WriterÆs choice composition practice grade 11

Grammar and Composition Composition Practice Grade 11 Acknowledgments Grateful acknowledgment is given authors, publishers, and agents for permission to reprint the following copyrighted material Every effort has been made to determine copyright owners In the case of any omissions, the Publisher will be pleased to make suitable acknowledgments in future editions p from Covered Wagon Women: Diaries & Letters from the Western Trails 1840–1890 edited & compiled by Kenneth L Holmes Copyright © 1990 by Kenneth L Holmes Published by The Arthur H Clark Company p from Away Goes Sally by Elizabeth Coatsworth Copyright © 1934 by The Macmillan Company Published by The Macmillan Company p 21 from The Caine Mutiny Court-Martial by Herman Wouk Copyright © 1954 by Herman Wouk Used by permission of Doubleday, a division of Bantam Doubleday Dell Publishing Group, Inc p 29 from Max Perkins, Editor of Genius by A Scott Berg Copyright © 1978 by A Scott Berg Used by permission of the publisher, Dutton, an imprint of New American Library, a division of Penguin Books USA Inc p 46 from Elements of Argument: A Text and Reader by Annette T Rottenberg Copyright © 1985 by St Martin’s Press, Inc Published by St Martin’s Press Reprinted by permission of the author p 52 from The Death of the Moth and Other Essays by Virginia Woolf Copyright © 1942 by Harcourt Brace Jovanovich, Inc Published by Harcourt Brace Jovanovich, Inc Glencoe/McGraw-Hill Copyright © 2001 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 0-07-823291-0 055 04 03 02 01 00 ii Contents Unit Personal Writing 1.1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Unit The Writing Process 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.7 2.8 2.9 2.9 2.10 2.11 Unit Writing to Discover I Writing to Discover II Writing in a Journal Writing to Learn Writing a Letter Writing a College Application Essay Writing About Literature: Writing About Nonfiction Writing About Literature: Writing About Poetry Writing: A Five-Stage Process Prewriting: Finding Ideas 10 Prewriting: Questioning to Explore a Topic 11 Prewriting: Audience and Purpose 12 Prewriting: Observing 13 Drafting: Achieving Unity 14 Drafting: Organizing an Essay I 15 Drafting: Organizing an Essay II 16 Drafting: Writing with Coherence 17 Revising: Using Peer Responses I 18 Revising: Using Peer Responses II 19 Editing and Presenting: Completing Your Essay 20 Writing About Literature: Analyzing a Character in a Play 21 Descriptive Writing 3.1 3.1 3.2 3.3 3.4 3.5 3.6 Creating Vivid Description I 22 Creating Vivid Description II 23 Using Sensory Details 24 Creating a Mood 25 Writing a Character Sketch 26 Describing an Event 27 Writing About Literature: Writing About Mood in a Play 28 iii Contents Unit Narrative Writing 4.1 4.2 4.3 4.4 4.5 Unit Expository Writing 5.1 5.2 5.3 5.4 5.4 5.5 5.6 5.7 5.8 5.9 Unit Characters in Biographical Narratives 29 Writing a Biographical Sketch 30 Structuring the Long Narrative 31 Writing About Literature: Identifying Theme in a Narrative 32 Writing About Literature: Responding to Narrative Poetry 33 Writing Expository Paragraphs 34 Explaining a Process 35 Analyzing Cause-and-Effect Connections 36 Writing an Essay to Compare and Contrast I 37 Writing an Essay to Compare and Contrast II 38 Analyzing Problems, Presenting Solutions 39 Using Time Lines and Process Diagrams 40 Building a Reasonable Hypothesis 41 Writing About Literature: Comparing and Contrasting Two Authors 42 Writing About Literature: Comparing and Contrasting Two Poems 43 Persuasive Writing 6.1 6.2 6.3 6.4 6.4 6.5 6.6 6.7 6.8 Stating Your Case 44 Sifting Fact from Opinion 45 Evaluating Evidence 46 Inductive and Deductive Reasoning I 47 Inductive and Deductive Reasoning II 48 Recognizing Logical Fallacies 49 Writing and Presenting a Speech 50 Writing a Letter to an Editor 51 Writing About Literature: Evaluating a Speech 52 Answers 53 iv Composition Practice Name Class Date 1.1 Writing to Discover I Key Information In personal writing you may express your thoughts, feelings, and experiences for yourself or others A life map, chart, or personal time line can help you find experiences from your life to generate writing ideas ■ A Charting Significant Events The left-hand column in the chart below lists general areas in which any writer might find ideas Fill out the middle and right-hand columns for at least three areas as you recall significant events in your life You may list more than one item in each column Area of Experience Place/Time Event School Family Trips/Vacations Current Events Friendships Copyright © The McGraw-Hill Companies, Inc Games/Sports ■ B Creating a Life Map On a separate sheet of paper, map out the events from the chart in chronological order Examine your life map, and write answers to the questions below Do you see a pattern of causes and effects? Any other type of pattern? What specific events from the life map are part of the pattern(s) you identify? Writer’s Choice: Composition Practice, Grade 11, Unit 1 Composition Practice Name Class Date 1.1 Writing to Discover II Key Information Patterns connect events like a path that often cannot be seen until it has been traveled Sometimes one event can cause a string of reactions resulting in a great accomplishment Through personal writing you can gain a better understanding of your own path Planning Your Writing Select an event or chain of events that represents part of a pattern in your life Brainstorm for interesting details to include in a personal writing assignment Record your ideas in the graphic organizer below Write the experience to be described on the “trunk” of the “tree” and supporting details on each of the “branches.” Add as many branches as you need Consider how the experience affected you and how you felt and reacted at the time Copyright © The McGraw-Hill Companies, Inc Writer’s Choice: Composition Practice, Grade 11, Unit Composition Practice Name Class Date Writing in a Journal 1.2 Key Information A diary or journal lets you record information, impressions, feelings, and events What you write in your journal is your choice ■ A Identifying Features of a Journal Read this excerpt from the diary of Ruth Shackleford, who traveled from Missouri to California with her family in 1865 Then answer the questions that follow Literature Model C lark County, Missouri, May 1, 1865 This morning