Grammar and Composition Composition Practice Grade 10 Glencoe/McGraw-Hill Copyright © The McGraw-Hill Companies, Inc All rights reserved Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Writer’s Choice Any other reproduction, for use or sale, is prohibited without written permission of the publisher Printed in the United States of America Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240 ISBN 0-07-823290-2 079 04 03 02 01 00 ii Contents Unit Personal Writing 1.1 1.2 1.3 1.4 1.5 Unit The Writing Process 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 Unit Writing to Discover Your World Using a Learning Log Keeping a Commonplace Book Using a Reader-Response Journal Responding to a Short Story Writing Process in Action Stages of the Writing Process Prewriting: Finding a Writing Topic Prewriting: Identifying Purpose and Audience Prewriting: Exploring a Topic 10 Prewriting: Interviewing 11 Drafting: Writing a Paragraph 12 Drafting: Organizing a Paragraph 13 Revising: Checking Unity and Coherence 14 Editing/Proofreading: Toward a Final Version 15 Publishing/Presenting: Sharing Your Writing 16 Analyzing Point of View 17 Writing Process in Action 18 Descriptive Writing 3.1 3.2 3.3 3.4 3.5 3.6 Writing to Describe 19 Observing and Taking Notes 20 Using Energetic Verbs 21 Describing from Vantage Points 22 Responding to Imagery in Poetry 23 Analyzing Setting in a Short Story 24 Writing Process in Action 25 iii Contents Unit Narrative Writing 4.1 4.2 4.3 4.4 4.5 4.6 4.7 Unit Expository Writing 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 Unit Narrating a Personal Experience 26 Developing a Fictional Narrative 27 Organizing a Fictional Narrative 28 Writing Dialogue 29 Theme and Anecdote 30 The Plot Summary 31 Analyzing Conflict 32 Writing Process in Action 33 Writing to Inform and Explain 34 Knowing Your Audience 35 Writing About a Process 36 Writing About Cause and Effect 37 Comparing and Contrasting 38 Writing Effective Definitions 39 Using Graphs in Exposition 40 Writing a News Article 41 Taking an Essay Test 42 Comparing and Contrasting Literature 43 Writing Process in Action 44 Persuasive Writing 6.1 6.2 6.3 6.4 6.5 6.6 6.7 Understanding Persuasive Writing 45 Evidence in Persuasive Writing 46 Presenting an Opinion 47 Writing a Product Evaluation 48 Creating an Ad 49 Writing a Letter of Complaint 50 Reviewing a Nonfiction Book 51 Writing Process in Action 52 Answers 53 iv Composition Practice Name Class Date 1.1 Writing to Discover Your World Key Information A personal journal is a place to try out your writing ideas without risk: to explore new ideas, sort out feelings, and follow your thoughts wherever they lead Try to write on a regular basis, and be sure to date each journal entry ■ Journal Writing Choose one of the following topics and write anything you want about it, just as you would in your journal Write a paragraph, fragments, poetry, a dialogue, part of an essay, or anything at all Today I thought of something I hadn’t thought about for a long time Something happened today that really bothered me One thing I’d really like to change in my life Copyright © The McGraw-Hill Companies, Inc I wonder what I’ll be doing five years from now Writer’s Choice: Composition Practice, Grade 10, Unit 1 Composition Practice Name Class Date 1.2 Using a Learning Log Key Information A learning log is a kind of journal that helps you get actively involved in your school work In a learning log you can summarize main ideas, identify difficult concepts, discuss controversial ideas, and evaluate your progress ■ Writing to Learn Select one of the following topics, or choose another topic from a class you may be taking Then choose one of the techniques for writing to learn (summarizing, starting with a topic and freewriting, continuing to ask questions, setting down your point of view and then arguing against it, or using a graphic organizer), and begin writing about your topic Continue the process until you feel confident that you fully understand what you are writing about the internal combustion engine endangered birds a favorite poem mathematics in everyday situations how to look at abstract paintings Copyright © The McGraw-Hill Companies, Inc causes of the Civil War Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date 1.3 Keeping a Commonplace Book Key Information A commonplace book is a collection of items that have special significance for you: quotations, song lyrics, jokes, photos—anything you find interesting or thought-provoking Your commonplace book can be a source for writing ideas ■ Writing in a Commonplace Book Copyright © The McGraw-Hill Companies, Inc Think back over phrases or snatches of conversation you have heard, books you have read, movies or television shows you’ve seen, or songs you remember Write down one or two entries that you would consider putting in a commonplace book Write at least three annotations on your entries and a sentence telling why you think you remembered that particular item Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date W R I T I N G 1.4 A B O U T L I T E R AT U R E Using a Reader-Response Journal Key Information A reader-response journal gives you the opportunity to discover what you really think and feel about the works you read You can respond creatively in any way you want to any aspect of the selections