Grammar and Composition Composition Practice Grade 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 0-07-823288-0 024 04 03 02 01 00 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 Unit Working with the Writing Process Prewriting: Determining Audience and Purpose Prewriting: Investigating a Topic Prewriting: Organizing Ideas 10 Drafting: Writing It Down 11 Revising: Taking a Fresh Look 12 Revising: Writing Unified Paragraphs 13 Revising: Writing Varied Sentences 14 Editing/Proofreading: Fine-tuning Your Work 15 Publishing/Presenting: Sharing Your Writing 16 Writing Process in Action 17 Descriptive Writing 3.1 3.2 3.3 3.4 3.5 3.6 Unit Writing for Yourself Writing to Learn Writing About Wishes and Dreams Writing One’s Own Story Responding in a Journal Writing Process in Action Writing Descriptions 18 Collecting Sensory Details 19 Using Precise Language 20 Using Spatial Order 21 Describing a Thing 22 Describing the Subject of a Biography 23 Writing Process in Action 24 Narrative Writing 4.1 4.2 4.3 4.4 Writing the Stories of History 25 Using Chronological Order 26 Establishing Point of View 27 Writing Realistic Dialogue 28 iii Contents 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 5.11 Unit Relating a Historical Event 29 Writing a News Story 30 Responding to a Historical Narrative 31 Writing Process in Action 32 Conveying Information 33 Structuring an Explanation 34 Writing to Compare and Contrast 35 Writing About a Process 36 Explaining Connections Between Events 37 Answering an Essay Question 38 Reports: Researching a Topic 39 Reports: Writing a Business Letter to Request Information 40 Reports: Planning and Drafting 41 Reports: Revising, Editing, and Presenting 42 Comparing Two Poems 43 Writing Process in Action 44 Persuasive Writing 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Writing Persuasively 45 Determining a Position 46 Evaluating Evidence 47 Developing a Strategy 48 Strengthening Your Argument 49 Creating an Ad 50 Writing a Letter to the Editor 51 Writing a Book Review 52 Writing Process in Action 53 Answers 54 iv Composition Practice Name Class Date Writing for Yourself 1.1 Key Information Writing is a way of keeping track of your thoughts and feelings It can help you to remember how you felt in the past and to understand how you feel now ■ A Writing About Your Thoughts and Feelings What happened to you today? Write about one thing that happened and how you feel about it It could be what you learned in health class, what you ate for lunch, or even the song you heard on the radio as you were getting ready for school Copyright © The McGraw-Hill Companies, Inc ■ B Making Your Journal Personal Make a list of things other than writing that you might include in your journal, such as favorite photographs, drawings, or magazine articles Then give your reason for including each one Item Reason Writer’s Choice: Composition Practice, Grade 8, Unit 1 Composition Practice Name Class Date Writing to Learn 1.2 Key Information Writing can help you understand what you learn in other classes ■ A Getting Ready to Start a Learning Log Before beginning your learning log, try writing something about each of the subjects below You can write about what you learned this week, how well you like the subject, or anything about it that you find interesting math _ science U.S history health (your choice) ■ B Using Your Learning Log After you have started your learning log, explain how it helps you understand your subjects Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc Composition Practice Name Class Date 1.3 Writing About Wishes and Dreams Key Information Writing about your own goals and dreams can help you understand yourself and make plans for the future ■ A Mapping Your Future List three goals you would like to achieve After each, list things you can start doing right now and things you plan to in the future to help you achieve the goal Goal What I Can Do Now What I Plan To Do _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ■ B Reviewing a Movie Copyright © The McGraw-Hill Companies, Inc Picture your future life as a movie with yourself as the star Then write a review of the movie Include a description of at least one important scene What are you doing in that scene? How does the event fulfill one of the goals you listed in Part A? Writer’s Choice: Composition Practice, Grade 8, Unit Composition Practice Name Class Date Writing One’s Own Story 1.4 Key Information To write your own story, begin by remembering the important events in your life Write about them as clearly as you can Use details to bring the events and your feelings to life ■ A Writing About Turning Points To begin writing about the important events in your life, complete the following sentences The day I met my best friend I started my hobby when _ The relative who has most influenced me is My fondest memory is _ This year is important because _ ■ B Beginning Your Story Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc Your story can begin with an account of the first turning point in your life or of the most important event in your life Write about an important event, using plenty of