we started from Clark in company with two other families I feel very sad and low spirited on account of Frankie being sick and seeing them part with their friends We travelled today over very rough, muddy roads The children and I rode in At's horse wagon, the cattle being unruly and it raining Frank's team stalled twice; had to pry the wagon out with fence rails Copyright © The McGraw-Hill Companies, Inc May We had a big time getting the unruly cattle yoked It is still cloudy and the roads are awful muddy Every now and then the women and children have to get out and walk through a mud hole We are camped tonight by a house in a lot; turned the cattle in the lot and fed them The wind being very high, we liked never to get supper [we thought we'd never get supper ready], it being the first time we have cooked out of doors May A beautiful morning We all slept in our wagons Frankie was sick all night with a pain in his side I feel very uneasy about him We passed through Memphis, a very pretty little town We stopped there while Frank got two iron rods made to put in his wagon; paid $1 for them Circuit court was in session Ruth Shackleford, from Covered Wagon Women Why you think Shackleford is keeping a journal? What does she record in her journal? ■ B Keeping a Travel Journal Imagine you are keeping a journal during a trip After choosing a situation from the list below, jot down some images or phrases that come to mind On a separate sheet of paper, write a one-paragraph entry for your journal seeing a city, landform, or well-known monument for the first time a day of travel by car, train, bus, or plane encountering severe weather conditions Writer’s Choice: Composition Practice, Grade 11, Unit Composition Practice Name Class Date Writing to Learn 1.3 Key Information People use primarily three basic learning styles: visual (seeing), auditory (hearing), and tactile (doing or manipulating) Analyzing your primary learning style and keeping a learning log will help you get more out of the time you spend studying ■ A Describing Learning Styles Read the following excerpt from a geography textbook Then, in the space provided below, explain how people with different learning styles would best learn and remember the information presented Literature Model L ook [at a time zone map, and you can see that] moving east, you lose time Moving west, you gain time However, if you were to keep moving west, you would eventually lose time at the International Date Line Suppose, for example, that you traveled west from Greenwich, starting at 12 noon on Thursday, and returned in 24 hours You would be traveling as fast as the Earth is rotating You would gain an hour in each of the 24 time zones you entered You would seem to be returning the same day you left However, in Greenwich it is day later To avoid such confusion, an imaginary line was established at 180 longitude At this line, called the International Date Line, the day changes The calendar date on the east side of the International Date Line is day earlier than it is to the west McGraw-Hill World Geography a visual learner a tactile learner _ ■ B Keeping a Learning Log Evaluate your understanding of the International Date Line Imagine the lines below are part of your learning log, and use them to summarize the material above in your own words Read your summary, and then list facts or concepts you need to clarify Use a separate sheet of paper if necessary Writer’s Choice: Composition Practice, Grade 11, Unit Copyright © The McGraw-Hill Companies, Inc an auditory learner Composition Practice Name Class Date 1.4 Writing a Letter Key Information Your purpose and your audience should influence the language and tone of your personal letters ■ A Planning to Write Imagine that you have spent a month of your summer vacation visiting the family of a former neighborhood friend who now lives some distance away During the vacation your hosts took you sightseeing, to a baseball game, to the beach, and to a theme park In the space provided, make two lists One list will include items you want to mention in a letter to your friend The other list will include items you want to say in a letter to your friend’s parents The purpose of both letters is to thank your hosts for their hospitality Think about the differences in language and tone for these two audiences Friend Parents _ _ _ _ _ _ _ _ ■ B Writing a Letter Copyright © The McGraw-Hill Companies, Inc Write a letter of thanks either to your friend or your friend’s parents Use the appropriate list from Part A to help you decide what to include in the letter Writer’s Choice: Composition Practice, Grade 11, Unit Composition Practice Name Class Date 1.5 Writing a College Application Essay Key Information A good college application essay reveals what is unique about you Before writing, think about your personality traits, accomplishments, and skills Aim for clarity as well as creativity ■ A Highlighting Personality Traits A common type of college application question asks you to describe yourself Below are examples from essays in which students were asked to describe themselves based on an adjective Choose the excerpt that comes closest to something you might write, making slight revisions if you wish Then add at least two sentences of your own to “personalize” the essay I am very superclastic Superclastic means “adventurous around new people in new situations as well as always looking at the familiar with new eyes.” I could use words that were very broad and subject to a wide range of interpretations I considered words such as industrious, accomplished, and motivated _ Unfortunately, I am doomed to see eighteen solutions to every problem, six sides to every square, because I’m very analytical I guess what I fear most is being described as ordinary ■ B Preparing to Write a Self-Descriptive Essay List some adjectives that you think best describe yourself, including one of your own creation Jot down examples, experiences, or other details you could use to back up this assessment of yourself Writer’s Choice: Composition Practice, Grade 11, Unit Copyright © The McGraw-Hill Companies, Inc Composition Practice Name Class Date Evaluating Evidence 6.3 Key Information Using a variety of evidence will strengthen your persuasive argument Facts, statistics, and observations are the most convincing types of evidence; opinions of experts are also effective