that you read ■ A Letter to the Author Copyright © The McGraw-Hill Companies, Inc Choose a novel, short story, poem, or play you have read and still remember Write two paragraphs, as you might in a reader-response journal, addressed to the author You can ask the author anything you would like to know about the events, the setting, or one of the characters Alternatively, you can tell the author what you think about some aspect of the work Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date W R I T I N G 1.5 A B O U T L I T E R AT U R E Responding to a Short Story Key Information Short stories can strike sympathetic chords in our thinking A good way to explore your own feelings about a piece of literature is to write a personal response in your reader-response journal Examine and respond to your thoughts and feelings about a story’s character, setting, plot, and theme in creative ways ■ Responding to Plot Elements We remember and respond to short stories for different reasons Identify a short story that you have read and liked for each of the following story elements Explain in a sentence or two why you think you remember the particular element of each story you choose Element: character Story/author _ Element: setting Copyright © The McGraw-Hill Companies, Inc Story/author _ Element: plot Story/author _ Element: theme Story/author _ Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date Writing Process in Action Key Information Personal writing is useful for trying out your writing ideas without risk, for exploring new ideas, sorting out feelings, and following your thoughts wherever they lead ■ Confronting Danger Literature Model A loud, sulphurous blast of thunder rattled the little truck, then another, and one more Never had I seen lightning or heard thunder in a snowstorm William Least Heat-Moon, Blue Highways: A Journey into America Copyright © The McGraw-Hill Companies, Inc While traveling on Utah 14, William Least Heat-Moon found himself in a dangerous situation Write about a dangerous situation you have been in Use prewriting activities to help clarify how you thought and felt at the time, how you handled the situation, and what you learned about yourself Next, draft your personal narrative and revise it Edit your story for correct grammar, spelling, and punctuation Finally, present your work to your class, to a friend, or to your teacher Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date 6.1 Understanding Persuasive Writing Key Information Persuasive writing expresses a writer’s opinion and tries to make readers agree with it, to change their own opinions, and sometimes to take action Persuasive writing can appeal to reason, to emotion, or to both ■ Taking Sides Listed below are several topics Choose one, decide how you feel about the issue, and write two persuasive paragraphs Try to persuade your readers to adopt your opinion In the first paragraph, appeal to reason; in the other, appeal to emotion Assume that your classmates are your audience Students should be allowed to leave campus during the day Skateboarding is too dangerous to be allowed in public places The government should place higher taxes on gasoline to limit consumption and save energy Copyright © The McGraw-Hill Companies, Inc Reason Emotion Writer’s Choice: Composition Practice, Grade 10, Unit 45 Composition Practice Name Class Date Evidence in Persuasive Writing 6.2 Key Information Persuasive writing needs evidence—facts and informed opinions—for support Your argument, the position you take and the evidence you provide, will usually be a mixture of facts (observations, examples that can be proved true) and opinions (expert opinions and personal opinions) ■ A Listing Facts and Opinions Take a stand, for or against, this issue: All eighteen-year-old men and women should be required to spend two years in the military or in a national public service program List two facts you feel support your position Then list two opinions you could use to persuade readers Facts Opinions _ _ _ _ _ _ _ _ ■ B Writing Persuasively Copyright © The McGraw-Hill Companies, Inc Write a paragraph to support your view on the issue above In your paragraph use the facts and opinions you listed in Part A Remember to include a topic sentence in your paragraph 46 Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date 6.3 Presenting an Opinion Key Information To write persuasively, first take a stand on an issue worth writing about Then examine your audience; you need to understand your readers to provide the most persuasive arguments for your stand on the issue In stating your case, introduce the issue, state your opinion, support your position, and then draw your conclusion ■ Examining Your Audience You have been asked to write an article either for or against the following statement: Students should not be asked to peer editing because the advice of another inexperienced person will not help a student improve his or her writing Choose an audience for your article (parents, teachers, classmates, local artists, politicians, church leaders, or national leaders); then complete the following audience profile Audience What is the current attitude of my audience? Are they likely to agree or disagree with my stand on the issue? Copyright © The McGraw-Hill Companies, Inc What they already know about the issue? Do