. S 4. D 5. S 6. S 7. D 8. D C. Both, Similarly, however, however
41 CAUSE AND EFFECT A.
T H E N H A A F T E R E S B E C A R A I E R N F E D C C O N S E Q U E N R U E E L T T S
T H U S E S
T L Y
O
B. EFFECT: volcano erupts CAUSE: rock inside Earth heats up; heat builds pressure; heat melts rock; pressure pushes rock upward
42 PUTTING DETAIL SENTENCES IN ORDER 2. They dressed up like Native Americans; should be 3rd sentence 3. The falling water goes into lakes, rivers, and underground; should be last sentence 4. Panting and sweating, they reached the summit; should be last sentence
43 USING TRANSITIONS A. E R O F I N A Y L L Y O Y L T E S I
M R E H R E V N O W E T A N L S U S N E U Q W R E H
T R U F T E W O H H E E N R E U T R O F H O R E E S N O C T O T E Y
B. 2. In the same manner; compare 3. Then; time 4. for example; explain
44 REVIEW A. 1. Although the planet Venus is right next to Earth in our solar system, it is a different kind of place. 2. On the planet Mercury, it is very hot during the day and very cold at night. 3. Student may circle however or A second big difference 4. c B. Answers will vary. Possible answer: An earthquake can be a major disaster.
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PREWRITING/IDEAS AND CONTENT
45 DETERMINING PURPOSE A. 1. describe 2. inform 3. entertain B. Answers will vary. Possible answers: 1. a. Follow these simple steps to build a bird house. b. To protect nature’s creatures, consider buying a bird house. 2. a. Conditions must be right for a tornado to form. b. I’ll never forget the power and noise of the tornado. 3. a. My dog Scout is a real comedian. b. Many healthy, loving animals need a home.
46 NARROWING YOUR TOPIC A. 1. making a pizza 2. a visit from Grandpa 3. my favorite website 4. building a snow fort 5. the worst school rule 6. an unforgettable character 7. advantages of being the oldest child 8. how Spooky the cat got her name B. Answers will vary.
47 WRITING TO PERSUADE A. Students should check 1, 2, and 5. B. Answers will vary.
48 WRITING TO INFORM A. 1. fads of the 1920s 2. King Tut 3. chicken pox 4. meteorites 5. Vitamin C B. Answers will vary.
49 WRITING TO DESCRIBE A. Answers will vary. Possible answers: 2. making spaghetti 3. the junk closet 4. life in the tide pool 5. the spring shower 6. saving the old elm B. Sight: slender, sparkling, handsome Hearing: beeping, silent, earsplitting Taste: sour, delicious Smell: fragrant Touch: slimy, frigid, sweltering C. Answers will vary.
50 WRITING TO INSTRUCT (HOW TO) A. 1. making salsa 2. tomatoes, onion, green chiles, cilantro, lemon, salt 3. chopping vegetables 4. serve salsa and tortilla chips 5. Answers will vary. B. First; Before; After; Then; Finally
51 PERSONAL INTERESTS Answers will vary.
52 PERSONAL EXPERIENCES Answers will vary.
53 BRAINSTORMING Answers will vary.
54 TONE (FORMAL OR INFORMAL?) A. 1. F 2. I 3. I 4. F 5. I 6. F B. 1. I 2. F 3. F 4. I CHALLENGE: 1. informal 2. formal Rewrites will vary.
55 DECIDING ON POINT OF VIEW 1. 1st 2. 3rd 3. 1st 4. 1st
56 DECIDING ON VERB TENSE A. 1. The golfer makes her shot and then follows the ball with her eyes. 2. The champ entered the ring, went to his corner, and nodded to the crowd. 3. Chico whistled for his dog Ranger, and Ranger bounded to his side. 4. Everywhere Chico goes, Ranger follows him. B. Answers will vary.
57 LAUGH OUT LOUD! Misplaced and Dangling Modifiers Answers will vary. Possible answers: 1. Winfield goes back to the wall. He hits his head on the wall and the ball rolls off his glove and back down to second base. 2. The cause of the accident was a guy with a big mouth who was driving a small car. 3. For sale: large dining room set made of solid oak; perfect for big family. 4. Holiday bazaar—hundreds of hard-to-find gifts. 5. We will sell goldfish in a glass bowl to anyone. 6. Drive slower when road is wet. 7. Huge sale on pants!
58 REVIEW A. Answers will vary. B. Answers will vary. C. 1. dies=died 2. has=had PRACTICAL WRITING
59 THE FRIENDLY LETTER Answers will vary.
60 THANK-YOU LETTERS Answers will vary.
61 SENDING MESSAGES A. Answers will vary. Possible answer: August 15 8:00 A.M. Ms. Kostas: Your sister Pam called. She is canceling your lunch date on Tuesday, Aug. 17, because she has a dental appointment. You can call her at (512) 777-3313. Wendy Warren
B. Answers will vary. Possible answer: From: Brian Jones To: Denise C. Hayden Date: Thurs, Jul 5, 2001 Subject: Cancellation of Interview Ms. Hayden, I need to cancel our interview scheduled for Monday, July 9, at 9:30 AM. I will contact you to see if we can reschedule. I’m sorry for the inconvenience. Brian Jones
62 THE BUSINESS LETTER ACROSS: DOWN:
4. body 5. greeting 6. address 1. heading 2. closing 3. signature
63 ADDRESSING AN ENVELOPE A. Return address will vary. Address: Mr. William Cole Bridgeport Baking Company 4631 Lester Lane Sand Point, ID 83219 B. 2. Ms. Rachel Roberts Northwest Paper Box Company 340 S.W. 10th Avenue New York, NY 10023
64 LAUGH OUT LOUD! Misused Words A. 1. incinerating, insinuating 2. roughage, roughness 3. tycoon, typhoon 4. corporation, cooperation 5. abdominal, abominable B. Answers will vary.
65 REVIEW A. 1. the address of both the writer and the receiver 2. the receiver’s address 3. above the greeting 4. heading B. 1. F 2. B 3. B/ F 4. F 5. B/ F 6. B/ F 7. B/ F 8. B CHALLENGE: 1050 Hillman Street Chicago, IL 77210 August 5, 2001_ Dear Ben, Thank you for asking me to Alaska ... with its bare paws. (Ha, ha! Get it?) Your life in Frozentoe, Alaska, is . . . mine in Chicago. You’ll have to . . . . Your pal,
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CREATIVE WRITING
CHALLENGE:
66 EXPANDING SENTENCES Answers will vary.
67 USING YOUR SENSES A. 1. babbling, meow, whisper 2. aroma, stinking, fragrant 3. painful, prickle, burn 4. sour, tangy, flavorful 5. sparkle, pale, scarlet B. Answers will vary.
68 HAIKU A. The / dew / drops / fal/ ling By / ones / and / twos, / rap/ id/ ly,— It / is / a / good / world. B. 1. nature 2. three 3. five 4. seven 5. first 6. does not C. 1. b 2. a
69 WRITING ABOUT PICTURES Answers will vary.
70 WRITING ABOUT PEOPLE A. 1. swaggered 2. tossed 3. piercing 4. smile 5. cat 6. whispered B. Answers will vary.
71 LAUGH OUT LOUD! What’s in a Name? A. 1. d 2. e 3. h 4. k 5. l 6. b 7. i 8. c 9. f 10. a 11. j 12. g B. Answers will vary.
72 REVIEW A.
ACROSS: 1. character 4. vivid 5. touch 7. senses 9. image DOWN: 2. haiku 3. taste 6. hearing 7. smell 8. sight B. Answers will vary.
CHECKING YOUR WRITING
73 SPELLING DEMONS A. 1. e 2. d 3. a 4. b 5. c 6. f 7. h 8. g B. combination, relative, invitation, competition, preparation, declaration, perspiration, author
74 DOUBLE TROUBLE A. 1. hoping 2. scraping 3. hopped 4. moped 5. robbed B. 1. biggest 2. thinnest 3. begged 4. tagged 5. bigger 6. madder 7. betting 8. hitting C. 2. holy, holly 3. desert, dessert 4. hot, hoot 5. raged, ragged 6. ad, add 7. hoping, hopping
75 LETTERS OFTEN LEFT OUT A. 1. bakery, chocolate 2. federal, veterans 3. sophomores, history 4. average, salary, government 5. several, environment B. 1. ordnary, Febuary, evry, intresting, celbrate, substatute
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I N T E R E S T I N G C U O E B R L F S D E E T I B I N R R T A U A U R A T Y R E E E V E R Y
76 CAPITALIZATION I 1. September 2. Angela, Halloween 3. Captain Hook, Angela, Peter Pan 4. Monday 5. Julio’s Sweets Shoppe, Beach Boulevard 6. Dr. Richard’s 7. Thursday, November, Thanksgiving
77 CAPITALIZATION II A. 1. scientist, Professor 2. laboratory, Mount, Park 3. park, Doctor B. 1. New York City 2. Hudson River 3. none 4. Uncle Ted, Kansas City 5. none
78 COMMAS I A. 1. A one-horned rhinoceros, a ten-foot lizard, and a miniature buffalo all live in the jungles of Indonesia. 2. The orangutan, an ape with reddish-orange hair, also makes its home in Indonesia. 3. Professor Durand, can you explain why the orangutan is called “man of the jungle”? 4. Orangutans are, if you can picture this, about the size of humans. B. Answers will vary.
79 COMMAS II A. 1. Because they are big, football players usually eat a lot. 2. At our school, assemblies are held in the gym. 3. The committee was made up of the following four students: Carol Sue, Carlos, Molly, and Ruth. 4. For those who love chocolate, chocolate cake is the perfect dessert. 5. The five stars of the play were Peggy, Anthony, Mary, Jo, and Sam. 6. Rather than red, orange is my favorite color. 7. Instead of Michael, Jordan received the award. 8. While Brenda was climbing down, the ladder slipped. 9. Recognizing the man as his uncle, Joseph shouted a welcome. B. That that is, is. That that is not, is not. Is that not it? It is!
80 PUNCTUATING QUOTATIONS I A. Students should check 1, 3, and 4. B. 1. b 2. a 3. a 4. b
81 PUNCTUATING QUOTATIONS II Bosco studied the weird machine. He read the strange sign. “Enter here to travel through time,” the words said. “All tickets ten dollars.” “Would you like to buy a ticket?” asked a little round man in a blue suit. “You can go forward, backward, or any-which-way!” Bosco was fascinated. “How can I pass up this opportunity?” he whispered. He pulled out a ten-dollar bill. “All aboard,” shouted the little man. “Quickly now. Quickly now!” Bosco climbed three metal stairs and passed through a swinging gate. He heard a lock click behind him. Suddenly he felt nervous. “I’ve changed my mind,” he called out. “Too late!” said the little man. “Have a good journey.” The strange contraption shook and groaned as it hurled Bosco into the future.
82 UNNECESSARY REPETITION A. 2. on his face 3. quickly 4. shape 5. victorious 6. round B. 2. Doctors help their patients by treating illnesses. 3. When I once had trouble walking, I hurried to a doctor. 4. Tests showed that I needed a knee operation.
83 DOUBLE NEGATIVES A. 1. ever 2. any 3. anybody 4. any 5. no 6. ever B. Students should check 1, 3, and 4.
84 PROOFREADER’S MARKS
e
A. 2. You can lead a hors to water but you cant make it drink.
e
3. Evry cloud has a Silver lining
4. Dont bitethe hand that feeds yuo. 5. Theres more than one way too skin a Cat. B. 1. Half a loaf is better than none. 2. You can lead a horse to water, but you can’t make it drink. 3. Every cloud has a silver lining. 4. Don’t bite the hand that feeds you. 5. There’s more than one way to skin a cat.
85 LAUGH OUT LOUD! Misspelled Words A. 1. laff=laugh 2. recieved=received 3. Acurrate=Accurate 4. proff=proof 5. grammer=grammar 6. carrot=karat 7. dames=dams 8. boys=buoys B. 1. b 2. b 3. a 4. a 5. b
86 REVIEW A. 2. Odin wanted to be wise as well as strong. 3. “I will drink from the Well of Wisdom,” Odin said. 4. “The water is not free,” said the guardian of the well. 5. The price of a drink was very high. 6. “You must give me one of your eyes, Odin,” said the guardian. 7. Odin gained wisdom, the ability to see the future, and the respect of all the gods. B. 1. Shaniko is a ghost town in the high desert of Oregon. 2. It’s called a ghost town because most of the people are gone, and the buildings are abandoned. 3. In the early 1900s Shaniko was a boom town, a bustling railroad hub. 4. A sign on the road into present-day Shaniko reads, “Population 30.” 5. Some visitors say they hear ghostly laughter in the schoolyard. IMPROVING YOUR WRITING
87 SENTENCE VARIETY I: Varying Sentence Beginnings 2. preposition 3. verb 4. preposition 5. adverb 6. preposition
88 SENTENCE VARIETY II: Combining Sentences A. 2. Seven Great Danes live in the Lavine house, and two will soon have puppies. 3. The family may keep all the puppies, or neighbors may buy some. B. 2. A stage crew of talented artists is designing sets. 3. Tickets for the play, which opens March 5, are going fast.
89 SENTENCE VARIETY I: Avoiding “And” Sentences A. 1. b 2. a B. Answers will vary.
90 CONCISE WRITING A. 1. b 2. d 3. a 4. c B. This launched his career; The cartoon did well; The rodent was very humorous; She thought it was not the right choice.
91 AVOIDING MIXED COMPARISONS A. Students should check 2, 3, and 4. B. Answers will vary. Possible answers: 2. His mind galloped from thought to thought like a nervous horse. 3. The warmth of the sun wrapped itself around our campsite like a blanket. 4. The teacher growled at the tardy students like a bear.
92 RECOGNIZING FACTS AND OPINIONS A. 1. F 2. O 3. T 4. F 5. T B. 1. O 2. O 3. F 4. F 5. O
ix
93 QUALIFYING OPINIONS A. Students should check 1, 3, and 6. Underline: 2. Mike thinks; 4. In my opinion; 5. I think B. Students should circle 1, 3, and 4. 1. Most students can benefit from a physical education class. 3. I think Mr. and Mrs. Wilson have overly strict rules for their children. 4. It seems that no amount of arguing will convince the Wilsons to change their minds!
94 MAKING AND QUALIFYING GENERALIZATIONS A. Answers will vary. Possible anwers: 1. Most 2. Many 3. supposedly 4. usually B. Answers will vary. Possible anwers: 2. Annmarie will likely make a good doctor some day. 3. At the tournament, our debate team should be hard to beat! 4. Our house may need a new roof in three to five years. 5. The growing population will likely lead to overcrowding.
95 WORD CHOICES A. 1. pranced 2. growled 3. mature 4. moderate, quaint 5. screamed B. Answers will vary.
x
96 NEW BEGINNINGS A. 1. a 2. b 3. a 4. b B. Answers will vary.
97 EFFECTIVE ENDINGS A. 1. a 2. c B. thus, in conclusion, in summary
98 WRITING TITLES A. 1. c 2. a 3. d 4. b B. 1. Tales from the Titanic 2. The Lady or the Tiger? 3. Chief Joseph: Man of Honor
99 LAUGH OUT LOUD! Headline Horrors 2. 3. 4. 5. 6. 7. 8. 9. 10.
Students upset by teacher strike Man-eating sharks spotted offshore Woodview Heights man murdered Burglar robs Richard’s Pants Shop More meat-eaters deciding to eat vegetables New law cuts curfew violations in half U.S. steel giant puts end to strike Two small planes collide; one person dies Free clinic offers medical care for the poor
100 REVIEW A. 1. vary in length 2. different parts of speech 3. a generalization 4. qualify 5. summarize ideas 6. gets to the point without wasting words B. Answers will vary. Possible answers: 1. Scientists think humans could live on Mars, but there is no food or water there. 2. Mars, one of our closest neighbors in space, has been called Earth’s “red twin.”
NAME
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UNDERSTANDING PARTS OF SPEECH: NOUNS
A noun is a word that names a person, place, thing, or idea. A common noun names any person, place, thing, or idea. A proper noun names a specific person, place, thing, or idea. EXAMPLES:
COMMON NOUNS: student, forest, pencil, confusion PROPER NOUNS: Howard, Everglades, Statue of Liberty
A. First underline all the nouns in the following sentences. Then write CN above each common noun and PN above each proper noun. 1. Emily was training herself to become a spy. 2. The teenager anxiously prepared to complete her first mission. 3. Emily took off her shoes and tiptoed across the carpet. 4. The young spy quietly opened the door and peeked into the bedroom. 5. “Margo isn’t doing her homework!” Emily yelled to her mother. 6. “I hate sneakiness!” Margo shouted at her sister.
B. Rewrite each sentence. Replace the boldface common noun with a specific proper noun. The first sentence has been done for you. 1. The seashore is my favorite vacation spot. ____________________________________________________________________ Waikiki Beach is my favorite vacation spot. 2. The teacher carefully explained the rules. ____________________________________________________________________ 3. Passengers were upset when the airline canceled flights. ____________________________________________________________________ 4. The store offered a refund to every unhappy customer. ____________________________________________________________________ CHALLENGE: Select one of the proper nouns from Part B. On the back of
this sheet, write three sentences telling about that person, place, or thing. For example, you might write three sentences about Waikiki Beach. Circle each noun you use. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING PARTS OF SPEECH: COLLECTIVE NOUNS
A collective noun names a group of persons or things. The word jury is a collective noun. So is the word committee.
A. Write a letter to match each collective noun in the first column with its description in the second column. The first one has been done for you. 1. _____ c crowd
a. a group of many
2. _____ flock
b. a lot of bees flying together
3. _____ swarm
c. a great number of persons gathered together
4. _____ class
d. women who feel a common bond
5. _____ sisterhood
e. students who meet with a teacher
Depending on how the collective noun is used in the sentence, it may take a singular or plural verb. Here are the rules: • If you are thinking of the collective noun as a single unit, use a singular verb. EXAMPLE: The committee is meeting once a month. • If you are thinking of the group members as separate individuals, use a plural verb. EXAMPLE: The jury are entering the courtroom one by one.
B. Read each sentence about the 1980s. Then underline the collective noun that is the subject of the sentence. Finally, circle the verb form that agrees with the subject. 1. The year is 1981, and the Senate ( has / have ) voted to make Sandra Day O’Connor the first woman on the Supreme Court. 2. Today, as in the ’80s, a family often ( needs / need ) more than one wage-earner. 3. It is 1980, and the team from the United States ( is / are ) not attending the summer Olympic Games. 4. The Soviet army ( had / have ) invaded Afghanistan in December of 1979. 5. President Jimmy Carter and the U.S. Olympic Committee ( has / have ) called for a boycott of the Moscow games. CHALLENGE: On the back of this sheet, write a brief news report about a
concert, a big game, or some other group event. Circle each collective noun you use. Be sure to use the correct verb form. 2
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UNDERSTANDING PARTS OF SPEECH: VERBS
Verbs are words that express an action or a state of being. Action verbs (run, talked, went) tell what people do. Other verbs (is, am, are) express a state of being.
A. Add a verb to complete each sentence. Then, on the line before the sentence, tell what the verb expresses. Write A for action or S for state of being. 1. _____ Many people ____________________ the taste of chocolate. 2. _____ Montezuma, a ruler of the ancient Aztecs, _________________ 50 cups of hot chocolate a day. 3. _____ Hot chocolate ____________________ still a favorite drink. 4. _____ Chocolate, however, ____________________ quite high in calories. 5. _____ Do you ____________________ chocolate or vanilla? Most verbs change form to show the time something is happening. The form of a verb shows whether something is happening now, has happened in the past, or will happen in the future. EXAMPLES:
The car needs a tune-up. (present) The car needed a tune-up last month. (past) The car will need a tune-up in three months. (future)
B. The action in the following paragraph takes place in the present. First underline each verb. Then rewrite the paragraph on the back of this sheet. Replace each present-tense verb with a past-tense verb. The first one has been done for you.
was
was
In my grandma’s living room is a portrait of Elvis Presley on black velvet. Everyone in the family voices an opinion about the picture. Uncle Leo calls it hideous. Aunt Sally groans when she looks at it. When I look at the picture, I feel happy. I believe it is the most beautiful thing in Grandma’s house. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING PARTS OF SPEECH: VERB PHRASES
One or more helping verbs are often used along with the main verb in a sentence. Together, the helping verb or verbs and main verb make up a verb phrase. A helping verb can show time or add meaning to the main verb. EXAMPLES:
The mechanic will check the tires before we leave. The mechanic should check the fluid levels too. The mechanic has been working for an hour.
