Writing Coach and Prentice Hall Literature
Alignment Guide
Grades
6–12
Writing and Grammar for the 21st Century
Supporting an Integrated
English Language Arts Curriculum
Prentice Hall Writing Coach is perfect
as a writing and grammar companion
to a literature anthology or a novelbased curriculum. Reach for it to help
you meet your instructional goals.
• Reinforce instruction
• Extend key points
• Remediate
• Provide more practice
• Reteach
• Provide more writing prompts
Use Writing Coach to support
your Prentice Hall Literature
Writing Workshops
Prentice Hall Literature supports
Writing Coach with works from
noted authors, Mentor Texts,
Student Models, and examples
of research sources.
Use Prentice Hall Literature
to support Writing Coach
Users of Prentice Hall Literature Writing
Workshops can find additional support
in Writing Coach, including Mentor
Texts, Student Models, writing process
strategies, grammar applications, and
connected assignments.
Prentice Hall Writing Coach/
Prentice Hall Literature Alignment
Prentice Hall Literature Writing
Workshops/Writing Coach Alignment
Use models in Prentice Hall Literature to support the teaching of writing.
When you teach the writing workshops in Prentice Hall Literature, look to
Prentice Hall Writing Coach for more in-depth instruction.
Prentice Hall Literature supports Writing Coach with works from noted authors, Mentor Texts, Student
Models, and examples of research sources, as shown in the following chart.
Writing Coach
Prentice Hall Literature
Chapter 5, Nonfiction Narration
Feature Assignment: Personal Narrative
Writing for Media: Biographical Narrative
“My Papa, Mark Twain,” Susy Clemens (biography), page 96
Chapter 6, Fiction Narration
Feature Assignment: Realistic Short Story
Writing for Media: Audio Script
“Greyling,” Jane Yolen (short story), page 9
Chapter 8, Exposition
Feature Assignment: Compare-andContrast Essay
Writing for Media: Consumer Comparison
“Names/Nombres,” Julia Alvarez (personal narrative), page 114
“A Backwoods Boy,” Russell Freedman (biography), page 448
“Stray,” Cynthia Rylant (short story), page 24
Users of Prentice Hall Literature Writing Workshops can find additional support in Writing Coach,
including Mentor Texts, Student Models, writing process strategies, grammar applications, and
connected assignments, as shown in the following chart.
Prentice Hall Literature
Writing Coach
Unit 1, Mid-Unit Writing Workshop
Chapter 7, Poetry and Description, page 118
Writing for Media: Descriptive Essay, page 140
Description: Descriptive Essay, page 86
Unit 1, End-of-Unit Writing Workshop
“The Homecoming,” Laurence Yep (short story), page 32
Narration: Autobiographical Narrative, page 154
The Phantom Tollbooth, Act I, Susan Nanus (dramatic script), page 708
Unit 2, Mid-Unit Writing Workshop
The Phantom Tollbooth, Act II, Susan Nanus (dramatic script), page 748
Response to Literature: Review, page 264
“Adventures of Isabel,” Ogden Nash (rhyming poem), page 564
Unit 2, End-of-Unit Writing Workshop
“Dust of Snow,” Robert Frost (rhyming poem), page 612
Narration: Short Story, page 354
Haiku, Matsuo Bashō (haiku), page 624
Haiku, Musō Soseki (haiku), page 630
Unit 3, Mid-Unit Writing Workshop
“Parade,” Rachel Field (rhyming poem), page 643
Exposition: How-to Essay, page 462
“Childhood and Poetry,” Pablo Neruda (descriptive writing), page 662
Unit 3, End-of-Unit Writing Workshop
“Race to the End of the Earth,” William G. Scheller (compare-and-contrast essay), page 335
Exposition: Persuasive Essay, page 526
Unit 4, Mid-Unit Writing Workshop
Exposition: Problem-and-Solution Essay, page 614
Chapter 9, Persuasion
Feature Assignment: Persuasive Essay
“Preserving a Great American Symbol,” Richard Durbin (persuasive speech), page 439
