English 7
A Resource Guide
for Reading, Grammar, Usage, and
Writing Skills
Greater Latrobe Junior High School
NAME: ______________________
Teacher: __________________________________
1
Table of Contents
Page #
I.
Reading
The Reading Process
Reading Strategies and Writing Responses
Question-Answer Relationships (QAR)
5
6
Elements of Literature Glossary
8
7
Character Traits
10
The Six Methods of Characterization
11
Words to Describe Mood and Tone
12
Conflict Map
13
Theme
14
Prefixes and Suffixes
15
Grammar and Usage
Parts of Speech
18
“Retired” & Overused Words
III.
4
Analyzing Nonfiction Text Structure
Chart: Nonfiction Text structure
II.
3
19
Quotation Marks – Quote Check
20
Writing
The Writing Process
21
Transitions
22
Writing Rubrics
24
Editing Marks
23
Hints for Preparing a Final Draft
26
Sample Paragraph – Format
27
Writing Format: Perfect Paragraph
PSSA Reading Assessment Anchor Glossary
2
28
30
The Reading Process
BEFORE Reading
• Set a purpose.
• Preview the reading.
• Plan a reading strategy.
DURING Reading
• Read with a purpose. Look for information that fits your
purpose.
• Create a personal connection to the text.
AFTER Reading
• Pause, reflect, and look back to see if you found
information that fits your purpose.
• Reread to find out things you might have missed the first
time through.
• Remember what you learned.
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Reading Strategies: Making Sense of What You Read
Do you sometimes get “stuck” when you are reading? Try some of these “Fix It” strategies when you have
trouble understanding what you have read.
 Make a connection between the text and:
…your life.
...your knowledge of the world.
…another text.
 Make a prediction.
 Stop and think about what you have already read.
 Ask yourself a question and try to answer it. (Ask who, what, where, when, and why questions
about the character, setting, event, or process. Then, find the answer in the text.)
 Reflect in writing on what you have read.
 Visualize. Create images in your head to picture what is happening.
 Use print conventions. Look at key words, bold print, italicized words, capital letters, and
punctuation to find what is important.
 Retell what you’ve read. If you can’t retell it, your mind was wandering or you have become
confused.
 Reread. You don’t need to reread everything. Reread passages.
 Notice patterns in text structure.
 Adjust your reading rate: slow down or speed up. When something is difficult, you must slow
down to understand its meaning.
Study Guide Responses & Responses to Questions
The following are mistakes that a 7th grader should never make:
 When you are asked to find a quote for support, you may not quote yourself or create your own
quote. You need to find ACTUAL quotes within the text!
 When answering a question, you need to re-state the complete question in the first sentence of
each answer.
 DO NOT begin your answer with “This is why...” or “Because…”
 NEVER finish your answer with “That is why…”
 Do not use a “lonely” quote as support. The quote must support your own explanation.
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Question-Answer Relationships (QARs)
Good readers pose questions before, during, and after reading. Being aware of HOW to gain
information is just as important as the material that is actually gained. Remember—being
a good reader involves thinking about how as well as what you read.
What kinds of questions do readers ask themselves when reading?
In the book
In my head
On My Own
Right There
This type of question invites you
to make a personal connection
to something you have
experienced.
It’s right there! The answer to this
question can be found in one
place in the text.
Think and Search
Author and Me
To arrive at the answer to this question,
you need to piece together different
parts of one or more texts.
The response to this question asks you
to consider the author’s perspective/
position and your own experiences
and views to formulate a response.
Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for
educational purposes.
Images copyright 2003 www.clipart.com.
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Analyzing Nonfiction
Text Structure
First… Skim, scan, and preview the text!
Next… Look at ALL the nonfiction text features!
Finally… Ask yourself the following questions:
o What is the author’s purpose in writing this text?
(P.I.E. = Is it Persuasive, Informational, or Entertaining?)
o What is the subject/topic?
o How is it organized?
o How are the chapters divided?
o What comes first? What comes after? What comes at the end?
o Does it follow a timeline? Does it follow a logical sequence? Does it indicate a
problem-resolution-solution? Is it a simple list of items? Is it a comparison
of two objects? Is there a cause and effect relationship? Does it describe
something with many details?
o What sort of language and vocabulary do you see?
o What kind of topic sentences do you see?
o What signal words do you see?
o What are the text features that will help you collect and understand the
information?
Which Text Structure Does the Author Use?
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Nonfiction Text Structures
Text
Structure
Description
Signal
Words
Visual
for example, for
instance,
characteristics
include, specifically,
in addition
Sequence &
Order
before, in the
beginning, to start,
first, next, during,
after, then, finally,
last, in the middle,
in the end
Compare &
Contrast
similar, alike, same,
just like, both,
different, unlike, in
contrast, on the
other hand
Cause &
Effect
1
since, because, if,
due to, as a result,
so, then, leads to,
consequently
problem, issue,
cause, since,
consequently,
therefore, as a
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2
3
Problem &
Solution
result, because of,
leads to, due to,
solve, solution, so,
then
ELEMENTS OF LITERATURE
1.