Sometimes the words in verb phrases are separated by other words. EXAMPLES:
You should not pay your bill until the work is completed. I had never seen such a big repair bill!
Find the complete verb phrase in each sentence. Write it on the line. Hint: The number in parentheses tells how many words are in the verb phrase. 1. During World War II, a homing pigeon named Beachcomber would carry messages across enemy lines.
(2) ____________________
2. In all, 32 homing pigeons were used in the war. (2) ____________________ 3. Homing pigeons have been used for service and for sport.
(3) ____________________
4. Their owners will often release them far from home.
(2) ____________________
5. The birds will cleverly find their way across many miles.
(2) ____________________
6. A racing pigeon must reach its home loft as quickly as possible.
(2) ____________________
7. That weary bird over there must have been flying all day!
(4) ____________________
CHALLENGE: On the back of this sheet, write three sentences about a race or
contest. Use a verb phrase in each sentence. Circle the main verb and underline the helping verb in each verb phrase. 4
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UNDERSTANDING PARTS OF SPEECH: IRREGULAR VERB FORMS
Add -ed or -d to form the past tense of a regular verb. To form the past tense of an irregular verb, you will usually change the spelling. EXAMPLES:
REGULAR VERB:
IRREGULAR VERB:
PRESENT
PAST
PRESENT
look
looked
sing
PAST
sang
A. Read the irregular past-tense verb forms in the box. Then complete the puzzle by matching each one to a present-tense form listed as a clue. ran tore
swam sent
caught sank
grew froze
1 2
ACROSS
DOWN
2. swim
1. catch 2. sink
6. grow
3. freeze
3
S 4
5
5. run
C
R
6
S
G
7
7. tear
F
4. send
T
B. Fill in each blank with the past-tense form of the verb in parentheses. The verb you write should rhyme with the words in italics. The first one has been done for you.
rang 1. With a bong and a clang, the steeple bell (ring) ____________________. 2. The baby eagle grew and grew; then from its nest it bravely (fly) __________________. 3. Into the shady, peaceful cove, my little boat I slowly (drive) _________________. 4. The list of promises each candidate (write ) _________________, should help us decide just how to vote. CHALLENGE: On the back of this sheet, write five sentences using the
past-tense form of the following verbs: steal, catch, dive, do, buy. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING PARTS OF SPEECH: PRONOUNS
Imagine you are writing a story about a fellow named Mike. How do you avoid repeating the word Mike in your story? You use pronouns! A pronoun is a word that takes the place of a noun. Notice the boldface pronouns in the following example: Mike plays baseball for the Riverside Rockets. He is their star pitcher. When he winds up, batters stop breathing! They wait nervously for his fast ball. They know the umpire is likely to call, “Strike three. You are out!”
A. Circle the three words in each group that are not pronouns. 1. it 2. they 3. car
Karen
him
teenagers our
us
her yellow family
Marvin my we
president I
Rudy
Charlene
A pronoun must always agree with the noun it replaces. INCORRECT: People should not volunteer for a job unless he really wants to do it. CORRECT: People should not volunteer for a job unless they really want to do it.
B. Complete each sentence with one of these pronouns: one, they, it, its. Notice that each pronoun replaces a boldface noun or nouns. 1. The octopus is a fascinating creature, but some people think ________________________ is scary. 2. The octopus has eight twisting tentacles. ________________________ help the creature move along the ocean floor. 3. The octopus uses ________________________ tentacles when hunting. 4. When an octopus’s tentacle is cut off, a brand new ________________________ grows! CHALLENGE: On the back of this sheet, write a short paragraph about an
animal with a frightening appearance. Use pronouns to avoid repetition— and make sure each pronoun agrees with the noun it replaces! 6
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UNDERSTANDING PARTS OF SPEECH: INDEFINITE PRONOUNS
Indefinite pronouns can cause writers problems. These pronouns include words like all, each, either, few, and none. As with other pronouns, writers must make sure that every indefinite pronoun agrees with its verb. INDEFINITE PRONOUNS SINGULAR
either neither
anyone everybody
MAY BE SINGULAR OR PLURAL
no one none
each
any all
more most
some
A. Read each sentence. Then circle the indefinite pronoun and underline its verb. Finally, write S if the pronoun is singular or P if it is plural. The first one has been done for you. 1. _____ P All of the party guests have been given a list of items for the scavenger hunt. 2. _____ Each of the party guests has been given a list of items for the scavenger hunt. 3. _____ Everybody in the group is expected to participate. 4. _____ Some of the guests don’t want to join the hunt. 5. _____ A few feel silly going door to door asking for unusual objects. 6. _____ Most think it sounds like great fun! 7. _____ I’ll bet that nobody will be able to find a wooden clothespin.
B. Complete the two sentences below. Make sure to use a verb that agrees with the boldface indefinite pronoun. 1. All of the job applicants ____________________________________________. 2. Both Hector and Neil ______________________________________________. CHALLENGE: Indefinite pronouns are often the subject of a sentence. In fact,
one indefinite pronoun and one verb can make a complete sentence! EXAMPLES:
Everyone screamed. Nobody answers.
On the back of this sheet, write three two-word sentences containing an indefinite pronoun and a verb. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING PARTS OF SPEECH: SUBJECT-VERB AGREEMENT
A verb must agree with its subject. A single subject requires a single verb, and a plural subject takes a plural verb. EXAMPLES:
SINGULAR The girl is playing tennis. He has been to the court. Jolie likes the show. The team goes to meets.
PLURAL The girls are playing tennis. They have been to the court. Jolie and Todd like the show. The teams go to meets.
A. Use a verb from the box or a verb of your own to correctly complete each sentence. think rides
enjoys believe
became consume
are pace
eat is
drink does
take plays
time run
1. Gloria Jackson ____________________ ball each Saturday morning. 2. Marilyn and Sandra ____________________ two miles after school. 3. The team ____________________ the bus to the baseball game. 4. Many athletes ___________________ that concentration is hard to master.
B. First, circle the agreement error in each sentence. Then rewrite each sentence correctly on the line. 1. Percy play in the basketball tournament tomorrow. ____________________________________________________________________ 2. When does the teams celebrate their victories? ____________________________________________________________________ 3. Some people likes to play sports, and others prefer to watch. ____________________________________________________________________ 4. To build strength, Marlene use weights in her training. ____________________________________________________________________ CHALLENGE: On the back of this sheet, write four sentences about a sport that
you enjoy watching or playing. Underline the subject and circle the verb in each sentence. 8
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UNDERSTANDING PARTS OF SPEECH: CONJUNCTIONS
Conjunctions are linking words. They are used to connect words or groups of words in a sentence. Writers use conjunctions to relate ideas and make their writing smoother. EXAMPLES:
wild and free this or that
beautiful but dangerous scared yet daring
not for me
A. Complete each sentence with a conjunction from the box. You will not use all the conjunctions given. and
but
for
or
so
yet
as
1. Both droughts ____________ wildfires can destroy the habitat of wild horses and burros. 2. Fifteen-year-old Jake wants to adopt a wild horse, ____________ an adopter must be 18 years old. 3. Maria wants to adopt a wild burro, ____________ there isn’t enough space where she lives. 4. Would you like to adopt a wild horse ____________ a burro?
B. Add an appropriate conjunction to the following sentences. 1. Thomas likes to jump on his horse ____________ ride. 2. Jen said, “I want to train a wild horse,” ____________ her dad said, “You don’t know how.” 3. The roundup for burros and horses is next week, ____________ we’d better get ready. CHALLENGE: On the back of this sheet, write antonym pairs (words with
opposite meanings) that could connect with the conjunction or. Here’s a start: up or down; salt or pepper. Now write four more. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING PARTS OF SPEECH: ADJECTIVES
Adjectives describe nouns or pronouns. Writers use adjectives to add detail and interest to their work. Adjectives answer these questions: What kind? (wild cats)
Which ones? (those cats)
How many? (six cats)
A. Use the adjectives in the box to complete the sentences. big
two
ferocious
that
endangered
1. The tiger’s fangs and claws gave him a ____________________ look. 2. Tigers, lions, and leopards are called ____________________ cats. 3. Female lions usually bear _________________ cubs in a litter. 4. Did you know that tigers are an ____________________ species? 5. The vet is looking at ____________________ lion cub.
B. Now go back to the sentences in Part A. Circle the noun or pronoun that each adjective describes.
C. Write an adjective of your own to describe each noun below. 1. ______________________ lady
5. ______________________ teacher
2. ______________________ event
6. ______________________ wolf
3. ______________________ pizza
7. ______________________ bicycle
4. ______________________ book
8. ______________________ tree
CHALLENGE: On the back of this sheet, write three sentences about big
cats such as lions, tigers, and leopards. Be sure to use an adjective in each sentence. Circle the adjective.
10
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UNDERSTANDING PARTS OF SPEECH: CHOOSING APPROPRIATE ADJECTIVES
Writers use adjectives to make their writing more interesting. Selecting appropriate adjectives creates a stronger, clearer picture for the reader.
A. Circle the stronger adjective in each sentence. 1. A ( large / huge ) dinosaur discovered in South Dakota was named “Sue.” 2. ( Rocky / Hard ) material surrounded the fossilized bones. 3. Fossil hunters were excited about their ( interesting / fascinating ) find. 4. Sue was a carnivorous dinosaur with very ( adequate / strong ) teeth. 5. Sue’s ( big / massive ) bones weighed more than 3,000 pounds. 6. Sue’s ( strong / powerful ) arms were about the length of human arms. 7. Many students have the ( fine / golden ) opportunity to see Sue. 8. Sue is now a ( good / magnificent ) exhibit in a big museum. 9. You can also see ( some / colorful ) pictures of Sue on the Internet.
B. Add -y, -ly, -ful, -ous, or -ive on the line to complete the boldface adjectives. You will need to drop a final e in one word before adding the suffix. 1. Archeologists work careful_____ so they don’t destroy a specimen. 2. Today, Sue’s mass_____ skeleton stands in the Field Museum. 3. The fame_____ dinosaur from South Dakota is nearly 45 feet long. 4. The master_____ reconstruction of the dinosaur took several years to complete. CHALLENGE: On the back of this sheet, write two sentences about
dinosaurs. Use at least one strong adjective in each sentence.
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UNDERSTANDING PARTS OF SPEECH: ADVERBS
Adverbs describe verbs, adjectives, or other adverbs. Writers use adverbs to give more information about an action. Sometimes a group of words serves as an adverb. Adverbs answer these questions: EXAMPLES:
How? quickly
When? today
Where? everywhere
To what degree? totally
A. Read the following sentence. Then use an adverb to answer each question. Today the raft nearly capsized as it swiftly approached the rapids. 1. How did the raft move?
_________________________________
2. When did the rafting take place?
_________________________________
3. To what degree did the raft capsize? _________________________________
B. Circle the adverb in each sentence. Then underline the verb each adverb describes. Next, tell whether the adverb answers the question how, when, where, or to what degree. 1. When the storm broke, the guide rowed furiously.
___________________
2. The rain completely drenched her.
___________________
3. We rafted everywhere we could maneuver our craft. ___________________ 4. Yesterday Felix took his first whitewater trip.
___________________
C. Add an adverb to complete each of the following sentences. Notice the how, when, or where clue given in parentheses. 1. (when) ____________________ Felix and Anna ate a picnic lunch before they went rafting. 2. There were ants (where) ____________________, crawling on the picnic food. 3. Felix and Anna ate (how) ____________________ so they could start their rafting trip. 4. They were (to what degree) ____________________ eager to begin their river adventure. CHALLENGE: On the back of this sheet write three sentences about a
recreational activity you enjoy. Use at least one adverb in each sentence. Remember that adverbs tell how, when, where, or to what degree. 12
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UNDERSTANDING PARTS OF SPEECH: ADVERBS THAT TELL HOW, WHEN, AND WHERE
Adverbs can tell how, when, or where an action takes place.
A. List the adverbs in the box under the categories how, when, and where. slowly now far
gladly near soon
here hard never
tomorrow silently sometime
sweetly outside expertly
yesterday everywhere nowhere
HOW?
WHEN?
WHERE?
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
B. Use adverbs from the box above to complete each sentence. 1. ____________________ Tory went to the skateboard park. 2. She had ____________________ seen the park so crowded. 3. Several skateboarders ____________________ performed tricks. 4. There was ____________________, however, for beginners to practice. 5. Sam said that he would ____________________ help Tory some other time. 6. “Could you help me ____________________?” asked Tory. CHALLENGE: On the back of this sheet, write three sentences about a sport
that requires speed. In the first sentence, use a how adverb. In the second sentence, use a when adverb. In the third sentence, use a where adverb. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING PARTS OF SPEECH: CHOOSING APPROPRIATE ADVERBS
Most adverbs end with the suffix -ly. Some adverbs, however, end with the suffix -wise or -ways. EXAMPLES:
beautiful / beautifully
length / lengthwise
A. Add the suffix -ly, -wise, or -ways to the word in parentheses. Write the new word on the line. 1. Marian started her painting by turning the paper (side) ____________________. 2. The artist chose her colors very (careful) ____________________. 3. Grandma Moses began painting when she was (elder) ____________________. 4. To do their best work, artists must choose their materials (wise) ____________________. 5. Pablo turned his canvass (length) ____________________ to capture the tree’s full height. 6. Sketching is done (light) ____________________ with a pencil or charcoal.
B. Each sentence below needs an adverb that tells how. Complete each sentence with an adverb from the box. jointly
deeply
magically
heavily
graciously
1. Jeffrey and Megan worked _______________ on the production of the film. 2. Almost ________________, the potter turned the clay into a beautiful vase. 3. Joseph cut _________________ into the block of hardwood. 4. George pressed the crayons _________________ onto the paper. 5. Gerald _________________ accepted the invitation to the art fair. CHALLENGE: On the back of this sheet, write three sentences about an art
project you have seen or would like to do. Use an adverb in each sentence. 14
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UNDERSTANDING PARTS OF SPEECH: PREPOSITIONS
A preposition shows the relationship of a noun or pronoun to another word in the sentence. Prepositions can show direction, position, time, or cause. EXAMPLES:
above the house (direction) during the storm (time)
in the street (position) sick with fear (cause)
A. Write the preposition from the box that best completes each sentence. against
1. Arnie looked ________________ at the stormy sky.
under
2. The rain beat ________________ the windows.
up
3. When the lights went _______________, the room was dark.
out
4. A lightning bolt hit ________________ the house.
near
5. Arnie snuggled ________________ the blankets.
A prepositional phrase always begins with a preposition. It ends with a noun or pronoun called the objective of the preposition. ➝
The storm came before we went to school. ➝
EXAMPLE:
PREPOSITION
OBJECT OF PREPOSITION
B. Underline the prepositional phrase in each sentence below. Then decide whether the prepositional phrase indicates direction, position, time, or cause. Write your choice on the line. 1. The hurricane demolished almost every house on the beach.
________________
2. Marla and Oscar went down to the storm cellar.
________________
3. Evacuation centers were set up during the hurricane.
________________
4. After the storm, neighbors helped each other rebuild.
________________
5. One region in the Midwest is called the Tornado Belt.
________________
6. The damage from high winds can be devastating.
________________
CHALLENGE: On the back of this sheet, write a four-sentence paragraph
about a big storm. Include at least one preposition in each sentence. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING PARTS OF SPEECH: INTERJECTIONS
Interjections are words used to express emotion. A strong interjection is followed by an exclamation point. A mild interjection is followed by a comma. EXAMPLES:
Wow! What a great concert. Oh, we’ll go another time.
A. Put either a comma or an exclamation point on the line after each interjection. 1. Super___ We got the tickets before they sold out. 2. Oh___ you mean we have to sit in the balcony? 3. Hooray___ Everyone in the group can go. 4. Well___ at least the concert wasn’t canceled.
B. Complete each sentence with an appropriate interjection. 1. ____________________, I sure wish I could go to the concert. 2. ____________________! That loud music hurts my ears. 3. ____________________! I’m not ready to go yet. 4. ____________________, that show was way too long.
C. Rewrite the following sentences, using the correct punctuation after each interjection. 1. My goodness I didn’t expect to have so much fun. ____________________________________________________________________ 2. Hey You’re sitting in my seat. ____________________________________________________________________ 3. Whew We barely made it to the show on time. ____________________________________________________________________ 4. Well maybe we should have left earlier. ____________________________________________________________________ CHALLENGE: On the back of this sheet, write two sentences about a musical
event. In one sentence use a strong interjection. In the other use a mild interjection. Remember to punctuate correctly. 16
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LAUGH OUT LOUD! MISUSED HOMONYMS
Homonyms are words that sound the same but have different spellings and meanings. For example, the word feet and feat are homonyms. As you know, feet are body parts and a feat is an accomplishment or deed. It’s important to use the correct homonym when you write. A homonym error might make your readers laugh out loud!
Circle the homonym error in each sentence. Then write the correct homonym on a line after the sentence. Finally, on the second line, write that homonym’s part of speech. The first one has been done for you. 1. The audience gasped as the acrobat performed his amazing feet. 2. The sign read, “No bear feet allowed in the hotel lobby.”
_________________________ feat
noun _________________________
_________________________ _________________________
3. Because of the high volume of calls, you
_________________________
may experience an increased weight.
_________________________
4. This expensive perfume is worth every scent.
_________________________ _________________________
5. Legend says the best way to kill a vampire
_________________________
is by driving a steak through its heart.
_________________________
6. Local sportsmen think the new fishing
_________________________
regulations are a reel bother. 7. Newspapers reported that a cereal killer was on the loose. 8. Hawaii is a land of sky-blew waters.
_________________________ _________________________ _________________________ _________________________ _________________________
CHALLENGE: Imagine what the sentences above would mean if the homonym
was left uncorrected! On the back of this sheet, draw a cartoon that pictures one of the homonym blunders. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING PARTS OF SPEECH: REVIEW
A. Write T or F to show whether each statement is true or false.
1. _____ An adjective is a word that names a person, place, or thing. 2. _____ A pronoun can replace a noun in a sentence. 3. _____ All verbs express some kind of physical action. 4. _____ An adjective can describe a noun or a verb. 5. _____ A word that adds meaning to a verb is called an adverb. 6. _____ A preposition shows the relationship of a noun or pronoun to another word in the sentence. 7. _____ An interjection tells where, when, how, or to what extent.
B. Write a word to complete each sentence below. Then write noun, pronoun, verb, adjective, or adverb to tell the word’s part of speech. The first one has been done for you. PART OF SPEECH
1. The slender __________________ swayed in the wind. __________________ tree noun 2. The alien from the red planet ____________________ his seven eyes.
__________________
3. Everyone stared at Leo’s ____________________ hat.
__________________
4. The car skidded, but ____________________ stayed on the icy road.
__________________
C. Write a word to complete each sentence below. Then write preposition, conjunction, or interjection to tell the word’s part of speech. PART OF SPEECH
1. Suki found her softball mitt ____________________ the table.
__________________
2. “____________________! I’ve found it,” Suki exclaimed. __________________ 3. “____________________, I’m glad to hear that,” said Suki’s mom. 18
__________________
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UNDERSTANDING THE SENTENCE: A COMPLETE THOUGHT
Writers usually express ideas in word groups called sentences. A sentence is a complete thought and makes sense on its own. It begins with a capital letter and ends with an end mark (period, question mark, or exclamation point). Every sentence contains a noun or pronoun that tells who or what did something. This noun or pronoun is the main part of the subject of the sentence. Every sentence also has a verb that tells what the subject did. That verb is the main part of the sentence predicate. NOUN (SUBJECT)
➝
The genius solved the problem. ➝
EXAMPLE:
VERB (PREDICATE)
A. Each sentence below is missing either a noun or a verb. Select a word from the box to complete each sentence. crowded
was
won
dropped
team
ball
fans
1. The U.S. women’s soccer team ____________________ the 1999 World Cup. 2. The ____________________ played China in the exciting final match. 3. The ____________________ cheered wildly when Brandy Chastain made the winning kick. 4. It ____________________ a great moment in the history of sports!
