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Prairie Hills Junior High
Student Writing Handbook
Student Name:
LA Teacher:
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Table of Contents Page #
I. The Writing Process ............................................................................................................................... 4-5 a. Prewriting & Rough Draft ............................................................................................... 4 b. Revise (RADaR) & Edit .................................................................................................... 4
○ Proofreader’s Marks .................................................................................................... 5 c. Publishing ................................................................................................................................ 5
II. The Six Traits of Writing ....................................................................................................................... 6-19 a. Idea .............................................................................................................................................. 6 b. Organization .......................................................................................................................... 7-9
○ Paragraph/Essay Organization .............................................................................. 7-8 ○ Transitions ........................................................................................................................ 9
c. Voice .......................................................................................................................................... 10 d. Word Choice …..................................................................................................................... 10-11
○ Alternatives to Get/Got & Said ................................................................................ 11 ○ Figurative Language & Literary Devices ............................................................. 11
e. Sentence Fluency ...............................................................................................................12-14 ○ Sentence Parts & Types .......................................................................................... 12-13 ○ Common Sentence Problems & Fixes .............................................................. 13-14
f. Conventions ........................................................................................................................ 15-19 ○ Conventions Guide .................................................................................................. 15-17 ○ Common Usage Errors ............................................................................................... 18 ○ Misused Words & Phrases ........................................................................................ 19
III. Student-Friendly 6Traits Rubric ....................................................................................................... 20-21 IV. Types of Writing ..................................................................................................................................... 22-32
a. Letters ................................................................................................................................... 22-23 b. Narrative, Informative, & Argumentative ................................................................. 24
○ Narrative Essay Sample …………………………………………………………………... 25 ○ Argumentative Essay Sample ………………………………………………………….. 26 ○ Informative Essay Sample ……………………………………………………………….. 27
c. Research .............................................................................................................................. 28-32 ○ URL Extensions ............................................................................................................. 28 ○ Research Paper Formatting ..................................................................................... 29 ○ Citing Sources ............................................................................................................. 30-32
1. In-text Citations .................................................................................................. 30 2. Work Cited Page .................................................................................................. 31 3. Source Cards ...................................................................................................... 31-32
○ Note Cards ...................................................................................................................... 32 V. Parts of Speech ....................................................................................................................................... 33-36
a. Noun & Pronouns .............................................................................................................. 33 b. Verb ....................................................................................................................................... 33-34 c. Adjectives ............................................................................................................................... 34 d. Adverbs & Conjunctions .................................................................................................. 35 e. Prepositions ...................................................................................................................... 35-36 f. Interjections ......................................................................................................................... 36
VI. Subject Area Writing ........................................................................................................................... 37-38 a. Reading Extended Response ......................................................................................... 37 b. Science Fair Report Format ........................................................................................... 38
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Dear Sixth, Seventh, and Eighth Graders: Here is a one-stop resource for all of your writing needs. Whether you are writing a research paper, creating a project, or writing an essay for an exam, you will find the answers to most, if not all, of your writing questions. It is meant to be a reference guide for you to make your writing for any subject area the best that it possibly can be. This handbook includes an in-depth guide to the six traits of writing (idea, organization, sentence fluency, voice, word choice, and conventions). This section of the handbook will show you how to choose and focus your topic. It will also show you how to organize all of your information so that your writing is the best it can be. Feel free to use the lists and charts in this section to add some “oomph” to your writing, and don’t forget to check all of your mechanics using the punctuation guide. This handbook will also include a breakdown of all of the genres of writing. Look at the samples to help you with a letter to a friend or a letter to your congressman. The expository references will help your better explain and analyze while the persuasive resources will show you how to make your opinions known. Use the narrative resources to tell your story or let your imagination soar. Don’t forget the all-important research portion of this handbook. Especially if you are in seventh or eighth grade, this is portion of the handbook will hopefully make your first journeys into research writing so much more manageable. We use proper academic formatting at all times, so the formatting section of this handbook is your one-stop shop for all things related to how to set up your documents. There is even a section on how to set up title pages, work cited pages, note cards, and source cards. Make sure to check out the sections on how to format lab reports for science and extended response pieces for reading. This handbook should not be read cover-to-cover. Use the Table of Contents to find the information that you need, and we would recommend that you use sticky tabs for references that you use constantly. If there is something that you do not understand and it is not in this handbook, please see your language arts teacher. This handbook will be updated every year, so if there is anything you think needs to be added to this booklet, please let us know.
Sincerely,
The Language Arts Teachers
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The Writing Process
Prewriting 1. Explore ideas 2. Choose a topic to write about 3. Use a web/graphic organizer to gather information on your topic. 4. Organize your information for writing.
○ Use an outline/web to organize the information you gathered. 5. Make sure to answer these questions:
○ What is purpose/reason for writing? ○ Who is my audience?
Rough Draft 1. Create your thesis statement.
○ Contains your purpose and main idea. 2. Write your introduction, body, and concluding paragraphs. 3. Organize your thoughts in a way that makes sense. 4. Use transitions to move from one idea/paragraph to the next.
Revise 1. Reread your rough draft to see what works and what does not. 2. Use the RADaR to help you fix your rough Draft
Replace ○ Words that are NOT specific ○ Words that are overused ○ Sentences that are unclear
Add ○ New information ○ Descriptive adjectives and adverbs ○ Rhetorical or literary devices
Delete ○ Unrelated ideas ○ Sentences that sound good, but do not make sense ○ Repeated words or phrases ○ Unnecessary details
Reorder ○ So important points are last ○ To make better sense or to flow better ○ So details support main ideas.
3. Use a rubric to check what you have written. 4. Analyze what you want to change or improve. 5. Make any necessary changes.
Edit 1. Check to make sure your information/facts are correct. 2. Correct error in spelling, grammar, usage, and mechanics 3. Use proofreader’s marks on your rough draft to make necessary corrections.
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Proofreader’s Marks
Publishing 1. Produce a final polished copy of your writing. 2. Share your writing.
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6 Traits of Writing: Idea
■ This is the backbone of your writing. It is your overall message with all of the stuff you
need to back up what you are saying and hold your reader’s attention.
■ You know you have done this well if...
○ Your topic is narrowed down to something specific.
○ Your ideas are fresh and original (no copying).
○ You include your personal experiences in your writing.
○ You have good supporting details, but your main ideas still stand out.
○ You stay focused and on topic.
○ Your paper is interesting and entertaining to your reader.
■ PLAGIARISM - When you copy someone else’s words/work and claim it as
your own.
○ If you use information from another source in your writing, you
must do the following:
● Summarize or paraphrase the text (put it in your own words).
-- or --
● Use quotation (“ “) if you are copying the text word-for-word.
-- and --
● State where the information came from (citation).
If you plagiarize your work, you will receive an automatic ZERO
(0) for the ENTIRE assignment.
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6 Traits of Writing: Organization
■ This is the structure of your paper. Your writing should be well organized so that your
reader can follow along without much effort. The organization of main ideas, supporting
details, hooks and leads, transitions, and paragraphs all fall under this category.
■ You will know you have done this well if...
○ You have an introductory sentence that “hooks” your reader.
○ Your introduction tells what the paper is going to be about.
○ The order of your main ideas/paragraphs is logical and well thought out.
○ Your supporting details fit with your main ideas.
○ You give information at the right moment.
○ You use good transitions to get from one idea to the next.
○ Your conclusion ties everything together and finishes it off.
○ The overall organization makes sense and keeps your reader interested.