Examples, anecdotes, and analogies make your argument more vivid for the reader, and reasons help your audience follow the logic of your argument Identifying and Assessing Types of Evidence The following argument was written by a medical scientist at Washington University Read the excerpt, and then answer the questions below Literature Model T wo radioactive isotopes, polonium-210 and lead-210, are highly concentrated in particles in cigarette smoke The major source of polonium is the phosphate fertilizer used in growing tobacco In a person smoking one and one-half packs of cigarettes per day, the annual radiation dose is equivalent to that of 300 X-ray films of the chest Caution and experience dictate that we remain vigilantly mindful of the potential hazards of nuclear power generation But perhaps a little more emphasis should be placed on the real and present danger of cigarette smoking, which, according to the U.S Surgeon General, will kill 129,000 Americans in 1982 and cause significant disability in many times this number In contrast a person standing for 25 hours directly downwind of the Three Mile Island nuclear power plant following the accident received the equivalent of one chest X-ray Mark S Boguski, “What a Cigarette Packs in Radiation” What examples or analogies does he use to show the dangers of cigarette smoking? What opinions does he offer? Are they reliable? Why or why not? Name the experts upon whose research or opinions this argument is based Summarize Boguski’s argument in a one-sentence thesis statement 46 Writer’s Choice: Composition Practice, Grade 11, Unit Copyright © The McGraw-Hill Companies, Inc What facts does Boguski give to support his position? Composition Practice Name Class Date 6.4 Inductive and Deductive Reasoning I Key Information In induction one assembles a series of facts and then finds a relationship among them that can be stated as a conclusion or generalization In deduction one begins with a general principle and arrives at a conclusion about a specific example Drawing Conclusions Fill in the conclusion for each of the following Then indicate if it is an example of inductive or deductive reasoning All sodium salts are water soluble substances All soaps are sodium salts Therefore, _ One result of combat anxiety is stuttering or muteness People suffering from acute stage fright are unable to speak Animals tend to become silent when frightened Therefore, _ These shoes lasted three years My mother and two of my friends have the same brand, and their shoes lasted three years Therefore, _ Convertibles offer no protection from lightning This car is a convertible Therefore, _ House plants grow best in temperatures that range from 16° to 21° C The temperature in our house falls to 11° C when we go on vacation and turn off the heat Copyright © The McGraw-Hill Companies, Inc Therefore, _ When the economy is strong, consumers tend to buy more When the economy is weak, consumers tend to save money This month the economy is weak Therefore, _ After he rides a bicycle, he feels invigorated After he goes swimming, he feels invigorated After he runs, he feels invigorated Therefore, _ The first piece of blue litmus paper turned pink when dropped in vinegar The second and third pieces of blue litmus paper turned pink when dropped in vinegar Vinegar is acidic Therefore, _ Every time it rains for more than twelve hours, our basement floods The weather forecast predicts that the rainstorm that arrived this morning will continue until tomorrow afternoon Therefore, _ 10 All people born in the United States are U.S citizens I was born in the United States Therefore, _ Writer’s Choice: Composition Practice, Grade 11, Unit 47 Composition Practice Name Class Date 6.4 Inductive and Deductive Reasoning II Key Information In inductive reasoning, try to avoid hasty generalizations, or conclusions that go further than the evidence permits In deductive reasoning, avoid fallacies by making sure that both statements in the argument are true and that the specific example is linked with the correct group in the general statement ■ A Identifying Hasty Generalizations On the line next to each induction, write S if the inductive reasoning is sound, U if it is unsound Three members of this year’s football team are on academic probation Football players are not strong in academics According to a survey taken in all homeroom classes, 80 percent of the students advocate changes in the exam schedule Therefore, students are dissatisfied with the current exam schedule I not care for any of the five brands of ketchup I have tried Therefore, the ketchup manufacturers not spend enough effort on quality control Since computers are so widely used in businesses today, students who plan to enter a career in business should have a strong working knowledge of computers Ed did an excellent job as sophomore class treasurer and an excellent job as class secretary our freshman year I support him for vice president of the junior class ■ B Identifying Fallacies in Deductive Arguments All plants need moisture to survive The cactus is a plant Therefore, the cactus needs moisture to survive All juniors in high school enjoy American literature Martha is a junior in high school Therefore, Martha enjoys American literature Grocery shopping always gives her a dull headache She has a dull headache now Therefore, she must just have gone grocery shopping The winner of the toss always has the choice of kicking or receiving We won the toss Therefore, we have our choice of kicking or receiving Janet and Frederico are both interested in going to law school I am interested in going to law school Therefore, I am either Janet or Frederico 48 Writer’s Choice: Composition Practice, Grade 11, Unit Copyright © The McGraw-Hill Companies, Inc If the deductive argument below is free of fallacy, write OK on the line provided If it contains a fallacy, explain what the fallacy is and suggest a correct argument Composition Practice Name Class Date 6.5 Recognizing Logical Fallacies Key Information Learning to recognize logical fallacies can help you avoid fallacies in your writing and help you evaluate the validity of what you hear and read Some common fallacies are the red herring, circular reasoning, the bandwagon fallacy, the cause-and-effect fallacy, and the either/or fallacy ■ A Identifying Fallacies Write R for a red herring, C for circular