Unit 4, End-of-Unit Writing Workshop
“Jake Wood Baseball is the Start of Something Special,” Reginald T. Dogan (persuasive essay), page 441
Exposition: Comparison-Contrast Essay, page 668
Chapter 10, Response to Literature
Feature Assignment: Letter to an Author
“Happiness Is a Charming Charlie Brown at Orlando Rep,” Matthew MacDermid (review), page 796
Unit 5, Mid-Unit Writing Workshop
Chapter 11, Research Writing
Feature Assignment: Informational
Research Report
Writing for Media: I-Search Report
“Ice Ages,” Elizabeth Cleary (Writing Workshop Student Model: research report), page 994
Unit 5, End-of-Unit Writing Workshop
“The Caribbean” (research source: atlas entry), page 135
Exposition: Cause-and-Effect Essay, page 800
“The Seven Wonders of the World,” Infoplease (research source: online almanac), page 245
Unit 6, Mid-Unit Writing Workshop
Response to Literature: Letter, page 738
“Gold Rush: The Journey by Land,” The Sacramento Bee (research source: news article), page 339
“NASA Finally Goes Metric,” SPACE staff (research source: online news article), page 783
Chapter 12, Workplace Writing
Feature Assignments: How-To Essay,
Thank-You Letter, Friendly Letter
Writing for Media: E-mail Message
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“Letter to Scottie,” F. Scott Fitzgerald (friendly letter), page 522
Research: Multimedia Report, page 906
Unit 6, End-of-Unit Writing Workshop
Research: Research Report, page 988
Chapter 5, Nonfi ction Narration, page 64
Feature Assignment: Personal Narrative
Chapter 10, Response to Literature, page 196
Other Forms of Interpretative Response, page 199
Chapter 6, Fiction Narration, page 90
Feature Assignment: Realistic Short Story
Other Forms of Fiction, page 93
Chapter 12, Workplace Writing, page 256
Feature Assignment: How-to Essay
Chapter 9, Persuasion, page 170
Feature Assignment: Persuasive Essay
Chapter 8, Exposition, page 144
Other Forms of Expository Writing, page 147
Grade 6
Chapter 7, Poetry and Description
Feature Assignment: Rhyming Poem
and Haiku
Writing for Media: Descriptive Essay
2
Integrated English Language
Arts Curriculum
Chapter 8, Exposition, page 144
Feature Assignment: Compare-and-Contrast Essay
Chapter 10, Response to Literature, page 196
Feature Assignment: Letter to an Author
Chapter 8, Exposition, page 144
Other Forms of Expository Writing, page 147
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
“Origami: Apatosaurus,” Rachel Katz (how-to instructions), page 603
“How to Read a Road Map,” Britannica Student Encyclopedia (how-to encyclopedia entry), page 959
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3
Prentice Hall Writing Coach/
Prentice Hall Literature Alignment
Prentice Hall Literature Writing
Workshops/Writing Coach Alignment
Use models in Prentice Hall Literature to support the teaching of writing.
When you teach the writing workshops in Prentice Hall Literature look to
Prentice Hall Writing Coach for more in-depth instruction.
Prentice Hall Literature supports Writing Coach with works from noted authors, Mentor Texts, Student
Models, and examples of research sources, as shown in the following chart.
Writing Coach
Prentice Hall Literature
Chapter 5, Nonfiction Narration
Feature Assignment: Personal Narrative
“mk,” Jean Fritz (personal narrative), page 34
from An American Childhood, Annie Dillard (personal narrative), page 52
from Barrio Boy, Ernesto Galarza (personal narrative), page 80
Chapter 6, Fiction Narration
Feature Assignment: Science Fiction
Writing for Media: Dramatic Scene
Users of Prentice Hall Literature Writing Workshops can find additional support in Writing Coach,
including Mentor Texts, Student Models, writing process strategies, grammar applications, and
connected assignments, as shown in the following chart.