details Use additional paper if necessary Composition Practice Name Class Date 1.5 Responding in a Journal Key Information Writing is one way to respond to literature Writing about the thoughts and feelings you have when you read something can help you understand it better ■ A Responding to Images The images below sometimes appear in stories and poems Record the thoughts or feelings that each image brings to mind fog covering the tops of city buildings a calm lake a mother rocking her child to sleep a truck speeding down the highway a farmer planting crops ■ B Responding to Your Reading Copyright © The McGraw-Hill Companies, Inc Choose a favorite story or poem It can be one you are reading in school, a book you checked out of the library, or a book or poem you have at home Think about how you felt when you read it and what you liked about it What lines did you respond to most readily? Was there a certain character or idea that impressed you strongly? Did you sometimes imagine yourself as part of the story? Write a brief paragraph explaining your feelings Writer’s Choice: Composition Practice, Grade 8, Unit Composition Practice Name Class Date Writing Process in Action Key Information Writing is one method of sharing a personal experience Recalling the facts and recording your feelings will help you write about the experience in a vivid, informative way ■ A Telling the Facts To share a personal experience with others, you have to tell them what happened Choose a time when you did something or tried to something—for example, the day you made the basketball team, the time you moved to a new school, the first moment a certain math or science idea made sense to you, or the time you viewed a stunning sunset Imagine that a television reporter is interviewing you about the event, and answer the following questions How did you get the idea to this? What did you first? _ What happened next? How did the event turn out? What was the best part? ■ B Recording Your Feelings Using the experience above, describe your feelings during each part of the event Include your feelings at the beginning, middle, and end of your endeavor Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc Composition Practice Name Class Date Determining a Position 6.2 Key Information Taking a position means deciding which side of an issue you support To write persuasively about your position, you need to know your audience, including how much they already know about the issue ■ A Pros and Cons Your school has decided to lengthen the school day by an hour The hour will be a “homework hour” that students will spend doing homework During that time, students will be allowed to ask questions and discuss subjects or homework with their teachers Do you think this is a good idea? List both pros and cons Pros Cons ■ B The Audience your parents _ your classmates _ the school board a friend who holds the opposing view _ 46 Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc How you present your position will depend on whom you are addressing Some arguments may be more useful than others in relation to a particular audience Explain how you would approach each audience to convince it that your position on school hours is the best one Composition Practice Name Class Date 6.3 Evaluating Evidence Key Information To make a persuasive argument, you must present evidence supporting your position ■ A Fact Versus Opinion Both facts and opinions can be used to support a position Facts can be proven Opinions are personal judgments Indicate whether each item listed is a fact or an opinion Basketball is the best sport _ Ronald Reagan was the fortieth president of the United States _ Complex carbohydrates are a good source of energy _ The Mona Lisa is the most beautiful painting in the world Mysteries are more interesting than science fiction ■ B Selecting Useful Evidence Copyright © The McGraw-Hill Companies, Inc Some evidence will be more compelling than other evidence Choose a paper that you have written List some facts you used as evidence List some opinions Which pieces of evidence are most compelling? Why? Which evidence is less persuasive? Why? Writer’s Choice: Composition Practice, Grade 8, Unit 47 Composition Practice Name Class Date 6.4 Developing a Strategy Key Information Before you can persuade your readers, you must first get their attention Then you can begin making your case ■ A May I Have Your Attention, Please? Creativity is the key to gaining your audience’s attention A distinctive image, a surprising revelation, or an unexpected approach can attract attention How would you capture your audience’s attention to discuss these topics? the need for more healthful food in the school cafeteria _ a new campaign to promote recycling the importance of the arts (for example, dance, painting, opera, theatre, the symphony) to your community a major company planning to relocate to your area ■ B Stating Your Case 48 Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc Your case, or argument, is a statement of your position and includes supporting evidence arranged in an orderly manner Suppose you are the editor of a new magazine that