B. Complete each sentence by adding a predicate. 1. A lost child ________________________________________________________. 2. The sputtering engine ______________________________________________.
C. Complete each sentence by adding a subject. 1. _____________________________________________ raced on the new track. 2. ____________________________________________ was too tired to continue. CHALLENGE: On the back of this sheet, write four complete sentences.
Make sure you begin each sentence with a capital letter and end it with a period, question mark, or exclamation point. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING THE SENTENCE: FOUR KINDS OF SENTENCES
The four different kinds of sentences are used for different purposes. The purpose determines the kind of end punctuation needed. EXAMPLES:
Statements give information and end with a period. Niagara Falls is the second largest waterfall in the world. Questions ask for information and end with a question mark. Has a daredevil ever gone over the falls in a barrel? Commands give orders and end with a period. Move ahead slowly and watch your step. Exclamations express strong feeling and end with an exclamation point. That’s dangerous!
A. Draw a line to match each sentence with the correct sentence type. 1. Do daredevils survive going over the falls?
a. exclamation
2. Don’t take that unnecessary risk.
b. statement
3. A teacher went over the falls in 1901.
c. command
4. Oh, that looks scary!
d. question
B. Punctuate the passage below. Put the appropriate mark in the parentheses at the end of each sentence. Niagara Falls straddles the border between the United States and Canada (___) This natural wonder draws 12 million tourists each year (___) If you go to the falls, you will hear visitors exclaim, “Oh, how beautiful (___)” Would you guess that Niagara Falls attracts daredevils as well as tourists (___) Since the mid-1800s some risk-takers have attempted to go over the falls in barrels (___) Others have tried to walk across the falls on tightropes (___) CHALLENGE: On the back of this sheet, write four sentences about taking
risks. Include one statement, one question, one command, and one exclamation. Be sure to use the appropriate punctuation. 20
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UNDERSTANDING THE SENTENCE: COMPOUND SUBJECTS
A compound subject contains more than one noun or pronoun. The parts of a compound subject are usually joined by the word and. In these sentences the compound subject takes a plural verb. EXAMPLE:
Both large appliances and small appliances use energy.
Sometimes the parts of a compound subject are joined by the word or or nor. In these sentences, the verb must agree with the last noun or pronoun in the subject. EXAMPLE:
Either gas or electricity is readily available. Neither the pamphlet nor the books tell us how to build a solar collector.
A. First underline the compound subject in each sentence. Then circle the correct verb form. 1. Refrigerators and washing machines ( uses / use ) lots of energy. 2. Jack and Janet ( works / work ) to conserve energy in their home. 3. Either biking or carpooling ( preserves / preserve ) the air quality. 4. Both the wind and the sun ( creates / create ) energy. 5. Neither coal nor other fossil fuels ( is / are ) limitless forms of energy. 6. Usually, Dad or the kids ( picks / pick ) up the trash.
B. Use a compound subject to make one sentence from each group of sentences. The first one has been done for you. 1. James recycles soda cans. Mary recycles soda cans. ____________________________________________________________________ James and Mary recycle soda cans. 2. Lia conserves water. Paul conserves water. Mark conserves water. ____________________________________________________________________ 3. I collect newspapers. Jerry collects newspapers. ____________________________________________________________________ CHALLENGE: On the back of this sheet, write three sentences about
preserving the environment. Use a compound subject in each sentence. Underline the compound subject. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING THE SENTENCE: COMPOUND PREDICATES
The predicate is the part of a sentence that tells something about the subject. The predicate always includes the verb. A compound predicate contains two or more verbs. EXAMPLE:
We ate and danced at the party.
A. Circle the compound predicate in each sentence. 1. Maurice wrote and mailed the party invitations on Tuesday. 2. Josie and Bill will dance and sing to entertain us. 3. Should we drive or walk to the party? 4. Let’s eat and visit before the entertainment begins. 5. After dinner some guests swam and played games.
B. Complete each sentence below with a compound predicate. Use the suggestions in the box or ideas of your own. buy or pop ate and drank
laughed and cheered assembled and baked
barked and begged rent and watch
1. Jesse _____________________________________________ the pepperoni and olive pizza. 2. Everyone _____________________________________________ when he twirled the pizza dough. 3. Maryanne _____________________________________________ so much that she felt too full. 4. Tumbler, the dog, _____________________________________________ for bites of pizza. 5. “Now, let’s _____________________________________________ a movie,” suggested Harry. 6. “We could _____________________________________________ some popcorn,” said Rory. CHALLENGE: On the back of this sheet, write four sentences about giving a
party. Use a compound predicate in each sentence. 22
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UNDERSTANDING THE SENTENCE: USING PHRASES
A phrase is a group of words that adds meaning to a sentence. Phrases are not sentences because they do not express a complete thought. There are different types of phrases: PREPOSITIONAL PHRASE: NOUN PHRASE: VERB PHRASE:
He boarded the airplane without a look back. The winding road led home. The turtle is winning the race.
Add meaning to each sentence by adding a phrase from the box. up the mountain one good reason around midnight
with an open mouth should always wear in the salesman’s face
in his soup for boredom a tall, mysterious stranger will be playing
1. The steam engine chugged __________________________________________. 2. The robbery occurred __________________________________________. 3. Motorcycle riders __________________________________________ protective helmets. 4. __________________________________________ entered the room. 5. Give me __________________________________________ to eat beets. 6. Rudy often puts ketchup __________________________________________. 7. It is rude to chew __________________________________________. 8. The angry homeowner slammed the door ________________________ ___________________. 9. Hard work is a sure cure __________________________________________. 10. Rocky Von Rockford __________________________________________ the leading role. CHALLENGE: On the back of this sheet, write three sentences about an
activity you enjoy. Use a prepositional phrase in the first sentence. Use a verb phrase in the second and an adjective phrase in the third. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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UNDERSTANDING THE SENTENCE: USING CLAUSES
A clause is a group of related words that contains a subject and a verb. The following chart shows you the difference between a phrase and a clause. PHRASE
CLAUSE
NOUN
➝
after the team won the game ➝
to the after-game party (no verb) had been celebrating (no noun)
VERB
Although a clause has a subject and a verb, it is different from a sentence. It doesn’t express a complete thought or make sense on its own.
A. Each boldface clause is missing either a subject or a verb. Add the missing part. 1. Before the last bell ________________, make sure you turn in your test. 2. Take your dirty shoes off before you ________________ into the house! 3. The person who __________________ the fastest will get the job. 4. He lost his way because the __________________ was too dark.
B. Make up a clause of your own to complete each sentence. Be sure your clause has both a subject and a verb. Begin each clause with a word from the box. You may use a word more than once. The first one has been done for you. before
after
when
because
who
during
that
until
unless
1. The students ___________________________________ got the best lockers. who were first in line 2. The car ___________________________________ will win the race. 3. ___________________________________, a tree fell on our house. 4. Don’t park in that spot ___________________________________. 5. ___________________________________, you should stay out of the lake. CHALLENGE: Think about ways to protect the
environment. On the back of this sheet, write three sentences about your ideas. Use either a phrase or a clause in each sentence. Underline and label the word group. 24
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UNDERSTANDING THE SENTENCE: USING DIRECT AND INDIRECT OBJECTS
Many sentences follow this basic pattern: subject ➝ verb ➝ direct object
VERB
➝
SUBJECT
➝
➝
Ernest parked the car. DIRECT OBJECT
A direct object is a noun or pronoun that directly receives the action of the verb. It usually comes after the verb.
A. Add a direct object to complete each sentence below. 1. Roberta dropped her ________________________ on the floor. 2. Roy hugged his mother and thanked __________________ for the gift. 3. Mrs. Jones hung the ______________________ on the clothesline. An indirect object tells for whom or to whom the action is done. You will sometimes find an indirect object between the verb and the direct object. INDIRECT OBJECT
➝
VERB
➝
SUBJECT
➝
Mr. Chan gave me instructions. (to whom) ➝
EXAMPLES:
DIRECT OBJECT
INDIRECT OBJECT
➝
VERB
➝
SUBJECT
➝
➝
Mrs. Ling knitted her twins matching sweaters. (for whom) DIRECT OBJECT
B. Read each item below. Rewrite the information as one sentence that has an indirect object and a direct object. The first one has been done for you. 1. Vincent cooked. He made tasty beef stew. He made it for his dinner guests. ____________________________________________________________________ Vincent cooked his dinner guests a tasty meal of beef stew. 2. There were three judges. They gave prizes. Lisa won first prize. ____________________________________________________________________ 3. George paid for the cab ride. The driver got six dollars. ____________________________________________________________________ 4. The defendant spoke to the jury. He told the truth. ____________________________________________________________________ CHALLENGE: On the back of this sheet, write one sentence that has a
compound direct object. Then write a second sentence that has a compound indirect object. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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LAUGH OUT LOUD! MISPLACED MODIFIERS, DANGL ING PHRASES
A. Descriptive words and phrases are great—
but what happens if they appear in the wrong place? The misplaced modifiers in the following sentences might make readers laugh out loud! When you rewrite each sentence, make sure the boldface phrase appears near the word it describes. The first one has been done for you. 1. Mrs. Endo died in the home in which she was born at age 86. ____________________________________________________________________ At age 86, Mrs. Endo died in the home in which she was born. 2. After years of being lost, Leonard found his tennis trophy. ____________________________________________________________________ 3. I could see a hawk flying above the treetops with binoculars. ____________________________________________________________________ 4. Covered with melted cheese and spicy tomato sauce, I gobbled the pizza. ____________________________________________________________________ Descriptive phrases should refer to nearby nouns. Dangling phrases that have no noun to refer to can sound pretty silly. EXAMPLES:
INCORRECT: After looking through the garbage, my test paper turned up. CORRECT: After looking through the garbage, I found my test paper.
B. Rewrite each sentence. Make sure you give the boldface phrase a noun to refer to. The first one has been done for you. 1. Hoping for a home run, the bat was swung with great force. ____________________________________________________________________ The player, hoping for a home run, swung the bat with great force. 2. Before watching television, my homework has to be finished. ____________________________________________________________________ 3. Mixing whites and colors, her laundry turned a deep shade of pink. ____________________________________________________________________ 4. Two eagles were seen on a driving trip across the prairie. ____________________________________________________________________ 26
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UNDERSTANDING THE SENTENCE: REVIEW
Now it’s time to show what you know about sentences!
A. Write a letter to match each item on the left with its name or meaning on the right. 1. _____ sentence
a. command
2. _____ subject
b. what the subject is doing
3. _____ predicate
c. exclamation
4. _____ sentence that gives information
d. a complete thought
5. _____ sentence that asks for information
e. who or what is doing something
6. _____ sentence that tells someone to do something
f. question
7. _____ sentence that expresses strong feeling
g. statement
B. Unscramble letters in the boldface words to correctly complete the sentences. 1. End mark for a statement: reipod
___________________________
2. End mark for a question: etsuqoni amkr
___________________________
3. Begins every sentence: palitac ttleer
___________________________
4. End mark for exclamation: matacnxeoil tiopn _______________________
C. Identify the boldface words in each sentence as a clause, phrase, compound subject, or compound predicate. 1. The men and women entered the skiing competition.
_______________________________
2. Julia was the best skier in that event. _______________________________ 3. The slopes were icy earlier this morning. ___________________________ 4. Marcus stopped and looked before taking the jump.
_______________________________
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DEVELOPING SENTENCES: AVOIDING AND CORRECTING FRAGMENTS I
A fragment is a group of words that has been incorrectly punctuated as a complete sentence. But a fragment is only part of a sentence. EXAMPLES:
Hatch in the spring. (no subject) The colorful hummingbird. (no verb) When the bird swoops and soars. (incomplete thought)
A. Write C for complete or F for fragment beside each item below. 1. _____ Each day hummingbirds drink twice their weight in nectar. 2. _____ Fly to tropical climates for the winter. 3. _____ Attracted to the colorful flowers in our yard. 4. _____ Did you know that hummingbirds can be mean? 5. _____ Weigh about as much as a nickel. 6. _____ The tiny birds regularly explore new habitats. 7. _____ Some species migrate 500 miles from their summer home. 8. _____ Lay eggs the size of a pea.
B. What does each fragment need to become a complete sentence? Circle subject or verb. 1. (
SUBJECT
2. (
SUBJECT
3. (
SUBJECT
4. (
SUBJECT
5. (
SUBJECT
/ / / / /
VERB
) Attack each other like little dive bombers.
VERB
) Chicks in their nests on the tree branches.
VERB
) Feeds the chicks with her four-inch bill.
VERB
) Need to keep feeders out year around.
VERB
) Can best be seen hovering at dusk.
CHALLENGE: On the back of this sheet, rewrite two fragments from Part B
as complete sentences. Underline the subject and verb. 28
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DEVELOPING SENTENCES: AVOIDING AND CORRECTING FRAGMENTS II
Fragments are not complete thoughts. Most fragments are missing either a subject or a verb.
A. Each item below contains a fragment. Rearrange the words (or change the punctuation) to make a complete sentence. You may need to add or remove some words. 1. Thinking she might miss the bus. Jane hurried faster. ____________________________________________________________________ 2. She stumbled on the curb. Also dropped her books. ____________________________________________________________________ 3. Got on the bus. Jane saw her friend. ____________________________________________________________________ 4. When I travel by bus. Can read or sleep. ____________________________________________________________________ 5. Jane pulled the buzzer. As the bus approached her stop. ____________________________________________________________________
B. Rewrite each fragment below to make a complete sentence. 1. Boarded the tour bus carrying his heavy bags. ____________________________________________________________________ 2. Looking for an empty seat by the window. ____________________________________________________________________ 3. The woman sitting behind him snoring loudly. ____________________________________________________________________ 4. At the strange group of passengers getting off. ____________________________________________________________________ 5. Wondered why he liked riding buses so much. ____________________________________________________________________ CHALLENGE: On the back of this sheet, write a complete sentence that asks
a question about public transportation. Then write a complete sentence that answers the question. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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DEVELOPING SENTENCES: RUN-ONS I
A run-on is two separate sentences incorrectly written as if they are one. Beware of this sentence error in your own writing! EXAMPLES:
RUN-ON: The first moving pictures were in black and white and had no sound, today’s films have come a long way. CORRECT: The first moving pictures were in black and white and had no sound. Today’s films have come a long way.
A. Correct the following run-ons by writing separate sentences. The first one has been done for you. 1. Willis O’Brien made a life-sized bust of King Kong it was a fearsome sight. ____________________________________________________________________ Willis O’Brien made a life-sized bust of King Kong. ____________________________________________________________________ It was a fearsome sight. 2. The huge model was built of wood, wire, cloth, and metal it was covered with 40 bearskins. ____________________________________________________________________ ____________________________________________________________________ 3. Audiences screamed as King Kong descended upon New York they believed he was real! ____________________________________________________________________ ____________________________________________________________________
B. A second way to correct a run-on is to use a comma and a conjunction. Correct these run-ons by adding a comma and one of these conjunctions: and, or, for, but. The first one has been done for you. 1. King Kong was mechanical modern monsters move by complex electronics. ____________________________________________________________________ King Kong was mechanical, but modern monsters ____________________________________________________________________ move by complex electronics. 2. Models contain sensors the technicians activate them by remote control. ____________________________________________________________________ ____________________________________________________________________ 3. The operators can make the model monster look sad they can make it look fierce. ____________________________________________________________________ ____________________________________________________________________ 30
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DEVELOPING SENTENCES: RUN-ONS II
A. Read the following paragraphs. Underline any run-ons you
find. Hint: In all, you should underline four word groups. Bigfoot: Legend or Fact? For over 150 years there have been sightings of a mysterious creature known as Bigfoot. Reports of the ape-like beast come from around the world they seem to come mainly from Pacific Northwest forests. According to observers, Bigfoot is 8 feet tall he appears to weigh about 500 pounds. “He looked like a large human being in a gorilla suit,” one hiker explained. Many people claim to have spotted the creature itself others report seeing his giant footprints. Researchers think Bigfoot travels at night. His diet, they believe, consists of plants, small deer, mice, and fish. There has been, however, no solid proof that Bigfoot exists. Did people really see a bear were their eyes fooled by tree stumps or shadows? Was the sighting a prank? Is Bigfoot a real being or just a legend?
B. Correct each run-on you underlined in Part A. Rewrite the word group as two complete sentences. Do this by adding a capital letter and an end mark or by adding a comma and a conjunction. 1. ____________________________________________________________________ ____________________________________________________________________ 2. ____________________________________________________________________ ____________________________________________________________________ 3. ____________________________________________________________________ ____________________________________________________________________ 4. ____________________________________________________________________ ____________________________________________________________________ CHALLENGE: On the back of this sheet, write a paragraph describing a strange
creature. It can be a creature you’ve read about, seen in a movie, or merely imagined. Check your writing and correct any run-on sentences. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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DEVELOPING SENTENCES: PARALLEL ELEMENTS
If your shoes don’t match, people might think you’d made a mistake. Just as shoes should match, elements, or parts, of a sentence should match. They should be parallel in form. EXAMPLES:
NONPARALLEL FORM (mismatched sentence parts): At work I like helping customers, designing stock displays, and to solve problems. PARALLEL FORM (parts match in form): At work I like helping customers, designing stock displays, and solving problems.
OR: At my job I like to help customers, design stock displays, and solve problems.
A. Each of the following sentences ends with a group of similar ideas. One idea in each group is expressed in a form that does not match the others. Underline the idea whose form doesn’t match. The first one has been done for you. 1. Karen thinks her friend Angie is (honest), (loyal), and (a humorous person). 2. The new puppy began its life in our house by (chewing the table legs), (he barked all night), and (jumping on the furniture). 3. While the cat is away the mice will (play), (eat), and (be making a mess). 4. The students agree that their school should (be offering art classes), (build a new gym), and (improve lunches).
B. Correct the following sentences by writing the similar parts in parallel forms. 1. The cat scratched the burglar, and he was bitten by the dog. ____________________________________________________________________ ____________________________________________________________________ 2. Great music and how good the decorations looked made the party a hit. ____________________________________________________________________ ____________________________________________________________________ CHALLENGE: Answer the following questions on the back of this sheet.
Express the elements of your sentences in parallel form. 1. What are three of the best (or worst) ways to spend a Saturday? 2. What are four qualities you look for in a friend? 32
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DEVELOPING SENTENCES: INVERTED SENTENCES
In an inverted sentence, the verb comes before the subject. When you write an inverted sentence, you must be clear about whether the subject is singular or plural. Remember that the subject and verb must agree. EXAMPLES:
On the grass were piles of leaves. (Correct) On the grass was piles of leaves. (Incorrect)
A. Circle the verb that correctly completes each sentence. 1. Enclosed ( is / are ) the directions to my house. 2. On the corner ( are / is ) a large supermarket. 3. Across the street ( is / are ) some apartment houses. Some inverted sentences begin with an adverb such as what, why, where, here, or there. These adverbs are not the subject. The subject is a noun or pronoun that appears later in the sentence.
B. Underline the subject in each sentence. 1. Why don’t you go trick or treating on Halloween? 2. There are many reasons for staying at home. 3. Where is the bag of candy you bought? 4. Here comes another big group of children.
C. Circle the verb that correctly completes each inverted sentence. 1. From our house ( come / comes ) eerie sounds to scare people. 2. There ( is / are ) the biggest pumpkins I’ve ever seen. 3. Why ( do / does ) some holidays seem more fun than others? CHALLENGE: Write three inverted sentences on the back of this sheet.