I need to provide background? What types of evidence will have the strongest impact on the audience? Facts? Opinions? Do I want my audience to change their thinking, take some action, or just recognize the validity of my viewpoint? Writer’s Choice: Composition Practice, Grade 10, Unit 47 Composition Practice Name Class Date 6.4 Writing a Product Evaluation Key Information Writers use techniques of persuasive writing to prepare product evaluations about many products and services Product evaluations can judge the quality of a particular brand; compare different brands; or judge the usefulness of the item itself, based on price, features, quality, and design When writing a product evaluation, introduce the product or service, state your main idea, explain your methods, state your findings, and make a recommendation ■ Evaluating a Product or Service Write a product evaluation for an item or service you know and use Evaluate its price, features, quality, and design Be sure to include all the parts of a product evaluation: introduction, main idea, methods, findings, and recommendation Use your own experience or survey other users to complete the sections on methods and findings Copyright © The McGraw-Hill Companies, Inc Product or service _ 48 Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date 6.5 Creating an Ad Key Information Advertisements have a clear purpose, to persuade people to buy something or support a point of view Ads use the AIDA format: attract attention, arouse interest, create desire, and get action In writing advertisements, it is important to tailor your ad to the audience, choose your words carefully, and be aware of words’ connotations ■ Creating an Ad Copyright © The McGraw-Hill Companies, Inc Write an advertisement for an upcoming school function, such as a dance, an athletic event, or a particular club or organization meeting Your audience is your fellow students Use AIDA, tailor your ad to the audience, choose your words carefully, and be aware of connotations Writer’s Choice: Composition Practice, Grade 10, Unit 49 Composition Practice Name Class Date 6.6 Writing a Letter of Complaint Key Information A letter of complaint can use the techniques of persuasive writing to state a case and calmly ask for action Open your letter with a clear statement of the problem, tell how the problem happened, include any relevant evidence, and then end by reasonably explaining what you want done Avoid sarcasm, insults, and threats, and use proper letter form ■ A Letter of Complaint A friend is very angry and has written this letter of complaint She has asked you to revise and edit it before she sends it Mark your proofreading/editing changes right on the letter Dear Quality (Out of) Control Manager: I recently bought a pair of your jeans to wear to the most important party of the year When I took them out of the bag and put them on, I noticed that one leg was at least three inches shorter than the other I mean, don’t you guys know that jean legs are supposed to be the same length? It was to late to get to the store and exchange the pair (and whose to say I wouldn’t have gotten another crumby pair anyway!) so I had to wear an old pair of jeans to the party, was I ever embarrassed Every other kid there had the coolest, newest clothes I was stuck with old jeans because of Its to late for that party, but I’m sending the jeans back to you, I want you to send me a good pair right away Oh, by the way, make sure the legs are the same length! Sincerely, Jennifer Crowley Jennifer Crowley 50 Writer’s Choice: Composition Practice, Grade 10, Unit Copyright © The McGraw-Hill Companies, Inc you’re dumb company that can’t even make the legs the right size! Composition Practice Name Class Date W R I T I N G 6.7 A B O U T L I T E R AT U R E Reviewing a Nonfiction Book Key Information A book review is a type of product evaluation In writing a book review, give your opinion, beginning with a thesis statement or topic sentence; support your opinion with evidence, including quotations; and make your recommendation about whether the book is worth buying or reading Consider your audience when writing a book review ■ A Asking Questions Choose a nonfiction book that you have read recently Answer the following questions Book title What is the book about, and why did the author write it? Was the purpose worthy or important? How well did the author achieve the purpose? Copyright © The McGraw-Hill Companies, Inc Who would benefit from reading the book? What was memorable about the book? Would I recommend this book or others by this author? ■ B Writing a Book Review Use the above information to write a review of five to eight sentences First identify a specific audience Begin with a thesis statement or topic sentence that sums up the author’s purpose Be sure to tell whether or not you recommend the book Continue on another sheet of paper Writer’s Choice: Composition Practice, Grade 10, Unit 51 Composition Practice Name Class Date Writing Process in Action Key Information Persuasive writing expresses a writer’s opinion and tries to make readers agree with it, to change their own opinion, and sometimes to take action Persuasive writing can appeal to reason, to emotion, or to both Good persuasive writing also anticipates opposing viewpoints and tries to rebut them ■ Anticipating Opposing