Standard Essay Organization ■ Introduction Paragraph - Should do/have the following:
○ Get the reader’s attention with a hook.
● Give a fascinating fact or statistic
● Use a direct quote (“ “)
● Tell a short story or anecdote
● Ask your reader a question
● Write a shocking statement
○ Set the tone for the rest of the paper.
○ Thesis Statement - Tells your readers what your paper is going to be about.
○ Double check your thesis statement
1. Is it a clear, focused topic?
2. Is it a direct sentence?
3. Does it state what you intend to prove or explain?
4. Does it hint at the organization of your paper?
5. Can you support it with the information you have collected?
○ Direct the reader to the rest of the paper.
Never begin with... “I’m going to tell you about...”
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■ Body Paragraphs - Should do/have the following:
○ Topic Sentence - States the main idea for that body paragraph.
● The main ideas/body paragraphs should support the thesis
statement from the introduction.
○ 3+ Supporting Details - Details, facts, etc that support the main idea.
○ Explanations - Each supporting detail should have at least 1 sentence explaining
HOW it supports the main idea.
○ Transition Sentence - Directs the reader to the next paragraph.
■ Conclusion - Should do/have the following:
○ Restate the thesis statement from the introduction in different words.
○ Summarize the main points/ideas from the body paragraphs.
○ Final idea, example, or comment on the topic.
○ Concluding sentence that wraps everything up.
Never end with... “I have told you about” or “Thank you for reading my paper” or “The end” or anything similar to this.
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Transition Words Use transition words to:
Show location
above/below across against along
among/around behind
beneath beside
between beyond
by
up/down in back of/in front of
inside over/under
near off
onto on top of outside
throughout to the left/to the right
Compare two things likewise.............as similarly......like
in the same way …….. also
Add information as well besides finally
in addition for instance for example moreover
again another
also and
additionally along with
next
Conclude or summarize finally as a result
lastly therefore
to sum up in conclusion
all in all
Clarify for instance that is
in other words
Contrast things (show differences)
but still
although on the other hand
however yet
otherwise even though
Emphasize a point again truly
to repeat
in fact for this reason to emphasize
Show time about first/second/third
meanwhile soon then
afterward after today
later/next immediately
yesterday/tomorrow at
during finally
as soon as before
till next week
when until
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6 Traits of Writing: Voice
■ This is where the writer shows their personality. Your words should have feeling or
“oomph” behind them. Voice is what keeps a paper from being boring.
■ You will know you have done this well if...
○ The reader is able to see your personality in your paper.
○ The writing fits with the audience & purpose for your paper.
● Fits with WHO and WHY you are writing your paper.
○ The tone (mood) fits with what you are talking about (sad, happy, etc.)
○ You stated your ideas/position with confidence.
● Don’t use phrases like “It seems to me,” “I think,” “I believe,” etc.
6 Traits of Writing: Word Choice
■ The words that you use can take your writing from bland to extraordinary. Your goal as
a writer should be to choose the strongest words possible. Don’t stick with the
boring...experiment!
■ You will know you have done this well if …
○ Your words allow the reader to see what you are saying in their mind.
○ You use powerful action verbs.
○ You use adjectives and adverbs to provide good descriptive details.
○ You use precise nouns and modifiers.
○ Your writing seems natural and not overdone or wordy.
○ You use figurative language to create strong images for the reader.
○ Avoid repetition by having good word variety.
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Use these instead of Get or Got Use these instead of “Said”
accomplish achieve acquire approach attain become capture collect comprehend convince earn catch find grab
grasp inherit learn locate master obtain steal succeed reach receive remember remove retrieve understand
asked answered agreed argued barked begged bellowed called complained cried croaked demanded disagreed exclaimed explained gasped growled grumbled hissed hollered howled inquired interrogated mumbled
murmured muttered prayed proposed questioned ranted replied requested responded retorted roared screamed screeched shouted shrieked snapped sputtered squeaked squawked suggested wailed whispered whimpered yelled
Figurative Language/Literary Devices
Alliteration repeated consonant sounds in a phrase Sally Sells Seashells
Hyperbole extreme exaggeration Its raining cats and dogs.
Imagery details that appeal to the senses The frigid rain followed the rumbling thunder.
Irony when you mean the opposite of what you say
This locker room smells just lovely.
Metaphor comparing two unlike things by stating that one is the other
Time is money.
Onomatopoeia use of words that convey a sound pow, bang, boom
Personification giving human qualities to a nonhuman object
The leaves danced in the wind.
Simile comparing two unlike things using “like” or “as”
Her eyes sparkled like diamonds.
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6 Traits of Writing: Sentence Fluency
■ The flow of your writing is controlled by your sentence fluency. This is a fancy way of
saying that all of your sentences are different (beginnings, lengths, and types). Even
though your sentences are varied they should create a flow throughout your paper that
engages the reader.
■ You will know you have done this well if...
○ Your writing flows easily throughout the entire paper.
○ There are no fragments or run-ons.
○ The sentences are different lengths and types.
○ The sentences have varied beginnings.
Sentence Notes
Independent Clause Group of words that has a subject & verb and can stand on its own as a complete sentence.
TOM WENT to the store. Subj. Verb
Simple Sentence A single, complete thought with a subject and a verb.
TOM BOUGHT a car. Subj. Verb
Compound Sentence When 2 or more independent clauses are combined by using either: a. coordinating conjunction + comma ( , ) b. semicolon ( ; ) or colon ( : ) My sister sings well, but I cannot carry a tune. The train arrived at noon; it was two hours late.
Coordination Conjunction
and, or, for, nor, so, but, yet
Subordinate Clause Group of words that has a subject & verb, but it cannot stand on its own as a complete sentence. It is only PART of a sentence.
After SHE TOOK the test Subj. Verb
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Subordinating Conjunction
Used to join independent and subordinate clauses.
after although while as
as if because whereas before
for if wherever once
since so whether so that
then that whenever though
till unless where until
when
Complex Sentence When one independent clause is added to 1+ subordinate clause(s) using a subordinating conjunction. *If the subordinate clause comes 1st, place a comma ( , ) between it and the independent clause.
When I failed the test , my mom yelled at me.
* If the subordinate clause comes after the independent clause, you do NOT need a comma.
My mom yelled at me when I failed the test.
Common Sentence Problems
Type Problem Example Fixes
Fragment
Phrase Fragment Missing subject or verb.
Heard the bell.
(no subject)
*Attach fragment to a nearby sentence.
Clause Fragment Has a subject & verb, but cannot stand alone.
When I got there.
(What happened?)
*Add whatever words are needed to make it a complete sentence.
Run-On
Fused Sentence Sentences run together with NO punctuation in between.
I use the gym at school often I like the basketball court.
*Separate the sentences using end marks.
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Comma Splice Sentences are separated by ONLY a comma.
I like cars with sunroofs, they are fun on summer days.
*Use a comma and a coordinating conjunction to make it a compound sentence.
*Use a semicolon between two closely related sentences.
Modifiers
Misplaced Modifier When the adjective/adverb is not close to what it is describing.
The soccer team scored many goals with new uniforms.
(uniforms is supposed to modify the team)
*Move around the words so that the description is next to what is being described.
Dangling Modifier Description is at the beginning of the sentence which makes it unclear what is being described.
Sitting on the beach, the sun felt hot.
(modifies the sun not a person or people.)
*Move around the words so that the description is next to what is being described.
Double Negative
Double Negative Sentences contain 2+ negative words when one will do.