presents information on part-time jobs for teens Write a letter to prospective subscribers persuading them to buy your magazine Why should they subscribe to it? What evidence can you offer to support your position? Be sure to attract their attention at the beginning, and state your case as convincingly as you can Use additional paper if necessary Composition Practice Name Class Date 6.5 Strengthening Your Argument Key Information Careful revision will help you spot the weaknesses of an argument and fill in gaps to make your writing as persuasive as possible ■ A Presenting Your Argument Your community has decided to cancel its annual Fourth of July parade Although the parade has been a huge success every year, your community wants to save money Do you agree with this decision? Write a persuasive editorial explaining your position Copyright © The McGraw-Hill Companies, Inc ■ B Revising Your Argument Carefully review your editorial and answer the following questions Then, using a different color pen, revise your editorial to make it stronger Is your position clearly stated? _ Have you provided evidence to support your position? _ Is your evidence strong? Is it relevant? _ Are there any gaps in your argument? _ Did you keep your audience in mind? _ Writer’s Choice: Composition Practice, Grade 8, Unit 49 Composition Practice Name Class Date 6.6 Creating an Ad Key Information The purpose of advertising is to persuade The effective use of language is an important part of writing ads They are carefully planned with a specific audience in mind ■ A The Pitch Your store sells videotapes (movies, music videos, exercise tapes, and so on) Choose three of the audiences listed below Then write a slogan to persuade each audience to come to your store middle school students _ senior citizens factory workers _ parents _ rural families ■ B The Sell Audience Description of commercial _ 50 Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc Now it is time to produce a television commercial aimed at selling your videotapes to one of the groups above Choose your audience Then describe your commercial Who will be in it? What will they say and do? Composition Practice Name Class Date 6.7 Writing a Letter to the Editor Key Information A letter to the editor is really a letter to the readers of the newspaper or magazine, persuading them to understand or adopt your position on an issue ■ A Preparing to Persuade Read one of your favorite newspapers or magazines, choose an article you find interesting, and then answer the following questions What is the writer’s main point? _ What arguments does the writer use to support the main point? Do you agree or disagree? Why? What main point would you make in responding to this article? What evidence can you use to support your position? Copyright © The McGraw-Hill Companies, Inc ■ B Writing the Letter Use your answers to the questions in Part A to write a letter to the editor Be sure to state your main point clearly and to provide as many persuasive supporting statements as you can Your audience is the other readers of the magazine or newspaper Writer’s Choice: Composition Practice, Grade 8, 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 Writing a Book Review Key Information Book reviews help readers decide whether they would be interested in reading a book The reviewer explains what the book is about, whether the reviewer considers it worthwhile, and why ■ A Impressions Most readers are interested in a reviewer’s response Choose a book you have read recently Describe the content of the book and your opinion of it Would you recommend this book to your classmates? Why or why not? Write a paragraph persuading your classmates either to read this book or to find another 52 Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc ■ B Opinions Composition Practice Name Class Date Writing Process in Action Key Information Successful writing can affect events in the future ■ A Prewriting Your student government is giving an award for most outstanding teacher It is accepting nominations Identify three qualities you value in a teacher, and explain why those qualities are important to you Qualities Importance ■ B Drafting On another sheet of paper, draft a persuasive letter nominating a teacher (either real or imaginary) Try to be as vivid and convincing as possible ■ C Revising Is your letter convincing? Do you clearly explain why your nominee should get the award? Examine your letter, and make any revisions you feel will make it more effective Copyright © The McGraw-Hill Companies, Inc ■ D Editing/Proofreading Edit your revised letter for errors in spelling, grammar, and punctuation Write your final draft on the lines below ■ E Publishing/Presenting Share your letter with a partner Compare the qualities each of you included If your school does give outstanding teacher awards, consider submitting your recommendation Writer’s Choice: Composition Practice, Grade 8, Unit 53 Composition Practice Answers ■ PAGE ■ PAGE Part A Guidelines: Student should produce a piece that expresses feelings The event that produced these feelings should be identified clearly Part A Guidelines: Student should answer each question based on the same event The emphasis is on presenting the facts Part B Guidelines: Student should list items appropriate for a journal Reasons for including the items should indicate their significance for the student ■ PAGE Part A Guidelines: Student should include information regarding content covered in each subject as practice for keeping a learning log Part B Guidelines: Student should identify how writing about subject matter aids the learning process in content courses ■ PAGE Part A Guidelines: Student should connect goals to methods of achieving them Answers need not be in complete sentences Student should write responses that flow logically from the goals listed ■ PAGE Part A Guidelines: Be sure student completes each sentence in a logical manner Part B Guidelines: Student should write about a single event, using details to bring it to life ■ PAGE Part A Guidelines: Student should list thoughts or feelings evoked by each image listed Words, phrases, or complete sentences can be used, as long as the student is reacting to the images provided Part B Guidelines: Student should demonstrate an ability to describe thoughts or feelings about a particular piece of literature in a paragraph 54 Writer’s Choice: Composition Practice, Grade ■ PAGE Part A Guidelines: A specific magazine and topic should be noted Ideas can be listed in any order Part B Guidelines: These sentences will probably be rough Students begin to form ideas into sentences Encourage students to write without worrying about mechanics Part C Guidelines: These sentences should be thought out more carefully than those in Part B and should demonstrate an ability to improve the first draft Part D Guidelines: Determine which errors the students were able to detect and correct for themselves Part E Guidelines: Sentences should be corrected in a presentable copy of the writing ■ PAGE Part A Guidelines: Students should list suitable audiences for each book or movie Look for a distinction between works suitable for children, young adults, and adults Part B Guidelines: Sentences should demonstrate the students’ understanding of each purpose ■ PAGE Part A Guidelines: Clusters need not follow any specific organization as long as each item is connected to the general topic Part B Guidelines: Students should list specific titles and names of sources to which they have access Questions should be tailored to the sources Note that students may not be able to answer every question, depending on the topic Copyright © The McGraw-Hill Companies, Inc Part B Guidelines: Student should explain goals and methods of achieving them in complete sentences, relating at least one event in detail Part B Guidelines: Student should record personal feelings about the event described in Part A Emphasis is on presenting personal reactions Composition Practice ■ PAGE 10 Part A Possible answers: Healthful snacks, traffic, location, admission price, children’s rides, educational value, number of attractions, hours, hotel rooms Roller coasters, souvenir shops, live shows, parades, fireworks, exhibits Part B Guidelines: For the persuasive list, students may choose order of importance For the narrative list, students should choose chronological order Ask students to explain their choices ■ PAGE 11 Part A Guidelines: Sentences should introduce topic in interesting ways; choices should be appropriate for the topics and purposes indicated Part B Guidelines: Look for sentences that constitute thoughtful additions to the lead ■ PAGE 12 Copyright © The McGraw-Hill Companies, Inc Part A Guidelines: Revised paragraph should reflect changes in language and content due to change in audience and purpose Part B Guidelines: While individual answers may vary, students should recognize the use of chronological order to connect ideas and that information about the Smithsonian, if included, should be placed last or in a separate paragraph Part B Guidelines: Sentences should have varied lengths Students need to avoid writing too many short, choppy sentences in a row or too many long sentences in a row Paragraphs should have a pleasing rhythm ■ PAGE 15 Part A The correct paragraph may read as follows: Jazz is a truly American form of music, the direct result of blending cultures Its roots can be traced to the rhythms of African music and the harmony of European classical music Beyond that the hallmark of jazz is group improvisation Jazz musicians might play a familiar melody, but it is the creativity they bring to that melody that turns it into a jazz tune Without the mixture of cultures provided by Americans proud of their heritage, we would not have jazz music Part B Guidelines: Student should produce a finished paragraph with a clear topic sentence and supporting ideas Student should mark and correct any mechanical errors, run-on sentences, or sentence fragments Students should make sure that their method of organization fits their chosen topic ■ PAGE 16 Part A Guidelines: Letters may be on topics of personal, local, or national interest Part B Guidelines: Students should carefully review and edit their letters before creating