Begin the first sentence with the word why. In the second sentence, use a singular subject and verb. In the third sentence, use a plural subject and verb. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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DEVELOPING SENTENCES: ACTIVE AND PASSIVE VERBS
Authors usually write in the active voice. That means the subject of the sentence performs an action. When the action is done to the subject, the verb is in the passive voice. EXAMPLES:
The animal trainer used a special collar to control the cheetah. (active) A special collar was used by the animal trainer to control the cheetah. (passive)
Active verbs carry a stronger, clearer message. Try to write most of your sentences in the active voice.
Each sentence below has a passive verb. Rewrite the sentences, using an active verb. 1. April 8, 1974, will never be forgotten by baseball fans. ____________________________________________________________________ 2. That night baseball history was made by Hank Aaron. ____________________________________________________________________ 3. Until then, the major league home run record had been held by Babe Ruth. ____________________________________________________________________ 4. The sign for a fast ball was given by the catcher. ____________________________________________________________________ 5. The ball was smacked hard by the mighty Aaron! ____________________________________________________________________ 6. The fence was cleared by the ball! ____________________________________________________________________ 7. A major moment in baseball history had just been witnessed! ____________________________________________________________________ CHALLENGE: Improve the following paragraph by using active-voice verbs.
Rewrite the paragraph on the back of this sheet. Many strong earthquakes have been suffered by Mexico. In 1985, Mexico City was rocked by violent earth movements. Nearly ten thousand people were killed by the quake. Even more homes and lives were taken by fires after the earthquake. It is, however, a fact well-known by all Mexicans that another big one could hit at any time. 34
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LAUGH OUT LOUD! MALAPROPISMS (LUDICROUS MISUSE OF WORDS)
As you read the following passage, notice the words written in italics. All of these words have been misused, and some might just make you laugh out loud! Draw a line through each word error. Then find the correct word in the word box and write it above the crossed-out word. Context clues and the sound of the word can help you. accuse figment revolver
conceal private satchel
crumbling condominium suspected
evidence hesitation detective
hovel ideal
THE CONDO CAPER Primate eye Mickey Malloy respected that Bosco was the killer. Malloy could not, however, abuse Bosco until he had some hard eminence. Malloy went to Bosco’s pandemonium—a miserable shovel. He noticed the plaster bumbling from the walls and thought, “These cracks are an idle place to congeal a murder weapon!” Without a moment’s hibernation, Malloy began ripping away at the wall. Sure enough, there was the weapon—a pearl-handled revolter. Malloy pulled the gun from its hiding place and put it in his sandal. Suddenly, there was a sound at the door. Malloy froze. Could it be Bosco? Had the defective really heard something, or was it just a pigment of his imagination? CHALLENGE: Read the corrected paragraph one more time. Then use your
imagination to describe what comes through that condominium door! Try to involve at least two senses (sight, smell, etc.) in your description, and watch your word choices! Write your paragraph on the back of this sheet. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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DEVELOPING SENTENCES: REVIEW fragment
run-on
non-parallel structure
passive voice
A. To complete the puzzle, match the clues with the words in the box above. S __ __ __ __ __ __ __ __ __ E __ N – __ __ 2. __ __ __ T __ E __ N __ 3. __ __ __ __ __ __ __ C __ E 4. __ __ __ __ __ __ __ __ __ __ __ __
1. __ __ __ – __ __ __ __ __ __ __ __
CLUES:
1. when parts of a sentence do not match in form EXAMPLE: The mountain shook, rumbled, and was steaming before the eruption. 2. two complete sentences that are incorrectly written and punctuated as if they were one sentence EXAMPLE: The people left the town they moved inland to safety.
3. a word group that is incorrectly written and punctuated as a complete sentence EXAMPLE: The rumble of the lava within the mountain. 4. when the action of the sentence is done to the subject rather than by the subject EXAMPLE: A warning was broadcast by all the TV and radio stations.
B. Each item below has a writing problem. Find the type of problem listed in the box at the top of this sheet. Write the problem before the sentence. Then improve the item by rewriting it on the back of this sheet. The first one has been done for you. PROBLEM
1. _________________ passive voice Most of North America was covered by sheets of ice.
____________________________________________________________________ Sheets of ice covered most of North America.
2. _________________ Moving ice fields, known as glaciers. 3. _________________ Glaciers picked up rocks, carried them hundreds of miles, and were carving out valleys and lakes. 4. _________________ The climate of Earth warmed the glaciers melted. 36
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DEVELOPING PARAGRAPHS: STATING THE MAIN IDEA
The first sentence in a paragraph often states the main idea. We call this the topic sentence. All the details in the paragraph relate to the main idea.
A. Underline the topic sentence that states the main idea of this paragraph. The ancient Maya had some unusual ideas about beauty. They thought that sloping foreheads were lovely, so they strapped cradle boards against a baby’s forehead. Pressure from the boards molded the infant’s soft skull bones almost to a point. The Maya also found crossed eyes attractive. They would hang a bead from a lock of hair between a child’s eyes. As a child focused on the dangling bead, its eyes would cross.
B. Read each list of details. Then circle the letter of the sentence that best states the main idea. 1. Details: • Benito Pablo Juarez was born in 1806. • He came from a poor family and worked hard to get an education.
• Juarez became the president of Mexico in 1861 and again in 1867. • He once said, “Let the people and government respect the rights of all!”
Main idea: a. Benito Pablo Juarez was one of Mexico’s greatest leaders. b. Education is important for success. c. Mexico has had many great leaders. 2. Details: • When we began our garage sale at 9:00 A.M., customers were lined up and waiting. • By noon, all the biggest items had been sold.
• We sold some things for more than our asking price. • By evening, we were exhausted, but $600.00 richer!
Main idea: a. There are many different ways to raise money. b. Our garage sale was a huge success. c. There are many good ways to spend $600.00. CHALLENGE: The paragraph below is lacking a topic sentence. On the back of
this sheet, write a topic sentence that states the paragraph’s main idea. Lola does her chores cheerfully. She has something good to say about everybody—even our grouchy boss at Burger World. A smile constantly lights her face. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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DEVELOPING PARAGRAPHS: USING RELEVANT DETAILS
You know that the topic sentence in a paragraph states the main idea. A sentence that does not relate to that main idea does not belong in the paragraph.
A. Circle the two illustrations that do not relate to the main idea of this topic sentence: Certain occupations require great courage as well as skill.
B. Circle the letter of the item that does not support the topic. 1.
2. 3.
4.
a camping trip a. setting up the tent b. lighting the campfire
TOPIC:
Fourth of July fun a. fireworks b. sunburns
c. hearing noises in the woods d. shopping at the mall
TOPIC:
characters on the bus a. the whining toddler b. the humming man
c. barbecues
d. parades
TOPIC:
the pet shop a. puppies b. parakeets
c. the broken seat d. the wisecracking bus driver
TOPIC:
c. candles
d. canaries
C. Read the paragraph. Then underline the topic sentence that expresses the main idea. Finally, draw a line through the one sentence that does not develop the main idea. Cinco de Mayo, which means the Fifth of May, celebrates a Mexican victory over the French. In 1862, France was trying to take over Mexico. Less than 20 years earlier, Mexico had been at war with the United States. When French troops attacked the town of Pueblo, Mexican soldiers and farmers fought side by side. They held back an army three times larger. Although France took over Mexico the following year, Cinco de Mayo honors the patriots of 1862. CHALLENGE: On the back of this sheet, write a paragraph about one of the
boldface topics from Part B or another topic of your choice. State your main idea clearly in a topic sentence. Be sure that every detail sentence supports the main idea. 38
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DEVELOPING PARAGRAPHS: USING FACTS AND EXAMPLES
It’s important to support your paragraph’s topic sentence with specific details. Writers often use facts and figures or examples to develop their main idea.
A. Underline the topic sentence in each paragraph. Then write facts/figures or examples to show how the main idea is developed. 1.
The great white shark is one of the world’s most powerful and efficient hunters. Up to five rows of razor-sharp teeth line its huge jaw. An adult may reach a length of 18 feet and a weight of 3,500 pounds. The largest recorded great white was 21 feet long and 7,000 pounds! The great white can see its prey from 30 to 40 feet away. It can follow the smell of blood and easily track its next meal. METHOD OF DEVELOPMENT:
2.
_____________________________________
Most often the great white shark will not threaten humans. A group of Florida deep-sea divers faced a great white while filming undersea life. As it circled them, the divers stayed calm. They knew that humans are not a shark’s favorite menu item. Because a shark is more likely to attack a lone swimmer, the divers stayed close together. The great white circled again. Then it moved on. METHOD OF DEVELOPMENT:
_____________________________________
B. A topic sentence can be developed in more than one way. Before each topic sentence, write FF for facts and figures or EX for examples to tell how you would most likely develop the main idea. 1. _____ Some unusual characters live in my apartment building. 2. _____ Fair-weather states are the fastest-growing places in America. 3. _____ Baseball’s Babe Ruth was a record-breaker! CHALLENGE: Choose one of the topic sentences below. On the back of this sheet,
write a paragraph using facts and figures or examples to develop the idea. Write at least three detail sentences to support your topic sentence. TOPIC SENTENCES:
Football (or any sport) can be very dangerous. The year 2000 was one to remember! Ignoring safety rules can get a biker in trouble.
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DEVELOPING PARAGRAPHS: COMPARING AND CONTRASTING
An effective way to develop a paragraph is to compare or contrast two things. By comparing (pointing out similarities) and contrasting (pointing out differences), writers can help readers understand their ideas.
A. Read the following paragraph, which compares and contrasts two extreme sports. THE SKY IS THE LIMIT! Both sky diving and sky surfing take nerve and skill! In both activities, jumpers leap from an airplane. Similarly, they rely on parachutes to take them safely to the ground. Sky surfers, however, wear a snowboard strapped to their feet. They need tremendous leg strength to control the board as they drop feet first into the face of the wind currents. Sky divers generally drop head first, soaring like an eagle in search of prey. Sky divers often jump solo, thrilled by the awesome solitude. Sky surfers, however, always jump in teams of two or more, with one jumper wearing the board while a team member films the surfer’s stunts. They can then relive the experience and share the thrill with friends.
In the circles below, write similarities and differences between sky diving and sky surfing. Three details have been listed to get you started. SKY DIVING
BOTH
SKY SURFING
_____________________ drop head first
_____________________ take nerve and skill
_____________________ use more equipment
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
B. Writers use certain words to clue readers that they are comparing or contrasting two things. Decide which words introduce differences and which introduce similarities. Write D for differences and S for similarities. 1. ____ both
3. ____ similarly
5. ____ also
7. ____ in comparison
2. ____ but
4. ____ however
6. ____ likewise
8. ____ although
C. Reread the paragraph on sky surfing. Circle words that clue the reader that the writer is either comparing or contrasting. CHALLENGE: On the back of this sheet, write a paragraph comparing and
contrasting two activities. Make sure your paragraph has a topic sentence and at least three sentences of support. Remember to use clue words! 40
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DEVELOPING PARAGRAPHS: CAUSE AND EFFECT
Writers sometimes show a cause-and-effect relationship between ideas. EXAMPLES:
➝
➝
Many Native Americans died because the Europeans brought new diseases. EFFECT
CAUSE
➝
➝
Since they didn’t understand the diseases, the natives thought the gods were angry. CAUSE
EFFECT
A. The following clue words show a cause-andeffect relationship. Circle the clue words hidden in the puzzle. They may go up, down, across, backward, or diagonally. Check off each word as you find it. ___ BECAUSE
___ AS A RESULT
___ SINCE
___ SO
___ THUS
___ THEREFORE
___ DUE TO
___ THEN
___ AFTER
___ CONSEQUENTLY
O E J A R G C R E J
T H E R E F O R E Y
H V Z B G I N H N O
E A S A R E S U L T
N A I I Z R E J J M
F F B M N D Q O N Y
T T E O A C U K E T
R E C P R X E E C S
O R A A D G N O T S
T H U S O N T G W O
K R S I A Y L T Q S
L M E J D C Y V L H
B. Use the events listed in the box to correctly complete the diagram. Rock inside Earth heats up Pressure pushes rock upward
Heat melts rock Heat builds pressure
Volcano erupts
EFFECT
CAUSE
CAUSE
➝
________________________________
________________________________
________________________________ CAUSE
➝
CAUSE
➝
________________________________
________________________________ ➝
CHALLENGE: On the back of this sheet, write a paragraph about volcanic
eruptions. Base your paragraph on the diagram in Part B. Use information from the effect box to write your topic sentence. Then use details from the cause boxes to develop your supporting details. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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DEVELOPING PARAGRAPHS: PUTTING DETAIL SENTENCES IN ORDER
How do you organize a paragraph? One of the most common ways is to list details in order of time. It makes sense to use chronological, or time, order when the paragraph tells how to do something or what happened.
One detail listed in each item is not in chronological order. Circle the out-of-place detail. Then draw an arrow to show where it belongs in the sequence of events. The first one has been done for you. 1. Planting a new lawn •Dig out the old grass. •Till the soil and add fertilizer. •Water the freshly planted seeds thoroughly. •Roll the soil until it is smooth and level. •Spread the seeds. 2. The Boston Tea Party •Colonists decided to protest high taxes on tea. •They made plans to dump a shipload of tea into Boston Harbor. •Wearing their costumes, they boarded the ship. •They seized the boxes of tea. •They dressed up like Native Americans. •They tossed the boxes into the water. 3. What makes it rain? •Water in the ocean evaporates and forms water vapor. •The water vapor turns into clouds. •The falling water goes into lakes, rivers, and underground. •Winds move the water-filled clouds away from the ocean and over the land. •Rain, ice, or snow falls from the clouds. 4. The long climb •Josh and Megan filled their packs with food, water, and other supplies. •They started up the trail to the top of the waterfall. •Panting and sweating, they reached the summit. •They stopped halfway up and shared a sandwich. •They washed the sandwich down with water. •The trail got steeper near the top. CHALLENGE: Words such as first, then, second, next, and after help readers follow
the order of details. On the back of this sheet, rewrite one of the items from above in paragraph form. Add clue words that make the sequence clear. 42
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DEVELOPING PARAGRAPHS: USING TRANSITIONS
Good writers use words and phrases that help tie one sentence, point, or idea to another. These words and phrases, called transitions, are like signposts. They help readers follow the writer’s thoughts. Read the following paragraph. Notice how the italicized transitions serve as a guide to meaning. SHOWS CONTRAST
➝
➝
SHOWS ADDITION
➝
Some people describe Dr. Miller as unemotional. She is at her office six days a week, however, caring for her patients. She also makes after-hours house calls to the elderly. Consequently , I would SHOWS RESULT call Dr. Miller one of the most caring people I know.
A. Circle the transitional words hidden in the puzzle. Words may go up, down, across, backward, or diagonally. Check off each word as you find it. ___ THEREFORE
___ HOWEVER
___ NOW
___ FURTHERMORE
___ FINALLY
___ THUS
___ FORTUNATELY
___ OTHERWISE
___ THEN
___ CONSEQUENTLY
___ ALSO
___ YET
E M B M V L S D E Y E
R U T K L Y L L N L S
O F I N A L L Y O T I
M N E Y M E C S G N W
R R S R O T L L N E R
E E A E A A A X S U E
H V N O W N Y U R Q H
T E O J C U H Z L E T
R W A N L T S J H S O
U O E W M R E T E N T
F H P A C O V L W O E
T H E R E F O R E C Y
B. Underline the transitional words and phrases you find in each item. Then think about the relationship between ideas that the transition shows. On the line that follows the sentence, write compare, contrast, time, explain, or result to identify the relationship. The first one has been done for you. 1. Rather than spreading seed, the landscaper planted pregrown grass. Consequently, the yard was instantly a lush, green lawn. _______________ result 2. Pecos Bill was a tall-tale hero who tamed bear cubs, wild horses, and cyclones. In the same manner, Paul Bunyan became known for superhuman deeds. ____________________ 3. First, Pecos Bill climbed on a cyclone’s back. Then he wrapped his rope around it and squeezed out all the rain. ____________________ 4. Paul Bunyan had a huge appetite. One time, for example, he ate 3,000 flapjacks at one sitting. ____________________ CHALLENGE: On the back of this sheet, write two sentences about a real or
imaginary hero. To guide your reader, use a transitional expression from the hidden word puzzle from Part A in each sentence. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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DEVELOPING PARAGRAPHS: REVIEW
A. Read the paragraph. Then follow the four instructions.
Although the planet Venus is right next to Earth in our solar system, it is a different kind of place. Like Earth, Venus is surrounded with clouds. The clouds of Venus, however, are not made up of water. They are swirling mists of a chemical called sulfuric acid. A second big difference between Earth and Venus is the temperature. Scientists have found that Venus is very hot—about 900 degrees F. On the planet Mercury, it is very hot during the day and very cold at night. The differences between Earth and Venus would, indeed, make this neighboring planet an unlikely place for Earthlings to live!
1. Underline the topic sentence that states the main idea of the paragraph. 2. Draw a line through the one detail sentence that does not support the main idea. 3. Circle a transitional word or phrase the writer uses to guide the reader. 4. Circle the letter of the method the writer uses to develop the paragraph. a. facts and figures
c. compare and contrast
b. example
d. cause and effect
B. Read the following list of supporting details. Then write a topic sentence that makes sense. • The ground shakes as the Earth’s crust moves.
• Bridges can collapse.
• Sometimes buildings crumble, injuring or killing the people inside them.
• Entire cities have been nearly destroyed.
TOPIC SENTENCE:
• Gas and water mains can break.
_________________________________________________________
_______________________________________________________________________ CHALLENGE: On the back of this sheet, write a paragraph that begins with the
following topic sentence. There is no place like __________________________, the place I call home. (name of your city, apartment building, street, country, or planet)
Include at least three sentences of support. After your paragraph, tell whether you used facts and figures, examples, comparison and contrast, or cause and effect to develop your paragraph. 44
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PREWRITING / IDEAS AND CONTENT: DETERMINING PURPOSE
Before writing, it’s important to think about why you are writing. What do you want your readers to gain from your work? What purpose will your writing accomplish? COMMON PURPOSES FOR WRITING:
EXAMPLES:
•to describe or explain ....... travel guide, assembly instructions •to entertain ....................... humorous poem, mystery story •to inform ........................... news story, science report •to persuade ...................... political campaign speech, ad
A. Each sentence below is the first sentence of a paragraph. On the line after each sentence, write describe, entertain, inform, or persuade to show the writer’s purpose. 1. The deeper we dove, the more beautiful and mysterious the undersea world became.
________________________
2. In the 1800s, the Cherokee tribe made one of the saddest journeys in American history.
________________________
3. My brother Devin (better known as Devin the Devil) was up to his tricks again!
________________________
B. For each subject, write topic sentences that suggest two different purposes. 1.
bird feeders a. how to build a bird house (inform) ________________________________ ________________________________________________________________
SUBJECT:
b. why people should buy bird houses (persuade) _____________________ ________________________________________________________________ 2.
tornadoes a. the causes of tornadoes (inform) __________________________________ ________________________________________________________________
SUBJECT:
b. experiencing a tornado (describe) __________________________________ ________________________________________________________________ 3.