PLOT – the series of events in a story
a.
Exposition—the situation the characters are in when the story
opens before the action begins; introduces characters and setting
b.
Conflict/Complication—the event which starts the conflict and
sets the rising action of the story into motion
c.
Rising Action—the events that are set into motion by the
conflict/complication and lead up to the climax of the story
d. Climax—a single event that marks the turning point in the action;
the point where the rising action reverses and becomes the falling
action
e.
Falling Action—the events which are set into motion by the climax
and lead to the resolution of the story
f.
Resolution—the conclusion: it explains the outcome of the
characters
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2.
3.
4.
5.
CHARACTERS – the people or animals that the story is about
a. Protagonist—the main character in a piece of literature; usually a “good guy”
b. Antagonist—the character (person, animal, thing) who creates a problem for
the protagonist; might be the “bad guy”
c. Characterization—the ways in which a writer shows what a character is like
and how he or she acts, speaks, thinks, and looks.
d. Character Development—the change in a character from the beginning to
the end of the story.
e. Character Traits—adjectives used to describe a character’s personality
SETTING – where and when a story takes place
a.
Mood—the overall feeling created by the story; setting often helps
contribute to the mood
CONFLICT—a struggle, difference of opinion, or fight; in literature, it is the
underlying problem a character faces.
a.
Internal Conflict—a struggle that takes place in the mind of a character.
b.
External Conflict—a struggle that takes place between characters;
sometimes, a character can clash with a force of nature.
THEME—the underlying idea, message, or lesson; expresses an idea that the
author has about life
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6.
STYLE—the way in which a writer uses language. The choice and arrangement
of words and sentences help to create the writer’s style.
a.
Literal—word for word; using words exactly as they are defined
b.
Figurative—using “figures of speech”; words or phrases that describe
using imaginative comparisons
c.
Simile—a comparison between two unlike things, using words such as like,
as, resembles, or than
d.
Metaphor—a comparison between two unlike things in which one thing
becomes another thing
e.
Personification—a special kind of metaphor in which a nonhuman thing
or quality is talked about as if it were human
g.
Foreshadowing—use of clues or hints to suggest later events
h.
Flashback—going back to tell what happened earlier
i.
Imagery—language that appeals to one or more of the five senses
Character Traits
POWER TRAITS:
brave
clever
confident
cowardly
evil
foolish
honest
jealous
judgmental
melancholy
opinionated
risk-taking
selfish
stubborn
wise
active
adventurous
affable
compassionate
conceited
concerned
conscientious
considerate
cooperative
courageous
creative
critical
cruel
curious
dangerous
daring
decisive
dependable
determined
diligent
disrespectful
domineering
eager
easygoing
affectionate
ambitious
animated
anxious
argumentative
arrogant
attentive
bossy
brilliant
busy
calm
candid
careful
cautious
charismatic
charming
cheerful
childish
clumsy
coarse
cold-hearted
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efficient
encouraging
enthusiastic
excited
faithful
fearless
fidgety
fierce
fortunate
friendly
funny
generous
gentle
giddy
giving
glamorous
gloomy
grateful
greedy
grouchy
grumpy
gullible
happy
hateful
helpful
hopeful
humble
humorous
ignorant
imaginative
immature
impartial
impatient
impolite
impulsive
independent
industrious
insecure
insolent
intense
intelligent
irresponsible
jovial
pleasant
polite
popular
proud
rational
reckless
reliable
respectful
responsible
restless
rude
sarcastic
secretive
selfless
sensitive
sincere
sly
sneaky
snobbish
stingy
strong
studious
lackadaisical
lazy
lonely
loving
loyal
malicious
mature
meticulous
mischievous
moody
mysterious
naïve
nervous
nonjudgmental
obedient
obnoxious
obstinate
open-minded
optimistic
persistent
pessimistic
picky
sullen
superstitious
suspicious
tactful
talkative
tasteful
tenacious
tense
thankful
thoughtful
thoughtless
timid
tolerant
tricky
trusting
trustworthy
unfriendly
unselfish
vivacious
warm-hearted
weak
witty
Character’s Name: __________________________ Trait: ___________________
The Six Methods of Characterization
Directions: Think about your character and the personality that you are trying to get across. Use the
six methods of characterization to help you come up with a “character sketch.”
1.
What is your character like? Directly state what he/she is like.
2.
What does your character look like? Describe his/her appearance.
3.
(Ex. Mr. Green is the meanest teacher at school.)
(Ex. You could see the smoke coming out of his beet-red ears!)
What does your character say?
(Ex. “If you don’t sit down now, I am going to explode,” Mr. Green barked.)
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4.
What does your character do? How does he/she act?
(Ex. Mr. Green slammed his fist down on the student’s desk and glared at him.)
5.
What does your character think? Reveal his/her thoughts and feelings.
6.