reasoning, B for a bandwagon fallacy, C-E for a causeand-effect fallacy, or E/O for an either/or fallacy I’m going because everybody goes to Colorado to ski in the winter It is raining, and therefore I am depressed I buy these shoes because the best basketball players wear them I’m sure Sam will a wonderful job because he is so capable It’s true that I wasn’t watching the road at that particular moment, but I was thinking about what I would give to my mother for Mother’s Day If I don’t well on this test, I won’t get into college ■ B Writing Logical Fallacies Complete the sentences below to create the designated fallacy Circular reasoning: We should control the funds because we Copyright © The McGraw-Hill Companies, Inc Bandwagon fallacy: I should spend a certain percentage of my income on clothes because Cause-and-effect fallacy: The last time I slept with my head pointing north on the night before an exam I got an A on the exam Therefore, Either/or fallacy: Either you participate in the election process or Red herring: It’s true that he didn’t fulfill his part of the bargain, but he Writer’s Choice: Composition Practice, Grade 11, Unit 49 Composition Practice Name Class Date 6.6 Writing and Presenting a Speech Key Information You go through the same stages in writing a speech that you in writing an essay In drafting use a tone and language appropriate to the audience and the occasion Writing a Speech Complete the activities below to write a short speech Select your position and audience (Check one in each category.) Position: _ Roller-skating is among the most expensive, dangerous, and difficult-to-master solo sports to become popular in recent years _ Compulsory education to age twenty-one safeguards the right of all citizens to learn the basics necessary for responsible participation in the democratic process Audience: _ your classmates _ a group of older people whose opinions you value Collect evidence List at least three points that support the topic you selected a b Choose appropriate tone and language On the lines below, describe the tone and kind of language that will best suit the topic and audience you have chosen Write a persuasive paragraph based on the notes above Use a separate sheet of paper if necessary 50 Writer’s Choice: Composition Practice, Grade 11, Unit Copyright © The McGraw-Hill Companies, Inc c Composition Practice Name Class Date 6.7 Writing a Letter to an Editor Key Information An effective letter to the editor states a problem clearly, provides strong supporting evidence, and avoids disrespectful or overly casual language ■ A Identifying Weaknesses in a Letter to an Editor Underline the problematic sections in the letter below, and identify each error by writing one of the following in the space above it: unclear, unsupported opinion, disrespectful, or overly casual Model Dear Editor: I’m writing about this mess with the city roads I couldn’t believe my eyes when I read that you clowns endorsed the cutbacks the governor is suggesting Have any of you tried driving down Main Street after the spring thaw? The potholes must cause hundreds of thousands of dollars of damage every year And I’ll bet there’s plenty of money in the budget for other things, like fancy lunches for the mayor and his cronies Just last night I saw someone who looked awfully like our own attorney general having dinner at the most expensive restaurant in town It’s disgusting what politicians can get away with in this town Copyright © The McGraw-Hill Companies, Inc A Fed-Up Citizen ■ B Correcting Problems in a Letter to an Editor On the lines below, suggest how the first three problems that you identified in the letter above might be corrected Writer’s Choice: Composition Practice, Grade 11, Unit 51 Composition Practice Name Class Date W R I T I N G 6.8 A B O U T L I T E R AT U R E Evaluating a Speech Key Information When you analyze the text of a speech, examine its purpose, credibility, appropriateness, coherence, interest, and tone Analyzing the Text of a Speech Literature Model Even when the path is nominally open— when there is nothing to prevent a woman from being a doctor, a lawyer, a civil servant—there are many phantoms and obstacles, as I believe, looming in her way You have won rooms of your own in the house hitherto exclusively owned by men You are able, though not without great labor and effort, to pay the rent You are earning your five hundred pounds a year But this freedom is only the beginning; the room is your own, but it is still bare It has to be furnished; it has to be decorated; it has to be shared How are you going to furnish it, how are you going to decorate it? With whom are you going to share it, and upon what terms? These, I think are questions of utmost importance and interest For the first time in history you are able to ask them; for the first time you are able to decide for yourselves what the answers should be Virginia Woolf, from “Professions for Women” Read the following excerpts from Virginia Woolf ’s address to a women’s group in 1930 Then answer the questions below What is the main point of the excerpt? _ What facts does Woolf offer? What opinions? How does she support her opinions? Woolf gave this address at a time when the women’s movement was just getting under way Describe the language and tone of the speech How does it suit the audience and the occasion? What methods does Woolf use to provide coherence in the excerpt? What analogy does Woolf use for women’s achievement in the professional world? How does she develop the analogy? 