SUBJECT: dogs
a. a humorous experience with a dog (entertain) ______________________ ________________________________________________________________ b. why people should adopt a homeless dog (persuade) _________________ ________________________________________________________________ CHALLENGE: Develop one of the ideas from Part B into a paragraph. Write your
paragraph on the back of this sheet. Identify your purpose for writing. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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PREWRITING / IDEAS AND CONTENT: NARROWING YOUR TOPIC
When you plan your paragraphs, remember this saying: “Don’t bite off more than you can chew.” Many subjects are too broad to be covered in one paragraph. The subject automobiles, for example, is too general. Narrow a topic so you can support it fully with specific details. automobiles ➜ early automobiles ➜ my grandfather’s first car
A. Circle the topic in each group that is narrow enough to develop in a single paragraph. 1. cooking
foreign cooking
2. senior citizens
retirement homes
3. my favorite website 4. winter
the seasons
5. school
my school
computers snow
8. cats
my cat Spooky
the World Wide Web building a snow fort
my favorite book
brothers and sisters
ethnic restaurants
a visit with Grandpa
the worst school rule
6. an unforgettable character 7. my family
making a pizza
school rules my favorite mystery
advantages of being the oldest child
how Spooky the cat got her name
B. Narrow each of the following subjects to a topic suitable for one paragraph. Write the more specific topic on the line. The first one has been done for you. 1. TV ➞ TV commercials ➞ ____________________________________________ the worst TV commercial I’ve seen 2. books ➞ children’s books ➞ __________________________________________ 3. horror films ➞ Frankenstein ➞ ______________________________________ 4. occupations ➞ jobs for teens ➞ _______________________________________ 5. biking ➞ bike safety ➞ ______________________________________________ 6. hobbies ➞ photography ➞ ___________________________________________ 7. presidents ➞ Abraham Lincoln ➞ ____________________________________ 8. driving ➞ teenage drivers ➞ _________________________________________ CHALLENGE: On the back of this sheet, write a paragraph based on one of the
topics on this worksheet. Make sure your topic is narrow enough! 46
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PREWRITING / IDEAS AND CONTENT: WRITING TO PERSUADE
Writers sometimes aim to persuade. They want their readers to accept their opinion about something. In a persuasive paragraph, the topic sentence should clearly state the writer’s opinion. EXAMPLES:
Parker Starkweather is the best choice for city council! In my opinion, the minimum wage is too low.
E VOTE FOR M . . . E S BECAU
A. Check the sentences that would likely begin a persuasive paragraph. 1. _____ Believe it or not, tropical fish make great companions. 2. _____ In my opinion, e-mail will never replace the old-fashioned phone call. 3. _____ When I moved to Minnesota, I found out just how cold winter can be! 4. _____ Scientists believe there may have been life on Mars. 5. _____ Every tax dollar spent on space exploration is a dollar well-spent!
B. Writers must be able to back up their opinions with good reasons. You can support your opinion with facts and figures, examples, and cause and effect relationships. Think about persuasive details you might use to develop one of the topics in the box. Then use the details to fill out the web-diagram below. electing a class officer violence on the screen
the value of the Internet curfews for teens
legal driving age a terrific product
TOPIC SENTENCE
detail
detail
detail
CHALLENGE: Artists can also use their work to persuade. Political cartoons,
posters, and ad pictures express opinions. On the back of this sheet, create a cartoon, poster, or ad that reflects the opinion you expressed in Part B. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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PREWRITING / IDEAS AND CONTENT: WRITING TO INFORM
A paragraph that informs shares information with the reader. A paragraph about the childhood of a famous person, for example, would be informative.
A. Remember to limit your topic so you can present specific details. Circle the topic in each pair that would be most appropriate for an informative paragraph. 1. fads of the 1920s / the Roaring Twenties 2. King Tut / mummies 3. diseases / chicken pox 4. the solar system / meteorites 5. nutrition / Vitamin C One good way to begin an informative paragraph is with a clear definition. EXAMPLES:
Vincent Van Gogh was a Dutch painter known for his use of bold, vivid color. The garter snake is the most common harmless snake in the United States.
B. Write definition statements for five of the topics in the box. Make sure that each definition could serve as a topic sentence for an informative paragraph. (Use a dictionary or encyclopedia if you need help with facts.) the sea lion fly-fishing comets Central Park
the common cold the First Amendment Romeo and Juliet the Mississippi River
the northern lights the human heart the artichoke Charlie Chaplin
palm trees the snail Santa Claus Paul Bunyan
1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________ 5. ____________________________________________________________________ CHALLENGE: Choose one of the definition statements you wrote in Part B.
On the back of this sheet, write three details you would use to develop the definition as a topic sentence. 48
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PREWRITING / IDEAS AND CONTENT: WRITING TO DESCRIBE
A descriptive paragraph needs specific details to create a picture in the reader’s mind. Like other types of paragraphs, a descriptive paragraph must have a topic sentence and supporting details.
A. Each topic listed below is too general. Narrow it down to a topic suitable for one paragraph. Ask yourself: Could I create a clear picture for my reader in four or five sentences? The first one has been done for you. 1. my town ➞ _____________________ my bus stop
4. the ocean ➞ __________________
2. Italian food ➞ __________________
5. spring ➞ _____________________
3. my house ➞ ____________________
6. trees ➞ ______________________
Clear description creates not only a visual picture, but a complete image. You can help your reader understand your experience by using more than one sense to describe.
B. Each word below appeals to one of the following senses. Complete the chart by writing each word in the correct category. sour slimy SIGHT
beeping slender
sparkling delicious
HEARING
frigid silent TASTE
fragrant sweltering
handsome earsplitting
SMELL
TOUCH
C. Add two descriptive words of your own to each category in Part B. CHALLENGE: Think of a place that you really like or especially dislike. Picture
yourself there. On the back of this sheet, answer these questions: 1. What do you see?
4. What might you touch?
2. What do you hear?
5. What is one small detail that is special about the place?
3. What do you smell?
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PREWRITING / IDEAS AND CONTENT: WRITING TO INSTRUCT (HOW TO)
Some paragraphs instruct readers how to do something. A how-to paragraph should: 1. State the process in a topic sentence. 2. Describe any materials needed.
3. Present the steps in chronological order—the order of time.
A. Read the following how-to paragraph. Then answer the questions below. Spice up your chips with homemade salsa dip. Make a quick trip to the grocery store to get tomatoes, an onion, green chiles, cilantro, fresh lemons, and salt. First, chop the vegetables into small pieces. (Before chopping the chiles, you might put on rubber gloves. Hot chile juice can burn. Also, don’t touch your eyes when handling peppers, and carefully wash your hands afterward.) After chopping the vegetables, mix them well. Then add salt and lemon juice to taste. Don’t be in a hurry to eat! The salsa will taste better if it sits for at least 30 minutes. Let those flavors blend! Finally, serve the salsa with tortilla chips.
1. What process is the writer explaining? ________________________________ ___________________________________________________________________ 2. What ingredients are needed to make salsa?___________________________ ___________________________________________________________________ 3. What is the first step in preparing salsa? _____________________________ ___________________________________________________________________ 4. What is the final step the writer describes? ___________________________ ___________________________________________________________________ 5. Do you think you could make salsa after reading these instructions? Why or why not? ___________________________________________________ ___________________________________________________________________
B. You can help your reader follow your instructions by using certain words. Some of these words are before, first, after, next, then, and finally. Reread the paragraph in Part A. Circle words that help readers follow the order of the steps. CHALLENGE: Think of a simple activity you do well (serving a tennis ball,
teaching your dog a trick, repairing a bike tire). On the back of this sheet, write a topic sentence for a how-to paragraph. Develop the paragraph by listing the materials needed and explaining the steps in chronological order. Use at least two clue words that will help your reader follow the steps. 50
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PREWRITING / IDEAS AND CONTENT: PERSONAL INTERESTS
What kinds of things do you do well or find interesting? Your personal interests are good subjects for writing. What are your favorite things to do, read about, or think about? Your personal likes and dislikes can be used to spark topic ideas.
A. Explore your own interests by completing the following statements. 1. I think I could teach a class in _______________________________________. 2. If I were in a waiting room, I would most likely pick up a magazine about ________________________________. 3. If I were in a library, I would most likely go to the _____________________ section. 4. When I have a spare hour or two, I like to ____________________________. 5. If I could take a class in any subject, it would be ______________________. 6. If I could live in any historical period, it would be _____________________. 7. When I’m with my friends, we often talk about _______________________. 8. If I won a trip anywhere in the world, I’d go to ________________________.
B. Write three of your statements below. Then come up with a list of writing topics that relate to your interest. EXAMPLES:
When I have a spare hour or two, I like to go shopping. : ________________________________________________________________________________ teen fashions, styles of the ’80s, money-saving tips, weird fads
______________________________________________________________________________________ TOPICS
1. ____________________________________________________________________ TOPICS:
_______________________________________________________________ _______________________________________________________________
2. ____________________________________________________________________ TOPICS:
_______________________________________________________________ _______________________________________________________________
3. ____________________________________________________________________ TOPICS:
_______________________________________________________________ _______________________________________________________________
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PREWRITING / IDEAS AND CONTENT: PERSONAL EXPERIENCES
What am I going to write about? As writers begin to work, that’s the big question they ask. Many subjects can be found in your own experiences. Explore your memories—both good and bad. This exercise can help you generate a personal collection of writing topics.
Complete each web diagram by listing examples from your own life. 1.
HUMOROUS MOMENTS
2.
THE BEST DAYS
3.
THE WORST DAYS
CHALLENGE: Use one idea from above as the topic of a narrative paragraph.
Imagine that someone has asked you, “What happened?” On the back of this sheet, write a paragraph that answers that. 52
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PREWRITING / IDEAS AND CONTENT: BRAINSTORMING
Try looking at things in a different way! Let your mind wander from thought to thought until you’ve created a “storm” of ideas. You can brainstorm alone or in a group. The following exercise works well with a partner.
Focus on some object in your home or classroom that you’ve never before looked at carefully. View the object from far away. Walk closer to it. Touch it. Examine it from all angles. If appropriate, smell it. Then answer the following questions. 1. What is the object? __________________________________________________ 2. Which senses can you use to experience it? ____________________________ 3. What is the object’s practical purpose? ________________________________ ____________________________________________________________________ 4. In what other way(s) might it be used? _______________________________ ____________________________________________________________________ 5. Who would be likely to use it? ________________________________________ ____________________________________________________________________ 6. What do you think it would say if it could talk? “_______________________ ___________________________________________________________________” 7. What tiny detail do you notice about the object that most people would miss? ______________________________________________________________ ____________________________________________________________________ 8. How would life be different if this object did not exist? _________________ ____________________________________________________________________ CHALLENGE: Use the object and the ideas it sparked to write a paragraph.
You might tell a story, persuade your readers to buy something, compare and contrast two things, or create an image. Write your paragraph on the back of this sheet.
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NAME
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PREWRITING / IDEAS AND CONTENT: TONE (FORMAL OR INFORMAL?)
Before you write, think about both your purpose and your audience. This will help you judge how formal the tone of your writing should be.
A. Decide what tone best suits each of the following types of writing. Next to each item below, write F for formal or I for informal. 1. _____ letter requesting a job interview
4. _____ research paper for history class
2. _____ letter to a pal who has moved away
5. _____ welcoming speech to a new second-grade class
3. _____ party invitation to a picnic and hayride
6. _____ advertisement selling life insurance
B. Read each of the following items and decide whether the writer’s tone is formal or informal. Again, write F for formal or I for informal. 1. _____ The yapping pup had not had a lick of training. 2. _____ The defiant canine is lacking basic obedience training. 3. _____ I regret to inform you that you must vacate the premises. 4. _____ Sorry! You’re out of here! CHALLENGE: Write formal or informal after each item. Then, on the back of
this sheet, rewrite the item so that it has the opposite tone. 1.
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Hi there!
2.
Dear valued friend,
Summer’s just around the corner, and I wondered if you’re hunting for new camp counselors. I’m a whiz with kids and a super swimmer and hiker. Dudes, you wouldn’t be sorry if you put me on the payroll! Don’t let me down, now. I’ll be waiting!
Ms. Margo C. McGuire and I would sincerely appreciate your presence at a summer barbecue on the evening of July the 14th, in the year 2000. Festivities begin promptly at 8 o’clock P.M. and will continue until guests feel compelled to depart. Ms. McGuire and I look forward to sharing the evening with you. Please respond promptly with your acceptance or regrets.
Take it easy!
Sincerely,
Sam Sibone
Ms. Janine D. Lomax
____________________
____________________
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PREWRITING / IDEAS AND CONTENT: DECIDING ON POINT OF VIEW
Before writing, you have to decide how you will present your message. Through whose eyes will the reader view the details? Most often, you will write from one of the following points of view : 1. First-person point of view uses pronouns like I, me, my, we, and our. The first-person point of view is a personal account in which the narrator takes part. EXAMPLE:
In my opinion, our school is best in the state. I am proud to be a Portsmouth Penguin!
2. Third-person point of view uses pronouns like they, he, she, and their. The narrator is not a part of the writing but tells about the subject. Students at Portsmouth say their school is number one. They are proud to be Penguins! EXAMPLE:
Tell whether each sentence is written from the first-person point of view or third-person point of view. Write 1st or 3rd on the line. 1. _____ As I looked into the barber shop mirror, I knew I could not face my friends! 2. _____ The Japanese samurai faced death bravely because they were highly trained warriors. 3. _____ One autumn night I found out why the owl is said to be wise. 4. _____ We survived the car crash, but it changed my life forever. CHALLENGE: On the back of this sheet, rewrite this paragraph from a
different point of view. I love the new Greek restaurant on 54th Street. Last weekend I ate there for the first time, and I especially enjoyed the lemon-flavored chicken soup. A garlicky spread turned my plain piece of bread into something special. Gobs of sweet honey made my dessert a sticky treat. When I returned there this weekend, I found a line of people waiting for a table. It seems I’m not the only diner who has fallen in love with Dimitri’s.
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NAME
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PREWRITING / IDEAS AND CONTENT: DECIDING ON VERB TENSE
As a writer, you must decide what verb tense to use in a piece of writing. You may write in the past tense.
I decided to phone Sarah. My fingers twitched nervously as I punched the buttons. Or you may write in the present tense.
I decide to phone Sarah. My fingers twitch nervously as I punch the buttons. Important hint: Whichever tense you choose, stick to it! Avoid shifting tenses throughout the written piece.
A. Rewrite each sentence so that the tenses of the boldface verbs match. 1. The golfer makes her shot and then followed the ball with her eyes. ___________________________________________________________________ 2. The champ entered the ring, goes to his corner, and nodded to the crowd. ___________________________________________________________________ 3. Chico whistled for his dog Ranger, and Ranger bounds to his side. ___________________________________________________________________ 4. Everywhere Chico goes, Ranger followed him. _______________________ ___________________________________________________________________
B. Decide whether you will write each item below in the past tense or present tense. Then complete each sentence by adding verbs of that tense. The first one has been done for you. 1. ___________ present The snow _______ falls silently and soon ___________ blankets the ground with white. 2. ___________ The fans ____________________ into the stadium and ____________________ to their seats. 3. ___________ Dinosaurs ____________________ huge creatures that ____________________ the earth ages ago. CHALLENGE: On the back of this sheet, write a paragraph about an exciting day.
Make sure you stick to the same verb tense from beginning to end! 56
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LAUGH OUT LOUD! MISPLACED AND DANGLING MODIFIERS
Misplaced modifiers and dangling modifiers can make a mess of meaning! Sometimes speakers and writers send a very different message from the one they intended to send. These silly errors— sometimes called bloopers—can make people laugh out loud! Read each blooper below. Then rewrite it to convey its intended meaning.
1. Sports announcer at a San Diego Padres baseball game: Winfield goes back to the wall. He hits his head on the wall and it rolls off! Now it’s rolling toward second base! ____________________________________________________________________ ____________________________________________________________________ 2. Line written on an accident report: The cause of the accident was a guy in a small car with a big mouth! ____________________________________________________________________ ____________________________________________________________________ 3. In the classified ads: For sale: large dining room set perfect for big family made of solid oak. ____________________________________________________________________ ____________________________________________________________________ 4. Anther ad: Holiday bazaar—hundreds of gifts for the hard-to-find person. ____________________________________________________________________ 5. Sign in a pet store: We will sell goldfish to anyone in a glass bowl. ____________________________________________________________________ 6. Road sign: Drive slower when wet. __________________________________________________ __________________________________________________ 7. Sign in a clothing store: Huge pants sale! __________________________________________________ __________________________________________________ Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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NAME
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PREWRITING / IDEAS AND CONTENT: REVIEW
A. Each of the following topics is too general to be well-developed
in one paragraph. Narrow each subject to make it much more specific. Be sure your topic is focused enough to develop in just one paragraph! 1. weekends ______________________________________ 2. fashion facts ___________________________________ 3. making money _________________________________ 4. do-it-yourself projects ___________________________
B. Select one of the narrowed topics you wrote in Part A. 1. Write a topic sentence for a paragraph on that topic. ____________________________________________________________________ ____________________________________________________________________ 2. What is your purpose for writing the paragraph? a. to inform
c. to persuade
b. to instruct
d. to describe
e. to entertain
3. What verb tense did you use in your topic sentence? a. written in the present tense
b. written in the past tense
4. From what point of view is your topic sentence written? a. first person
b. third person
c. second person
C. The writer shifts verb tense in the following sentences. First cross out the incorrect verb. Then write the correct verb form on the line after the sentence.
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1. In 1901, President William McKinley was shot by an assassin and dies in a Buffalo, New York, hospital.
______________________
2. The killer, Leon Czolgosz, said he was against all government and has always wanted to kill a great leader.
______________________
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PRACTICAL WRITING: THE FRIENDLY LETTER
Most people like to get mail from friends and relatives. Why is it we put off writing letters ourselves? Maybe we think we have nothing interesting to say. This worksheet offers suggestions to make your letter-writing easier. The proper format for personal letters includes a heading, a greeting, a body, a closing, and a signature. Study the form of the letter on the right. Notice the capital letters, punctuation marks, and indentations.
HEADING 2120 W. Gull Drive Your address➝ Seaside, WA 98310 Date➝ October 12, 2001 Greeting➝ Dear Rudy, Xmsm xmxm xmxm. Xmsm Body➝ xmxm xm xmxmxm xmxm. Xm, xmxm xmx mxm mx mxmx? Closing➝ Your friend, Signature➝
Gracie
What would you write in a letter to a friend who is far away? Plan your letter on the lines below. 1. List three things you’ve done in the past few weeks. (Choose things in which you and your friend share an interest. These don’t need to be special events. Think about everyday happenings at home, school, or work.) ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. Write two specific, descriptive details about one of the events you mentioned above. Try to help your friend get a clear mental picture. ____________________________________________________________________ ____________________________________________________________________ 3. Write two questions you could ask your friend about his or her school, job, family, or activities. ____________________________________________________________________ ____________________________________________________________________ 4. Write a sentence that lets your friend know you enjoy corresponding. ____________________________________________________________________ ____________________________________________________________________ CHALLENGE: Use your plans from Part A to write a friendly letter on the back of
this sheet. Be sure to use the correct letter form. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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NAME
DATE
PRACTICAL WRITING: THANK-YOU LETTERS
Have you recently received a gift, enjoyed someone’s hospitality, or received a favor? If so, you can show your appreciation by writing a letter of thanks. Here are two hints for writing thank-you letters: • Respond right away! • Be specific. Pick out at least one thing you especially enjoyed about the gift, dinner, visit, help, etc. Mention it in the letter.
A. The following items each describe a situation that calls for a thank-you letter. Choose one item, and write a thank-you letter on the lines. (Make up the name of the person you’re writing to as well as other details.) •You lost your wallet on the bus and someone returned it.
•Your history teacher wrote a letter recommending you for a part-time job.
•Your friend’s family took you along on their weekend ski trip.
•Your friend’s father gave you a ticket to a sold-out sporting event.
____________________________________ ____________________________________ ____________________________________ ____________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____________________________________ ____________________________________
B. Use the following checklist to evaluate your thank-you letter. YES
NO
1. ___ ___ The heading included my address and the date. 2. ___ ___ The greeting was followed by a comma. 3. ___ ___ In the body of the letter, I specifically named the gift, favor, etc. 60
YES NO
4. ___ ___ I described at least one specific detail or reason why I liked or appreciated the gift, favor, etc. 5. ___ ___ I provided a closing followed by a comma. 6. ___ ___ I signed the letter. 7. ___ ___ I used the correct friendly letter format.
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PRACTICAL WRITING: SENDING MESSAGES
An effective message should include important details and get straight to the point. Notice the essential information included in the telephone message on the right.
TIME AND DATE OF THE MESSAGE ➝ WHO THE MESSAGE IS FOR ➝ THE PERSON ➝ WHO CALLED
WHAT THE CALLER WANTED ➝
A. Decide what information is missing from the telephone message below. Then rewrite the message on the lines. Make up details that would provide needed information.