What do others say/think about your character? Show their reactions.
(Ex. “I wonder how I can make these kids miserable today,” he pondered to himself.)
(Ex. “I sure hope I don’t get Mr. Green this year. My brother told me some scary stories about
him!” Michael replied.)
Words to Describe
MOOD
Mood is the emotion the author wants the reader to feel while
reading about the subject.
Positive Mood Words
light-hearted
serene
playful
tender
optimistic
enlightened
liberating
warm
festive
hopeful
nostalgic
peaceful
welcoming
delightful
harmonious
trustful
vivacious
confident
safe
sympathetic
joyous
dignified
prosperous
ecstatic
empowered
Negative Mood Words
tense
violent
confining
hopeless
nightmarish
suspenseful
threatening
merciless
vengeful
lonely
ominous
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gloomy
pessimistic
cold
haunting
hostile
painful
desolate
terrifying
heartbroken
melancholy
sinister
Words to Describe
TONE
Tone is the author’s attitude toward the subject. Like the tone of
your voice when you speak, tone expresses the author’s feelings.
serious
enthusiastic
humorous
disapproving
indifferent
cheerful
vindictive
matter-of-fact
aggressive
disappointed
teasing
loving
hostile
objective
sarcastic
personal
cynical
outraged
intense
playful
gloomy
admiring
agitated
anxious
angry
impersonal
solemn
grieving
depressed
judgmental
excited
affectionate
contented
compassionate
reverent
patriotic
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apathetic
critical
ironic
mocking
bitter
naive
morbid
sincere
fearful
hopeful
Conflict- The definitions and examples on the graphic organizer will help you understand the types of conflict
you’ll find in literature.
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Theme-
Definition: A general statement that can apply to people in general. It is a life
lesson that we take away from what we read and apply to life.
*Themes are always stated in complete sentences.
*Themes are sometimes called a life lesson, a moral, or a motto.
Example from Finding Nemo: Never give up!
*Unlike main ideas, themes can be applied to many different stories, passages, poems,
articles, etc. They are usually very easy to identify because they are common
statements that we use all the time.
Here are just a few themes that appear again and again in stories, poems, novels,
articles, etc.
1. Look before you leap.
26. Always tell the truth.
2. Don’t underestimate your opponents.
27. Stand up for yourself.
3. It takes courage to do the right thing.
28. Never give up!
4. To thine own self be true.
29. Trust your instincts.
5. Money can’t buy happiness.
30. Think before you act.
6. Greed can destroy you.
31. Be careful who you trust.
7. Looks can be deceiving.
32. Honesty is the best policy.
8. Don’t let your fears control you.
9. If there’s a will, there’s a way.
10. Keep your friends close, and your enemies closer.
11. Think of challenges and obstacles as opportunities.
12. Make the best out of a bad situation.
13. Always stand up for what you believe in.
14. Two heads are better than one.
15. Be happy with what you have; you never know when you’ll lose it.
16. You’ll find out who your friends are when you need them the most.
17. Don’t dwell on your mistakes; learn from them.
18. Everyone can make a difference in the life of someone.
19. Live each day like it’s your last.
20. The grass is not always greener on the other side.
21. There’s safety in numbers.
22. Money is the root of all evil.
23. There is no “I” in team.
24. When one door closes, another one opens.
25. What doesn’t kill you makes you stronger.
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The Differences Between Prefixes and Suffixes
Prefix
A prefix is one or more letters or syllables added to the beginning of a word to create a
new word with a different meaning. The new word reflects the meaning of the root word
and the prefix. For example, in the word biology, the root of bio means life and the suffix
ology means the study of something. Therefore, bio+ology, becomes biology; which means
the study of life.
Often prefixes are used to give the opposite meaning to a word, so immovable means the
opposite of movable, illegal means the opposite of legal, and unworkable means the opposite
of workable.
One rule that does not change is that when a prefix is added to a word root the
spelling of the root does not change.
Examples:
re+print = reprint
il+legal = illegal
dis+satisfied =dissatisfied
mis+step = misstep
Suffix
A suffix is one or more letters or syllables added to the end of a word. There are two main
kinds of suffixes:
1. those that indicate a grammatical change but do not change the meaning of the
word. For example, we usually add the suffix -ly to the end of a word to make the adverb
form—slow/slowly, death/deathly.
2. those that create a new word with a different meaning (unusual), however the new
word reflects the meaning of the root word and the suffix. For example, darkness
combines dark, the absence of light, with the suffix - ness, meaning the quality or condition
of being. So, dark+ness means the quality of being dark, without light.
When the suffix -ness or -ly is added to a word, the spelling does not change.
Examples:
open+ness = openness
final+ly = finally
occasional+ly = occasionally
There are also some exceptions to this rule. One of those exceptions is words ending in y;
change the y to i before adding the suffix -ness or –ly.