52 Writer’s Choice: Composition Practice, Grade 11, Unit Copyright © The McGraw-Hill Companies, Inc Composition Practice Answers ■ PAGE ■ PAGE Part A Guidelines: Each student should provide specific examples and writing ideas for at least three of the areas of experience listed on the chart Part A Guidelines: Be sure that each student’s sentences reflect the theme and tone of the selected essay excerpt Part B Guidelines: Each student’s life map and written responses should reveal at least one type of pattern and should identify which specific events make up that pattern ■ PAGE Guidelines: Each student should fill in the idea tree by drawing upon one area of experience that is part of a pattern in his or her life ■ PAGE Part A to record events that occur and her reactions to them as she and her family travel to California her feelings, conditions of the road, the weather, problems of preparing food, the health of her children, things she sees along the journey Part B Guidelines: Check that each student’s entry relates to the general theme of travel and that it records events and personal responses to them Copyright © The McGraw-Hill Companies, Inc ■ PAGE Part A by looking at a time zone map and following the movements described in the passage by listening to a taped reading of the literature model and then looking at a time zone map by moving tokens around on a time zone map or globe Part B Guidelines: Each student should employ one of the learning log techniques described in the lesson as he or she summarizes the material ■ PAGE Part A Guidelines: Each student’s list should show some awareness of the differences between the two audiences for the two letters Part B Guidelines: The letter should use appropriate language and a tone suitable for the audience and should cover some of the topics from one of the lists in Part A Part B Guidelines: The details each student provides should support the adjective the student selected or created ■ PAGE Guidelines: Be sure that each student identifies specific aspects of the article that provoke his or her reactions ■ PAGE Part A Guidelines: Each student should list specific images and features in his or her response Part B Guidelines: Be sure that each student’s response to the activities corresponds to the tone of the poem Possible answers: “And peaceful things are beautiful” or “And old things are beautiful.” ■ PAGE Part A Stage 1: Prewriting d, g, h Stage 2: Drafting b, e Stage 3: Revising f Stage 4: Editing/Proofreading a Stage 5: Publishing/Presenting c Part B Prewriting Drafting Prewriting Editing/Proofreading Revising ■ PAGE 10 Part A Guidelines: Each student should begin freewriting by finishing the sentence of his or her choice and freewriting on the lines provided The writing should evolve through random associations Part B Guidelines: Each student will select a topic that emerged from the freewriting in the preceding activity The topic should be written in a word or short phrase at the base of the trunk, and ideas about the topic should be placed in the branches Writer’s Choice: Composition Practice, Grade 11 53 Composition Practice ■ PAGE 11 Part A Guidelines: Each response in the answer column should be a brief answer to the corresponding question; the types of questions are listed below: Informational Personal Analytical Creative Part B C P A I C A ■ PAGE 12 Part A Guidelines: Each student should provide two appropriate audiences and two corresponding purposes for each topic listed in the chart For example, for the topic the local newspaper possible audiences and corresponding purposes are as follows: my classmates/to persuade greater use of the newspaper; the journalism club/to describe the paper’s features Part B Guidelines: Each student should select one of the four topics listed in the chart and describe in a few words or phrases the details, tone, and language appropriate to the two different audiences ■ PAGE 13 Part B Guidelines: Each student should expand on the simple sensory observations listed in the chart by choosing a scene from Part A and adding associations, emotions, impressions, and an alternate perspective ■ PAGE 14 Part A Guidelines: A line is drawn through number Possible paragraph: In addition to a talent for showmanship, a successful auctioneer must have the ability to deal with large audiences The auctioneer must be able to project his or her voice clearly The auctioneer’s eyes must be sharp enough to spot among the crowd the most subtle signal from a bidder A good sense of humor holds the audience’s attention Finally, the fast pace of an auction demands an auctioneer who can think quickly and respond to the crowd 54 Writer’s Choice: Composition Practice, Grade 11 ■ PAGE 15 Set 1: pro and Set 2: chronological order Set 3: spatial order Set 4: order of importance Set 5: compare and contrast ■ PAGE 16 a,b a b b c, d, e, f, g h order of importance Ultrasound technology is a scientific advancement which allows us to see a variety of things not visible previously ■ PAGE 17 Part A Possible answer: Codes based on code books are difficult to break, but ciphers are easier to break HINT: Which is easier to decipher, a code based on a code book or a cipher? Part B The science of devising and breaking secret ciphers and other secret codes is called cryptography Cryptographers who specialize in the breaking rather than the making of codes are known as cryptographic analysts Their work is as challenging as a game of chess but far more difficult to master than most games of skill In fact, secret codes that are based on a code book that lists code words with their decoded meanings are almost impossible to break The code book is the key Therefore, the captain of a naval vessel threatened with capture must always jettison his or her lead-bound code book While codes based on code books are difficult to break, those based on ciphers are easier to break Secret ciphers, which encipher the actual letters in a message, are of two basic types—substitution and transposition In substitution ciphers, each letter of the alphabet stands for another letter For example, A could stand for Z, B could stand for Y, C for X, and so on You could quickly set up this substitution system yourself by printing the alphabet twice, first in the normal order and then, right below, in reverse order In a transposition cipher, the letters of the message are scrambled in a systematic way Here is a simple example of transposition: Each word is written backward is changed to drawckab nettirw si drow hcea Guided by clues rooted in the nature of the English language, cryptographic analysts can and break these ciphers, no matter how complex Copyright © The McGraw-Hill Companies, Inc Part A Guidelines: Each student should list as many kinds of sensory impressions as possible for each subject For example, for a rainy day one could list gray sky, drops pattering, the smell of wet pavement, cold drops against my face, and so on Part B Guidelines: A line is drawn through number Possible paragraph: Were it not for the protection of a school of dolphins, a navy flier who had been shot down over the ocean would not have survived The blood the flier lost waiting for an air-sea rescue team attracted sharks, whose