Please note that the First Assignment is a requirement to be registered in the course.

Legal last name: Other last name:

First name: Middle name:

Student Email: Parent or guardian email:

Cell Phone #: Home phone#:

Other school attending:

Instructions: This assignment is intended to take approximately 5 - 10 hours to complete. It is worth 10% of your final grade for the course, so complete it carefully:

1. Read each question carefully before answering2. Answer all questions to the best of your ability, and in your own words. Plagiarized

assignments will not be accepted, and you will not be registered in the course. 3. Take your time and explore all of the resources. You will receive a higher mark on your

First Assignment if you include your learning from the readings and resources provided.4. Contact the English 8 teacher for help if you need it. Teacher contact information can be

found on the Navigate website 5. When you have completed this assignment, attach it to your registration form or return it

as an attachment to an email to: registrar@sd71.bc.ca

Office Use Only Date:

Activity 1: /10 Activity 2: /10 Activity 3: /10 Activity 4 Part 1 & 2: /10 Activity 5 Option 1 or 2 /10 Assignment total: /50Teacher feedback:

1

English 8 First Assignment: Skill Builders

This first assignment contains 4 sections. The first 3 sections are skill builders to assess your current grammar skills and to identify areas where you need improvement. The last section is a paragraph which will be submitted for marks. You will be assessed on the criteria for the paragraph section as well as going through the skill builders sections 1, 2 and 3, completing them honestly and self-marking your work.

Lesson #1: Commas

Using Commas

When are Commas used? Below are 5 examples of how commas are used in writing.  

1. Use a comma after every item in a series except the last. A series consists of three or more words, phrases, or clauses.

Words:  The British flag is red, white, and blue.

Phrases: The dog ran out the door, down the steps, and across the lawn.

Clauses: How baboons forage for food, establish leadership and find mates are all explained in this book.

Commas are not needed when all the items in a series are joined by and, or, or nor.

          Rain nor sleet nor dark of night....

2. Use commas after the adverbs first, second, third, and so on, when these adverbs introduce parallel items in a series.

There are three ways to get good grades: first, pay attention; second, take notes; and third, study.

3. Use commas between two or more adjectives of equal rank that modify the same noun.

2

          They drove away in a bright, shiny, expensive car.

Quick Tip

To decide whether adjectives are of equal rank, try placing the word and between them. If the and sounds natural and if you can reverse the order of the adjectives without changing the meaning, then a comma is needed.

4. Use a comma to separate an introductory word, phrase, or clause from the rest of the sentence.

          Yes, the ozone layer does protect us from the harmful ultraviolet rays of the sun.

          However, the ozone layer does not block all the sun’s ultraviolet rays.

          On hot summer days, many people get sunburned.

          When you go into the sunshine, you may have to wear sunblock.

The comma may be left out if there would be little pause in speaking.

          At first the sunshine simply feels good on the skin. Then the burning begins.

5. Use commas to set off words or groups of words that interrupt the flow of thought in a sentence.

Some common interrupters are however, I suppose, I think, I believe, to tell the truth, nevertheless, by the way, fortunately, on the other hand, and in contrast.

              Grimm’s Fairy Tales  is, to tell the truth, too scary for young children. Some of the tales, moreover, contain stereotyping of men and women.

Interrupted: This matter is, I believe, too important to ignore.

Uninterrupted:  I believe this matter is too important to ignore.

Interrupted: I have, however, had little luck in finding anyone who is willing to help.

Uninterrupted: However, I have had little luck in finding anyone who is willing to help. 

Activity #1: Commas and End Marks

Complete the following activity. Once completed, self-mark by using the answer key at the bottom of the page. You will receive a completion mark for submitting this assignment, therefore do not worry about any mistakes you might have made.

3

Rewrite the following sentences, adding the necessary punctuation.

1) Theatresports as its name suggests is part theatre and part sports.

2) It is another name for improvisational comedy or improv for short.

3) While the idea originated in Calgary in 1977 there are now groups in Calgary Toronto Halifax and Vancouver as well as in countries around the world.