Viewpoints In his essay on tennis, Mark Mathabane anticipates opposing viewpoints and writes specifically to rebut them Write a persuasive essay for or against this statement: People under eighteen should have a curfew of 11:00 P.M First state your position on the statement Then list three arguments that people opposing your viewpoint might make Finally, write a paragraph defusing or rebutting their objections If necessary, continue on another sheet of paper My position: _ Objection 1: Objection 2: Rebuttal: 52 Writer’s Choice: Composition Practice, Grade 10, Unit Copyright © The McGraw-Hill Companies, Inc Objection 3: Composition Practice Answers ■ PAGE ■ PAGE Guidelines: Writings should show evidence of serious thought and interest in the topics Part A Guidelines: Student freewriting should refer to the idea in the Mark Twain quotation and should demonstrate an understanding of the freewriting technique Topic should be appropriate and manageable for the suggested length ■ PAGE Guidelines: Learning-log entries should show evidence of interest in the topic and understanding of the writing-tolearn techniques ■ PAGE Guidelines: Commonplace-book entries should show an understanding of the purpose of keeping a commonplace book ■ PAGE Guidelines: Student writing should demonstrate an understanding of the purpose of reader-response journals ■ PAGE Guidelines: Student responses should indicate an understanding of each story and pinpoint student’s own feelings about the significant literary element in each case ■ PAGE Copyright © The McGraw-Hill Companies, Inc Guidelines: Student writing should describe the situation, tell how the student handled it, and express his or her thoughts on the significance of the situation ■ PAGE Part A Guidelines: Sentences should include logical reasons for the student’s choice Part B Guidelines: Sentences should be related and should convey some of the ideas listed in Part A Part C Guidelines: Revisions should clarify ideas and purpose to reflect the reasons in Part A Revised sentences should include necessary transitions to create a logical flow Part D Guidelines: Editorial changes should include corrections of any spelling, grammar, or punctuation mistakes Part E Guidelines: Final sentences should include all editing done in Part D and should be written in paragraph form Sample places to present the writing include the following: in a student magazine or newspaper, in a community newspaper, as a speech in class, or in a discussion with classmates Part B Guidelines: Student cluster drawing should show logical thinking about the sentence and an understanding of the clustering technique Resulting topic should be appropriate and manageable for the suggested length ■ PAGE Part A Guidelines: Sample purposes for first sentence: inform about the new law; narrate amusing consequences in a humorous essay; describe how the law will affect people; persuade people to be for or against the law Sample purposes for second sentence: inform people about your embarrassment; narrate a cautionary tale or amuse audiences with a humorous story; describe something about your particular embarrassing day; persuade people to be careful to avoid similar embarrassment Part B Guidelines: Student should name an audience for each purpose Description of the audiences’ knowledge about the topic and what tone would be best to use should be logical, considering the topic and the audience Part C Guidelines: Sentences should fit the purpose and audience chosen and should contain no spelling, grammatical, or mechanical errors ■ PAGE 10 Part A Guidelines: Be sure questions fit the three categories Sample questions: (factual) Under what kinds of conditions will people live in space? (creative) What might a typical day in the life of space dwellers be like? (personal) Would I like to live in space or on another planet? Part B Guidelines: Sample sources include books, encyclopedias, general magazines, special interest/science magazines, science videos, knowledgeable individuals/scientists Part C Possible answers: Problems: personal relations, homesickness, fear, equipment failure, weightlessness, disease Uses and Benefits: personal growth, scientific knowledge, exploration Writer’s Choice: Composition Practice, Grade 10 53 Composition Practice Part A Guidelines: Student may select anyone as the subject of the interview The purpose should be logical given the subject Background information, research sources, and other preparations depend on the interview subject and purpose Possibilities include reading many different kinds of books and magazines, including biography or autobiography; listening to music; watching movies or TV shows; looking at paintings; asking knowledgeable people Equipment might include backup writing materials, tape recorder, video recorder, and camera Part B Guidelines: Questions should be appropriate for the chosen subject and show evidence of careful and imaginative thinking and understanding of good questioning techniques ■ PAGE 12 Guidelines: Topic sentence may begin or end the paragraphs or be inserted in the paragraphs Paragraph should include at least two kinds of details that provide appropriate support to the topic sentence Check to see that paragraphs are free of spelling, grammatical, and mechanical errors ■ PAGE 13 Part A CC S I C CE Part B Guidelines: Paragraph should use one of the topic sentences provided, the logical organizational pattern selected in Part A, and appropriate transition words Student’s made-up details should make sense and reasonably support the topic sentence Check for errors in spelling, grammar, and mechanics ■ PAGE 14 Part A Guidelines: Student revising marks should consist of deleting the unrelated sentence about synthetics, drawing arrows to indicate how sentences should be rearranged, and inserting logical transition words and phrases Revisions should lead to a revised paragraph similar to the sample answer provided for Part B Part B Guidelines: Be sure student incorporates all corrections marked in Part A Sample revision: Quilting, joining pieces of fabric together in different patterns with layers of material between, came to North America with the European settlers Immigrants needed warm bedding, so women learned quilting They had time during long frontier evenings to piece together scraps of 54 Writer’s Choice: Composition Practice, Grade 10 carefully chosen wool, linen, and cotton The quilt also was a way for women to express their artistic feelings as well as create a valuable and useful item for the home Traditional patterns such as the Ohio Star, Baby Blocks, and Log Cabin were popular Some quilts, called crazy quilts, had no pattern at all, just odd shapes pieced together at the quilter’s whim We can all admire the skill and imagination of these frontier women as we enjoy their handiwork today in museums ■ PAGE 15 Part A Guidelines: Sentence errors include a fragment, subjectverb agreement, run-on, wordiness, incorrect pronoun use, and shift in person A sample edited paragraph follows Corrections are bracketed Henry Ford’s famous Model T [delete comma] [was] the first automobile to be manufactured on a factory assembly line Before the Model T, all cars [were] made by hand[.] This made them extremely expensive, as well as time-consuming, to produce Ford’s methods of mass production cut the time and the cost [words deleted] of manufacturing an automobile [These] new production techniques made owning a car financially possible for many Americans Even though they could afford a car, [customers] still couldn’t choose a color “They can have it in any color they want,” said Henry Ford, “as long as it’s black!” Part B Corrections are bracketed in the following rewritten paragraph: One of the [world’s] most romantic and [beautiful] buildings must be the Taj Mahal in Agra, India The name means “crown of buildings” in [Urdu] [.] It was built by Shah Jahan, who lived from 1628 to 1658[,] as a tomb for his beloved wife The huge [comma deleted] marble [comma deleted] building sits on the riverbank, forever a monument to [Jahan’s] love for his wife The Taj Mahal is a magnet for [tourists] [from] all over the world ■ PAGE 16 Part A Guidelines: Suggested audiences should be logical Possible answers are shown as follows: audience—medium students—school newspaper, magazine, or TV or radio channel; parents or community—community newspaper or radio or TV channel classmates—read in class or dramatize; student bodyschool newspaper or magazine; parents and community—community newspaper; interested persons nationwide—national literary or youth magazine computer users—computer network and computer magazines; interested students—read to computer club students—school newspaper or magazine or bulletin board; parents and community—community newspaper; interested students—present to student club Copyright © The McGraw-Hill Companies, Inc ■ PAGE 11 Composition Practice students—school newspaper or magazine or student club; parents and community—community newspaper; everybody—national magazine Part B Guidelines: Be sure student writing is appropriate to the audience and the chosen medium for sharing Paragraphs should show evidence of careful and creative thought; should use appropriate supporting details and transition words and phrases; and should be free of spelling, grammatical, and mechanical errors ■ PAGE 17 Guidelines: Be sure student rewrite shows an understanding of point of view: student paragraphs should use appropriate pronouns and should not include details or perspectives impossible from the chosen point of view Rewrite should include as many of the same details as possible and be free of grammatical, spelling, and mechanical errors ■ PAGE 18 Part A Guidelines: Prewriting should be about an older relative, preferably someone older than the student’s parents Student should include as many details as possible that fit the categories identified Student need not write in complete sentences Copyright © The McGraw-Hill Companies, Inc Part B Guidelines: Paragraph should identify the family member and be based on descriptive details supplied in Part A Student should write with a goal of creating a vivid image of the person described Part C Guidelines: Paragraph should contain no fragments or runons Sentences should be clear and flow smoothly to create an interesting and well-written paragraph without spelling, grammatical, or punctuation errors ■ PAGE 19 Part A I S Part B Guidelines: Each paragraph should contain a topic sentence and use vivid sensory details from Part A to create a particular mood or evoke a strong sense of place ■ PAGE 21 Part A Guidelines: Student should use colorful, specific