Prentice Hall Literature
Writing Coach
Unit 1, Mid-Unit Workshop
Chapter 7, Poetry and Description, page 118
Forms of Poetry and Description, page 121
“Volar: To Fly,” Judith Ortiz Cofer (personal narrative), page 452
Description: Descriptive Essay, page 92
“All Summer in a Day,” Ray Bradbury (science fiction short story), page 102
Unit 1, End-of-Unit Workshop
“Zoo,” Edward Hoch (science fiction short story), page 340
Narration: Autobiographical Narrative, page 176
“He—y, Come on Ou—t,” Shinichi Hoshi (science fiction short story), page 378
Unit 2, Mid-Unit Workshop
from Dragonwings, Laurence Yep (dramatic scene), page 729
Response to Literature: Review of a Short Story, page 302
“The Rider,” Naomi Shihab Nye (lyric poem), page 586
Unit 2, End-of-Unit Workshop
“Winter,” Nikki Giovanni (lyric poem), page 594
Narration: Short Story, page 384
“Stopping by Woods on a Snowy Evening,” Robert Frost (lyric poem), page 678
“Miracles,” Walt Whitman (free verse poem), page 694
Unit 3, Mid-Unit Workshop
“To the Top of Everest,” Samantha Larson (blog), page 972
Exposition: How-to Essay, page 484
Chapter 8, Exposition
Feature Assignment: Compare-andContrast Essay
Writing for Media: Technical Newsletter
“Conversational Ballgames,” Nancy Masterson Sakamoto (compare-and-contrast writing), page 432
Unit 3, End-of-Unit Workshop
“How to Recognize Venomous Snakes in North America” (instruction manual featuring comparisons),
page 531
Exposition: Comparison-and-Contrast Essay, page 548
Chapter 9, Persuasion
Feature Assignment: Op-Ed Piece
Writing for Media: Advertisement
“All Together Now,” Barbara Jordan (persuasion), page 494
Unit 4, Mid-Unit Workshop
“Veteran Returns, Becomes Symbol,” Minneapolis Star and Tribune (editorial), page 863
“The Wrong Orbit,” The Kansas City Star (editorial), page 864
“Zoos: Joys or Jails?,” Teen Ink (op-ed piece), page 1029
Chapter 10, Response to Literature
Feature Assignment: Review of a Short Story
Writing for Media: Movie Review
Chapter 11, Research Writing
Feature Assignment: Informational
Research Report
Reviews of A Christmas Carol, Terry Kelleher, John Sousanis (drama reviews), pages 813, 814
Exposition: Persuasive Essay, page 698
Unit 5, Mid-Unit Workshop
Research: Multimedia Report, page 824
“Hatching Chirpers,” Laura Agajanian (Writing Workshop Student Model: research report), page 1046
Exposition: Cause-and-Effect Essay, page 878
“East Asia,” Dorling Kindersley (research source: atlas entry), page 73
Unit 6, Mid-Unit Workshop
“Mongoose on the Loose,” Larry Luxner (research source: magazine article), page 283
Workplace Writing: Business Letter, page 982
“Walking for Exercise and Pleasure” (research source: government publication), page 365
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Unit 4, End-of-Unit Workshop
Unit 5, End-of-Unit Workshop
“Indian Grey Mongoose” (research source: encyclopedia entry), page 285
Chapter 12, Workplace Writing
Feature Assignments: Letters
Writing for Media: Set of Instructions
Exposition: Problem-and-Solution Essay, page 640
Unit 6, End-of-Unit Workshop
Research: Research Report, page 1040
Chapter 5, Nonfiction Narration, page 64
Feature Assignment: Personal Narrative
Chapter 10, Response to Literature, page 196
Feature Assignment: Review of a Short Story
Chapter 6, Fiction Narration, page 90
Feature Assignment: Science Fiction
Other Forms of Short Stories, page 93
Chapter 12, Workplace Writing, page 256
Writing for Media: Set of Instructions, page 266
Chapter 8, Exposition, page 144
Feature Assignment: Compare-and-Contrast Essay
Writing for Media: Technical Newsletter, page 166
Chapter 8, Exposition, page 144
Other Forms of Expository Essays, page 147
Grade 7
Chapter 7, Poetry and Description
Feature Assignment: Free Verse Poem
and Lyric Poem
Writing for Media: Travel Blog
4
Integrated English Language
Arts Curriculum
Chapter 9, Persuasion, page 170
Other Forms of Persuasive Writing, page 173
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
Chapter 8, Exposition, page 144
Other Forms of Expository Essays, page 147
Chapter 12, Workplace Writing, page 256
Feature Assignment: Letter of Request
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
“How to Download Ringtones for a Cell Phone” (technical directions), page 623
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5
Integrated English Language
Arts Curriculum
Prentice Hall Writing Coach/
Prentice Hall Literature Alignment
Prentice Hall Literature Writing
Workshops/Writing Coach Alignment
Use models in Prentice Hall Literature to support the teaching of writing.
When you teach the writing workshops in Prentice Hall Literature, look to
Prentice Hall Writing Coach for more in-depth instruction.
Prentice Hall Literature supports Writing Coach with works from noted authors, Mentor Texts, Student
Models, and examples of research sources, as shown in the following chart.