Mike DIDN’T like NO ONE in his class.
*Drop one of the negative words and reword the sentence to maintain meaning.
Consistent Tense
Consistent Tense Verbs in a sentence should be in the same tense.
She went to the park and finds her friends, who are waiting for her.
*Change the verb tenses so they are all consistent.
She went to the park and found her friends who were waiting for her.
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6 Traits of Writing: Conventions
■ All of your work writing your paper means nothing if your reader cannot understand
what you are trying to say. Spelling, punctuation, capitalization, grammar, and
paragraphing all affect how easily your reader can understand and enjoy your writing.
■ You will know you have done this well if...
○ Your paragraphs are well structured.
○ All of your punctuation is correct.
○ All of the capitalization is correct.
○ All of the spelling is correct.
Conventions Guide
Period 1. Ends a declarative sentence. ○ I went to the store.
2. Follows initials. ○ J.K.Rowling is a famous author.
3. Follows abbreviations. ○ He is 9ft. tall.
4. Follows numbers in a list. ○ 1. 2. 3.
Question Mark 1. Ends an interrogative sentence (question). ○ Why did you do that?
Exclamation Point
1. Ends an exclamatory sentence. ○ I win !
2. Ends an imperative sentence (shows strong emotion). ○ I really hate her!
3. Separates interjection from a sentence. ○ Yes! I knew they would win!
Apostrophe 1. Show possession/ownership ○ Singular nouns and plural nouns that do not end in S add
apostrophe ( ‘ ) +s ○ Mary’s shoes are dirty.
○ Plural nouns that end in S, add only the apostrophe. ○ The students’ papers...
2. Shows contractions ○ Apostrophes show where letters have been removed.
○ cannot = can’t
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Colons 1. Introduces a list ○ The desk has three parts: top, legs, and a drawer.
2. Introduces long quotes or excerpts ○ As Obama said in his speech:
“Make sure your indent the quote if it is more than four lines long.” 3. Separate hours from minutes in time.
○ 10:30 4. Punctuates the greeting in a formal letter.
○ Dear President Thomas:
Comma 1. Separates clauses in a compound sentence. ○ I’m smart, but I failed my test.
2. Separates items in a series. ○ I have math, science, and reading every day.
3. Separates 3+ adjectives in a series ○ I had a red, green, and blue crayon.
4. Separates a quote from the rest of the sentence. ○ Mary said, “I don’t care.” ○ “I don’t care,” Mary said.
5. Separates a city from a state. ○ Phoenix, Arizona
6. Separates the month and day from the year. ○ September 5, 1995
7. Separates a mild interjection from the rest of the sentence. ○ Gosh, she is so mean.
8. Sets apart appositives ○ Robin, my sister, is annoying.
9. Punctuate the greeting in a friendly letter. ○ Dear friend,
Quotation Marks 1. Shows a person’s exact words. ○ Mary said, “I don’t like her.”
○ Periods & commas go inside quotation marks. ○ Question marks & exclamation points only go inside
the quotes if they apply to the quote and not the whole sentence.
2. Sets apart titles of shorter works (articles, songs, etc) ○ Did you read “Crime Beat” in the newspaper?
3. Sets apart special words and slang. ○ The word “escape” means to get away.
Semicolon 1. Joins independent clauses without a conjunction. ○ I am smart; I aced my test.
2. Separates items in a list especially longer lists ○ To prepare for school you need to do the following: register
for class; buy pens, paper, folders; and review what you learned last year.
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Capitalization 1. You should capitalize: ○ The first word in a sentence. ○ The first word in a direct quote. ○ The pronoun I ○ The first letter in all important words in a title. ○ All proper nouns/names and adjectives ○ Initials ○ Days, months, & holidays (Not seasons) ○ Historical documents, events, and time periods.
Subject/Verb Agreement
1. Subjects and verbs must agree in number o If the subject is singular, the verb must be singular as well. o Make a subject plural by adding –s or –es. o Singular verbs normally end in –s…plural verbs do not
usually end in –s.
Singular Plural
First Person Third Person First & Third Person
(I, You) send (he, she, it) sends (we, you, they) send
(I, You) go (he, she, it) goes (we, you, they) go
(I, You) look (he, she, it) looks (we, you, they) look
(I, You) dance (he, she, it) dances (we, you, they) dance
(I, You) visit (he, she, it) visits (we, you, they) visit
(I, You) work (he, she, it) works (we, you, they) work
(I, You) run (he, she, it) runs (we, you, they) run
(I, You) discuss (he, she, it) discusses (we, you, they) discuss
(I, You) vote (he, she, it) votes (we, you, they) vote
(I, You) choose (he, she, it) chooses (we, you, they) choose
Pronoun/ Antecedent Agreement
1. Pronouns and antecedents must agree in: ○ Person - 1st, 2nd, or 3rd person ○ Number - # ○ Gender - Male or Female
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Common Usage Errors
Word Definition & Part of Speech Example
Accept Except
Verb – Agree to/take what is offered. Preposition – leaving out/other than.
Brian accepted the job. No one except me passed.
Advice Advise
Noun – An opinion Verb – To Give an opinion
I took her advice. I advise new students to join clubs.
Affect Effect
Verb – to influence or cause change Noun – the result
That will affect your grade. What effect did it have on him?
Beside Besides
At the side of/close to In addition to
I sat beside him all day. No one besides us passed the test.
Farther Further
Relates to distance/location To a greater degree/in addition
The store is farther than I thought. We need further instructions.
In Into
Is a position Is a movement or motion
The books are in the locker. We went into the classroom.
Their They’re There
Possessive adjective Contraction for They Are A location or direction
It’s their car. They’re going to the movies. The book is over there.
To Too Two
Toward a person, place, object, etc. In addition The number 2
I’m going to the station. I got new shoes too. I have two cars to sell.
already all ready
previously all are ready
I have already seen the movie. Are you all ready to leave.
its it’s
possessive contraction of it is
The dog bared its fangs. It’s not fair.
quiet quit quite
opposite of noise to stop completely
The school is quiet without the kids. Quit acting like a dork. He is not quite finished with his paper.
than then
used to compare tells when
She is prettier than you. She laughed, and then she cried.
who’s whose
contraction for who is possessive pronoun
Who’s taking me to school? Whose book is this?
your you’re
possessive pronoun contraction for you are
That’s your book. You’re going to get in trouble.
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Commonly Misused Words & Phrases
Incorrect Correct
alot a lot
alright all right
cuz /cause/cause of because
different than different from
irregardless regardless
is when/was when is/was
like as if, for example
should of, would of, could of should have, would have, could have
suppose to supposed to
use to used to
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Student Friendly 6 Traits Rubric Ideas
6 � My ideas are crystal clear—and you will not be bored. � I know this topic inside and out. � What’s more, I will help you understand this topic. � My details are intriguing—not just things everyone
already knows. 5 � This paper is clear—it makes sense from beginning to
end. � It is easy to tell what my main point is about. � I used research and/or my own experience to make my
writing convincing. � I use important details to support or explain main
ideas. 4 � Most of this paper is clear and focused—OK, there’s a
fuzzy moment here and there. � It’s easy to tell what this paper is all about. � I have some great details! But then, I have some
generalities, too. I need to dig deeper. I need more new, unusual details.
