STAAR Review
Essay24 points come from the expository essay. Usually, students take one full hour to write a rough and final
draft. Remember the following points.
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Cross out the quote and “THINK” sections of the writing prompt.
Circle the key words of the “WRITE” section. The key words of the prompt and the assertion will
become the thesis and the idea that controls the paper.
Introduction- Make sure you have a hook, line, and sinker in the introduction.
Hook- grabs the reader’s attention. It may connect to the body paragraph to create an
extended metaphor / simile. Other types of hooks include alliteration, onomatopoeia,
rhetorical fragments that come in a succession of three (might even rhyme), etc. The
line explains the hook in relationship to the thesis. The thesis addresses the prompt
and provides an idea (reason(s)) that goes along with it.
Body Paragraph(s) - usually around seven sentences. It starts with a topic sentence that is a
breakdown of the thesis. Also, it provides a specific, concrete example from HELPS (personal
anecdotes automatically provide a unique and personal world view which adheres to one of the
characteristics of a four on the rubric). Try to incorporate rhetorical devices and sentence
variety. At the end of the example, state what you learned and what it conveys.
Conclusion- Restate the conclusion creatively. For example, you can use the rhetorical question,
the more, the more, the more, or the less, the less, the less strategies. Either way, just make
sure you drop the mic.
Word count around 240
Reading Passages
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Underline the key word in each question stem. Remember, this will help you identify the
learning target.
Then, think of the strategies you will need to answer correctly.
Use PDIDLS (point of view, diction, imagery, details, literary devices including fig. lang., and
syntax).
Engage with the text. When you identify PIDIDLS, take notes along the way. Remember,
research states that this process will help you critically read so that you can critically analyze.
Points of View1st person- I, we, us
2nd person- you, your
3rd person objective- just the facts, no thoughts or feelings involved
3rd person limited- thoughts and feelings of one individual are revealed outside of dialogue “ “
3rd person omniscient- thoughts and feeling of more than one individual are revealed outside
of dialogue “ “
Tone and Mood – usually derived by diction and imagery
Theme: life lesson, underlying message, moral of the story. Usually found by looking at the
major conflict and determining what the major character learned from it.
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Context Clues: When asked what a word means, the dictionary definitions will not help much.
You must read above and below the underlined word to see what it means in context.
Plot
Climax (turning point)
Rising Action (conflicts)
Falling Action
Resolution
Exposition (introduction to characters)
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Summary – Think CPR (major character or event, major problem, major resolution)
In nonfiction text, the purpose / claim (argument or proposition) can be determined by the
word, or its synonym, that keeps repeating.
**** Since some questions might have two good answer choices, it is imperative that you find
the pattern of proof, the preponderance of evidence. The answer choice with the most
evidence wins. ****
SAR Single Selection9 points come from the single short answer. It usually takes at least twenty minutes to answer one of
them. Write a rough draft and count your words. (80-100)
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Make sure you use the words of the prompt and add your assertion.
Then, embed the text evidence in context. Make sure the quote you choose supports the
assertion.
When you explain the assertion and text evidence in your commentary, use a synonym for your
original idea. This will help avoid a literal interpretation of the answer. You should have at least
two lines of commentary. Use inferencing words such as covey, demonstrate, illustrate, reveals,
and echoes.
CSAR Connecting Short Answer Response9 points come from the connecting (cross over) short answer response. It usually takes at least twenty
minutes to answer one of them. (Write a rough draft and count your words. (100-140)
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Make sure you use the words of the prompt and add your assertion.
Embed text evidence from the first text, followed by commentary. Make sure your evidence and
comments align with the assertion.
Next, use a transition word such as “similarly.”
Then, embed text evidence from the second text, followed by commentary. Once again, make
sure your evidence and comments align with the assertion.
Using synonyms in both sets of commentary will help avoid a literal analysis.
Also, use inferencing words such as covey, demonstrate, illustrate, reveals, and echoes in both
sets of commentary.
At the end, state, “Both pieces…” in order to tie it all together. You should use a synonym of the
original assertion to state it in a new and fresh way.
Grammar –
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You can always use the passages as a reference to correctly use grammar.
Subject Verb Agreement: The dog runs.
Or The dogs run.
The dog is tired
Or
The dogs are tired.
Compound Sentences: Two complete thoughts joined by a comma and a FANBOY or a
semicolon.
Tonight’s episode of The Walking Dead should be good, and I hope
Teen Wolf is good, too.
Or
Tonight’s episode of The Walking Dead should be good; I hope Teen
Wolf is good, too.
Complex Sentences: Contains an independent and dependent clause. Depending on which
comes first, a comma may or may not be needed.
Although the girls burped loudly, I was able to concentrate on my work.
I was able to concentrate on my work although the girls burped loudly.
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Quotation Marks: Use them at the beginning and end of a direct quotation.
Our friend said, “My family is going to the drag race.”
“My family is going to the drag race,” said our friend.
“Watch out!” he exclaimed.
“What’s up?” he asked.
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Verb Tense: Keep the same verb tense throughout a sentence. You may have to look before or
after the sentence given to figure out which tense to place it in.
Ex. He opens the door and steps into a zombie nest!
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Possessives- show who or what owns something
Sally’s doll was missing.
The baby’s toy fell on the floor.
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There (location), their (possession), they’re (they are)
Too (also), two (number), to
It’s (it is) and its
Your (possession) and you’re (you are)
We’re (we are), were, and where (think of here)
Our (possession) / are
Who and whom
Lose/ loose
Effect (noun) / affect (verb)
A lot (many-a whole lot)
Already (by this time), all ready (all are prepared)
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All right (think of the opposite, all wrong) and alright (okay)
Who’s (who is) and whose (possession)
Lie (a person sitting) /lay (an object that has been placed)
Accept (take) and except (but)
Used to (in the past)
Should’ve (should have)
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Use transitions effectively
However – shows an opposite transition
Furthermore- shows additional information
Therefore- shows a cause and effect relationship
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Adding effective sentences
Look at the sentence before and after where you think the sentence should be added. This will
help you progress the ideas and answer correctly.
• Remember, you OWN this test!! You have been taught
every objective. Now, it is your time to SHINE. Think
positive, dress for success, and know that WE believe in
YOU!!