clean copies See that students address their letters correctly ■ PAGE 13 ■ PAGE 17 Part A Guidelines: Topic sentences should be complete statements about the topics listed They should be broad enough to summarize an idea but specific enough to be developed in a single paragraph Guidelines: Topics should be suitable for a paragraph about a significant event in the student’s life Students should demonstrate an understanding of the writing process The final paragraph should have a topic sentence, give supporting details in an order appropriate to the purpose, and use language that is clear and vivid Part B Guidelines: Completed paragraph should include a topic sentence and several transitions Transitions should be logical and should make the paragraph clearer ■ PAGE 18 ■ PAGE 14 Part A Guidelines: Students may combine sentences to form compound or complex sentences They may also add clauses or phrases to vary the beginnings of the sentences They may invert the order of subject and predicate Part A Guidelines: Answers should include sensory imagery to describe the items listed Part B Guidelines: Paragraphs should include precise details that create an image of the topic chosen Writer’s Choice: Composition Practice, Grade 55 Composition Practice ■ PAGE 19 Part A Guidelines: Student should describe one object only, listing several characteristics These may include descriptions of appearance, sound, movement, touch, and taste or smell if appropriate ■ PAGE 24 Part B Guidelines: Student should describe each item using as many of the senses as possible Phrases and sentence fragments are fine here, as long as the student’s language is descriptive Part A Guidelines: Students can jot down as many ideas as they can think of regarding the place they have chosen to describe They may include its physical characteristics, the culture, food, entertainment, history, points of interest, and so on ■ PAGE 20 Part B Guidelines: Students should draft a letter to a friend describing the place they visited Part A Possible answers: apple, pear, plum agreeable, kind, enjoyable school, office, store enormous, significant, colossal football, hockey, chess Part B Guidelines: Sentences should display correct use of the words waddled, recklessly, screamed, instantly, and gulp ■ PAGE 21 Part A Guidelines: Drawing should be detailed enough to provide material for Part B All major elements within the drawing should be labeled Part C Guidelines: In revising their letters, students ought to strive for greater clarity, more vivid language, and specific details Part D Guidelines: Students need to correct any errors in grammar, punctuation, or spelling found in the revised letter in Part C Part E Guidelines: Students should be encouraged to give their letters to friends to read and respond to Students reading letters can tell the writer how they picture the place being described ■ PAGE 25 Part A Guidelines: Student should provide the place, person, and time he or she would like to visit ■ PAGE 22 Part B Guidelines: Encourage student to be creative in describing a trip into the past Several details should be included in the account Part B Guidelines: Many groupings could be used Examples: food, performers, people, animals, places Student might also choose to use spatial order, chronological order, or sensory groupings ■ PAGE 23 Part A Guidelines: Students should answer each question completely, using specific details to express their impressions of the subject they have chosen Writer’s Choice: Composition Practice, Grade ■ PAGE 26 Part A Guidelines: Events should be listed in chronological order Each one should relate to the occurrence the student wishes to describe Part B Guidelines: Student should use chronological order and time transitions Ideas should follow each other logically, and the narrative within the letter should flow smoothly ■ PAGE 27 Part A Guidelines: Be sure students write a complete narrative paragraph using the first-person point of view Copyright © The McGraw-Hill Companies, Inc Part B Guidelines: Spatial order should be observed in describing the place pictured Description should match sketch Part A Guidelines: Student should choose one object and answer each question regarding it, providing as many details as possible 56 Part B Guidelines: Students should write at least one paragraph using the details they have listed in Part A As an example, students may refer to the description provided in the text Composition Practice Part B Guidelines: Paragraph should describe a historical event and the part played by a person who was there Student should write the account in the third person ■ PAGE 28 Part A Guidelines: Student should produce a brief description of two people, real or imagined, including details on personality, speaking habits, and interests Part B Guidelines: Dialogue should sound realistic It may include sentence fragments, slang, or grammatical errors commonly made by such speakers See whether each character’s speech reflects the description provided in Part A Readers should be able to distinguish between characters ■ PAGE 29 Part A Guidelines: While individual answers may vary, students