Examples:
busy+ly = busily
busy+ness = business
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happy+ly = happily
Working with Words: Prefixes
Common Prefixes:
Prefix
antiautodedisen-, emforehydrohyperin-, imin-, im-, il-, irintermicromidminimisnonoverpreproresemisubsupertransununder-
Meaning
against
self
opposite
not, opposite of
cause to
before
water
extra
in
not
between
small
middle
small
wrongly
not
over
before
in favor of
again, back
half
under
above
across
not
under
Key Word
antifreeze
Automatic
defrost
disagree
encode, embrace
forecast
Hydroplane
Hyperactive
infield
injustice, impossible
interact
microscope
midway
minibus
misinterpret
nonfat, nonfiction
overlook
prefix
promote
return
semicircle
submarine
superstar
transport, transmit
unfriendly
Undersea
Prefixes that mean Not or The Reverse Of
a
Dis
il
im
ir
non
un
Number Prefixes
1
Uni
Mono
2
Bi
3
Tri
4
Quad
Quat
5
Pent
6
Ses
Hex
7
Sept
17
8
oct
9
Non
10
Deca
100
cent
Working with Words: Common Word Parts with Meaning
Word Part
Aud
Bio
Biblio
Cardio
Chrono
Geo
Graph
Photo
Psych
Scope
scribe/script
Strict
Meaning
hear
life
book
heart
time
earth
write
light
mind
see
write/written
tight
Key Word
audible
biography
bibliography
cardiogram
Chronological
geography
autograph
photosensitive
psychology
telescope
prescribe, manuscript
constrict
Working with Words: Suffixes
Adjective Suffixes
These suffixes make words adjectives.
-able
-ic
-er
-est
-ful
-some
-ible
-al
-ive
-less
-ous
-y
-ate
-ize/yze
Common Suffixes:
Suffix
-able, -ible
-al, -ial
-ed
-en
-er
-er, or
-est
-ful
-ic
-ing
-ion, -tion, -ation, -ition
-ity, -ty
-ive, -ative, -itive
-less
-ly
-ment
-ness
-ous, -eous, -ious
-s, -es
-y
Verb Suffixes
These suffixes make words verbs.
-s/es
-fy/ify
-ed
Meaning
can be done
having characteristics of
past-tense verbs
made of
comparative
one who
comparative
full of
having characteristics of
verb form/present participle
act, process
state of
adjective form of a noun
without
characteristic of
action or process
state of, condition of
possessing the qualities of
more than one
characterized by
-ing
-en
Key Word
comfortable
personal, natural
hopped
wooden
higher
worker, actor
biggest
careful
poetic
running
infection, attraction
captivity
festive
fearless
quickly
enjoyment
kindness
joyous
books, boxes
sunny
*Adapted from Teaching Reading Sourcebook: For Kindergarten Through Eighth Grade by Bill Honig, Linda Diamond, and Linda Gutlon.
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Part of Speech
NOUN
Definition
a word that names a person, place, thing, or idea
PRONOUN
a word that is used in place of one or more nouns or
pronouns
ADJECTIVE
a word that is used to modify a noun or pronoun
VERB
a word that expresses action or state of being
ADVERB
a word that modifies a verb, adjective, or another
adverb
PREPOSITION
a word that shows the relationship of a noun or
pronoun to another word
CONJUNCTION
a word that joins words or word groups
INTERJECTION
a word that expressed emotion
Examples
Mmmm! Those shiny, red apples and ripe pears on the table look
absolutely delicious to me.
teacher, city, Pittsburgh, lamp, happiness, liberty, grand piano
Mmmm! Those shiny, red apples and ripe pears on the table look
absolutely delicious to me.
I, me, you, they; myself, ourselves, himself; this, that, these, those; what,
which, who, whom, whose, all, any anyone, none, few, some; that, which,
who, whom, whose
Mmmm! Those shiny, red apples and ripe pears on the table look
absolutely delicious to me.
Korean, seventh, several, bean, this, that, these, those, Thanksgiving
Mmmm! Those shiny, red apples and ripe pears on the table look
absolutely delicious to me.
believe, play, am, is, are, was, were, has been, have been, might, must,
will, bake
Mmmm! Those shiny, red apples and ripe pears on the table look
absolutely delicious to me.
away, later, clearly, always, almost
Mmmm! Those shiny, red apples and ripe pears on the table look
absolutely delicious to me.
aboard, beneath, past, like, upon, within
Mmmm! Those shiny, red apples and ripe pears on the table look
absolutely delicious to me.
For, and, nor, but, or, yet, so; both/and, either/ or, neither/nor, not
only/but also, whether/or
Mmmm! Those shiny, red apples and ripe pears on the table look
absolutely delicious to me.
aha, hey, hooray, oh, oops
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“Retired” Words
Avoid using the following over-used words in your writing:
Get
Got
Nice
very
thing/things
stuff
good
always
Common Usage Errors to Avoid
Always check your writing carefully to replace any words or phrases that you may
have used incorrectly. Below is a list of some common errors to avoid.