4) Here is how it works: first players divide into two teams; second they ask the audience for a word phrase or sentence to start the game off; third each team steps out on stage and starts to improvise.

5) Although a panel of judges decides which team is the winner the audience can make its feelings known by laughing yelling and throwing foam-rubber boo-bricks.

 6) Anything can happen at a Theatresports performance; when we went a man in the audience lost his head jumped up on stage and started yodelling. 

7) However the players didn't miss a beat: they simply incorporated the yodeller into their skit. 

8) Yes some skits bomb completely and some go on too long but some are just hilarious. 

9) A lot of successful well-established comedians including Martin Short and The Kids in the Hall began their careers with Theatresports. 

10) Remember Theatresports often runs workshops on improv for the public so you too can discover your hidden talent as a comedian. 

Mark your answers with the Activity 1 Answer Key

For full marks answers will be completed and corrected using a different colour to show changes.

Total Marks: /10

________________________________________________________________________

Lesson #2: Run-On Sentences

A run-on sentence is two or more sentences written as one.

Run-ons occur when writers include too many thoughts in a sentence. You can avoid confusing run-on sentences by putting a period or other end mark at the end of each complete sentence. Of course, each sentence should begin with a capital letter.

4

Run-on: The catcher gave the signals then the pitcher started to sweat.

Correct: The catcher gave the signals. Then the pitcher started to sweat.

Run-ons also occur when writers use commas instead of periods, colons, or semicolons to separate complete thoughts. When a writer uses a comma between two sentences, he or she commits the error known as a comma splice or comma fault. Correct a comma splice in the same way you would correct any other run-on.

Coma Splice: A helicopter arrived, it rescued the flood victims

Correct: A helicopter arrived. It rescued the flood victims

Activity #2: Run-On Sentences

Correct the following sentences that are run-ons by adding capitalization and punctuation to show where each complete thought begins and ends. If a sentence is not a run-on, write “correct.”

Example:  Long ago in South America, the Incas ruled a vast empire, it stretched for most of the length of South America.

Answer: Long ago in South America, the Incas ruled a vast empire. It stretched for most of the length of South America.

1. The great period of the Inca Empire began when a neighbouring nation threatened to invade Inca land, the Incas met their neighbours on the battlefield and overpowered them.

2. When they conquered an area, the Incas enlisted its men into their army, thus the Inca army grew to mighty proportions. 

3. By the late 1400s the empire was at its height its ruler was named Huayna Capac 5

4. Huayna Capac had two sons, the older, Huascar, was supposed to become ruler of the Incas after his father died, but Huayna Capac gave half the empire to the younger son, Atahualpa.

5. After Huayna Capac died, the two brothers declared war on each other each raised an enormous army.

6. Their battles left thousands of warriors dead, finally Atahualpa defeated Huascar for good in a great battle.

7. While Atahualpa was relaxing at a resort after the battle, he heard a strange report, some odd-looking bearded men had arrived.

8. The Incas had never seen Europeans before, they thought that Francisco Pizarro and his Spanish conquistadors must be gods.

9. Pizarro captured Atahualpa and helped him for ransom, he promised to release the Inca king if his subjects would fill a ransom room with gold.

10. The Incas filled the room with gold, however, Pizarro simply took the gold and killed the Inca leader anyway. 

Mark your answers with the Activity 2 Answer Key

For full marks answers will be completed and corrected using a different colour to show changes.

Total Marks: /10

________________________________________________________________________

Lesson #3: The Writing Process & The ‘Who’ and ‘Why’ of Writing

To begin, check out these useful links:

Explains the writing process and how to write a paragraph:

http://www.brainpop.com/english/writing/writingprocess/preview.weml

Explains the purpose of prewriting and how to go about choosing a topic:

http://www.brainpop.com/english/writing/prewritingchoosingatopic/preview.weml 

The Writing Process

For this section, you will need a notebook or a piece of paper to write on.

6

What do you do when you want to write something? Do you doodle ideas first, scribble words down, or draw diagrams? Do you try to hold all your ideas in your head, and then write them all down at once? We all have different ways of thinking up ideas. It’s always worth trying out new ways because “thinking up ideas” is a very important part of the writing process. It’s what you do before you write – it’s called prewriting.