Writing Coach
Prentice Hall Literature
Chapter 5, Nonfiction Narration
Feature Assignment: Personal Narrative
Writing for Media: Diary Entry for a Blog
“Cub Pilot on the Mississippi,” Mark Twain (personal narrative), page 66
Chapter 6, Fiction Narration
Feature Assignment: Tall Tale
Writing for Media: Dramatic Scene
from An American Childhood, Annie Dillard (personal narrative), page 115
from I Know Why the Caged Bird Sings, Maya Angelou (personal narrative), page 514
Writing Coach
Unit 1, Mid-Unit Workshop
Chapter 7, Poetry and Description, page 118
Forms of Poetry and Description, page 121
Description: Description of a Person, page 104
“Brer Possum’s Dilemma,” Jackie Torrence (folk tale), page 1042
Unit 1, End-of-Unit Workshop
from The People, Yes, Carl Sandburg (poem based on tall tales), page 1055
Narration: Autobiographical Essay, page 208
“Davy Crockett’s Dream,” Davy Crockett (tall tale), page 1072
Unit 2, Mid-Unit Workshop
“Paul Bunyan of the North Woods,” Carl Sandburg (tall tale), page 1075
Response to Literature: Critical Review, page 326
from Anne Frank & Me, Cherie Bennett (dramatic scene), page 809
Unit 2, End-of-Unit Workshop
Chapter 8, Exposition
Feature Assignment: Cause-and-Effect
Essay
Writing for Media: Documentary Video
Script
“The War in Vietnam” from The American Nation (cause-and-effect textbook article), page 529
“Harlem Night Song,” Langston Hughes (free verse poem), page 677
Narration: Short Story, page 438
Unit 3, Mid-Unit Workshop
“The Road Not Taken,” Robert Frost (lyric poem), page 774
Exposition: How-to Essay, page 548
from Travels with Charley, John Steinbeck (descriptions of the Badlands), page 164
Unit 3, End-of-Unit Workshop
Persuasion: Editorial, page 614
“Why Leaves Turn Color in the Fall,” Diane Ackerman (cause-and-effect essay), page 540
Unit 4, Mid-Unit Workshop
Morning Edition, National Public Radio: “Paralyzed Veterans of America” (radio documentary transcript),
page 1135
Exposition: Problem-and-Solution Essay, page 708
from “Sharing in the American Dream,” Colin Powell (persuasive speech), page 576
Exposition: Comparison-and-Contrast Essay, page 780
“Langberg: Hands-free law won’t solve the problem,” Mike Langberg (editorial), page 593
Unit 5, Mid-Unit Workshop
Transcript of Governor Arnold Schwarzenegger Signing Legislation Requiring Drivers to Use Hands-Free
Devices (speech), page 595
Workplace Writing: Business Letter, page 842
Chapter 10, Response to Literature
Feature Assignment: Critical Review
“A Life in Letters: Book Review,” Zakia Carter (critical review), page 1065
Chapter 11, Research Writing
Feature Assignment: Informational
Research Report
“Alexander the Great,” James Barraclough (Writing Workshop Student Model: research report), page 990
Gulf of Tonkin Resolution, U.S. Congress (research source: primary source document), page 531
Unit 4, End-of-Unit Workshop
Unit 5, End-of-Unit Workshop
Exposition: Research Report, page 982
Unit 6, Mid-Unit Workshop
Research: Multimedia Report, page 1084
Labor Laws, U.S. Department of Labor (research source: public document), page 831
Unit 6, End-of-Unit Workshop
“Local Holocaust Survivors and Liberators Attend Opening Event for Exhibition,” Florida Holocaust
Museum (research source: press release), page 965
Exposition: Cause-and-Effect Essay, page 1156
Chapter 5, Nonfiction Narration, page 64
Feature Assignment: Personal Narrative
Chapter 10, Response to Literature, page 196
Feature Assignment: Critical Review
Chapter 6, Fiction Narration, page 90
Other Forms of Short Stories, page 93
Chapter 12, Workplace Writing, page 256
Writing for Media: How-to Essay, page 266
Chapter 9, Persuasion, page 170
Other Forms of Persuasive Writing, page 173
Chapter 8, Exposition, page 144
Other Forms of Expository Essays, page 147
Chapter 8, Exposition, page 144
Other Forms of Expository Essays, page 147
Grade 8
“Ring Out, Wild Bells,” Alfred, Lord Tennyson (lyric poem), page 664
Chapter 12, Workplace Writing
Feature Assignments: Letters
Writing for Media: How-To Essay
Prentice Hall Literature
“Making Tracks on Mars: A Journal Based on a Blog,” Andrew Mishkin (journal based on a blog), page 467
Chapter 7, Poetry and Description
Feature Assignment: Free Verse Poem
and Lyric Poem
Writing for Media: Profile of a Natural
Place
Chapter 9, Persuasion
Feature Assignment: Editorial
Users of Prentice Hall Literature Writing Workshops can find additional support in Writing Coach,
including Mentor Texts, Student Models, writing process strategies, grammar applications, and
connected assignments, as shown in the following chart.