If you wrote…
gonna
should of
Would of
Could of
use to
alot
replace it with…
going to
should have
would have
could have
used to
a lot
Do not start sentences with the following words: and, but, so,
then, or than.
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The Quick Quote Check
1. Capital? This would be at the beginning of the sentence.
2. Comma? This would be after the “speaker tag” (said, asked, mumbled, etc.).
3. Quotation? These come on both sides, before and after, of the words being said.
4. Capital? This would be the first word right inside the first quotation mark.
5. Endmark? This would come right inside the ending quotation mark.
EXAMPLE
The student admitted, “Summer can’t come fast enough!”



1
2 34
53
**The word admitted is the “speaker tag” in this sentence. Check this handbook
for other words to use to spice up the dialogue in your writing.
**Notice there is a space AFTER the comma but not before it.
**Notice the quotations are right up against the words or
endmarks.
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The Writing Process
1. Prewriting
Think about what you are going to write. Brainstorm
ideas using a map, outline, list, or other graphic organizer.
2. Drafting
Choose your best ideas and write the first draft of your
essay.
3. Revising
Read what you wrote carefully. Change words or ideas to
better ones. Add or take out information. Be sure that
every sentence makes sense.
4. Editing/Proofreading
Check capitalization, usage, punctuation, and spelling.
Make sure that all sentences are complete. Have someone
else check you work.
5. Publishing
Give your composition a title. Type the final draft using
the proper format and turn it in on time.
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Transitions
Words that can be used to show location:
above
across
against
along
among
around
behind
below
beneath
beside
between
beyond
by
down
in back of
in front of
inside
into
near
off
onto
on top of
outside
over
throughout
to the right
under
while
after
at
before
during
first
second
third
now
until
meanwhile
today
tomorrow
next week
yesterday
soon
later
afterward
about
finally
then
next
as soon as
when
suddenly
likewise
like
as
also
while
similarly
in the same way
but
however
still
yet
although
otherwise
on the other hand
even though
again
to repeat
truly
in fact
especially
to emphasize
for this reason
actually
Words that can be used to show time:
Words that can be used to compare two things:
Words that can be used to contrast things (show differences):
Words that can be used to emphasize a point:
Words that can be used to conclude or summarize:
finally
lastly
as a result
therefore
to sum up
all in all
in conclusion
because
again
also
as well
next
another
and
besides
finally
for instance
moreover
along with
in addition
for example
additionally
other
Words that can be used to add information:
Words that can be used to clarify:
that is
for instance
in other words
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that is
for instance
in other words
24
FOCUS
4
(1112)
3
(910)
2
(7-8)
1
(6-↓)
PSSA Writing Rubric – Persuasive Scoring Guideline
CONTENT
ORGANIZATION
STYLE
DEVELOPMENT
CONVENTIONS
 Sharp, distinct
 Strong, relevant
 Information
controlling point
development of ideas
arranged in a
 Single position
 Elaborate argument
logical manner
 Clear, thoughtful,
with a clear position  Uses effective topic
and concluding
convincing argument  Precise support with
 Completed all parts of
sentences
details
the task
 Transitions
throughout
 Clear, controlling
 Specific development  Information
point
of ideas
arranged so it
 Single position
 Adequate argument
makes sense
 Solid, reasonable
with a clear position  Uses topic and
concluding
argument
 Adequate, specific
 Some of task is
sentences
details that support
 Some use of
complete but not all
the argument
parts
transitions
 Precise words
 Variety of words
that make writing
vivid
 Variety of sentence
structure
 Proper tone
 Writer has definite
control over
grammar, spelling,
sentence structure,
and punctuation
 Very few errors
 Generic words
 Some variety of
sentence structure
 Proper tone
 OK control over CUPS
 Some mistakes
 Limited control over
CUPS
 Lots of mistakes
 Very little evidence of
topic
 Lacks a reasonable
argument
 Limited word
choice
 Limited sentence
structure
 Extremely limited
word choice
 Extremely limited
sentence structure
 Weak point
 Somewhat
unreasonable
argument
 Limited ideas and
evidence
 Argument shows
little understanding
of purpose
 Very little content
relevant to the topic
 Little or no support
for the argument
 Confusing
arrangement of
ideas
 Little use of
transitions
 Ideas very
confusing
 No use of
transitions
25
 Extremely limited
control over CUPS
 Way too many
mistakes
PSSA Writing Rubric – Informational Scoring Guideline
FOCUS
4
(1112)
3
(910)
2
(7-8)
1
(6-↓)
CONTENT
DEVELOPMENT
ORGANIZATION
 Sharp, distinct
 Strong, relevant

controlling point
development of ideas
 Single topic
 A lot of well-chosen

 Full awareness of
details relevant to
audience
the focus and specific
 Completed all parts of
to the topic
the task

 Clear, controlling
point
 Single topic
 Some awareness of
audience
 Some of task is
complete but not all
parts
 Weak point
 Single topic
 Little or confusing
awareness of task
and/or audience
 Very little evidence of
topic




Information
arranged in a
logical manner
Uses effective topic
and concluding
sentences
Transitions
throughout
Adequate ideas
 Information
Specific development
arranged so it
of ideas
makes sense
Adequate, clearly
 Uses topic and
presented details
concluding
Well-chosen details
sentences
 Some use of
transitions
 Limited or listed
ideas
 Not enough
elaboration
 Very little content
relevant to the topic
 Confusing
arrangement of
ideas
 Little use of
transitions
 Ideas very
confusing
 No use of
transitions
26
STYLE
CONVENTIONS
 Precise words
 Variety of words
that make writing
vivid
 Variety of sentence
structure
 Proper tone
 Writer has definite
control over
grammar, spelling,
sentence structure,
and punctuation
 Very few errors
 Generic words
 Some variety of
sentence structure
 Consistent tone
 OK control over CUPS
 Some mistakes
 Limited word
choice
 Limited sentence
structure
 Limited control over
CUPS
 Lots of mistakes
 Extremely limited
word choice
 Extremely limited
sentence structure
 Extremely limited
control over CUPS
 Way too many
mistakes
Helpful Hints for Preparing a Final Draft
A final draft should always be prepared according to the following format:
1.