Writing involves a few steps. These steps together are called The Writing Process. What are the steps of writing? They are:

Prewriting. Writing. Revising. Proofreading. Presentation. In this course you’re going to learn how to work through all these steps. We’ll give you methods and tips for working through them. In the end your writing will improve and you might find writing easier, too.

Prewriting

Do you sometimes have trouble coming up with ideas? One of the keys to good writing is coming up with ideas before you write for your subject. This stage of the writing process is called prewriting. Sometimes, all you need to start writing is a method to get those brilliant ideas pouring out of your head and onto the page. One of the keys to pre-writing is generating (coming up with) a lot of ideas, and then picking the best ones.

There are a few ways you can generate ideas. In this lesson we’ll look at three different methods – freewriting, brainstorming, and webbing.

Now you know three methods for prewriting. Notice that when you use the first two methods – freewriting and brainstorming – you don’t have to have to organize your ideas. In webbing, however, you do because you’re trying to link words and phrases. Let’s just review what they’re all about:

Freewriting

Write anything off the top of your head No editing – no matter how strange or silly your

ideas seem No need to use complete sentences Try using the darkened screen method, if you work

on a computer

Brainstorming

List every related ideas to your topic – no editing

Use a word or phrase Write your ideas all over the page, anywhere

 Webbing

7

Write your word or idea in a circle in the middle of the age Write related ideas around the word Link each idea to the original idea

Now, let’s test one of these prewriting methods. Choose one that you’ve never done before or one with which you think you need practice. Using Freewriting, Brainstorming, or Webbing, prewrite on one of the following topics; summer; sports; the environment; music. Prewrite for one minute in a notebook or on a piece of paper. 

Well, how did you do? If you weren’t happy with your results, choose a different topic, one of your own, or a different method. Some people get stumped when they get a writing assignment because they don’t know how to prewrite. Sometimes you might even get stumped while you are prewriting. If this happens, try a different topic, method or just take a break and come back to it later.

Now you have three methods at your fingertips for generating ideas when you start to write. In this section, we’ll also talk about what to do when you get to the writing stage. 

The Who and Why of Writing

Another thing that will help you focus your writing is to know why you are writing and who your readers are. Why you write is called purpose. Who you write for is called audience. Let’s take a look at purpose first.

Purpose in Writing

Before you write, you need to think about the reason you are writing. What is your purpose? Your reasons might be to persuade people about something, to describe something to someone, to explain a topic, or to entertain.

Your purpose may be a combination of things, too. For example, you might want to persuade readers that “humour” should be a subject taught at school and entertain them as you write about that topic. You might want to explain what recycling is and persuade people to do it. Knowing what your purpose is will help you to focus your writing and adjust your writing style.

8

One way to learn about purpose is to try to spot it in other people’s writing. Try this by reading the following passages. On the line underneath the passage, write why you think the writer wrote them. (Hint: Some may have more than one purpose!)

Aliens at Large is probably the best science fiction story I’ve ever read. What could be more frightening than having aliens in your own family? (Most of us think our brothers or sisters are aliens anyway, so it’s not a stretch.) The story begins in a small normal-looking home, where the kids are watching TV. The writer is very good at describing the most normal things and making them sound and look eerie.

I’ll never forget the day I found out I had won the Young Writer’s Prize for poetry. I was sitting in the living room, looking out the window at the oak tree in the front yard. I was thinking how it had changed since the day I wrote that poem about it. That was back in the summer when everything seemed to have a golden tinge to it. Now the tree looked like a frozen, twisted rag, grey with age, hardened by the seasons. As I had this thought, I heard the mail come through the mail slot. There, on top, was the letter from the WordSmith Writer’s contest. Suddenly the world seemed golden again.

Was it easy to spot the purpose? Did you find that the first writer was trying to explain the book to you as well as entertain? Perhaps you even thought there was some persuasion, too. The second writer’s reason for writing appears to be to express and describe feelings.