should choose characters who could actually have experienced each event, whether they name a real historical figure or invent a character Part B Guidelines: Students may choose any approach that lends itself to narration as long as they explain why their selected format is suitable for relating the event ■ PAGE 30 Copyright © The McGraw-Hill Companies, Inc Part A Guidelines: Student should choose an event suitable for a news story and answer each question regarding it Part B Guidelines: Paragraph should flow smoothly and include the information gathered in Part A Information should be presented in an informative, attention-getting manner Extraneous materials should not be included ■ PAGE 31 Part A Guidelines: Student should answer each question as it relates to the chosen narrative Part B Guidelines: Letter should be addressed to one of the characters in the narrative chosen for Part A Students should note similarities and differences between themselves and the character and explain why they identify with the character ■ PAGE 32 Part A Guidelines: Students should plan possible conversations to add to the narrative they wrote for their textbook assignment On a separate sheet they should jot down ideas for adding dialogue to their narrative Part B Guidelines: Students should write a dialogue appropriate to the characters and scene in their narrative Part C Guidelines: Students should describe changes such as adding transitions, identifying the speakers, and expanding the setting as needed to make the dialogue fit the scene Part D Guidelines: In an effort to achieve realistic conversation, students may choose to include sentence fragments and some mechanical errors Part E Guidelines: Students may invite classmates to read the dialogue aloud so that the writer can listen to see if his or her words sound like actual conversation ■ PAGE 33 Part A Guidelines: Student needs to construct thesis statements that fit the topics listed Each sentence should narrow the topic but be general enough to cover an entire essay Part B cause and effect process compare and contrast process definition compare and contrast cause and effect definition ■ PAGE 34 Part A Guidelines: Student should list the kinds of details appropriate to the topic and audience Part B Guidelines: Strategy should include a method of organizing the details listed in Part A Look for evidence that the student understands chronological order, order of importance, or another logical method of arrangement Be sure student can answer yes to the checklist questions Writer’s Choice: Composition Practice, Grade 57 Composition Practice ■ PAGE 35 ■ PAGE 39 Part A Guidelines: Student should make two lists: one giving points of similarity between the state at two points in time and the other giving points of difference The lists may include information having to with population, occupations, and cities Part A too broad suitable too narrow too narrow suitable Part B Guidelines: Organization by subject or by feature should be used consistently throughout the paragraph(s) See that information provided in Part A is arranged logically Part B Guidelines: Student should list five sources to consult in researching the topic Next to each source, student should describe the type of information to be gathered from each source ■ PAGE 36 Part A Guidelines: Student should choose a product and list the steps required to produce it Student need not have detailed knowledge of the product as long as he or she can visualize a process for creating it Steps should be listed in sequential order Part B Guidelines: Student should assemble the steps listed in Part A into a clear, coherent paragraph Transition words should connect the ideas within the paragraph ■ PAGE 37 Part A yes yes no no yes ■ PAGE 38 Part A Key words: American history, studying, importance role, electoral college, presidential election Part B Guidelines: Completed answer should include the thesis statement and key words from Part A, as well as a conclusion that pulls together the information in the answer and reiterates the point made in the thesis statement Part A Guidelines: Choosing an actual event will help the student formulate questions Questions should be direct Questions should not involve information easily obtained from another source Part B Guidelines: Letter should be polite, direct, and clear Student needs to state the purpose for writing, include the questions to be answered, and indicate the manner in which the recipient should reply ■ PAGE 41 Part A Possible answer: I Planning the speech A Choose a topic Determine the purpose Analyze audience and occasion B Research the topic II Preparing the speech A Organize the body of the speech Select major points Choose anecdotes and examples Construct visual aids B Create a lively introduction C Create a suitable conclusion D Rehearse the speech III Delivering the speech A Use notecards to remember major points B Utilize personal strengths C Use visual aids Part B Possible answer: A speech should be planned and prepared carefully and delivered with the audience in mind Part C Guidelines: Students’ introductory paragraphs will vary