Type the final draft (OR write neatly in black or blue ink on composition paper*).
*If it’s necessary to write your composition by hand, write only on the front and create 1” margins around all sides of the
composition. All other guidelines should be followed as printed below.
2.
Use an easy-to-read, size 12, black font.
3.
Include the five-point heading.
4.
Give your essay an original title.
5.
Double space the body of your essay.
HEADING:
What’s in the five point heading?
Name
Subject
Teacher
Date
Period
Where does the heading go?
The heading should appear in
the upper left-hand corner of
the first page of your essay. This
is the ONLY part of your paper that
should be single spaced.
TITLE:
Every essay should be given an original and creative title. The title should be centered and appear
under your five point heading and above the body of your essay.
You should NEVER underline your title, put quotation marks around it, or make it any bigger than the
rest of the text.
DOUBLE SPACING:
There are two ways to double space when using a computer to compose an essay. You should NEVER
hit the “enter” key in an effort to double space!
1.
Format  Paragraph  Indents and Spacing  Line Spacing  Double
3.
DO NOT add any extra spaces between paragraphs.
27
2.
Hold the “CTRL” key and press the “2” key before you begin typing.
Your First and Last Name
English 7
Your Teacher’s Name
Month/Day/Year
Period 1
Original Title for Paragraph
This document is a sample that shows students what a final draft should look
like in English 7. There are several things that students should notice. First of all,
there is a five-point heading in the upper left-hand corner, and the heading is not
double-spaced. Secondly, there is an original title, which is centered under the heading
and above the actual writing piece. Students should take note that the title is the same
size and font as the rest of the document; it is NOT bold-faced, italicized, underlined, or
in “quotation marks.” The body of the writing piece (the paragraph you are reading
now, in this case) appears under the title of the document. This part of the document
should be double-spaced. Students should be aware that double-spacing DOES NOT
involve pressing the “ENTER” key! Instead, to achieve double-spacing, students can
type the paragraph or essay, highlight the body of the piece, and then press the “2” key
while holding down the “CTRL” key. While there are other ways to double-space, this
tends to be the easiest. By following these directions and using this sample as a guide,
students can create a flawless, professional-looking final draft.
28
Name ___________________________________
Writing a Perfect Paragraph
Period ______
Directions: Now that you know how to recognize a complete sentence, it’s time to practice writing
your own! You will write a structured paragraph with complete sentences.
Outline of a Paragraph:
Topic Sentence
Detail
Explanation
Detail
Explanation
Detail
Explanation
Concluding Sentence
1. A topic sentence is the first sentence. It is a general, simple sentence that states
the subject or topic of the sentence.
NEVER use any of the following sentences as a topic sentence.
My paragraph is about…
I am going to talk about….
My topic is….
You will learn about….
Examples:
The first home football game was full of excitement.
Many dogs can be trained to help people.
Hurricane Katrina was the most powerful hurricane last year.
2. A detail is a specific statement that supports the topic sentence. It gives more
specific information.
Examples:
The Wildcats scored the first touchdown.
A German shepherd helps the police fight crime.
The levees surrounding New Orleans did not hold back the water.
3. An explanation sentence gives more information to the reader about the detail. It
makes the detail easier to understand.
Examples:
The player wearing number forty-five ran 50 yards to the end zone.
The German shepherd is trained to attack a criminal on command.
Many people had to go to their rooftops because of the flooding.
29
4. A concluding sentence ends the paragraph. It is a general sentence that restates
the topic and sums up the overall message of the paragraph. Never recopy the
topic sentence! Find another way to say the same message!
NEVER end a paragraph this way:
That is what this paragraph is about.
That is why …..
I learned….
I hope you learned…
Now for my conclusion…
Examples:
The football game kept everyone cheering and attentive all night.