triangle-shaped fins were soon seen infesting the entire area But the dolphins drove off the sharks and circled the flier in a protective ring until the rescue plane arrived Composition Practice the systems by which they are enciphered Of course, recipients of such an enciphered message not need to carry a heavy code book; they need only to memorize the encoding system ■ PAGE 18 Possible answers: self-confident, cocky, good lawyer, poor flyer, bitter about past, carries a chip on his shoulder ■ PAGE 22 Writer’s role: 2, 4, 5, 8, 10, 13; Reviewer’s role: 1, 3, 6, 7, 9, 11, 12 Possible answer: The writer’s overall role in the review process is to seek fresh insights into his or her work The writer asks for suggestions and takes careful notes on the response of the reviewer The writer should question any of the reviewer’s comments that seem confusing Although the writer listens to the reviewer with an open mind, the final decision on any changes is the writer’s The reviewer tries to bring out the writer’s best work The reviewer begins with praise rather than criticism and directs the criticism at the writing, not the writer The reviewer tries to understand the writer’s intentions and meaning The comments made by the reviewer should be constructive, and any solutions that are offered should be specific rather than vague Part A 7, 4, 5, 2, 3, 8, ■ PAGE 19 ■ PAGE 24 Possible answers: The paragraph seems to be about more than one idea No A better opening might be, “Humor is hard to plan.” “The best humor is usually spontaneous.” (second to last sentence) the first, second, and last sentences “Can you think of an example of a joke that came to you spontaneously?” “How does the subconscious mind the work?” A better ending would be the second-to-last line: “The best humor is usually spontaneous.” Copyright © The McGraw-Hill Companies, Inc ■ PAGE 21 ■ PAGE 20 Possible answers: When Lady Mary Montagu traveled to Turkey from England in 1717, she wasn’t planning to save thousands of lives She was simply a curious tourist observing people and customs The local method for avoiding smallpox, a disease that was decimating people back home, especially fascinated her—injections of small doses of the smallpox virus The infection resulted in a few days of illness, but afterward the patient was no longer susceptible to the disease Upon returning home, Montagu experimented with this procedure and published a report of her findings; however, her discovery of what we now call inoculation did not receive much attention In 1796 physician Edward Jenner became interested in Montagu’s findings His similar studies and publications made smallpox vaccinations a widely accepted practice, reducing the death rate in England by two thirds In the 1970s the World Health Organization declared the disease eradicated Part B Guidelines: The paragraph should use order of impression to describe the objects, and possibly some people, in the setting laid out in part A ■ PAGE 23 Part A 4, 1, 2, 5, 3, Part B Guidelines: The description should reflect the small, dingy kitchen first and then either the bright, spacious main room or the small bedroom Impressions will probably go from negative to positive Guidelines: The details chosen should create the impression of newness, attractiveness, and power They might include the following sensory words or words similar to them: plush, purring, quicksilver, shimmering, sizzling, smooth Guidelines: The details chosen should create the impression of age, ugliness, and dilapidation They might include the following sensory words or words similar to them: chugging, creaky, dusty, knocking, lumpy, pinging, pitted, rusty, scratchy, sluggish, squeaky, threadbare, wheezy ■ PAGE 25 Model The mood is frightening and nightmarish: The scene is dark The collapsing walls and roof forming a trap around the narrator have an otherworldly, dreamlike quality The men are monsterlike, and hands dart unexpectedly from nowhere Model The mood is exciting and exhilarating: Brassy sound explodes, and the character is overwhelmed by her sensations Writer’s Choice: Composition Practice, Grade 11 55 Composition Practice ■ PAGE 26 Part A Possible answers: Appearance: “Her face was thin At twenty-five, people had taken her for forty After she had reached fifty, she had ceased to show any signs of increasing age .” and “her erect carriage,” “her silent ways,” “the impression of a woman made of wood, going through her work like an automaton,” “deliberate movements.” Behavior: “her voice sharp,” “her silent ways, her erect carriage and the deliberate movements,” “the impression of a woman made of wood, going through her work like an automaton.” Underlying personality: controlled, hardworking, having—or at least showing—little emotion Part B Guidelines: Accept any reasonable descriptions or examples of the character’s appearance, speech, behavior, mannerisms, movement, thoughts, and effects on other people ■ PAGE 27 Page A Model 1: distant observer Model 2: close observer Part B Guidelines: To make the rewritten passage effective and dramatic, each student should probably choose the vantage point of the main character or participant in the action That perspective should be clear and consistent throughout the rewritten passage ■ PAGE 28 Part B Guidelines: Each student should support the conclusion about mood with specific reference to the dramatic elements that are provided and to others from his or her imagination ■ PAGE 29 physical description writer’s opinion writer’s opinion character’s actions character’s thoughts or words Overall Impression: Student may describe Perkins as modest, humble, unassuming, or self-deprecating 56 Writer’s Choice: Composition Practice, Grade 11 Do not include Suggested focus: Eisenhower’s military career Include Shows Eisenhower’s meticulousness Do not include Suggested focus: Eisenhower’s childhood Include Shows Eisenhower’s interests and how others saw him Do not include Suggested focus: Eisenhower’s childhood or early influences Include Shows Eisenhower’s modesty, dislike of politics Do not include Suggested focus: Eisenhower’s political achievements Do not include Suggested focus: Eisenhower’s political achievements Include Describes Eisenhower’s personality 10 Include Describes origin of Eisenhower’s values ■ PAGE 31 Part A Below the time line: in the box from 1820 to 1849— enslavement; in the box from 1850 to 