3 � I know what I want to say—but it’s hard to get my
ideas on paper. � At least I stick to my topic—well, most of the time. � You can probably figure out my main idea or story. � Details? I have a few. I need a lot more information. 2 � This is still confusing, even to me. It rambles. � I’m beginning to figure out what I want to say. � I think I have a main idea—but I’m not sure. � This is pretty sketchy. The truth is, I didn’t say much. 1 � There are just notes and thoughts. Well, it’s a start. � What’s this about? Hey—I’m not sure yet. I’m just
jotting down ideas. � If you do find a main idea here, please tell me what it is!
Organization 6 � This is so easy to follow, it’s like having a road map. � The structure is strong, but it doesn’t overwhelm you. � Super organization makes my ideas clear. � Notice my opening? My closing? Unforgettable, don’t
you think? � Everything connects. You never wonder how I got from
A to B. 5 � This is pretty orderly. Nothing’s out of place. � You can spot my structure if you’re looking for it. � Main ideas stand out. � I have a strong lead and conclusion. � It’s pretty easy to see how one thing connects to
another. 4 � The order works—I don’t think you’ll feel lost. � My structure is definitely there—just a little
predictable. � I have a lead and conclusion—that’s the main thing,
right? � I connected most ideas together. 3 � Some parts are definitely out of place or not needed. � It’s sometimes hard to follow—you might have to re-
read. � I tried for a good lead and conclusion, but I’m not sure
if they work or not. � I did not always see how ideas connected, so it was
hard to make that clear to readers. What really goes with what?
2 � I need to re-organize! I seem to go in lots of directions. � I don’t really understand how to connect ideas to each
other—or to my main point. � My lead and conclusion need work! They’re not
exciting. 1 � This is a jumble of details and random thoughts. � Nothing really goes with anything else. � There’s no lead; it just begins. There’s no conclusion, it
just stops.
Voice 6 � This is me. It’s as individual as my fingerprints. � This paper begs to be read aloud—you’ll want to share
it. � I love this topic—and it shows in every line. � I don’t over-write, but I use my voice to keep readers
hooked. � You’ll find this paper tough to put down. 5 � I think my voice is lively, expressive and enthusiastic. � The tone and flavor are right for my topic, audience,
and purpose. � I want my audience to like this topic and to tune in. � Would you read it aloud? I think so. 4 � Spontaneous? Enthusiastic? Sure—now and then. Not
all the time. � Tone and flavor acceptable for topic, audience,
purpose. � My voice comes and goes. I get tired now and then, you
know? 3 � I have a sincere, functional voice. This is an OK topic
and an OK paper. � My tone might not be perfect. Well, nobody’s perfect. � I don’t usually think about the audience—I just write. 2 � Sometimes I sound like an encyclopedia—other times,
I’m too chatty. I can’t seem to hit the right note. � I think there could be a moment of voice here or there. � My audience? Well, who are they anyhow? 1 � I can’t think of a word to describe this voice. � Does this even have voice? It’s kind of ho-hum. � I wouldn’t read this myself if I didn’t have to. � I don’t care that much about the topic—and I don’t
really care if anyone reads this, either. I feel bored. I’m glad it’s over! (Bet you are, too.)
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Word Choice 6 � You’ll read this more than once; it’s that good. � I made every single word count; if it didn’t work, I cut
it. � I’ll read this a year from now and I’ll still like it. � My verbs are strong—I don’t count on adjectives. � Could you quote me? Well—I’d say yes.
5 � My word choice is natural. I didn’t need the thesaurus. � Every word is used correctly, making my meaning
clear. � I tried to give the writing some sparkle with vivid
verbs. � I did not settle for worn-out phrases; I found my own
way to say it.
4 � It works and it’s clear. It makes sense. � I guess I did include some clichés or over-written
phrases. � Verbs? Well, yes, right in here with the adjectives and
adverbs. � It isn’t always original or striking, but it isn’t confusing.
3 � I did not always use words correctly. I may have
confused my reader. � I had a good moment or two, though! � Verbs? Well, there’s good old is, are, was, and were… � Some words are vague. Did I over-utilize my
thesaurus?
2 � This is confusing. What was I trying to say? � I should have looked up the words I didn’t know. � Too many modifiers? Do you honestly, truly, really
think so? � Sometimes I was showing off—other times I settled for
routine words like nice, fun, great, and wonderful.
1 � Help. I don’t think anyone will understand this. � This does not make sense, even to me. � I used words I didn’t know. I used other words over
and over. I think I made up some of these words. � I need verbs. I need clarity. I need better word choice.
Sentence Fluency 6 � This is easy to read with a LOT of inflection—like a
good film script. � Almost every sentence begins differently. � My informational writing comes right to the point. � My creative writing is lyrical, poetic, and musical. It
flows. � You need to read it aloud to really appreciate it.
5 � My writing has an easy going flow, rhythm and
cadence. � It’s enjoyable to read—no practice needed. � My sentences are different lengths and begin in
different ways. Variety is my middle name.
4 � My sentences are easy to follow. � I wouldn’t call my writing musical, but it’s not
awkward. � Yes, I have some variety in length and structure. � Yes, there’s some repetition. Yes, some sentences begin
the same way.
3 � When I read this over, it sounds mechanical. � ALL my sentences seem to begin the same way. All of
them are alike. All of them could use some work. All of them are putting me to sleep.
� Where’s the zip? It isn’t as natural as conversation.
2 � This is a little hard to read aloud—even though I wrote
it! � I went on and on and on as if I could never stop and
had to keep going. Or I wrote. In choppy. Phrases. Some weren’t. Even sentences. This. Is boring.
1 � This is very hard to read aloud. � Sometimes I have to go back and start over or I can’t
tell where sentences begin or end. � I have to fill in lots of missing words or missing
punctuation. Sometimes I have to hook words together to make a sentence. I don’t really know what a sentence is. Help!
Conventions 6 � Only the pickiest editors will spot errors. � It’s mostly correct (maybe not flawless, but come on). � I used a wide range of conventions (as I needed
them)—semicolons, ellipses, dashes, italics, etc. � Notice the layout? Eye-catching, don’t you think? � I’d say this is ready to publish.
5 � I made some minor errors, but you may not have
noticed. � I did proofread. I’m not a fanatic, but I’m careful. � I used good conventions to make my text easy to read. � I think the layout leads readers to main points. � Minor touch-ups will get this ready to publish.
4 � I made some noticeable errors, but you get my
meaning. � It’s perfectly readable. No buddy’s—uh, nobody’s—
perfect. � Layout? Hey, looks good to me. � Basics (e.g., periods, caps, simple spelling) are OK. � It needs a good once-over before publication.
3 � A few errors may stop you just for a second. � I made some errors even on basics like periods and
simple spelling. How did those slip by me? � I should think more about layout. It’s kind of blah.
2 � This has MANY errors. Maybe if I read it aloud… � Some errors get in the way of my meaning. � Even basics, like simple spelling, need work. � I think every line will need editing if I’m going to
publish this. My layout needs work, too. 1 � Only very patient readers will get through this. � I missed a LOT of errors. I still don’t know what they all
are. I need editing help—and help with layout. � My message is buried under mistakes. � I think I should go through this word by word.