A NUMBER TO CALL BACK ➝
September 4, 6:15 P.M. Mr. O’Rourke, Your cousin Stephen called. He will be arriving on Coastal Airlines, Flight 201, this Saturday, September 6, at 7:55 A.M. He wants you to meet him at the gate. He suggests you check arrival time with the airlines Saturday morning. If there is a problem, call him at (503) 666-7218. He says he’s looking forward to the visit!
YOUR NAME SIGNED AT THE BOTTOM ➝
Felicia Torres
_____________________________________________________ Ms. Kostas, Your sister called. She is canceling your lunch date.
_____________________________________________________ _____________________________________________________ _____________________________________________________
Today people often use e-mail to send messages electronically. Study the sample e-mail below. MAKE SURE E-MAIL ADDRESS IS ABSOLUTELY CORRECT…OR YOUR MESSAGE WON’T GO THROUGH! ➝ YOU CAN SEND MORE THAN ONE COPY! ➝
YOUR E-MAIL SOFTWARE WILL SUPPLY DATE AND TIME. ➝ SUMMARIZE THE SUBJECT OF YOUR MESSAGE. ➝
INCLUDE IMPORTANT DETAILS. ➝ SIGN YOUR MESSAGE. ➝
From: Theodore Bear To: Robert Deer Cc: Joey Pearson <
[email protected]> Sandra Wolfe <
[email protected]> Date: Mon, Jul 2, 2001, 8:30 AM Subject: Decoration committee meeting change Committee members, The meeting to plan autumn ball decorations has been changed to Wed., July 11, at 7:30 P.M. The meeting place is still Lincoln High, Room 122. Ted
B. Read the following e-mail message. Then write an improved version on the back of this sheet. Make up details as you need them. To: Denise C. Hayden Subject: Ms. Hayden, I need to cancel our interview. I’m sorry for the inconvenience. Brian
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PRACTICAL WRITING: THE BUSINESS LETTER
Knowing how to write a neat, businesslike letter is an important skill. Unlike a friendly letter, a business letter is formal. If possible, it should be typed. If not, it should be written neatly in black or blue ink. A business letter follows a format with six main parts. Study the example. 201 S.W. Lincoln St. ➝ Castle Rock, WY 87721 March 29, 2001
HEADING
INSIDE ADDRESS
➝
World Publications 4747 W. 47th Ave Middleton, MN 97404
GREETING
➝ ➝
Order Department:
BODY
On February 24 I sent an to Undersea Adventure. I have not yet received my mail on the status of my
order for one copy of the book Guide enclosed a money order for $17.36. I order. Please advise me by return order. ➝ Sincerely, ➝ Erica McKinney Erica McKinney
CLOSING SIGNATURE
Use the clues to help solve the crossword puzzle. Answers are the six parts of a business letter.
2
1
H
C 3
S
ACROSS
4. The ___ of the letter contains the main message.
4
5. The ___ of the letter names a person or department to whom you’re directing your letter. It is followed by a colon.
B
5
6. The inside ___ tells where you are writing. DOWN
1. The writer’s address and the date appear in the ___. 2. The ___ is a word or phrase that comes before the writer signs his or her name. It is followed by a comma.
G
G
6
A
3. The ___ is the writer’s handwritten name.
CHALLENGE: Imagine that you are researching a U.S. city. On the back
of this sheet, write a business letter asking that city’s Chamber of Commerce for information. 62
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PRACTICAL WRITING: ADDRESSING AN ENVELOPE
It is important that you address the envelope for your letter correctly. The envelope gives the person receiving your letter a first impression of you.
A. Address the following envelope. Use your own name and address as the return address. Then address your letter to Mr. William Cole at Bridgeport Baking Company, 4631 Lester Lane, Sand Point, Idaho, 83219. Use the postal abbreviation for Idaho (ID).
RETURN ADDRESS
➝
_________________________ _________________________ 35USA
_________________________ ➝
ADDRESS
______________________________________ ______________________________________ ______________________________________ ______________________________________
B. Be sure to capitalize and punctuate addresses correctly. Study the first item that has been done for you. Then correctly rewrite the second address. Be sure to use the correct postal abbreviation for the state. 1. mr frank g. neiman
__________________________________ Mr. Frank G. Neiman
1616 west woodpecker parkway
__________________________________ 1616 West Woodpecker Parkway
plainfield north carolina 97221
__________________________________ Plainfield NC 97221
2. ms rachel roberts
,
__________________________________
northwest paper box company
__________________________________
340 s.w. 10th avenue
__________________________________
new york new york 10023
__________________________________
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LAUGH OUT LOUD! MISUSED WORDS
Sometimes writers simply pick the wrong words! They know what they meant to say—and perhaps the reader knows what is meant. But one of the words they used just isn’t quite right! A misused word can make a reader laugh out loud.
A. Circle the misused word in each sentence. Find the correct word in the word box and write it on the line. abominable
cooperation
insinuating
roughness
typhoon
1. Are you incinerating that I am cheap because I left a small tip?
__________________
2. The soccer player was kicked out of the game for unnecessary roughage.
__________________
3. The fierce tycoon blew the roof off the seaside hotel.
__________________
4. I appreciate your understanding corporation in the matter.
__________________
5. Your rude behavior is abdominal.
__________________
B. Some words are easily confused. Select and circle one word in each pair below. Then use that word in a sentence of your own. 1. spank / spunk SENTENCE:
___________________________________________________________
___________________________________________________________________ 2. curdled / coddled SENTENCE:
___________________________________________________________
___________________________________________________________________ 3. shrewd / rude SENTENCE:
___________________________________________________________
___________________________________________________________________ 4. exhilarate / accelerate SENTENCE:
___________________________________________________________
___________________________________________________________________ 64
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PRACTICAL WRITING: REVIEW
A. Read the sentences about business letters. Then circle the word that
correctly completes each statement. 1. A business letter should include ( only the writer’s address / the address of both the writer and the receiver ). 2. The inside address shows ( the writer’s address / the receiver’s address ). 3. The inside address belongs ( at the end of the letter / above the greeting ). 4. The date belongs in the ( heading / closing ).
B. A business letter and a friendly letter are similar in many ways and different in others. Read each statement below. Write B if it describes only a business letter. Write F if it describes only a friendly letter. Write B/F if it describes both. 1. _____ The greeting is followed by a comma.
5. _____ The letter has a heading with the writer’s address.
2. _____ The greeting is followed by a colon.
6. _____ The letter is dated.
3. _____ The body contains the message. 4. _____ The tone is informal.
7. _____ The closing is followed by a comma. 8. _____ The letter has an inside address with the receiver’s address.
CHALLENGE: Proofread the friendly letter and correct the mistakes. Then rewrite the letter correctly on the back of this sheet. (Hint: You will find 6 errors in the heading, 2 in the greeting, 7 in the body, and 2 in the closing.) 1050 hillman Street chicago Illinois 77210 august 5, 2001: dear Ben Thank You for asking me to alaska for the fishing trip. I had an amazing time! I never would have been able to visit your beautiful state if you had not invited me. I’ll never forget watching a bear catch a salmon with its bare paws (Ha, ha! Get it?) Your life in Frozentoe, alaska is surely different than mine in chicago. Youll have to come visit me soon and let me show you the city sights. How about coming this winter when it’s really cold up there? your pal:
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CREATIVE WRITING: EXPANDING SENTENCES
In a note to a friend a writer says, “I saw a man.” Did the writer create a clear picture? No! The sentence leaves the reader wondering: Who was the man? What did he look like? When did you see him? Where was he? Why was he there? By expanding the sentence to answer some of those questions, the writer could create a more interesting and vivid description.
Answer the questions below. Then use your answers to rewrite and expand each original sentence. Think about how you can create different images by answering the questions differently. The first one has been done for you. 1. The car was parked. Whose car? my ___________________ ________________________ the side of the freeway cousin Roland Where was it parked? by What kind of car? beat-up _______________ Chevy Why was it parked? _________________________ engine blew up Expanded sentence: When _____________________________________________________ his car engine blew up, my cousin Roland ____________________________________________________________________ parked the beat-up old Chevy by the side of the freeway. 2. Gina saw a rodent. What kind of rodent? ________________ When did Gina see it? ___________________ Where was it? _____________________ What did Gina do? ______________________ Expanded sentence: _____________________________________________________ ____________________________________________________________________ 3. The student frowned. What type of student? ________________ Where was the student? __________________ Why was the student frowning? ______________________________________________ Expanded sentence: _____________________________________________________ ____________________________________________________________________ 4. The weather changed. Why? __________________________ How? ______________________________ Where? _________________________ When? _____________________________ Expanded sentence: _____________________________________________________ ____________________________________________________________________ CHALLENGE: Recall something interesting or unusual you saw today. On the
back of this sheet, write a descriptive sentence. Your goal is to make your reader “see what you saw.” (As you write, think about the who, what, when, where, why, and how.) 66
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CREATIVE WRITING: USING YOUR SENSES
When describing an experience, remember that you sense your surroundings with more than just your eyes. You also hear, smell, touch, and taste the world around you. To fully share an experience with your reader, involve more than one sense.
A. Separate the words in the box below into categories. Then add one word of your own to each category. babbling sparkle painful
sour meow tangy
prickle whisper aroma
stinking pale fragrant
flavorful burn scarlet
THE FIVE SENSES 1. HEAR
2. SMELL
3. TOUCH
4. TASTE
5. SEE
_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ YOUR OWN WORD:
_____________ _____________ _____________ _____________ _____________
B. Call up a mental image of each item listed below. Then write two words that you associate with the item. For each item, try to involve two of your senses. The first one has been done for you. 1. pizza: ____________________ hot, delicious
6. carnival:
____________________
2. pigs:
____________________
7. shampoo:
____________________
3. zoo:
____________________
8. snowfall:
____________________
9. playground:
____________________
4. autumn: __________________ 5. apple: ____________________
10. seashore:
____________________
CHALLENGE: Select one of the items listed in Part B. On the back of this sheet,
write a few sentences about the item. You might write an advertisement, a descriptive paragraph, a dialogue, or a poem. Make sure you involve at least two senses. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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CREATIVE WRITING: HAIKU
The ancient Japanese invented a short form of poetry called haiku (hi KOO). These poems describe life’s brief but meaningful moments. The following haiku was written more than 300 years ago. Read the haiku aloud. Notice that the syllables have been marked off to help you recognize the simple verse pattern. A / fal / ling flow / er, / thought / I, Flut / ter / ing / back / to / the / branch— Was / a / but / ter / fly. .... Moritake
A. Read aloud the following haiku by the Japanese poet Issa. Then mark off the syllables with slashes as in the poem above. The dew drops falling By ones and twos, rapidly,— It is a good world.
B. The following statements describe the haiku by Issa. Circle the word that best completes each sentence. 1. The subject of haiku is often ( love / nature ).
4. The second line has ( ten / seven ) syllables.
2. The haiku has ( two / three ) lines.
5. The third line has the same number of syllables as the ( first / second ) line.
3. The first line has ( five / ten ) syllables.
6. The poem ( does / does not ) rhyme.
C. One line is missing from each haiku below. Circle a letter to identify the missing line. (You will have to count syllables to recognize it.) 1. Ducks beside the pond Heads tucked under feathered wings
2. Summer night fireflies a. Flitter like gold strands of straw
a. Settled in for a winter’s nap.
b. Dance like miniature globes of white light
b. Quacking beaks silenced.
c. Remind me that I was once a child
c. I wish I were a duck.
And bring back old dreams.
CHALLENGE: On the back of this sheet, list five images in nature that would
make good subjects for haiku. Then write a haiku about one of the subjects. 68
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CREATIVE WRITING: WRITING ABOUT PICTURES
A photograph freezes a moment in time. It captures details of a scene in the present and saves it for the viewer. A writer’s words can also freeze a moment to share with the reader.
A. Study the picture below. Then write two or three detail sentences to make the experience clearer. Ask yourself who, what, when, where, and why as you try to put a story to the picture. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
B. Study the pair of pictures.
1.
2.
Look for ways they are similar. Look for ways they are different. 1. Write a sentence or two describing picture #1. ____________________________________________________________________ ____________________________________________________________________ 2. Find words in your description of picture #1 that could also apply to picture #2. Write those words on the lines below. ____________________________________________________________________ ____________________________________________________________________ 3. Find words in your description of picture #1 that do not apply to picture #2. Write those words on the lines below. ____________________________________________________________________ ____________________________________________________________________ CHALLENGE: Find two pictures in a magazine or newspaper that have
something in common. Tape the pictures to the back of this sheet. Below the pictures, list words that apply to both scenes. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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CREATIVE WRITING: WRITING ABOUT PEOPLE
Use specific details and vivid words to “bring characters to life” for your readers.
A. Read each sentence. Circle the word that creates a mental picture of a self-confident, carefree, handsome young man. 1. Ruben ( swaggered / stumbled ) into the party room. 2. He ( folded / tossed ) his leather jacket on the nearest chair. 3. Ruben stared at me with his ( piercing / watery ) blue eyes. 4. His ( smile / smirk ) made me shiver. 5. Ruben moved like a ( cat / dog ) across the dance floor. 6. “My name is Ruben,” he ( whimpered / whispered ).
B. Think of an interesting or unusual person you know. 1. Write the person’s name on the line. Then circle the adjectives that best describe him or her. ___________________________________ stylish
clever
serious
energetic
lazy
wild
lighthearted
mellow
intense
cautious
attractive
shy
funny
sensitive
serious
lonely
artistic
cheerful
plain
bold
outgoing
2. Write five adjectives of your own that describe the person. _____________ _____________ _____________ _____________ _____________ 3. Write five verbs that describe the way the person does things. For example, if you were describing a talkative person, you might write the verb chattered. _____________ _____________ _____________ _____________ _____________ 4. Describe the person in a sentence that appeals to a sense other than sight. For example, you might write: I had to lean close to hear Clara’s soft whisper. or Pedro’s wool coat smelled like a wet dog. ____________________________________________________________________ ____________________________________________________________________ CHALLENGE: On the back of this sheet, write a paragraph describing the
person you named in Part B. 70
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NAME
DATE
LAUGH OUT LOUD! WHAT’S IN A NAME?
What’s in a name? Sometimes a name can say a lot about a character. It can also make a reader chuckle!
A. Write a letter to match each name with an appropriate occupation. 1. _____ Hersinkis D. Ripping
a. barber
2. _____ Minnie Stroney
b. dentist
3. _____ Matt M. Matix
c. savings bank teller
4. _____ B. S. Ting
d. plumber
5. _____ Erin D. Runner
e. Italian chef
6. _____ Moe Larpane
f. insurance agent
7. _____ Mei Siu Hiu
g. preacher
8. _____ Xavier Cash
h. math teacher
9. _____ Justin Case
i. attorney
10. _____ Harry Cutter
j. garbage collector
11. _____ Hans R. Dirty
k. bee keeper
12. _____ C. U. Sunday
l. delivery truck driver
B. Make up a first and last name for a person who does each kind of work. Try to think of a name that in some way suggests the occupation. 1. basketball player
________________________________
2. rock star
________________________________
3. politician
________________________________
4. race car driver
________________________________
5. weather forecaster ________________________________ CHALLENGE: Different names suggest different images. What do the people
with the following names look like? On the back of this sheet, write sentences describing three of them. Ray Exclamato
Egbert Mumford
Brad Washington
Sidney Clodfelter
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NAME
DATE
CREATIVE WRITING: REVIEW
A. To complete the puzzle, match the clues with the answer words in the box. character hearing
haiku sight
senses touch
smell image
taste vivid
ACROSS
1. an imaginary person an author writes about 4. word meaning clear or distinct 5. the sense you use when describing something as soft 7. with five of these, we experience the world around us 9. a mental picture
1
3
2
C
H
T
4
V
5
6
T
7
H
S
8
S
9
I
DOWN
2. a three-line poem developed in Japan 3. the sense you use when describing something as sweet 6. the sense you use when describing something as loud 7. the sense you use when describing something as fragrant 8. the sense you use when describing something as yellow
B. Practice your poetry by completing each haiku. 1. The full yellow moon
3. Twilight, quiet hour
_______________________________
_______________________________
_______________________________
_______________________________
2. Spider spins his web
4. Summer sun rises
_______________________________
_______________________________
_______________________________
_______________________________
C. On the back of this sheet, draw a picture illustrating one haiku from Part B. Then use your creative writing skills to write another descriptive piece about the picture. It might be a few sentences, a whole paragraph, or another poem. 72
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NAME
DATE
CHECKING YOUR WRITING: SPELLING DEMONS
Writers call certain words “demons” because they can be so troublesome to spell. Sometimes, a word’s pronunciation makes its spelling unclear. For example, the word medicine sounds as if it could be spelled meda-, medi-, or mede-. Try this trick: Think of another word that has the same word part—such as medic. In medic, the i is more clearly pronounced.
A. Say each word in the first column aloud. Notice that the vowel in italics is unclear. Write a letter to match each spelling demon in the first column with a related word in the second column. Notice how much clearer the vowel is when you pronounce the second word. 1. _____ invitation
a. compete
2. _____ combination
b. declare
3. _____ competition
c. relate
4. _____ declaration
d. combine
5. _____ relative
e. invite
6. _____ perspiration
f. perspire
7. _____ author
g. burglary
8. _____ burglar
h. authority
B. Use the correct vowel to complete the words in the selection below. Practice was in 15 minutes, but Jesse had a problem. His basketball shoes were in his locker—and he’d forgotten the comb__nation! “Jessie, if you’re late to one more practice,” Coach Morgan had warned, “you’re off the team. I don’t care if the principal is your rel__tive! I don’t care if you have an inv__tation to meet the president! We are in comp__tition for the state championship. We need plenty of prep__ration for the next game.” Jesse remembered Coach Morgan’s decl__ration: “Be on time, or you’re out!” Beads of persp__ration formed on his forehead as he twisted the lock.
Click! The locker door opening was the most beautiful sound Jesse had ever heard. If he were an auth__r, he’d have written a poem about that beautiful sound! For now. . . Jesse was off to practice. CHALLENGE: On the back of this sheet, write five original sentences. In each
sentence, use a spelling demon from the first column of Part A. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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NAME
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CHECKING YOUR WRITING: DOUBLE TROUBLE
You’ll make a beter impression on your readers if you spell all words correctly! WAIT A MINUTE! Did you notice anything wrong in that last sentence? The word in italics is misspelled! This writer has forgotten to double the final consonant before adding the word ending. The word is correctly spelled better.
A spelling rule to remember: When a short vowel comes before the final consonant, double the consonant before adding the ending. (bet + er = better)
A. Circle the correctly spelled word in each pair. 1. The Warthogs were ( hoping / hopping ) to win their first game. 2. Lefty McGee slid into home, ( scraping / scrapping ) his knee. 3. In spite of his injury, Lefty ( hoped / hopped ) up and waved to the fans. 4. As the Warthogs cheered their win, their opponents ( moped / mopped ) over their loss. 5. “We were ( robed / robbed )!” cried one player. “Lefty should have been out!”
B. Rewrite each word, adding the ending indicated. Add -est
Add -ed
Add -er
Add -ing
1. big __________ 3. beg __________ 5. big __________
7. bet ___________
2. thin _________ 4. tag __________ 6. mad _________
8. hit ___________
C. Read the definitions. To play this word game, double one of the letters in the first word to make the second word. The first one has been done for you. 1. wager = _______________________ bet a vegetable = ___________________ beet 2. sacred = _______________________ a prickly tree = _________________ 3. dry, sandy region = ______________ pie, cake, ice cream = ___________ 4. having great heat = _____________ owl sound = ____________________ 74
5. spoke with anger = ____________________ dressed in tattered clothes = ____________ 6. abbreviation for advertisement = _____________ put together = _______________ 7. wishing = ___________________ jumping on one foot = ___________________
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NAME
DATE
CHECKING YOUR WRITING: LETTERS OFTEN LEFT OUT
A word’s pronunciation does not always match its spelling. •When a word has a quiet letter that is hard to hear, the letter may be left out. EXAMPLES: can d idate, Feb r uary, gover n ment
•Other words are often pronounced with slurred sounds. When speakers turn a three-syllable word into a two-syllable word, spelling can get confusing. EXAMPLES: Boun / da / ry can be incorrectly pronounced boun/ dry. His / to / ry can be incorrectly pronounced his / try.