Some ways to help you pinpoint the purpose include:

Did I enjoy or have fun reading this? (entertain) Did I learn something from this? (explain) Did I learn about someone’s experience or feelings? (describe or express) Did the author try to persuade me to do something or make me change my mind?

(persuade)

Writing for an Audience

Just as it is important to know your purpose, you also need to know your audience. Who are the people reading this? What do they want to know? What do they probably already know?

Here are some examples:

You have been asked by your mother to write out instructions for your little brother about how to use the washing machine. So, you know that your purpose is to explain something. Your audience is a nine-year-old- boy. How will this affect the way you write.

 You’re really mad. A local parks board is planning to remove your favourite outdoor basketball court. You and a group of friends get together to write a letter to the board to save your

9

basketball court. Your purpose will be to persuade the board members to keep that basketball court. You will know who the audience is. What kind of language will you use? What kind of words will you use to tell how angry and disappointed you are?

You are a snow-boarding champ. A local club of snow-boarders has asked you to give a talk on boarding tips. What’s your purpose? To explain (and maybe entertain, too). Who’s your audience? Experienced snowboarders. Does this mean you can use all the usual snow-boarding jargon?

Activity #3: The Writing Process

Practice rewriting the following passage. It was written by a company to explain (purpose) the latest product to its president (audience). Now the purpose and audience has changed. Rewrite the passage to persuade young people to buy the product instead. How will the writing change?

Wow! is a new toothpaste designed for young people. It comes in a glossy, neon-green coloured tube with an attractive design. Application of this paste will whiten the teeth, making the user more attractive.

This activity is purely for practice. To check if you are on the right track, ask yourself this…

If a young person read your version, would they be persuaded to buy the toothpaste? 

Total Marks: /10

________________________________________________________________________

Lesson #4: Writing a Paragraph

Writing a Paragraph

In the last lesson, we talked about different ways to prewrite to generate ideas. You tried one of the three methods for yourself. We also talked about purpose and audience in writing. Now you’re ready for the next step – writing. Let’s begin by looking at the parts of a paragraph.

10

Parts of a Paragraph

If grammar is the building blocks of language, then paragraphs are the building blocks of writing. Once you can write a well-developed paragraph, you’re well on our way to writing about longer topics.

Check out these videos for more information:

https://youtu.be/TmOSppCyMxQ

https://youtu.be/yhOJZwLG8C4

https://youtu.be/ivAvsXeJAqM

Here’s a quick review of what you’ve read and watched.

Main Idea: Tell your reader clearly what your subject is.

Supporting Sentences: Support your main idea with facts, ideas and opinions.

Closing Sentence: End your paragraph by summing up or restating your main idea.

 

Activity #4: Part 1

Analyzing a Paragraph

Read the following paragraph. Then, pick out the main idea.11

They look like slimy, rained-on bananas or lumps of shoe polish. Most people are disgusted by them. Some step on them. Even though these creatures travel only about 0.05 kilometres per hour, people do all sorts of cruel things to them. But slimy or not, they’re only doing what they’re designed for – to clean up organic waste. Many people don’t know the positive things. For example, scientists found cancer-treating chemicals in one species. One company researched the use of their slime as a cure for cystic fibrosis. Whether you think they are ugly, or a nuisance, slugs are fascinating and maybe even useful creatures.

Main idea: (2 marks)

Supporting words or phrases: (3 marks)

Total Marks: /5

Activity #4: Part 2

Adding Conjunctions to a Paragraph

Read through the list of conjunctions on the What Are Conjunctions? document and how they are used. Once you have done this, complete the activity below.

Read the sample paragraph and improve it by adding conjunctions to link ideas together (use a different colour to show changes).

I was on the campaign trail. The reason was I wanted to be elected as class president. I walked down the halls handing out leaflets. No-one was taking them. They just stared at their feet. I decided to go out on the school grounds. I would look for people out there. My friend Jasmin saw me. Her face broke out into a huge grin. She said, “Oh, I see you’re cleaning up the hallways!” She reached down. She picked up a long trail of toilet paper! She laughed. I laughed.