verbs that help convey the atmosphere of the bazaar Possible answers: got—stepped; met—surrounded; filled—crowded; sold— hawked; went—passed; sang—trilled; made noise—chattered; looked—stared; smiled—grinned; laughed—giggled Part B Guidelines: Student should use striking details and energetic verbs that capture the essence of the place described ■ PAGE 22 Part A Guidelines: The paragraph should describe the scene from the animal’s vantage point Student should use a fixed, central focus, probably below the person preparing the food The descriptive details will probably be organized spatially Part B Guidelines: The paragraph should describe the route as it changes and each landmark comes into view The descriptive details should be organized chronologically ■ PAGE 23 Part A Guidelines: Images may include personifying the narrator as a cloud, describing daffodils as dancing, and comparing the daffodils to stars on the Milky Way Part B Guidelines: Student’s response to an image in the poem should help clarify and focus his or her ideas about the poem ■ PAGE 24 S I Part B Guidelines: Student should make up enough specific details to create a vivid word picture Details should be organized according to the pattern identified in Part A Details should make sense for the chosen topic ■ PAGE 20 Part A Guidelines: The student should note striking, image-creating details that re-create the location’s sights, sounds, smells, textures, and tastes Part A Dickens: develop character; McCullers: create mood; Dinesen: affect action Part B Guidelines: Each paragraph should state the role setting plays in the excerpt and support the argument with specific evidence The paragraph about the Dickens work should mention that the “strange lady” will probably be as old and yellowed in spirit as the room she inhabits The paragraph about the McCullers piece should mention that the atmosphere created is one of decay, boredom, and emptiness The paragraph about the Dinesen excerpt should point out that the characters and their actions will probably be strongly affected by the landscape because the narrator says it’s difficult to tell where the landscape ends and human life begins Writer’s Choice: Composition Practice, Grade 10 55 Composition Practice Guidelines: You may want to evaluate the student’s description at each stage of the writing process Student should use concrete nouns and vivid adjectives to create sensory images that give the reader a strong impression of what it is like to be in the place Metaphors, similes, and anecdotes should be included only if they contribute to the sense of place ■ PAGE 26 Part A Guidelines: Be sure student identifies an experience and lists only events related in some way to the experience If an event affects the way the student remembers the experience, it may be considered a related event Part B Guidelines: Student should give thought to the actual chronological order of events and should number them right on the lines in Part A Part C Guidelines: Student’s choice of descriptive words should be specific and vivid enough to create a mental image of the event Part D Guidelines: Sentences should effectively incorporate details from the list and explain what the experience means to the student today ■ PAGE 27 Guidelines: Student answers should be appropriate for the categories and be plausible as story elements Be sure student’s story idea is plausible, based on the information provided in the numbered activities ■ PAGE 28 Part A Guidelines: Student should focus on the specific information requested in each item The climax and outcome should make sense given the answers to items 1-3 Part B Guidelines: Tone and details should fit the proposed story as outlined in Part A Paragraph should be well written ■ PAGE 29 Guidelines: Student dialogue should sound like real conversation, use clear tag lines, and demonstrate an understanding of all three purposes for writing dialogue ■ PAGE 30 Part A Guidelines: Items 1, 2, 4, and are ideas for possible themes 56 Writer’s Choice: Composition Practice, Grade 10 Part B Guidelines: Student freewriting should show evidence of imaginative thinking and communicate insights about the theme ■ PAGE 31 Guidelines: Student summary should include information about the main characters, setting, point of view, problem, and plot Possible answer: Peter Taylor’s story “Venus, Cupid, Folly and Time” is told by a neighbor of the odd elderly couple, the Dorsets, who live on West Vesey Place Although their house is not unusual, Mr Dorset and his sister have an eccentricity that annoys their neighbors: they appear downtown wearing their slippers and pajamas “Such slovenliness,” as the narrator calls it, makes the Dorsets’ neighbors so uncomfortable they can’t even joke about it ■ PAGE 32 Guidelines: Check that students not confuse conflict with plot but refer to plot when needed to describe the effects of the conflict Opposing forces should be identified as person against person, nature, society, self, machine, or supernatural force Internal conflicts are struggles between forces within a character or internally motivated struggles against an external force External conflicts are caused by someone or something besides the competing character Some possible methods are as follows: • creating suspense regarding the outcome • causing the conflict to