Dogs can be easily trained to help people at home and at work.
No one will ever forget the sadness Hurricane Katrina caused in 2005.
5. Go back and add transitions. Transitions are signal words used to connect your
thoughts to keep your reader focused. You need a transition before each detail.
One last transition should be placed at the beginning of your concluding sentence to
signal that you are pulling everything together and ending your paragraph.
Examples: first, next, in addition, also, furthermore, moreover, for instance, for example, in
fact, on the other hand, similarly, etc. Concluding transitions: therefore, thus, hence, to
repeat, in sum, as you can see, once again, etc.
Write your paragraph! List your topic and write your topic sentence. Get both approved by your
teacher before you write the paragraph. Your paragraph should have 8 sentences.
Sample:
Many dogs can be trained to help people. To start, a German shepherd helps the police
fight crime. This dog is trained to attack a criminal on command. Also, Golden retrievers
usually assist disabled people with daily tasks. Golden retrievers are very gentle dogs and
can lift anyone’s spirit. Finally, St. Bernards are trained to find lost individuals. These dogs
find people in the snow and carry food and water in a container around their necks.
Therefore, dogs can be easily trained to help people at home and at work to make our lives
better.
Topic:
Topic sentence:
30
PSSA READING ASSESSMENT
ANCHOR GLOSSARY
VOCABULARY
affix one or more letters occurring as a bound form attached to the
beginning or end of a word or base and serving to produce a
derivative word or an inflectional form (e.g. prefix or suffix)
antonym
a word that is the opposite of another word (e.g. hot-cold,
night-day)
context clues
prefix
information from the reading that identifies a word or
group of words
letter(s) that can be placed before a word to alter its meaning
root word a word to which prefixes and suffixes can be added to form
different words (e.g. the root help can form words such as
helpful, unhelpful, helpless, helper, and more)
suffix
synonym
groups of letters placed after a word to modify its meaning or
change it into a different word group, from an adjective to an
adverb, etc.
one of two or more words in a language that have highly
similar meanings (e.g. sorrow, grief, sadness)
LITERARY DEVICES
allusion
dialogue
exaggeration
an implied or indirect reference in literature to a famous
person, place, or event
conversation between people in a literary work; the speech
of characters in a drama
to make an overstatement or to stretch the truth
figurative language
language that cannot be taken literally since it was
written to create a special effect or feeling
31
flashback
foreshadowing
a device used in literature to present action that occurred
before the beginning of the story; often introduced as
dreams or recollections of one or more characters
a device used in literature to create expectation or to
set up an explanation of later developments
hyperbole
an exaggeration or overstatement (e.g. I was so
embarrassed I could have died.)
idiom
an expression peculiar to itself grammatically or that
cannot be understood if taken literally (e.g. Let’s get on the ball.)
imagery
irony
a word or group of words in a literary work which appeal to
one or more of the senses: sight, taste, touch, hearing, and
smell; figurative language; the use of imagery serves to
intensify the impact of the work
the use of a word or phrase to mean the exact opposite of
its literal or usual meaning; incongruity between the actual result of
a sequence of events and the expected result
literary devices tools used by the author to enliven and provide voice
to the writing (e.g. dialogue, alliteration)
metaphor
mood
onomatopoeia
a figure of speech that expresses an idea through the image
of another object; metaphors suggest the essence of the first object
by identifying it with certain qualities of the second object; (e.g. “But
soft, what light through yonder window breaks? It is the east, and
Juliet is the sun” – Juliet, the first object, is identified with qualities of
the second, the sun.)
the prevailing emotions of a work or of the author in his or
her creation of the work; not always what might be expected based
on its subject matter
the use of words whose sounds express or suggest
their meaning; may be represented by words that mimic the
sounds they denote such as “hiss” or “meow”
32
simile
style
a comparison of two unlike things in which a word of
comparison (like, as, resembles, than) is used (e.g. She eats like a bird.)