Adapted from Pearson/Addison-Wesley Longman, 2001. Spandel Creating Writers. 3rd
Edition. Used with permission. May be used by Write Traits trainers/teachers for noncommercial
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Types of Writing
Many different types of writing will be written in middle school, including the following:
● Letters ● Narratives ● Expository Essays ● Persuasive Essays ● Research Reports
Letters
There are two types of letters: business and friendly. Business letters are formal and follow a specific format. While friendly letters are informal, they still have a specific format that is a bit different from the business letter. Formatting a Business Letter
1. Heading - Gives the writer’s complete address plus the date. 2. Inside address - Gives the reader’s name and complete mailing address ( including name
of company, if applicable). 3. Salutation - Personalizes the letter.
a. Use Dear with people only, not with company names or specific departments. If the person has a title, make sure to include it. Titles go after the name, separated by a comma.
b. Use Mr. or Ms. plus the person’s last name. Do not guess at Miss or Mrs. c. If you do not know the name of the person who will read your letter, use one of the
following salutations followed by a colon: i. Dear Sir or Madam: ii. To Whom It May Concern:
4. Body - Contains your message. Your letter is organized into three parts: 1) why you are writing, 2) provides all the necessary details, and 3) what should happen next or resolution. Do not indent the paragraphs and double space between paragraphs.
5. Closing - Politely ends the message with Sincerely, Yours truly, or Regards, - followed by a comma.
6. Signature - Handwritten and followed by corresponding typed name. 7. Enclosures or Copies - If a document is enclosed with the letter, the word Enclosure or
Encl. appears below the typed name. If a copy of the letter is sent elsewhere, type “cc: (for carbon copy), and follow with the name of person or department receiving copy.
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Sample Business Letter
Mr. Ron Weasley Gryffindor House Hogwarts School of Witchcraft and Wizardry May 29th, 2013 Corporate Headquarters Spell-O-Tape Diagon Alley London, England 74620 Dear Sir or Madam: I am very dissatisfied with my Spell-O-Tape purchase. Recently, I was practicing my spells when my wand broke in half. Upon realizing the break, I gathered the two pieces and went back to my room to use my unopened package of Spell-O-Tape. Your product states that it can fix any magical item, so I was more than excited to use it to fix my wand. I was able to tape the wand together and complete simple spells after using your product. However, when I attempted a bigger spell to be able to use when fighting Voldemort and the Death Eaters, my wand exploded! Thank goodness that this was not a real battle for me. Your product could have cost me my life! Other people have been able to use your product with great success, but not me. I believe that this pack of Spell-O-Tape was defective. I felt fortunate that I was not seriously injured and hope that you give this matter your utmost attention. I would hate to think that other consumers are in danger if they are using packs of Spell-O-Tape. I will need to purchase a new wand, and under the circumstances, I feel that a full refund plus reimbursement for my wand is warranted. Please respond quickly. My grades depend on it. Sincerely, Ron Weasley Ron Weasley ENCL.
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Narrative, Informative, and Argumentative Writing
Narrative Informative Argumentative
When to use *To tell a story or an account of an event using main events, characters, conflict, and resolution. A. Personal Experience 1. Describe Event 2. Tell emotional reaction to each phase of event B. Reaction to Event 1. Narrate observations 2. Describe participants reactions to event
*To give information gathered from other sources to explain, compare, or elaborate on a topic. A. Information about a person, place, thing, or idea B. Explain something C. Write in third person - No “I” or “You”
*To persuade or convince an audience to agree with the writer’s point of view or take a specific action.
Focus A. Has a clear purpose B. Uses the same point of view from beginning to end C. Engages readers
A. States main idea or topic B. Gives three or more key points as support C. All parts work together to support and explain the main point
A. Make a stand or state a position B. Gives three or more reasons as support C. Addresses opposing point of view (Counter-argument) D. Summarize points
Support/ Elaboration
A. Place important feelings, details, examples, reasons in every paragraph B. Avoid “listing” ideas C. Use transitions sentences to move between paragraphs
Each paragraph in the body must: A. Make a key point B. Contain sentences with concrete details, examples, or reasons C. Transition sentences
Each paragraph in the body must: A. Make a key point B. Contain sentences with concrete details, examples, or reasons C. Transition sentences
Organization A. Use chronological order B. Stick to the event and you or your participants’ actions and feelings
A. Keep key points organized in the order used in the first paragraph B. Use chronological order C. Use transitions D. All paragraphs contain five or more sentences
A. Keep key points organized in the order used in the first paragraph B. Use chronological order C. Use transitions D. Contains a paragraph for the counter argument. E. All paragraphs contain five or more sentences
Conventions A. Watch sentence length (No run-ons or fragments) B. No titles or numbers for paragraphs C. Watch spelling of simple words
A. Watch sentence length (No run-ons or fragments) B. No titles or numbers for paragraphs C. Watch spelling of simple words
A. Watch sentence length (No run-ons or fragments) B. No titles or numbers for paragraphs C. Watch spelling of simple words
See student essay samples on the following pages.
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Narrative Essay Sample “OH MY DARN IT!” Mother shouts from the kitchen downstairs. I jump out of my bed, into my
SpongeBob Squarepants house-shoes, and dashed down the stairs. As I run I trip over the remote to my television
and tumble down a few steps. I then get up and run towards the kitchen door, but fall into a pile of old clothes and
left over pizza crust. Gross, I think to myself. I begin to crawl on my knees and rush through the door into the
kitchen. “Mother, what’s wrong?” She has the morning paper crinkled in her hands. She wears a blank face, so I
can’t tell whether she is happy, upset, or has become crazed. I walk toward her slowly with fear. “Mother…” I
speak softly. Her left eye twitches. I attempt to speak, but I am cut off. “OH MY DARN IT ROBIN! GUESS WHAT I
JUST READ?” I think and realize that she is excited. “What’d you read?’ “Well, I was reading about Mr. Oswald.
You know the man who owned the taco truck?” I think about the name. “Oh yeah, the guy who got arrested
because he was selling unauthorized weapons from his old country. What about him?” “It turns out that he broke
out of prison and hid out in this town somewhere.” I gasp. “Oh my darn it, that’s terrible.” This was horrifying!
There was a crazy man on the loose who was probably running around with loaded weapons and bombs wrapped
around his chest. “I see how you would think that, but him breaking out of prison is such a joyous opportunity!”
Mother said with a look of happiness. I was confused. This is it. My mother has finally snapped. She’s gone crazy!
Opportunity?” I say quietly. “ Yes, OPPORTUNITY! It turns out that Mr. Oswald is in this town running around
with bags full of antique, 1980’s legwarmers!” I give her a puzzled look, “Legwarmers?” Mother’s happy face turned into a disappointed face. “You know what Robin? You’re just an eleven year
old girl. I knew you wouldn’t understand the magic of legwarmers.” I responded quickly, “NO! NO! I do
understand the magical powers of the legwarmers! I DO!” She jumped in excitement. “Oh hooray! C’mon, let me
read the rest of the article to you.” As she began to read, I took a loaf of bread and put two slices into our toaster. I
couldn’t tell whether it was wheat or white bread since the label was covered in grape jelly. I opened the
refrigerator to get a cup of apple juice, but it had spilled into my leftover taco from the night before. My toast
popped up out of the toaster. I grabbed it and poured honey all over the two slices. I then began to eat. “Just be
warned, this man is highly dangerous and loaded with…” my mother read. I listened carefully. The article talked
about how dangerous Mr. Oswald was. It said that if we saw any strange happenings happening, to call the police
straight away. “…before you go to sleep, make sure all windows and doors are closed and locked. The mayor is
now making it okay to sleep with a legal weapon for protection…” she went on. Oh my darn it! This man really
was intense if we had to sleep with a weapon by our side! “… and just remember to be safe, be on the look for
any suspicious activity” she finished reading. She gazed at me, watching me eat my toast. “ISN’T THIS EXCITING?!” she screamed. “How exactly is
a dangerous, foreign criminal running on the loose in our town exciting?” I asked. Mother responded, “Well
since winter was coming up I thought that legwarmers would be nice to have.” I asked for the paper, and as I
studied the advertisement my face turned blank. “Mother, you don’t actually think that you’d buy anything from
him, right? I mean, he’s a dangerous criminal. Buying legwarmers from him would be like buying illegal drugs.