have an effect on the plot • showing character’s actions affected by the conflict • including information that helps readers recognize the conflict and identify with the character involved in the conflict or feel themselves strongly in favor of one side Students should point out not only which side triumphed but the importance of this resolution to the plot Students should list as understandings new ideas characters learned about themselves, other people, society, nature, or life in general Students’ own understandings may be the same as or different from those of the characters Students should tell what the theme is (what point the story makes) and what the conflict shows about the theme The theme (possibly the point of the conflict) may be the same as or similar to an understanding they list for themselves or a character in question 5, above Copyright © The McGraw-Hill Companies, Inc ■ PAGE 25 Composition Practice ■ PAGE 33 ■ PAGE 36 Guidelines: Student’s opening paragraph should show understanding of the Key Information as well as the major elements in good narrative writing Paragraph should be well written Guidelines: Be sure student has carefully explained his or her process for an audience that understands the purpose of the process and will recognize the names of materials needed to complete the process but has never seen the process performed ■ PAGE 34 Part A C CC D ■ PAGE 37 PS PE CE Part B Possible answers: The different languages of southern Africa can be classified in several different ways There are many critical differences between stage acting and movie acting: the continuity of stage acting, the volume needed for the stage, and the close-up camera angles in movies Slavery is a practice of “owning” persons as property, allowing those persons few, if any, rights as human beings Because of the large amount of litter on the school grounds, plans are being made to institute a Litter Awareness Program Let’s take a look at the steps in printing a book, beginning with the author’s manuscript and ending with the bound volume Scientists are becoming increasingly alarmed at the possibility of global warming due to the burning of fossil fuels such as coal and oil Copyright © The McGraw-Hill Companies, Inc ■ PAGE 35 Part A Possible answers for one topic are shown as follows: audience—interest level, background knowledge, type of vocabulary Topic: earthworm dissection Best friend—high, same as mine, general Grandfather—high, unknown, general Readers of school newsletter—moderate, limited, formal New student—unknown, unknown, simple Science teacher—high, good, technical Four-year-old cousin—moderate, none, simple Part B Guidelines: Prewriting should show evidence of creative thinking about the topic Ideas for examples, facts and statistics, comparisons, and quotations should indicate consideration of the audience’s level of interest in the topic, background knowledge, and familiarity with the vocabulary Part A Guidelines: Students who identify themselves as Woodson students may list such possible effects as loss of friends, more opportunity to participate in extracurricular activities such as sports teams and orchestra, and a risk that programs and choice of courses will be cut For Bates students, possible effects include less attention due to increased student-teacher ratio; more competition to make teams; larger choice of friends, classes, and activities; overcrowding; sharing lockers; and so on Part B Guidelines: In the paragraph, student should include several effects listed in Part A Paragraph should address the question of what caused the effects and how the events are related ■ PAGE 38 Part A Guidelines: Graphic organizer should show logical points of comparison and contrast between the two subjects Part B Guidelines: Paragraph should reflect information from the graphic organizer and show understanding of the use of comparison-contrast ■ PAGE 39 Part A Guidelines: Word map should show understanding of the mapping technique Be sure items listed as similar have one or more features in common and that examples make sense Part B Guidelines: Student’s paragraph should clearly define the term or word, using one or more ideas and examples from the word map created in Part A Student may also include personal associations, if appropriate ■ PAGE 40 Part A pie line bar Writer’s Choice: Composition Practice, Grade 10 57 Composition Practice Part B Guidelines: Student should graph the made-up statistics on the correct kind of graph selected in Part A for the category of information chosen Statistics need not be accurate but should be reasonable Title should be appropriate The expository paragraph should adequately communicate the information and match the graph ■ PAGE 44 ■ PAGE 41 ■ PAGE 45 Part A Guidelines: Questionnaire answers should show understanding of the type of information journalists gather by using the six questions and should adequately describe the event chosen Guidelines: Student should show understanding of the differences between using emotion and using reason to support a position The first paragraph should stress the logic of the student’s position Careful selection of words in the second paragraph should indicate that the student realizes the significance of word choice in an emotional appeal Paragraphs should be well organized ■ PAGE 42 Part A Answers