but should express the ideas in section I of the outline they developed in Part A 58 Writer’s Choice: Composition Practice, Grade Copyright © The McGraw-Hill Companies, Inc Part B Guidelines: Explanation should demonstrate a clear causeand-effect relationship between events ■ PAGE 40 Composition Practice ■ PAGE 42 ■ PAGE 47 Part A Guidelines: Revision should reflect an improved understanding of paragraph structure Part A opinion fact fact opinion opinion Part B Guidelines: Paragraph written for Part A should be edited for errors in spelling, grammar, and punctuation ■ PAGE 43 Part A Guidelines: Student lists of similarities and differences should include the following elements: content, persons addressed, first-person point of view, metaphors Part B Guidelines: Student should write an essay based on Part A The essay should contain a thesis statement indicating that the two poems are being compared and contrasted ■ PAGE 44 Part A Guidelines: Student should be able to select a topic appropriate for the display as well as for the length of the assignment, and student should list supporting ideas Part B Guidelines: Choice of exposition type depends upon topic Thesis statement should be a complete sentence Student should understand how to group ideas in a logical way, indicating major points and supporting details Copyright © The McGraw-Hill Companies, Inc ■ PAGE 45 Part A Guidelines: Students should state the policy they wish to see changed and list five reasons why it should be changed Part B Guidelines: Students should identify facts and opinions they used as evidence and evaluate them to determine which evidence is the most persuasive ■ PAGE 48 Part A Guidelines: Provide feedback to help students gauge the effectiveness of their attention-getting efforts Part B Guidelines: Letter should clearly state why the student believes a potential subscriber should buy his or her magazine Several supporting ideas should be included to back up the argument ■ PAGE 49 Part A Guidelines: The editorial should clearly state a position either for or against abolishing the Fourth of July parade Evidence must be provided to support the student’s argument Part B Guidelines: The student needs to revise his or her editorial to strengthen and clarify the position stated ■ PAGE 50 Part B Guidelines: Students can consult local publications, school or city officials, or other community leaders to gather information on the policy they wish to see changed They should summarize their findings in the space provided Part A Guidelines: Each slogan should be aimed at a specific audience and should include language and details appealing to that audience ■ PAGE 46 Part B Guidelines: Students need to visualize a commercial and describe it in detail Look for evidence that they are considering their chosen audience Part A Guidelines: Student should list reasons for and against the “homework hour.” Part B Guidelines: Look for evidence that the student is considering each audience separately when deciding what approach to take ■ PAGE 51 Part A Guidelines: Students should answer each question with the same article in mind They should be able to pick out the main point and supporting details of another’s work and to state and support an opinion of their own Writer’s Choice: Composition Practice, Grade 59 Composition Practice Part B Guidelines: Letter should demonstrate the principles of persuasive writing presented thus far It should contain a clearly stated main point and persuasive supporting evidence, and it should be written with readers of the magazine or newspaper in mind ■ PAGE 52 Part A Guidelines: Students can give an evaluation of a book they have read, describing the book’s content and giving their opinion of the book Part B Guidelines: If the student enjoyed the book, he or she should persuade others to read it If the student did not enjoy the book, he or she should persuade other students to find other books to read In either case, students should provide evidence to back up their opinions ■ PAGE 53 Part A Guidelines: Students should list several qualities, and their reasons should be logical Part B Guidelines: Ideas from Part A should be incorporated into a descriptive and persuasive letter Part C Guidelines: Students should revise the letter they wrote for Part B to make it clearer and more compelling Part D Guidelines: Letter written for Part C should be edited for errors in spelling, grammar, and punctuation Finished letter should be error-free Part E Guidelines: Encourage students to keep their letters for future reference or to submit them if they have the opportunity Copyright © The McGraw-Hill Companies, Inc 60 Writer’s Choice: Composition Practice, Grade ... Glencoe/McGraw-Hill 87 87 Orion Place Columbus, Ohio 43240 ISBN 0-0 7 -8 23 28 8-0 024 04 03 02 01 00 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... beginning, middle, and end of your endeavor Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc ■ Composition Practice Name Class Date ... audience to act) Writer’s Choice: Composition Practice, Grade 8, Unit Copyright © The McGraw-Hill Companies, Inc Composition Practice Name Class Date