It’s bad! And not only is it bad, it’s not good!” She looked worried… too worried. “Mother, what did you do?” I
asked curiously. “Well, I saw the number in the ad and I… I kind of called him over already.” I felt my eyes
shrink and my fists clench. The doorbell rang. We both stared at the door. I had a sense that she would zoom to
the door, so I put my hand in front of her. I looked at the paper again while Mother continuously stared at the door. “Must be purchased in private
with all windows and doors closed and locked. “Mother, did you even read the entire thing before you called.”
She gave me a blank stare, and I shook my head. They were pounding on the door now. My heart raced. What
could I do? The next thing I knew, my mother was dashing toward the door. She opened it and started talking.
“Oh hi, are those my antique 1980’s legwarmers?” It was silent for a moment or two, but then I heard a quiet
foreign voice. They never came in, so I assumed he didn’t mind being seen outside. I then heard a scream. I darted
to the door only to see Mother holding green, black, purple, and orange legwarmers. I have to admit… they were
pretty cool. I looked up and spoke without thinking. “Oh, hi Mr. Oswald. We saw you in the paper this morning.
It seems you’ve escaped from prison.” He looked at me. Gosh darn it! I blew a criminal’s cover! He was definitely going to torture me with his
foreign weapons now! Fortunately, an elderly woman had overheard me. “You’re that criminal! I’m calling the
cops!” she shouted. Straight away there were about six cop cars surrounding my house. My mother’s jaw dropped
to the ground and she dropped her legwarmers. I put my hands up and the newspaper flew into a nearby bush.
“You just had to buy something from a foreign criminal who was in a newspaper. We are going to jail.”
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Argumentative Essay Sample
What would everyday life be like without computers, tablets, or cell phones? Would the world still
function the same way? Would some people be jobless? National Shut Down Your Screen Week (NSDYSW) is a
period of seven days without using anything with a screen, such as a cell phone, a TV, a computer/laptop, or a
tablet. We should not participate in National Shut Down Your Screen Week because technology helps us to gain
knowledge and complete research/ find information easily. Things would be a lot harder to complete if all
technology were eliminated for a week.
We should not participate in NSDYSW because technology helps us gain knowledge. Director of
Research Peter Norvig stated, “Google returns 45,000 pages, including a definitive encyclopedia article and
instructions”. This proves that using the internet and other technological resources can help us learn more about a
desired topic, and sometimes even more than what we are looking for. The article, “Social Media as Community”
exhibits, “My co-authors and I found not only that social media users knew people from a greater variety of
backgrounds, but also that much of this diversity was a result of people using these technologies who
simultaneously spent an impressive amount of time socializing outside of the house”. This shows that when
people spend hours and hours in front of a screen, they aren’t completely wasting their time. They are possibly
learning about other people with different ethnic backgrounds just by communicating with them online. Also,
using technology and things such as Google help us to find out things that we didn’t know before. For example, if
someone wanted to know about the Civil War, they could simply research about it online instead of having to
waste gas and waste money trying to go to the library to find a book about it. Then, they would have to waste time
trying to find the book. Using technology saves a great deal of time for just about everyone.
NSDYSW shouldn’t be exercised because technology makes researching things easier. According to the
article, “Is Google Making Us Stupid?”, “My local library has no books on that specific subject; Google returns
45,000 pages.” As shown, when non-technological resources aren’t available, the internet will always have what
you are looking for and possibly something extra. Author Peter Norvig stated, “We have ready and free access to
information”. This statement is true because when searching online, you don’t have to search through pages and
pages to find what you’re looking for like you would in a book. You find exactly what you’re looking for the
moment you search for it. There may be a few different websites that you have to click on to find your
information, but it doesn’t take nearly as long as it would to find it manually. First, you’d have to search through
the book racks in the library to find the book, and then you’d have to search through the book to find the
information. By the time you get finished doing that in school if we actually did participate in NSDYSW, the
class period would be over and you’d get a zero on your assignment for incompletion. This may cause students to
just give up completely and not even attempt to complete the work.
Others may think that using the internet has many disadvantages when it comes to thinking and emotions.
According to author Nicholas Carr, “It’s making us shallow.” An argument definitely exists with this statement
because there are tons of generous things to do online, like donating money to a charity. Not all activities done
through the internet involve changing a person’s emotions or feelings about things. Nicholas Carr also disputes,
“We’re always distracted.” Just because the internet has ads and pop ups doesn’t necessarily mean that we will
pay attention to them. Sometimes, the pop up ads include information that we are looking for because they pop up
according to our searches, so in a way, they actually help us. The article “Is Google Making Us Stupid?”
emphasizes, “Deep thinking happens only when our minds are calmed and attentive.” I exhibit why this is an
incorrect statement. Everyday afterschool while I do my homework, I listen to music. If I don’t listen to music
while I do my homework, I get bored and lose focus. Eventually, this leads to me not completing that assignment
until later when I regain my concentration. So this article doesn’t speak for everyone when it says that you can
only think when your mind is focused on one thing.
There are many reasons why we should not participate in National Shut Down Your Screen Week. We
shouldn’t participate in this week because technology helps us gain knowledge and complete research/ find
information easily. Without technology, everyday life would be slow and complicated. The world would have to
create new ways to function and operate without using anything with a screen. People who work using technology
such as secretaries or librarians would most likely be jobless, and cause the unemployment to increase which
would worsen the economy. Shutting down our screens for a week would be just as complicated as it was back in
the 1800s when technology wasn’t even invented yet.
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Informative Essay Sample
Thousands of teens every year make the decision of a lifetime. They choose to drop out of high
school. High school students from all around are dropping out of school, and the number of teens
dropping is getting larger every year. So, what’s making these teens want to drop out and say “I’m done!
I’m not going to finish high school”? One of the most common reasons that high school students drop
out is because they feel that the level of schoolwork they have is too difficult, and they don’t want to
struggle with it anymore. There are also teens that drop out because they want to pursue risky jobs; such
as working in the music industry, or even modeling. None of these jobs require a high school diploma.
No matter the reasons that teens have for dropping out of high school, dropping out has many effects. It
leads to unemployment, a lack of a general education, and more free time to go down the wrong road in
life. This can result in things such as drugs, teen pregnancy, and even gang activity.
What’s so hard about being in high school? It’s only about eight hours a day. Right? Well,
unfortunately for some students, those eight hours can be horrible for them. Most of these teens feel that
the schoolwork is too hard, and they easily give up. When these students drop out chances are they will
not go back to finish their education. Getting a GED (general education degree) isn’t an option in their
world, so these students go on in life without a basic education. This leads to not being able to get a
good job, because most jobs require at least a high school diploma. These students will not be able to
support themselves on their own. Students who dropout don’t have a very bright future ahead of them.
Sadly, this isn’t the only effect dropping out of high school has on teens.