A. Circle the correctly spelled word. 1. The ( bakry / bakery ) case was filled with ( chocolate / choclate ) delights. 2. A ( fedral / federal ) holiday honors war ( veterans / vetrans ). 3. All ( sophmores / sophomores ) study U.S. ( histry / history ). 4. The ( avrage / average ) ( salary / salry ) of a ( government / goverment ) employee has been climbing each year. 5. Automobile exhaust is one of ( several / sevral ) things that pollute the ( eviroment / environment ).
B. Circle the misspelled word in each sentence of the paragraph. You should find 6 misspelled words in all. A leap year has 366 days, one day more than an ordnary year. The extra day is added to Febuary. The month has a 29th day only once evry four years. People born on that extra day have an intresting problem. Do they only celbrate their birthday every fourth year? Do they substatute March 1 as their birthday? CHALLENGE: Write the correct spellings of
the words you circled in Part B. Then find and circle each word in the puzzle. Words may go up, down, across, or diagonally. ______________________
______________________
______________________
______________________
______________________
______________________
T C O R D I N A R Y E
I R E E R S N U R Y V
N M V L N T C M G E E
T I T I E O T E B I R
E B R F E B R U A R Y
R E F U R T R T H N T
E A O H N D K A I A Z
S U B S T I T U T E T
T C O I A M R D E E X
I H L L A E Q I O T G
N O I E R S U N R G E
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G D S P J U I H I C H 75
NAME
DATE
CHECKING YOUR WRITING: CAPITALIZATION I
Remember that a proper noun names a specific person, place, or thing. Begin all proper nouns with a capital letter. PROPER NOUNS:
Mike Mahoney, Chestnut Valley High School, New York City
Days of the week, months of the year, and holidays are proper nouns and are capitalized. Seasons of the year are not proper nouns and are not capitalized.
The proper nouns in the following sentences need to be capitalized. Rewrite each proper noun on the lines following each sentence. Be sure to capitalize the first letter of each word you write. (The figure in parentheses is the number of words to capitalize.) 1. We usually buy a pumpkin on september 21, the first day of autumn. (1) _________________________________________________________________ 2. My sister angela and I start planning our halloween costumes. (2) _________________________________________________________________ 3. Last year I dressed up as captain hook and angela dressed as peter pan. (5) _________________________________________________________________ 4. I like it when holidays fall on a monday because it means a long weekend. (1) _________________________________________________________________ 5. We bought chocolates from julio’s sweets shoppe on beach boulevard. (5) _________________________________________________________________ 6. I ate so much candy that I felt sick and ended up at dr. richard’s office. (2) _________________________________________________________________ 7. I’ll eat lots again on thursday, november 24, because that’s thanksgiving! (3) _________________________________________________________________ CHALLENGE: On the back of this sheet,
write a paragraph describing a holiday celebration. Be sure to capitalize the first word in each sentence and all proper nouns. 76
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NAME
DATE
CHECKING YOUR WRITING: CAPITALIZATION II
Certain types of proper nouns can be capitalization demons! Writers may have trouble deciding when they should begin with a capital letter and when they should not. The following chart can help you with these capitalization demons. CAPITALIZATION DEMONS
PROPER NOUN
COMMON NOUN
PLACE NAMES:
PART OF THE NAME OF A SPECIFIC PLACE:
NOT PART OF THE NAME:
street, hospital, school, ocean FAMILY RELATIONS:
aunt, dad, mother; AND NOUNS SHOWING RANK OR WORK:
doctor, mayor
Atlantic Ocean PART OF THE NAME OR USED IN PLACE OF THE NAME:
Aunt Sue, General Collins, Hey, Dad!
the neighborhood park PRECEDED BY WORDS SUCH AS THE, MY, THEIR:
my mother, their dentist, the governor
A. Circle the noun that is written correctly. 1. A well-known ( scientist / Scientist ), ( professor / Professor ) V. Ermin, has spent his life studying tree crickets. 2. He set up a (laboratory / Laboratory) in ( mount / Mount ) Baldy State ( park / Park ) where he forecasted weather by counting cricket chirps. 3. “The ( park / Park ) crickets are much livelier when the weather is warm,” explained ( doctor / Doctor ) Ermin.
B. Look for proper nouns in the following sentences. Rewrite each proper noun on the lines. Be sure to capitalize the first letter of each word you write. (You should find no proper nouns in two of the sentences!) 1. A new york city man was arrested for squeezing bread in the city’s supermarkets. ___________________________ 2. The suspect, a dentist, was captured near the hudson river. ______________________________________ 3. The judge let the criminal go with only a warning. ____________________________________________ 4. My uncle ted, a police sergeant in kansas city, has heard other amazing tales. ___________________________ 5. My uncle heard about a convict who escaped on the day he was scheduled to be released. ___________________________ CHALLENGE: On the back of this sheet, write two sentences for each of
the following words: beach, aunt, library, doctor, senator. In the first sentence, use the word as a common noun. In the second sentence, use the word as a proper noun. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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NAME
DATE
CHECKING YOUR WRITING: COMMAS I
The chart below describes four uses for commas. Study the chart before completing the activities. USE COMMAS TO:
EXAMPLE:
• SET OFF WORDS THAT INTERRUPT AND • SET OFF NOUNS OF ADDRESS
The magician, believe it or not, made the woman disappear. Ladies and gentlemen, I will pull a rabbit from this hat!
• SEPARATE ITEMS IN A SERIES
The audience whistled, clapped, and shouted.
• SET OFF A GROUP OF WORDS THAT
Wizardo, the talented magician, had amazed the crowd again!
ARE NOT NECESSARY TO THE SENTENCE
DESCRIBE ANOTHER WORD
A. Add commas to each sentence where they are needed. 1. A one-horned rhinoceros a ten-foot lizard and a miniature buffalo all live in the jungles of Indonesia. 2. The orangutan an ape with reddish-orange hair also makes its home in Indonesia. 3. Professor Durand can you explain why the orangutan is called “man of the jungle”? 4. Orangutans are if you can picture this about the size of humans.
B. Follow the instructions to write four original sentences. Refer to the chart at the top of the page for help with comma usage. 1. Write a sentence about three things you like to do on weekends. Name three items in a series. ____________________________________________________________________ 2. Write a sentence stating your opinion about something. At some point, interrupt the sentence with the words “if you ask my opinion.” ____________________________________________________________________ 3. Write about someone you admire. Write a sentence in which a group of words describes or tells more about the person. ____________________________________________________________________ 4. Write a sentence directed at a member of your family. At the beginning of the sentence, attract the person’s attention by using his or her name. ____________________________________________________________________ 78
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NAME
DATE
CHECKING YOUR WRITING: COMMAS II
A comma tells the reader to pause. As you can see in the examples, commas are used for clarity—to prevent misreading and confusion. EXAMPLES:
• CONFUSING: COMMA ADDS CLARITY:
• CONFUSING: COMMAS ADD CLARITY: OR:
Of those twenty five will be chosen as winners. Of those twenty, five will be chosen as winners. Betty Lou Thomas Mary and Jackson were among the winners. Betty Lou, Thomas, Mary, and Jackson were among the winners. Betty, Lou, Thomas, Mary, and Jackson were among the winners.
A. Each of the following sentences needs at least one comma for clarity. Add necessary commas to help prevent misreading. 1. Because they are big football players usually eat a lot. 2. At our school assemblies are held in the gym. 3. The committee was made up of the following four students: Carol Sue Carlos Molly and Ruth. 4. For those who love chocolate chocolate cake is the perfect dessert. 5. The five stars of the play were Peggy Anthony Mary Jo and Sam. 6. Rather than red orange is my favorite color. 7. Instead of Michael Jordan received the award. 8. While Brenda was climbing down the ladder slipped. 9. Recognizing the man as his uncle Joseph shouted a welcome.
B. Here’s a punctuation puzzle! It will demonstrate how important it can be to pause in the correct places. Add commas and end marks to make sense out of the following words. Rewrite the item on the line. Turn this sheet upside down to find the correct answer. That that is is that that is not is not is that not it it is! _____________________________________________________________________ CHALLENGE: Review comma usage by writing the following on the back of this sheet:
1. 2. 3. 4.
an address, including street number, city, and state a sentence naming four good friends a sentence telling three places you’d like to visit a sentence using the phrase “in my opinion” about a school policy ANSWER TO PART B: That that is, is. That that is not, is not. Is that not it? It is!
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NAME
DATE
CHECKING YOUR WRITING: PUNCTUATING QUOTATIONS I
The exact words someone says are a direct quotation. Quotation marks are used at both the beginning and end of a direct quotation. A comma or an end mark belongs inside the closing quotation marks. EXAMPLES:
“I hate snakes!” exclaimed Christina. “Most snakes are quite harmless,” Waldo assured her.
A. Put a checkmark (✓) beside each sentence that contains a direct quotation. 1. _____ “More than 80 percent of all snakes are harmless,” Waldo explained. 2. _____ Waldo said it was silly to fear all snakes. 3. _____ “Snakes are slimy!” Christina insisted. 4. _____ “On the contrary,” argued Waldo, “snakes have a dry skin.”
B. Circle a letter to show the correctly punctuated sentence. 1. a. Thomas Jefferson once wrote, “a little rebellion is a good thing. b. Thomas Jefferson once wrote, “A little rebellion is a good thing.” 2. a. “Genius,” explained Thomas Edison, “is one percent inspiration and ninety-nine percent perspiration.” b. Genius explained Thomas Edison, “is one percent inspiration and ninety-nine percent perspiration.” 3. a. Abraham Lincoln declared that the ballot is stronger than the bullet. b. Abraham Lincoln declared, “that the ballot is stronger than the bullet.” 4. a. There never was a good war or a bad peace, “Ben Franklin wisely said.” b. “There never was a good war or a bad peace,” Ben Franklin wisely said. CHALLENGE: Rewrite the following sentences on the back of this sheet.
Be sure to add the missing quotation marks! 1. Remember that time is money, Benjamin Franklin advised. 2. In this world, wrote Franklin, nothing is certain except death and taxes. 80
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NAME
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CHECKING YOUR WRITING: PUNCTUATING QUOTATIONS II
Writers often use dialogue to reveal a character’s personality. Remember these punctuation rules when you write direct quotations: • Use a comma to separate a direct
• When a quotation is a question or
quotation from the rest of the sentence.
• When a direct quotation is interrupted, do not begin the second part with a capital letter unless it is a new sentence or a proper noun.
exclamation, place the question mark or exclamation point inside the quotation marks.
• Begin a new paragraph when the speaker changes.
The following selection is a dialogue—a conversation between two characters. The writer, however, has left out the quotation marks! Add quotation marks where they are needed. Bosco studied the weird machine. He read the strange sign. Enter here to travel through time, the words said. All tickets ten dollars. Would you like to buy a ticket? asked a little round man in a blue suit. You can go forward, backward, or any-which-way! Bosco was fascinated. How can I pass up this opportunity? he whispered. He pulled out a ten-dollar bill. All aboard, shouted the little man. Quickly now. Quickly now! Bosco climbed three metal stairs and passed through a swinging gate. He heard a lock click behind him. Suddenly he felt nervous. I’ve changed my mind, he called out. Too late! said the little man. Have a good journey. The strange contraption shook and groaned as it hurled Bosco into the future.
CHALLENGE: On the back of this sheet, write a dialogue about a trip into
the past. The conversation should be between a character from today’s world and a famous historical figure from the past. Make sure you correctly punctuate all direct quotations. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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NAME
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CHECKING YOUR WRITING: UNNECESSARY REPETITION
Sometimes inexperienced writers feel that the more they write, the more they say. That is not always the case. Good writers avoid using unnecessary words and repeating thoughts.
A. Underline the word or words that can be eliminated from each phrase. The first one has been done for you. 1. the year of 1952
3. hurried quickly
5. victorious winners
2. a frown on his face
4. square shape
6. round circles
B. Remove the repetitious words and phrases from these sentences. Get right to the point! Write the shorter, improved sentences on the lines. The first one has been done for you. (Hint: There may be more than one way to improve the sentence. ) 1. Ten years from now I would like to be working at my future occupation in the field of medicine and doctoring.
,
____________________________________________________________________ Ten years from now I would like to be a doctor. 2. Doctors help and assist their patients by treating illnesses and diseases. ____________________________________________________________________ 3. When I once had trouble walking one time, I quickly hurried right away to a doctor. ____________________________________________________________________ 4. Tests showed indications that I needed to have a surgical knee operation. ____________________________________________________________________ CHALLENGE: Improve this paragraph by removing unnecessary words and
phrases. Write the improved version on the back of this sheet. The author Jack London wrote the book The Call of the Wild, which I think is, in my opinion, an exciting novel packed with thrills. It is the story of the canine Buck, a dog who shows bravery and courage in the face of dangerous perils. Buck is stolen from his home in warm, sunny California. He is shipped to the northern Yukon and sold for money as a sled dog. Buck has to be tough to survive and stay alive, but in addition, he also learns lessons about the real, true meaning of loyalty and faithfulness.
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NAME
DATE
CHECKING YOUR WRITING: DOUBLE NEGATIVES
Words like not, never, none, neither, nothing, nobody, nowhere, and no are called negatives. They all say “no.” Did you notice that every one of these words begins with the letter n ? The words hardly and scarcely are also negative words. When writers use two negatives to express one meaning, they are making a writing error called a double negative. EXAMPLES:
The teacher did not tell us nothing about the history test. CORRECT: The teacher did not tell us anything about the history test. –OR– The teacher told us nothing about the history test.
DOUBLE NEGATIVE:
A. Circle the word that correctly completes each negative statement. Be careful to avoid a double negative! (Hint: It may help to read the sentence aloud.) 1. Some people say you can’t ( ever / never ) teach an old dog new tricks. 2. In scarcely ( any / no ) time at all, I taught old Rex to sit and lay. 3. Hardly ( anybody / nobody ) believes Rex is smart. 4. They think he sits and lays because he hasn’t ( any / no ) pep! 5. It makes ( any / no ) difference to me. 6. Rex may not ( ever / never) be the smartest dog in the world, but I think he’s the greatest!
B. Put a checkmark (✓) by each sentence that contains a double negative. (You should check three sentences as incorrect.) 1. _____ Hardly no one volunteered for the cleanup committee. 2. _____ Doesn’t anybody understand the importance of the job? 3. _____ If we leave a mess, we cannot never hold a party again. 4. _____ Without no volunteer workers, the party will be canceled. CHALLENGE: On the back of this sheet, rewrite the sentences you checked
as incorrect in Part B. Be sure to eliminate the double negatives. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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NAME
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CHECKING YOUR WRITING: PROOFREADER’S MARKS
When checking any written work, you can use standard proofreading marks to point out errors. The marks show corrections and improvements to be made in the final draft. The following chart shows some commonly used proofreader’s marks. MARK
MEANING
MARK
Delete (Remove word, letter, or punctuation mark.) Insert (Add a word, letter, or punctuation mark.) Transpose (Reverse the order of two letters or words.) Uppercase (Change to a capital letter.) Lowercase (Change to a small letter.)
MEANING
Insert a comma. Insert a period. Insert an apostrophe. Insert a quotation mark. Start a new paragraph.
A. Proofread the following proverbs. Use standard proofreading marks to make corrections in punctuation and spelling. You should find three errors in each proverb. The first one has been done for you.
t
1. half a loaf is beter than none 2. You can lead a hors to water but you cant make it drink. 3. Evry cloud has a Silver lining 4. Dont bit the hand that feeds yuo. 5. Theres more than one way too skin a Cat.
B. Rewrite each proverb in Part A, correcting the errors you marked. 1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________ 5. ____________________________________________________________________ CHALLENGE: On the back of this sheet, write a paragraph explaining what
one of the proverbs means. Try to give an example from your personal experience. When you finish your paragraph, exchange papers and proofread a classmate’s paragraph. Use standard proofreader’s marks to mark errors. 84
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NAME
DATE
LAUGH OUT LOUD! MISSPELLED WORDS
A. Misspelled words can sometimes make a reader laugh out loud.
Find the spelling error in each item. Draw a neat line through the misspelled word. Then rewrite the word correctly above the error. 1. Misspellings are nothing to laff about! 2. I recently recieved an award for spelling teacher of the year. 3. Typist for hire. Acurrate manuscripts quickly prepared. 4. Editors and proff readers wanted. 5. Applicants must have excellent spelling and grammer skills. 6. Monica proudly showed her friends her five-carrot engagement ring. 7. Flooding may be prevented by putting big dames in the river. 8. Sailors were warned of shallow water by bobbing red and white boys.
B. Punctuation errors can create a silly sentence! Circle the sentence in each pair that is the most sensible. 1. a. There’s something wrong with the telephone’s mother. b. There’s something wrong with the telephones, Mother. 2. a. Stop eating boys because the restaurant is closing. b. Stop eating, boys, because the restaurant is closing. 3. a. Wait until you hear what happened to my brother, Alice. b. Wait until you hear what happened to my brother Alice. 4. a. Shake hands with my dog Fido. b. Shake hands with my dog, Fido. 5. a. Richard Sue is ready to leave. b. Richard, Sue is ready to leave. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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NAME
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CHECKING YOUR WRITING: REVIEW
A. Find one error in each sentence. Put a checkmark (✓)
above the error and rewrite the sentence correctly. (Hint: The type of error is given in parentheses at the end of each sentence.) The first one has been done for you. ✓ 1. The chief of the norse gods was Odin. (capitalization error)
________________________________________________ The chief of the Norse gods was Odin. 2. Odin wanted to be wise and smart as well as strong. (redundancy error) ____________________________________________________________________ 3. “I will drink from the Well of Wisdom, Odin said. (quotation mark error) ____________________________________________________________________ 4. “The water is not never free,” said the guardian of the well. (double negative) ____________________________________________________________________ 5. The price of a drink was very high and costly. (redundancy error) ____________________________________________________________________ 6. “You must give me one of your eyes Odin,” said the guardian. (comma error) ____________________________________________________________________ 7. Odin gained wisdom the ability to see the future and the respect of all the gods. (comma error) ____________________________________________________________________
B. Correctly rewrite the following sentences on the back of this sheet. Make the revisions that the proofreader has indicated. 1. Shaniko is a ghost town in the high dessert of oregon 2. Its called a ghost town, because most of the people are gone and the buildings are abandoned. 3. In the early 1900s shaniko was a boom town a bustling railroad hub. 4. A sign on the the road into Pressent-day Shaniko reads Population 30. 5. some visitors say “they hear ghostly laughter in the schoolyard.” 86
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IMPROVING YOUR WRITING: SENTENCE VARIETY I: Varying Sentence Beginnings
One way to make paragraphs more interesting is by beginning sentences with different parts of speech. Compare the following examples: The rope broke in the violent storm. The boat drifted rapidly from the shore. The boy yelled for help. Did you notice that every sentence begins with the same word?
In the violent storm, the rope broke. Rapidly, the boat drifted from the shore. The boy yelled for help. In this version, sentence beginnings vary. The first sentence begins with a prepositional phrase. The second sentence begins with an adverb.
Underline the first word in each sentence. Then write that word’s part of speech on the line. The first one has been done for you. 1. _________________ preposition At the turn of the century, in 1900, Louis Armstrong was born. 2. _________________ From the time he was a child, Louis loved music. 3. _________________ Snapping his fingers to the beat, he’d stand outside nightclubs and listen to jazz. 4. _________________ In the streets of New Orleans, Louis Armstrong got his musical education. 5. _________________ Amazingly, the poor boy from Perdido Street became the greatest trumpet player who ever lived. 6. _________________ Around the world, people called Louis Armstrong the king of jazz! CHALLENGE: Notice that the sentences in the paragraph below all begin
with the same word. On the back of this sheet, rewrite the paragraph so that each sentence begins with a different word. The singer named Woody Guthrie wandered the country for much of his life. The songs he wrote told the story of America. The times were hard in Woody’s day. The Great Depression had created hungry families and jobless men. The songs Woody wrote echoed the hardships he saw. The songs, like “This Land Is Your Land,” also reflected the beauty of America. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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IMPROVING YOUR WRITING: SENTENCE VARIETY II: Combining Sentences
Provide variety in your paragraphs by writing sentences of different lengths. In this exercise, you’ll practice combining sentences in two different ways. •You can use a conjunction to combine two short sentences into one compound sentence. EXAMPLE: SHORT SENTENCES:
Blast-off time arrived. The rocket engines did not fire. COMBINED SENTENCE: Blast-off time arrived, but the rocket engines did not fire.