Total Marks: /5

12

Lesson #5: Explanatory Paragraph Writing

An explanatory paragraph explains a topic.

An explanatory paragraph gives information, facts, or details. It’s usually made up of factual details that support a main idea.

You’ve probably done explanatory writing before in research reports or science and social studies projects. In fact, most of the paragraphs in this course are explanatory because they explain things to you.

Imagine that you’re talking to a friend about your singing lessons. He asks you to explain how you learn to sing.

When you explain something to someone, you use a lot of different methods to get your point across. You might:

Compare (e.g., learning to sing is similar to learning an instrument) Contrast (e.g., singing is harder than playing an instrument because when you sing you

are the instrument) Give facts (e.g., I stand there and try to picture a string…) Give descriptions (e.g. I stand there and try to picture a string…)

Of course, in a conversation, you have the benefit of listeners who often ask for the details they want to know. When you write, you can only imagine such questions, and then use a variety of ways to explain what you think they’ll want to know.

Read the Explanatory Paragraphs document. Use it as your notes to study and for your assignment

In an explanatory paragraph then, you can:

Use comparison (how things are alike) Use contrast (how things are unlike) Use description (describe things) Use cause-and-effect (because of this, then that; or first this, then that)

Activity #5: Writing Final Project Explanatory Paragraph  

In this project you’re going to write an explanatory paragraph, using some of the methods outlined above. Choose Option 1 below which provides the audience and purpose for you or Option 2 where you can define your own topic, purpose, and audience.

Option 1

13

Write an explanatory paragraph on the benefits or problems with social media. If you like, start with a topic sentence that says, “There are many positive things about social media.”

Purpose: To explain the benefits or problems with social media.

Audience: A Grade 8 class

Option 2

Write an explanatory paragraph on a topic of your choice. It can be on an animal, hobby, sport, event, or idea.

Purpose: your choice (write it at the top of your page)

Audience: your choice (write it at the top of your page)

Writing Process Checklist:

Prewriting

Now that you have selected your option activity, practise some freewriting to get you started. Write fast and freely on your topic without stopping to evaluate your ideas. Don’t worry about your sentence structure; just let the words flow out. If you’re writing on a computer, darken your screen to you can’t see what you’ve written.

Writing

After you’ve generated ideas by prewriting, use this framework to help you write your paragraph. Write in point form first, and then develop your notes into the paragraph.

Begin with a topic sentence that explains the main idea

Follow with sentences which support this main idea: examples, details, facts, reasons

End by restating or reinforcing your main idea

Once you’ve finished your outline, write a first draft of your paragraph. Look at some of the following writing tips for ideas and guidance.

Writing Tips

Remember:

14

Your audience (Does your paragraph speak directly to your reader directly to your reader? Will it make sense to this type of reader?)

Your purpose (When you read the paragraph, is the purpose clear?) To support your main idea with sentences

Revising

Once you’re happy with your first draft, it’s time to look it over. This stage of the writing process is called revising. When you revise, you improve the content. Let’s take some time now to review some basic points about revising.

Revising Tips

Do your supporting sentences link up with the main idea? Have you used a variety of sentences?

Did you consider any spots where you can use transitional phrases or words to link up with the main ideas and sentences together?

Did you improve your paragraph by using comparison/contrast, cause-and-effect, or description?

Is your ending convincing? Will the audience understand the topic after they read the paragraph?

Can you take out or replace any repeating words or other words that don’t add to the overall meaning?

When you’re finished revising, write a final version of your paragraph. If you’re writing on computer, consider using a split screen. Revise your first draft on the left side, and then in the right screen, write the second version. Keep referring back to your revisions.

Proofreading

Once you’ve revised your paragraph and written out a second version, it’s time to proofread. When you proofread, your focus is on using strategies to make your writing smooth and clear. You’ll be able to apply the grammar rules that you’re learning.

Presenting

When you’re satisfied that your paragraph is polished and correct, keep it to send in at the end of this section. 

15

Total Marks: /10

You have now completed your first assignment! Attach it to your registration form or return it as an attachment to an email to: registrar@sd71.bc.ca

16