One of the effects of teens dropping out of high school is that they will have a lot of time on their
hands. This time can be used wisely as in trying to do work for a neighbor or finding a job, or it can be
used foolishly by joining a gang. There are very few teenagers who make the decision to join a gang yet
stay in school. Teens that completely drop out will have extra time on their hands, so the decision to
join a gang becomes much more likely. Teenagers in gangs who have dropped out of school have no
responsibilities. They have no schoolwork to worry about, so all of their time can be spent doing things
for their gang. Gangs can lead to teens doing illegal drugs or using firearms. Getting caught with either
one can land them in jail. As a living, people in gangs sell drugs. This makes it even more likely that
they will get arrested. Think about it. Is that a good life to live?
After dropping out of high school, what else is there to do? No job. No house. There’s nothing to
rely on. To get a job, a high school diploma is needed. Other jobs that don’t require a high school
diploma have low pay. These jobs typically don’t last long, and in a couple months, teens will be
unemployed again. With no job and nowhere to live, teens who drop out risk becoming homeless. They
may be able to get help such as unemployment and food stamps, but those things are plentiful and they
do not last forever. Because of the poor decision these teens have made, their parents may not want to
put up with them. This increases the chances of them not having the things they need to survive. Some
might feel that the teens are grown-up and can do for themselves, but most cannot. This path will get
high school dropouts nowhere in life.
Hopefully, other teenagers who are considering dropping out will think of the future before
dropping out. It’s a simple, but life-changing decision. Dropping out leads to an insufficient education,
unemployment, and sometimes, it can lead to gangs and crime. Teenagers drop out for many reasons
such as they think that high school work is too hard or they may want to pursue a risky career such a
rapper that doesn’t require a diploma. These can lead to lack of a high school diploma, a low-paying
jobs, and going down a wrong road, to do drugs or even join a gang. Make the right choice. Stay in
school. It’s worth it.
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Research Writing
Before you begin to write your research paper, you must find information that deals with your topic. Resources that you may find and use include books, newspapers, magazine articles, and Internet sites. Information that you retrieve from these resources will help you to learn about your topic and help you to form your own opinions. When you form an opinion, it must be supported with facts which come from your research. As you begin your research, your teacher will provide you with an outline to help you with organizing your thoughts as well as the information you have found. While there are many resources that you may use, the Internet is probably one of the first places you will look to find out information. Be aware that all websites are not created equally. Some are more reliable than others, and good researchers know to double check information that may seem suspicious.
Common URL Extensions
.edu Educational organizations
.k12 many US school sites
.gov Any government organization
.org Any organization
.com Company sites
.net Network
.biz Used for commercial purposes
***Keep in mind that while some extensions like .edu, .gov,or.org may be more reliable than some others, none of them should be your only source of research!
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Formatting a Research Paper There are two major parts of a report: the body or text and works cited page. Body: The body is the message that the writer wants to convey to the reader. It
begins with an introduction that grabs the reader’s attention and sets a clear statement of purpose (thesis) for the paper. It must end with a conclusion that does more than merely restate what has already been said.
Works Cited: The final page of your paper should be an alphabetical listing of all the
reference materials quoted in the paper. Standard Format For a Research Paper:
● 12 point font, Times New Roman ● Double-spaced throughout ● Title capitalized correctly and centered on title page ● Paragraphs indented ● Running head (last name & page number) on every page ● 1-inch margins ● DO NOT create a title page.
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Citing Sources In an Essay Cite references to identify the source of all material that has been directly quoted, summarized, or paraphrased. Strong writers keep direct quotations to a minimum. Include as few direct quotations as possible and keep them as short as possible. As a general rule, quote directly only when the exact wording of your source is vital to understanding the point OR when the source has said something especially eloquent or memorable. Otherwise, paraphrase or summarize the ideas.
In-Text Citations
● When you use a direct quotation, a paraphrase, or a summary, introduce it with a signal phrase as in the following examples:
○ Wordsworth wrote that Romantic poetry was marked by a “spontaneous overflow
of powerful feelings” (263). Mentions the author’s name in the signal phrase, so only page # goes in parentheses!
○ Romantic poetry is characterized by the “spontaneous overflow of powerful
feelings” (Wordsworth 263). DOES NOT mention author’s name in the signal phrase, so author’s last name AND page # go in parentheses.
● When the author of a work is UNKNOWN, give either the complete title in the text or a
shortened version in the parenthetical citation, along with a page number, if available.
○ According to Statistical Abstracts, in 1990 the literacy rate for Mexico stood at 75 percent (374).
○ In 1990, the literacy rate for Mexico stood at 75 percent (Statistical 374).
Documenting Online Sources
● Electronic sources are cited in the body of the paper in the same style as print sources: by author, title of Web site, and page numbers. If no page numbers appear in the source, include title and/or paragraph numbers.
○ The Wizard of Oz “was nominated for six Academy Awards, including Best Picture”
(Wizard par. 3). Web pages do, however, omit page numbers and are not always organized by paragraphs. In such cases, omit numbers from your parenthetical citations.
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Works Cited Page: Every source mentioned in the body of the paper must be identified in a list of works cited attached to the end of the paper. Use the following format.
● Center the title Works Cited with no quotation marks, underlining, or boldface. This should be on a separate page following the final page of the paper.
●
● Number this page with a running head, following in sequence from the last text page of your paper. If the list runs more than one page continue the page numbering in sequence, but do not repeat the title, Works Cited.
● All entries are in alphabetical order by author’s last name. If there is no author listed, use the title of the work.
● Double space throughout.
● If the citation extends beyond one line, indent the second line and every line thereafter. Then, begin the next citation at the left-hand margin.
Books-one author
Source Card Format Works Cited Page Format
Source # 1. Author (last name, first name) 2. Title of Book (underlined when writing/italicized when typing) 3. City of Publication 4. Publisher 5. Year of Publication 6. Print (to indicate that it is a print source) STUDENT NAME
Marrin, Albert. George Washington and the Founding of a Nation. New York:Dutton Children’s Press, 2001. Print.
Website
Source Card Format Works Cited Page Format
Source # 1. Author if available (last name, first name) 2. Title of Website (underlined when writing/italicized when typing) 4.Date of publication/revision 5. Web (to indicate that this is an internet source.) 6. Date of online visit. (Date of access.) STUDENT NAME
Mr. Dowling’s Electronic Passport. 2002 Web. 4 May 2004.
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Online Article-Journal/Magazine/Newspaper
Source Card Format Works Cited Page Format
Source # 1. Author (last name, first name) 2. Title of Article in quotes 3. Title of journal/magazine/news (underlined when writing/italicized when typing) 4.Date of journal/magazine/newspaper 5. Web (to indicate that this is an internet source.) 6. Date of online visit. (Date of access). STUDENT NAME
Sternberg, Steve. “Study: Extra Pounds Increase Heart Failure Risk.” USA Today 13 Nov. 2002. Web. 5 May 2004.
Note Card Formatting
Note Card Front (Lined) Note Card Back (Unlined)
Key Word Source #
Main Idea
○ Key Detail
○ Key Detail
--- or ---
“Quote From the Text…”
- Who said it---
Page#/Subtopic
Source #
Keyword
Your Name
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Parts of Speech
NOUN: a person, place, thing or idea.
● Proper Noun: the name of a SPECIFIC person, place, thing, or idea. Proper nouns are ALWAYS capitalized: Prairie Hills Junior High School, Illinois, November, Corvette, Lisa.
● Common Noun: any noun that DOES NOT name a specific person, place, thing, or idea. Common nouns ARE NOT capitalized: child, country, rainbow, summer, gift, weather.