1862—Underground Railroad For the time line: 1820—born; 1825—hired out; 1827— first escape attempt; 1849—escaped to Philadelphia; 1854—rescued brothers; 1857—rescued parents; 1908— built home for aged; 1913—death Part B helping enslaved persons to escape, including her family; building a home for the elderly helping her people her own enslavement and mistreatment her freeing more of her people than any other person in the antislavery movement ■ PAGE 32 Possible answers: The wife values money and material possessions The characters choose not to tell the friend about the lost necklace and to work hard to replace it The loss of the necklace is beyond their control She probably thinks they were meaningless Pride and materialism can cause great unhappiness Copyright © The McGraw-Hill Companies, Inc Part A Possible answers: angry, hostile, threatening romantic, sentimental ■ PAGE 30 Composition Practice ■ PAGE 33 The character is Saturn, and he is sitting quietly and still Possible answer: The valley is deep in the shadow of layer after layer of forest Nothing moves here; everything is deathly still Both are motionless and silent Possible answers: sound: silence; “A stream went by voiceless” movement: stillness; “No stir of air was there” lighting: dim; “Far from the fiery noon, and eve’s one star” mood: sadness; “Deep in the shady sadness of a vale” Possible answer: The dethroned Saturn had imposed his sad mood on his surroundings, “his fallen divinity spreading a shade” over the scene like a dark cloud over land and “deadening the stream even more.” ■ PAGE 34 Part A Each student should write a question that helps him or her to focus on an approach to writing about each topic and should choose the type of expository writing most appropriate to the topic and approach Possible answer for #1: Question—What causes a volcano to erupt? Type of expository writing: process explanation Part B For example, Therefore, for instance, In addition ■ PAGE 35 Copyright © The McGraw-Hill Companies, Inc Part A deposition picking up sediment, depositing sediment along banks and stream bed, forming a delta Part B b a c ■ PAGE 36 Part A several causes, one effect causes: quiet, natural beauty, unspoiled, undiscovered effect: vacationers built summer and permanent homes, stores, inns, movie theater; more tourists came to island causal chain Part B Possible answers: There will be several causes and several effects The type of cause-and-effect relationship: causal chain ■ PAGE 37 Part A Guidelines: Each student should enter features of the selected topics in the first column and record characteristics of each of the subjects in the second and third columns Part B Guidelines: Each student should use the chart information from Part A to write a compare-and-contrast essay Student may emphasize similarities, differences, or both Essay should be clearly organized either by feature or by subject ■ PAGE 38 The essay is organized by feature Each Venn diagram should list the following similarities and differences Tortoises usually eat plants live on land short, stumpy legs with claws Both most have hard, bony shells covered by plates restricted movement hard beaks, no teeth may have long life expectancies Turtles omnivorous or carnivorous live in or near water webbed feet or legs that act as paddles Tortoises and turtles; basic similarity; Tortoises but turtles ; Tortoises live while turtles live; Both; for example ■ PAGE 39 Part A Guidelines: Student should correctly identify the causes, extent, and effects of the problem Part B Guidelines: Student should present several logical solutions to the problem and analyze the possible consequences of each proposed solution If one solution is clearly preferable, the student should recommend it ■ PAGE 40 Part A Guidelines: Student should select a simple process of only a few steps Make sure that the appropriate steps are illustrated Part B Guidelines: The paragraph and process diagram should work together to provide clear instructions Writer’s Choice: Composition Practice, Grade 11 57 Composition Practice ■ PAGE 41 Thinning of the earth’s ozone layer has increased the exposure of saguaro cactuses to ultraviolet rays, resulting in “barking” and accelerated deaths identifying what needs to be explained, collecting data, examining data, deciding on the most reasonable explanation The hypothesis is being tested by protecting a group of healthy saguaros from exposure to ultraviolet rays As time passes, scientists will compare the health of the shielded group with that of an unshielded group of saguaros If both groups develop barking, then ultraviolet rays are most likely not the cause of the symptoms ■ PAGE 42 Guidelines: The student should note that Thoreau’s passage was written in 1854 and Castro’s in 1991 Thoreau’s position is that people waste their lives on unimportant details; they should simplify their lives Castro’s position is that Americans are replacing materialistic pleasures with simpler pleasures and homier values Thoreau’s work tends to be reflective and emotional; he uses repetition and addresses the reader directly Castro’s work is expository and informative, presenting interesting examples to build a main point Thoreau uses exaggeration and metaphor (using thumbnail to represent a small space) while Castro uses informal language but no imagery ■ PAGE 43 Part B Student’s thesis statement should present the most important similarities and differences The essay should be clearly organized either by feature or by selection and include details from the poems to support all points 58 Writer’s Choice: Composition Practice, Grade 11 Part A Statement of fact Possible rewrite: Americans eat far too much sugar; they should try to cut down on empty calories Vague Possible rewrite: Americans should decrease their work week and increase their vacation time No solution is offered Possible rewrite: We need to increase funding for public schools in order to improve primary education Part B U U R U U R ■ PAGE 45 U F U I F or I U I U F or I 10 I ■ PAGE 46 Cigarette smoke has high concentrations of two radioactive isotopes, polonium-210 and lead-210 The source of polonium is the fertilizer used in growing tobacco A person who smokes one and one-half packs a day receives the equivalent of 300 chest X-rays annually; a person standing for 25 hours directly downwind of the Three Mile Island nuclear plant