how an author writes; an author’s use of language; its effects
and appropriateness to the author’s intent and theme
symbolism a device in literature where an object represents an idea
tone
voice
the attitude of the author toward the audience and characters
(e.g. serious or humorous)
the fluency, rhythm, and liveliness in writing that make it
unique to the writer
POETRY
alliteration
free verse
lyric poem
meter
narrative
poetry
rhyme
rhythm
the repetition of initial consonant sounds in neighboring words
poetry that lacks regular meter and rhyme patterns but
that tries to capture the cadences of everyday speech; allows a poet
to exploit a variety of rhythmical effects in a single poem
a short poem that expresses the poet’s thoughts in a musical way
the repetition of stressed and unstressed syllables in a line
of poetry
a poem that is written to tell a story; contains characters,
setting, and plot
writing that aims to present ideas and evoke an emotional
experience in the reader through the use of meter, imagery,
connotative, and concrete words; writing that typically relies on
words and expressions that have several layers of meaning
(figurative language)
identical or very similar recurring final sounds in words usually at the end
of lines of a poem
the pattern or beat of a poem
33
LITERARY ELEMENTS
characterization
climax
conclusion
the methods an author uses to reveal characters and
their various personalities
the turning point in a narrative; the moment when the conflict
is at its most intense; typically, rising action builds tension that
leads to the climax
the ending of a story or the summarization of ideas or closing
argument in nonfictional texts
conflict/problem
exposition
a struggle or clash between opposing characters,
forces, or emotions
the situation the characters are in when the story opens
before the action begins; introduces characters and setting
falling action the events which are set into motion by the climax and lead
to the resolution of the story
literary conflict
literary elements
plot
resolution
theme
the essential techniques used in literature
(e.g., characterization, setting, plot, theme)
the structure of a story; the sequence in which the author
arranges the events in a story; often includes rising action,
climax, falling action, and resolution; may include a protagonist
who is opposed by an antagonist, creating conflict
rising action
setting
the struggle that grows out of the interplay of two
opposing forces in a plot
the portion of a story following the climax , in which the
conflict is resolved
the part of a story where the plot becomes increasingly
complicated; rising action leads up to the climax (turning point)
the time and place in which a story unfolds
the underlying idea, message, or lesson about life in a literary work
34
LITERARY GENRES
autobiography
biography
fiction
the story of a person’s life written by himself or herself
the story of a person’s life written by someone other than the
subject of the work
any story that is the product of imagination rather than a
documentation of fact; characters and events in such
narratives may be based in real life but their ultimate
form and configuration is a creation of the author
informational text
narrative
nonfiction
It is nonfiction, written primarily to convey factual
information. Information texts comprise the majority of
printed material adults read (e.g., textbooks, newspapers,
reports, directions, brochures, technical manuals, etc.).
text which conveys a story or which relates events or dialogue;
contrast with expository text
prose writing that is not fictional; designed primarily to explain,
argue, instruct, or describe rather than entertain. For the most part,
its emphasis is factual.
READING CRITICALLY
author’s purpose
bias
focus
inference
the author’s intent either to inform or teach someone about
something, to entertain people, or to persuade or convince
their audience to do or not do something
a judgment based on a personal point of view
the center of interest or attention
a judgment based on reasoning rather than on direct or explicit
statement; a conclusion based on facts or circumstances;
understandings gained by “reading between the lines”
35
main idea
first person
limited view
omniscient
the main idea is the author’s central thought; the chief topic of a text
expressed or implied in a word or phrase; the topic sentence of a
paragraph
The “first person” or “personal” point of view relates events as they
are perceived by a single character. The main character “tells” the
story and may offer opinions about the action and characters that
differ from those of the author.
In literature, a speaker is speaking in the first person, telling things
from the perspective of an onlooker. If the speaker is unable to
know what is in any character’s mind but his or her own, this is
called limited view.
the narrative perspective from which a literary work is presented to
the reader from a “godlike” perspective, unrestricted by time or
place, from which to see actions and look into the minds of
characters. This allows the author to comment openly on characters
and events in the work.
point-of-view
the way in which an author reveals characters, events and ideas in
telling a story; the vantage point from which the story is told
third person
a perspective in literature, the “third person” point of view presents
the events of the story from the outside of any single character’s
perception, much like the omniscient point of view, but the reader
must understand the action as it takes place and without any special
insight into characters’ minds or motivations
TEXT STRUCTURE
cause and effect Cause statements stem from actions and events, and effects are what
happen as a result of the action or event
compare
contrast
evaluate
placing together characters, situations or ideas to show common or
differing features in literary selections
to compare differences in literary selections
to examine and judge carefully
36
problem-solution
question-answer
sequence
summarize
text structure
organizes nonfiction text by presenting a problem and then
possible solutions to it
organizes nonfiction text by presenting a question and then an
answer to the question
chronological order; organizes fiction or nonfiction text by arranging
the information or events in the order in which they occurred
to capture all the most important parts of the original text
(paragraph, story, poem), but express them in a much shorter space,
and-as far as possible-in the reader’s own words
the author’s method of organizing a text
PROPAGANDA
propaganda techniques
(persuasive tactics)
name-calling
bandwagon
red herring
repetition
to influence people to believe, buy, or do something.
attacks a person by associating him or her with an
unappealing name or idea
tries to persuade the reader to do, think, or buy something
because it’s popular or because “everyone”
is doing it
emotional appeal
testimonial
propaganda techniques and persuasive tactics are used
attempts to distract the reader with details not relevant to the
real issue
uses words that appeal to the reader’s emotions instead of to
logic or reason
uses a famous person to endorse a product or idea (celebrity
endorsement)
repeats the message or name of the product over and
over again
37
sweeping generalization
(stereotyping)
circular argument
appeal to numbers,
facts, and statistics
provides an oversimplified image or statement
about a group based on limited information
assumes an unproven idea to be true; states the
conclusion as part of the proof
attempts to persuade the reader by showing how
many people think something is true
38