should be similar to the following: Define Tell what the term means and explain what distinguishes it from other similar terms Discuss Look at several results that might vary depending on the choice of software Compare Tell how the two methods of publishing are similar and how they differ, supporting your ideas with details and examples Analyze Identify an important common graphics feature and examine its purpose and method of operation Describe Create images that illustrate abilities used to perform specific tasks involved in creating the described product Summarize Present the main points that could be considered advantages and give a brief explanation of each Part B 1:10—begin Question 1; 1:15—begin Question 2; 1:20— begin Question 3; 1:30—begin Question 4; 1:40—begin Question 5; 1:50—begin Question 6; 2:00—finish ■ PAGE 43 Part A Guidelines: Student should list similarities and differences of whichever features are important in the particular works chosen Part B Guidelines: Paragraph should refer to similarities and differences listed in Part A and should include supporting information in the form of descriptions or quotations 58 Writer’s Choice: Composition Practice, Grade 10 ■ PAGE 46 Part A Guidelines: Facts and opinions should be logical, accurate, and viable reasons for or against national service Be sure students show that they understand the difference between facts and opinions Some examples follow: Facts (for) Israel, Italy, Sweden, and Switzerland all have compulsory service so that the country is never without a trained army (against) Compulsory service forces young people to enter the civilian work force later in life Opinions (for) Having a well-trained army is actually a deterrent to war, as other nations are less likely to attack (against) For many students, waiting an extra two years is a significant handicap in beginning a career or helping their families Part B Guidelines: Paragraphs should contain an effective topic sentence, accurately incorporate the facts and opinions from Part A, and be well organized and argued ■ PAGE 47 Guidelines: Audience profiles should demonstrate the student’s understanding of the particular audience selected and exhibit careful thinking about the issue ■ PAGE 48 Guidelines: Student’s evaluation should show that student has clearly thought about the criteria on which the product or service should be judged Paragraphs should follow the format requested and be well organized and presented Copyright © The McGraw-Hill Companies, Inc Part B Guidelines: Student article should accurately communicate the information from Part A The lead should answer as many of the six basic questions as possible Guidelines: Student should show evidence of an understanding of process explanations Essay should be accurate and imaginatively written; use humor and anecdotes appropriately; and contain no spelling, grammatical, or mechanical errors Composition Practice ■ PAGE 49 Guidelines: Ads should be creative, show understanding of the elements of a good ad and of AIDA, and be tailored to the student audience ■ PAGE 50 Guidelines: Editorial changes should include deletion of unnecessary details, sarcasm, and insults and correction of misspellings and mechanical errors A sample revision is provided Possible answer: Dear Quality Control Manager: I recently bought a pair of your jeans When I took them out of the bag and put them on, I noticed that one leg was at least three inches shorter than the other I’m sending the jeans back to you Please send me an identical pair without the leg problem Thank you Sincerely, Jennifer Crowley Jennifer Crowley Part B Guidelines: Student should begin with a thesis statement, correctly incorporate information from Part A, and show an understanding of the audience and the uses of a book review Review should include a clear recommendation at the beginning or end ■ PAGE 52 Guidelines: Student should use logical arguments to rebut objections they anticipate Possible answers: Objection: Parents are expected to care for and take responsibility for the actions of people under eighteen No one who is not totally accountable for his or her own actions should be out on the streets after 11:00 P.M Rebuttal: While parents are still charged with the care of people under eighteen, in many places this accountability is just a formality, the purpose of which is to keep parents from relinquishing the care of young children Many seventeen-year-old young people are not only responsible for themselves, but also hold jobs and provide significant financial assistance to their families ■ PAGE 51 Copyright © The McGraw-Hill Companies, Inc Part A Guidelines: Student should review a nonfiction book and should provide answers that indicate clear thinking about the book’s purpose Writer’s Choice: Composition Practice, Grade 10 59 ... students should have after-school jobs Paragraph 12 Writer’s Choice: Composition Practice, Grade 10, Unit Copyright © The McGraw-Hill Companies, Inc Paragraph Composition Practice Name ... abstract paintings Copyright © The McGraw-Hill Companies, Inc causes of the Civil War Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date... item Writer’s Choice: Composition Practice, Grade 10, Unit Composition Practice Name Class Date W R I T I N G 1.4 A B O U T L I T E R AT U R E Using a Reader-Response Journal