following the accident received the equivalent of one chest X-ray Although we should be careful about nuclear generators, we are at greater risk from cigarette smoke; cigarette smoking will kill 129,000 Americans in 1982 Yes, they are expert opinions: the first is the opinion of the author, a medical scientist; the second is the opinion of the Surgeon General The author; the U.S Surgeon General We should place more emphasis than we on the real and present dangers of cigarette smoking Copyright © The McGraw-Hill Companies, Inc Part A Possible answers: “I’m Nobody” an ironic contrast between people the world thinks are important and ordinary people wry, ironic, sarcastic Then there’s a pair of us [nobodies] It’s better to be a worthwhile person who is undiscovered by the world than an important person who has to keep up his reputation strong meter, rhyme Possible answer: I found the poem spirited and humorous “Somebody being a nobody” an ironic contrast between people the world thinks are important and ordinary people self-deprecating, humorous Somebody being a nobody; repetition of body 10 People who have no worth or self-esteem boost their egos by putting other people down 11 strong rhythm, rhyme 12 Possible answer: The poem is a clever play on words, but I found the Dickinson poem more appealing ■ PAGE 44 Composition Practice ■ PAGE 47 Therefore, all soaps are water soluble substances Deduction Therefore, fear inhibits vocalization or speech Induction Therefore, this brand of shoes lasts for a long time Induction Therefore, it will offer no protection from lightning to the people sitting inside Deduction Therefore, the plants will not grow well when we go on vacation Deduction Therefore, consumers will probably save money Deduction Therefore, after he exercises he feels invigorated Induction Therefore, blue litmus paper turns pink when dropped in an acidic solution Induction Therefore, our basement will flood Deduction 10 Therefore, I am a citizen of the United States Deduction ■ PAGE 48 Copyright © The McGraw-Hill Companies, Inc Part A U S U S S Part B OK The general statement is not necessarily true If the statement was “All juniors take American Literature,” the argument would be correct She has been placed in the wrong group Her headache may be the result of something else If the argument had been “She has just gone grocery shopping,” then the conclusion could have been “She must have a dull headache.” OK “I” has been placed in the wrong group “I” may be anyone If the argument had been “I am Janet” or “I am Frederico,” then the conclusion could have been “I am interested in going to law school.” ■ PAGE 49 Part A B C-E B C R E/O Part B Answers will vary Possible answers: Circular reasoning: We should control the funds because we have always controlled them Bandwagon fallacy: I should spend a certain percentage of my income on clothes because that’s what everyone else does Cause-and-effect fallacy: Sleeping with your head pointing north in the night before an exam ensures that you will get a good grade Either/or fallacy: Either you participate in the election process or you won’t like the candidate that is elected Red herring: It’s true that he didn’t fulfill his part of the bargain, but he talked to some new prospects and thought of ways you both could increase your sales ■ PAGE 50 Step 1: Students will check one box in each category Step 2: The evidence presented should include such information as facts, expert’s opinions, and student’s own observations Step 3: If the student chose the younger audience, the tone might be casual or humorous, the language could include contradictions and slang; if the student chose the older audience, the tone and language would probably be more formal and serious Step 4: The topic sentence should clearly state the student’s position; the paragraph should include the points of evidence in a persuasive order; the tone and language should suit the audience ■ PAGE 51 Part A this mess with the city roads (unclear); I couldn’t believe my eyes when I read that you clowns (disrespectful); The potholes must cause hundreds of thousands of dollars of damage every year (unsupported opinion); And I’ll bet there’s plenty of money in the budget for other things, like fancy lunches for the mayor and his cronies (unsupported opinion); Just last night I saw someone who looked awfully like our own attorney general having dinner at the most expensive restaurant in town (unsupported opinion); It’s disgusting what politicians can get away with in this town (overly casual and disrespectful) Part B Change “this mess with the city roads” to “the allocation of city funds to fixing potholes.” Change “I couldn’t believe my eyes clowns” to “I was disturbed to read your endorsement of the governor’s cutbacks.” Replace “The potholes must cause hundreds year” with an accurate statistic about annual damages, or replace with something the writer is sure of, such as “The potholes are hazardous to drivers.” Writer’s Choice: Composition Practice, Grade 11 59 Composition Practice ■ PAGE 52 Women may be able to enter professions that once were closed to them, but they still have many obstacles and prejudices to overcome Facts: Women can now work in areas previously barred to them; women can support themselves, pay rent, earn a living Opinions: Women still need to conquer prejudices and barriers Woolf bases her opinion on her personal experience and belief The language and tone are formal, inspiring, and encouraging, appropriate to an audience of women who share a cause transitional words and repetition She uses having a room of one’s own in a house once owned by men Woolf develops the analogy by pointing out that women still must figure out how to furnish, decorate, and share the room Copyright © The McGraw-Hill Companies, Inc 60 Writer’s Choice: Composition Practice, Grade 11 ... moisture provides an environment suitable for plant growth Writer’s Choice: Composition Practice, Grade 11, Unit 11 Composition Practice Name Class Date Prewriting: Audience... reacted at the time Copyright © The McGraw-Hill Companies, Inc Writer’s Choice: Composition Practice, Grade 11, Unit Composition Practice Name Class Date Writing in a Journal... train, bus, or plane encountering severe weather conditions Writer’s Choice: Composition Practice, Grade 11, Unit Composition Practice Name Class Date Writing to Learn 1.3