A. Combine each pair of sentences below into one sentence. Use the conjunction shown in parentheses to join the sentences. Write the new sentence on the line. (Be sure to add a comma before the conjunction when you write a compound sentence.) The first one has been done for you. 1. Elaine and Paul Lavine have a huge house. They only have one child.
,
(but) ________________________________________________________________ Elaine and Paul Lavine have a huge house but they only have one child.
2. Seven Great Danes live in the Lavine house. Two will soon have puppies. (and) ________________________________________________________________
3. The family may keep all the puppies. Neighbors may buy some. (or) _________________________________________________________________
•You can also combine sentences by writing a descriptive phrase. In the following example, the descriptive phrase is shown in italics. EXAMPLE: SHORT SENTENCES:
We visited Thrill World. It is the most exciting amusement park in the state. COMBINED SENTENCE: We visited Thrill World, the most exciting amusement park in the state.
B. Combine each pair of sentences into one sentence. Turn one of the sentences into a descriptive phrase. The first one has been done for you. 1. Yoki will star in the class play. She is an excellent actress.
,
,
____________________________________________________________________ Yoki an excellent actress will star in the class play. 2. A stage crew is designing sets. Crew members are talented artists. ____________________________________________________________________ 3. Tickets for the play are going fast. The play opens March 5. ____________________________________________________________________ 88
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IMPROVING YOUR WRITING: SENTENCE VARIETY III: Avoiding “And” Sentences
Sometimes student writers overuse the conjunction and. This makes paragraphs sound repetitious. Just a slight change in sentence pattern can add variety. EXAMPLES:
Five minutes before game time the center arrived, and he was still wearing his street clothes. Five minutes before game time the center, still wearing his street clothes, arrived.
A. One sentence in each pair has been improved by eliminating the word and. Read both sentences. Then circle the letter of the improved sentence. 1. a. Abraham Lincoln was a man of dignity and honesty, and he is remembered as a great president. b. Because Abraham Lincoln was a man of dignity and honesty, he is remembered as a great president. 2. a. Although the sign said, “No food allowed,” Bobby entered the library with an ice cream cone. b. The sign said, “No food allowed,” and Bobby entered the library with an ice cream cone.
B. Rewrite the paragraph so that it uses the word and to connect sentences no more than twice. Hint: Separate some sentences and avoid writing too many long ones! The bald eagle is a symbol of the United States, and it is also an endangered animal. Hunters and ranchers have killed many eagles, and chemicals and pesticides are polluting the birds’ environment. The bald eagle is a proud and noble bird, and its picture is on the Great Seal of the United States and the President’s flag and some coins, and it is important that Americans protect the species.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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IMPROVING YOUR WRITING: CONCISE WRITING
We say that writing is concise when it does not waste words. Every word in a concise sentence has a purpose. Every sentence in a paragraph presents a new idea to support the main point.
A. The sentences in the first column have words and phrases that add no new meaning. Draw lines to match a wordy sentence in the first column with a more concise version in the second column. 1. The faulty vehicle of which I am the driver seems to present me with the challenging problem of veering to the left side of the road on which I’m driving. 2. As the vehicle’s operator, I feel a certain sense of responsibility to myself and my riders to drive the vehicle to a mechanic’s garage and have problems diagnosed and repaired. 3. Unfortunately, my bank account is extremely low, and I lack the needed funds to properly attend to my vehicle’s need for prompt service.
a. Unfortunately, I don’t have enough money to pay for the repairs. b. My car veers to the left. c. Maybe I’ll ask Dad for a loan to cover the car repairs. d. I need to take my car to a garage and get it fixed.
4. Perhaps I will appeal to the good nature of my father to advance me a sum of money with which to make the repairs and satisfy my debts.
B. Read the paragraph below. Draw a line through the four unnecessary sentences that repeat ideas. Walt Disney has been called the Master of Make-Believe. He began his career by bringing drawings to life in short cartoons called Laugh-O-Grams. This launched his career. Before long, he was off to Hollywood. There he found success with a seven-minute cartoon of Alice in Wonderland . The cartoon did well. It was not long before Walt created a funny little mouse he called Mortimer. The rodent was very humorous. Walt’s wife Lillian didn’t like the mouse’s name. She thought it was not the right choice. She renamed the mouse Mickey. 90
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IMPROVING YOUR WRITING: AVOIDING MIXED COMPARISONS
Writers often make comparisons to help their readers picture an idea. EXAMPLE:
At the sight of her old boyfriend, her heart pounded like a jackhammer.
Good writers are careful to avoid mixed comparisons. EXAMPLE:
Working like beavers, the students were night-owls who studied until dawn.
A. Decide whether each sentence below is a good comparison or a mixed comparison. Put a checkmark (✓) by the three mixed comparisons. 1. _____ Perspiration cascaded down his face like little waterfalls. 2. _____ The chicken-hearted villain was as timid as a kitten. 3. _____ When Leroy laughed, his Adam’s apple bobbed like a rowboat on a lake. 4. _____ As David climbed the ladder of success, he sailed through rough seas.
B. The sentences below contain mixed comparisons. Rewrite each sentence so that it does not shift from one comparison to another. The first one has been done for you. 1. Mario was a tower of strength and would not melt away in the face of danger. ____________________________________________________________________ Mario was a tower of strength who would not crumble in the face of danger. 2. His mind galloped from thought to thought like leaves in the wind. ____________________________________________________________________ 3. The warmth of the sun wrapped itself around our campsite like a blazing fire. ____________________________________________________________________ 4. The teacher growled at the tardy students like a thunderstorm. ____________________________________________________________________ CHALLENGE: Write three descriptive sentences on the back of this sheet. Use
a comparison in each sentence—but be sure to avoid mixed comparisons! Here are some topic suggestions: waves crashing on the beach, a graveyard, a cornfield, a crowded concert hall, your school cafeteria, a snake. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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IMPROVING YOUR WRITING: RECOGNIZING FACTS
AND
OPINIONS
It is important for writers to recognize whether they are presenting a fact or an opinion. Remember that a fact can be checked out and proven right or wrong. An opinion cannot be verified—not every reader would agree that it is right or wrong. EXAMPLES: FACT:
OPINION:
The concert began at 7:00 P.M. (Check the clock to prove this true.) The band gave a disappointing performance. (Would everyone in the audience agree with this?)
A. All the following items except one are accurate or inaccurate statements of fact. Each fact can be evaluated as true or false. Write T for true or F for false by each factual statement. Look for the one statement that is not a fact. Circle the statement and put an O for opinion on the line. 1. _____ The Fourth of July is always celebrated on July 5. 2. _____ A fireworks display is the best way to celebrate. 3. _____ The United States is in the western hemisphere. 4. _____ Rhode Island is the largest state. 5. _____ California has a larger population than Nevada.
B. Write F for fact or O for opinion beside each statement below. Remember, not everything you agree with is a fact. (You should find two statements of fact and three statements of opinion.) 1. _____ The most important feature in a car is its fuel efficiency. 2. _____ The most important feature in a car is engine power. 3. _____ A new model, the Zephyr, has an eight-cylinder engine. 4. _____ There are eight new courtroom dramas on television this fall. 5. _____ There are too many shows about lawyers on television. CHALLENGE: Select one of the following topics: a healthy diet; Paris, France;
your next-door neighbor; soda pop; leash laws; sales tax; the common cold; modern art; teen curfews. On the back of this sheet, write one statement of fact and one statement of opinion about the topic. 92
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IMPROVING YOUR WRITING: QUALIFYING OPINIONS
Good writers know the difference between a fact and an opinion. To make it clear that they are giving their opinion, writers use qualifying words like “in my opinion” or “I think.” Such words limit a statement and make it less strong. EXAMPLE: DON’T WRITE:
Golf is a rather dull sport. DO WRITE: In my opinion, golf is a rather dull sport.
A. Some of the following statements of opinion are qualified. Others are not. Underline the qualifying words and phrases where you find them. Put a checkmark (✓) beside the unqualified opinions. 1. _____ Brenda is cute. 2. _____ Mike thinks Brenda is cute. 3. _____ Alex wasted his money on a silk shirt that is not washable. 4. _____ In my opinion, cotton is the most practical fabric. 5. _____ I think cotton is comfortable and easy to wash. 6. _____ Cotton is better than wool or rayon.
B. Read the statements below. Circle the numbers of the three opinions that need to be qualified. Then rewrite the three statements you selected on the lines. Use qualifying words to make them better sentences. 1. Every student can benefit from a physical education class. 2. Midtown High requires all freshmen and sophomores to take P.E. 3. Mr. and Mrs. Wilson have overly strict rules for their children. 4. No amount of arguing will convince the Wilsons to change their minds! 5. The Wilsons insist that their kids finish their homework before dinner. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ CHALLENGE: On the back of this sheet, write a topic sentence that could begin
a persuasive paragraph. Present your opinion in the topic sentence, and be sure to qualify it. Topic suggestions: laws requiring bikers to wear helmets, oil drilling in the Alaska wilderness, school dress codes, the president. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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IMPROVING YOUR WRITING: MAKING
AND
QUALIFYING GENERALIZATIONS
Writers often make broad statements that apply to a large number of instances. When writers generalize, they must keep in mind that there may be exceptions. Most general statements need to be qualified. QUALIFYING WORDS
some several generally
many most usually
may might it seems
apparently probably seems to
almost likely often
sometimes supposedly
A. Qualify these generalizations by adding words from the chart. 1. ____________________ teens love to shop. 2. ____________________ animals have strong hunting instincts. 3. Rugby is ____________________ the roughest of all sports. 4. People who get up early ____________________ get more done in a day.
B. Writers qualify most statements about the future. Rewrite each prediction, using a qualifying word(s) from the chart. The first one has been done for you. 1. Next year, America will ship tons of food to needy countries.
,
____________________________________________________________________ Next year America is likely to ship tons of food to needy countries. 2. Annmarie will make a good doctor some day. ____________________________________________________________________ 3. At the tournament, our debate team will be hard to beat! ____________________________________________________________________ 4. Our house will need a new roof in three to five years. ____________________________________________________________________ 5. The growing population will lead to overcrowding. ____________________________________________________________________ CHALLENGE: What general statement could you make about the people
in your class? (Think about something most have in common, such as a favorite kind of music, favorite teacher, lunchtime complaint, etc.) On the back of this sheet, write a sentence making the generalization. Be sure to limit your generalization with a qualifying word or words. 94
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IMPROVING YOUR WRITING: WORD CHOICES
When you write, the first word that comes to mind may not be the best choice. Search your mind for colorful and specific word choices. Always aim to create a clear picture for your reader.
A. Think about the ideas and feelings that readers associate with certain words. Circle the word that is the best choice for the sentence. 1. The great white stallion ( pranced / shuffled ) around the ring. 2. The angry hound showed his teeth and ( yipped / growled ) at the burglar. 3. “You have a very ( old / mature ) attitude for a teenager,” Haley’s boss complimented her. 4. The advertisement read: Inn by the Sea offers ( moderate / cheap ) rates and ( weird / quaint ) furnishings. 5. “Please, somebody save me!” Heidi ( screamed / said ).
B. This activity should stretch your mind and generate word choices. One word heads each section of the chart. Write as many other words as you can think of that mean the same or nearly the same thing as the heading. You are likely to find that the more you stretch your mind, the more specific and interesting the words become. Compare your completed list with a classmate’s. walked
said
ate
big
child
dark
CHALLENGE: When you’ve exhausted your own ideas for each word, check a
thesaurus (a special dictionary listing words with similar meanings). Look up each word on the chart. Add a few words you find to your lists. Mark words you found in the thesaurus with a T. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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IMPROVING YOUR WRITING: NEW BEGINNINGS
Paragraphs often begin with a topic sentence that expresses the main idea of the paragraph. A good topic sentence gives enough information to catch readers’ interest. Here are some hints about writing strong topic sentences: • Get right to the point and avoid unnecessary words. • Prompt curiosity. Give your readers just enough information to tempt them to stay with you. • Create a vivid picture to interest readers.
A. Read each pair of topic sentences. Which one would make you more eager to read the paragraph? Circle the letter of the better sentence. 1. a. In Chicago’s Natural History Museum stands a model of the dodo—perhaps the craziest- looking bird that ever lived. b. In this paragraph I am going to tell you about an extinct bird called the dodo. 2. a. I went to the city pound and adopted a homeless dog named Pogo. b. When Pogo blinked his brown eyes and lifted a skinny paw, I knew the pound puppy had found a home. 3. a. Strange things happened the night the lights went out in Bay City. b. One night a storm knocked out all the power in Bay City. 4. a. There are many reasons we need to solve the problem of homelessness, and I am going to tell you about some of them. b. Imagine icy winds howling as you curl up on a park bench, and you’ll realize we need to solve the problem of homelessness.
B. Rewrite each item below. Make sure the topic is directly stated and the sentence serves to interest the reader. 1. I think monkeys are interesting animals. ____________________________________________________________________ ____________________________________________________________________ 2. I am supposed to write about my favorite relative, so here goes. ____________________________________________________________________ ____________________________________________________________________ 96
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IMPROVING YOUR WRITING: EFFECTIVE ENDINGS
The sentence that ends a paragraph is often a summary or conclusion. A conclusion is a judgment based on the evidence presented. A summary is a statement that repeats the main idea. The final sentence usually does not add new information to the paragraph. It lets the reader know that the paragraph is coming to an end.
A. Read each paragraph. Then circle the letter of the best ending sentence. 1. I believe my neighbors are in danger each time they leave their homes. They could trip on the cracks in our crumbling sidewalks. Dead tree limbs hanging over walkways seem ready to crash down. Many street lights are burned out.
a. Without improvements, life in our neighborhood is an accident waiting to happen!
2. My nine-year-old nephew Nick is trying to make a decision about his future. On Monday he wanted to be a cowboy and ride a galloping stallion. The next day he considered fire fighting and pictured himself on a racing red truck. By Wednesday, Nick was thinking about flying a jet plane.
a. I think Nick likes the hats that pilots wear.
b. Many neighbors leave toys and tools on the sidewalk in front of their houses.
b. On Thursday Nick announced he wanted to be a weatherman.
c. There are, however, many nice things about our neighborhood.
c. Luckily, Nick has plenty of time to decide what to do with his life.
B. Writers sometimes use a transition in a paragraph’s final sentence. These words clue the reader that the sentence is a summary. Circle the three words or phrases that suggest a conclusion. however
thus
in conclusion
in summary
first
next
in comparison
in contrast
CHALLENGE: Read the following paragraph. Then, on the back of this sheet,
add a concluding sentence that restates—or summarizes—the main idea. When Eleanor Roosevelt became first lady, she shocked the country. Presidents’ wives were expected to hostess gatherings in the White House— and little else! Eleanor, however, traveled the country. She talked to people about their problems. She wrote magazine and newspaper articles and gave radio talks. She spoke out for people others had forgotten: old people, poor people, minorities, and women. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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IMPROVING YOUR WRITING: WRITING TITLES
The title of a paragraph, article, or story has two purposes. It should: •suggest the main idea •catch the reader’s attention Although the title is the first thing your reader sees, it may be the last thing you write.
A. The title should suggest the main idea. Match each title with the topic you would expect the paragraph, story, or article to be about. Write a letter by each number. 1. _____ The Misadventures of Mortimer McSneed
2. _____ Young Riders of the Frontier
3. _____ Whispers in the Attic 4. _____ Slam Dunk
a. article about the pony express b. basketball story c. tales of a character’s humorous capers d. ghostly tale of an old haunted house
•Titles need to be punctuated in a special way. Capitalize the first word, the last word, any word after a colon, and all important words in between. EXAMPLE: A Tree Grows in Brooklyn
B. Copy these titles. Capitalize the words correctly. 1. tales from the titanic _______________________________________________ 2. the lady or the tiger? _______________________________________________ 3. chief joseph: man of honor ___________________________________________ CHALLENGE: Read the following paragraph. Make up an interesting title that
suggests the topic and write it on the line. Be sure to capitalize the title correctly. TITLE:
_______________________________________________
In 1986, a nuclear power plant in Chernobyl, Russia, exploded. Radiation escaped into the air. Winds carried nuclear fallout throughout Russia and into other parts of Europe. Two days after the explosion, scientists in Sweden measured huge levels of radiation in the air. Russians nearest the Chernobyl plant suffered the most. Many became ill right away. Others died in the next few months. Some effects of the disaster, however, would not appear for years. The deadly accident at Chernobyl made many people wonder if the price of progress was too high. 98
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LAUGH OUT LOUD! HEADLINE HORRORS
Editors who write newspaper headlines have a hard job! In a very few words, they must indicate the topic of the article and make readers interested enough to read on. Even professional writers make some humorous mistakes!
A. Read each of the following headlines and think about the foolish idea it suggests. Rewrite the headline so that it will not make readers laugh out loud. The first one has been done for you. 1. SALES RISE AS NEW AUTOS HIT 5 MILLION
___________________________________ NEW AUTO SALES ___________________________________ RISE TO 5 MILLION
2. TEACHERS STRIKE UPSET STUDENTS
___________________________________ ___________________________________
3. MAN EATING SHARKS SPOTTED OFFSHORE
___________________________________ ___________________________________
4. WOODVIEW HEIGHTS MAN FATALLY MURDERED
___________________________________ ___________________________________
5. BURGLAR HOLDS UP RICHARD’S PANTS
___________________________________ ___________________________________
6. MORE MEAT-EATERS TURNING TO VEGETABLES
___________________________________ ___________________________________
7. NEW LAW CUTS CURFEW VIOLATORS IN HALF
___________________________________ ___________________________________
8. U.S. STEEL GIANT PUTS DOWN STRIKERS
___________________________________ ___________________________________
9. TWO SMALL PLANES COLLIDE; ONE DIES
___________________________________ ___________________________________
10. FREE CLINIC OFFERS POOR MEDICAL CARE
___________________________________ ___________________________________
B. On the back of this sheet, draw a cartoon showing the foolishness suggested in any one of the headlines above. Saddleback Publishing, Inc. © 2001 • Three Watson, Irvine, CA 92618 • Phone: (888) 735-2225 • Fax: (888) 734-4010 • www.sdlback.com • Beginning Writing 1
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IMPROVING YOUR WRITING: REVIEW
A. Underline the words in parentheses that correctly complete each statement. 1. Good writers make sure the sentences in a paragraph ( are the same length / vary in length ). 2. For variety, sentences in a paragraph should begin with ( different parts of speech / the same part of speech ). 3. A broad statement that applies to a large sampling is called ( an opinion / a generalization ). 4. Good writers ( qualify / eliminate ) opinions and generalizations. 5. A good conclusion should ( summarize ideas / present a new idea ). 6. A concise paragraph ( is very long and wordy / gets to the point without wasting words ).
B. Combine each pair of sentences into one sentence. Use a conjunction to join one pair of sentences. Write a descriptive phrase to combine the other pair. 1. Scientists think humans could live on Mars. There is no food or water there. ____________________________________________________________________ ____________________________________________________________________ 2. Mars is one of our closest neighbors in space. Mars has been called Earth’s “red twin.” ____________________________________________________________________ ____________________________________________________________________
C. The following paragraph is made up entirely of short sentences that all begin with the same word. Improve the paragraph by varying the sentences. Write the improved version on the back of this sheet. After you rewrite the paragraph, give it a title! The war that rocked the world began in 1939. The German leader wanted to rule Europe. The leader’s name was Adolph Hitler. The Germans took nearly every European country. The Soviet Union and Great Britain remained free. The United States joined World War II in 1941. The United States, Great Britain, and the Soviet Union were called the Allies. The Allies fought together to defeat Germany. The Allies freed Europe. 100
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