● Concrete Noun: names a thing that can be touched or seen. Concrete nouns can be PROPER or COMMON: Chevrolet, White House, car, drums, book, girl.
● Abstract Noun: names something that cannot be seen or touched, but can be thought about. Abstract nouns can be PROPER or COMMON: Christianity, satisfaction, honesty, poverty, illness, love, courage.
● Collective Noun: names a collection of people, animals, places, or things ○ PEOPLE: tribe, congregation, team, class ○ ANIMALS: flock, herd, litter ○ PLACES: United States, United Nations, Philippines ○ THINGS: batch, cluster, bunch
● Possessive Noun: used to show possession (owning or having). They are words that would normally be nouns, but are used as adjectives to modify a noun or pronoun. Possessive nouns tell who or what the modified noun or pronoun belongs to: the car’s front seat, Charles’s book bag, Lisa’s book.
PRONOUN: A word used as a substitute for a noun or another pronoun. The word that the pronoun replaces is called the antecedent.
Antecedent Pronoun Mr. Jones he The teacher she Cats they
● First person pronouns: I, me, we, my, mine, us, our, ours ● Second person pronouns: you, your, yours ● Third person pronouns: they, them, their, theirs
VERB: A word that describes action or state of being.
● Action Verb: Verbs that show the subject doing the action or having the action done to it: jump, clap, run, write, yell, grow.
● Linking Verb: Verbs that link the subject of a sentence to a subject complement-the “to be” verbs: am, is, are, was, were, be, being, been.
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Powerful Verbs
accelerate achieve accomplish acquire administer advance analyze blame blast blaze blur breeze buzz chase cheat chill chip chop chuckle claim clamp clasp claw cleanse click clip clutch clutter command communicate
combine contain contribute convince coordinate crawl creak crease creep crouch crowd crunch crush cry dart decrease define demonstrate design develop devour discriminate drag drain drench drift drill drip drizzle droop
drown eliminate establish examine expand fight flash flatten flex frown gaze giggle glance glare glide glimpse gobble grasp grind gripe groan grumble hum identify increase initiate introduce lunge maintain nibble
nudge ooze organize overcome persuade plead plot plunge portray prevent promise propose prove provide reinforce rely scamper scan scrape scratch scurry scream scrub share shield shift shoot skimp slump smirk
snatch sneak sneer sniff snip spin spit split spray stack stare sting stoop stretch stroll stun swat sweep swipe switch target trudge twist whine whirl
ADJECTIVE: A word used to describe a noun or pronoun by answering certain questions.
What kind? red rich hopeless Which one? this that the
How many? two several many
● Why did ancient dinosaurs become an extinct species? ● Were they wiped out by a catastrophic flood or a deadly epidemic? ● Comparative: compares two things. Adjectives either end in -er or is preceded by more:
She runs faster than her brother. She is more knowledgeable than he. ● Superlative: Distinguishes among three or more things. Adjectives either end in -est or is
preceded by most: He is the oldest of the three boys. Sam is the most intelligent boy in his class.
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ADVERB: A word used to modify a verb, adjective, or another adverb. Tells how, when, where, why, how often, and how much.
When? Swims often Where? Stay nearby How? Work carefully How much? Hardly ate
● Dad snores loudly. (Loudly modifies the verb snores. How does Dad snore?)
Common Adverbs
fully just late now often out so too well
away rather together soon nearby here painstakingly strangely finally
today rover not quite never quickly easily fast here
carefully gradually rapidly probably already very then suddenly extremely
CONJUNCTION: A word that joins two or more words, phrases, or clauses.
● Coordinating Conjunctions: Conjunctions that join equal or similar elements. They are the FANBOYS (for, and, nor, but, or, yet, so): Bill and I went shopping. The bus will take you to the market or to the theater. Bill went to the market but Clara went to the theater.
● Correlative Conjunctions: Conjunctions that appear in pairs and join pair of similar words
(either...or, neither...nor, both...and, not only...but also, whether...or). Neither Jack nor his brother was in school this morning. She not only sings but also dances.
● Subordinating Conjunctions: Conjunctions that introduce ideas in dependent clauses that
are less important than the ideas in the main clauses (after, although, because, before, when, where, while). While you finish your homework, I will start dinner. I left because I had to catch a train.
PREPOSITION: A word (or group of words) that shows how two words or ideas are related to each other. A preposition shows the relationship between its object and some other word in the sentence. They indicate time, location, place, or direction.
● Time: at noon, on Monday, in the morning. ● Location/Place: at the table, on the desk, in class ● Direction: from another planet, around Europe, down the hill
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Common Prepositions
aboard below in case of past
about beneath including regarding
above beside in front of since
according to besides inside through
across between in spite of throughout
after beyond into till
against but like to
ahead of by near together with
along concerning next to toward
along with despite notwithstanding under
among down of underneath
apart from due to off unlike
around during on until
as except onto up
as for except for on top of upon
at for other than up to
away from from out via
because of in out of with
before in addition to outside within
behind in back of over without
INTERJECTION: A word or phrase used to express strong emotion or surprise.
● Gee, do you really think so? ● Oh, no! He actually did it! ● Wow! Look how high he pole-vaulted! ● Ouch! That coffee is hot!
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Subject Area Writing Writing is a skill that you will use in all of your subjects! While you should remember the general rules of grammar and punctuation anytime you write, some subjects require additional information.
Reading
C * E * I * E * I * E * I * O
C * Change your prompt into a topic sentence. E * Use evidence from the text. (In the story it said …) I * Interpret the above evidence. (Clearly, this shows…) E * Use evidence from the text. (Another part of the story said …) I * Interpret the above evidence. ( To me this means…) E * Use evidence from the text. (The text also stated…) I* Interpret the above evidence.(I have to believe…) O * State your “Oh” or “Aha” moment. (From reading and thinking about this story, I now know…)
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Science The paper must include (in this order):
● The Abstract- a brief summary of your work. ○ Limit the abstract to the following 3 paragraphs (approximately 200 words)
■ Purpose ■ Procedure ■ Conclusion
○ Approximately 200 words, Typed and single spaced ● Safety Sheet- all safety hazards must be identified. ● Endorsements- are required when humans or non-human vertebrates are used. ● Title Page- your title should be concise and clear. ● Table of Contents- include page numbers, prepare after report is complete. ● Acknowledgements- give credit for those who helped you with your project. ● Purpose and Hypothesis- state precisely the question you are investigating, and your
expected outcome of your test. ● Review of Literature- report to the reader any background information you used that
pertains to your project. *** ● Materials and Procedure- list exactly what supplies were used in the experiment and the
steps that were taken. ● Results- data and/or observations should be organized in tables/charts/graphs. Also must
include a written explanation of your interpretation of the results. ● Conclusion- limited to the results of the investigation and refer back to your stated
purpose and hypothesis. ● Reference List- a list of sources used throughout the process of your investigation, use
APA format when list the references. When preparing your report:
● Typed, double spaced, one inch margins, and 12 pt Times New Roman Font. ● Your last name should be on the top of each page in the header. ● Remember to put headings/titles on graphs/charts/tables. ● All photographs must have captions explaining their significance. ● Avoid the use of 1st person, do not use “I” or “We” ● Before you hand in your report make sure to reread, revise, and rewrite. ● Recheck your calculations, spelling, and grammar.
***Your review of literature needs to be a minimum of 3 typed pages and is the RESEARCH that you did to understand the experiment that you performed and the question you are attempting to answer!
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Notes