Chapter 12, Workplace Writing, page 256
Feature Assignment: Letters
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
Chapter 8, Exposition, page 144
Feature Assignment: Cause-and-Effect Essay
from Steinbeck: A Life in Letters, John Steinbeck (friendly letters), page 160
Letter on the Situation in Vietnam, Henry B. Gonzales (formal letter), page 532
Thumbprint Cookies (recipe), page 693
“Using Your Answering Machine” (technical directions), page 767
6
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7
Prentice Hall Writing Coach/
Prentice Hall Literature Alignment
Prentice Hall Literature Writing
Workshops/Writing Coach Alignment
Use models in Prentice Hall Literature to support the teaching of writing.
When you teach the writing workshops in Prentice Hall Literature, look to
Prentice Hall Writing Coach for more in-depth instruction.
Prentice Hall Literature supports Writing Coach with works from noted authors, Professional Models, Student
Models, and examples of research sources, as shown in the following chart.
Writing Coach
Prentice Hall Literature
Chapter 5, Nonfiction Narration
Feature Assignment: Autobiographical
Narrative
from A White House Diary, Lady Bird Johnson (autobiographical narrative), page 104
“My English,” Julia Alvarez (autobiographical narrative), page 114
“On Summer,” Lorraine Hansberry (autobiographical narrative), page 456
Chapter 6, Fiction Narration
Feature Assignment: Science Fiction
“Sonata for Harp and Bicycle,” Joan Aiken (fantasy short story), page 46
“Uncle Marcos,” Isabel Allende (magical realist novel excerpt), page 138
“If I Forget Thee, Oh Earth . . . ,” Arthur C. Clarke (science fiction short story), page 162
“Old Man of the Temple,” R.K. Narayan (fantasy short story), page 298
Users of Prentice Hall Literature Writing Workshops can find additional support in Writing Coach,
including Mentor Texts, Student Models, writing process strategies, grammar applications, and
connected assignments, as shown in the following chart.
Prentice Hall Literature
Writing Coach
Unit 1, Mid-Unit Workshop
Chapter 5, Nonfiction Narration, page 64
Feature Assignment: Autobiographical Narrative
Narration: Autobiographical Narrative, page 94
Unit 1, End-of-Unit Workshop
Exposition: Problem-and-Solution Essay, page 172
Unit 2, Mid-Unit Workshop
Narration: Short Story, page 306
“All Watched Over by Machines of Loving Grace,” Richard Brautigan (free verse poem), page 632
Unit 2, End-of-Unit Workshop
“Analysis of Baseball,” May Swenson (free verse poem), page 648
Exposition: Cause-and-Effect Essay, page 402
“I Hear America Singing,” Walt Whitman (free verse poem), page 750
Unit 3, Mid-Unit Workshop
“The Day of the Storm,” Tyroneca “Ty” Booker (eyewitness account), page 682
Workplace Writing: Business Letter, page 512
Chapter 8, Exposition
Feature Assignment: Problem-Solution
Essay
“Libraries Face Sad Chapter,” Pete Hamill (problem-solution essay), page 530
Unit 3, End-of-Unit Workshop
from Radio Address on Drought Conditions, Franklin Delano Roosevelt
(speech on a problem and solution), page 569
Persuasion: Editorial, page 582
Chapter 9, Persuasion
Feature Assignment: Editorial
“Carry Your Own Skis,” Lian Dolan (persuasive essay), page 522
Description: Descriptive Essay, page 686
“I Have a Dream,” Martin Luther King, Jr. (persuasive speech), page 542
“A Hero in Our Midst,” Justice Paul E. Pfeifer (commentary), page 1121
Unit 4, Mid-Unit Workshop
Unit 4, End-of-Unit Workshop
Response to Literature, page 756
Chapter 10, Response to Literature
Feature Assignment: Letter to an Author
Writing for Media: Blog Entry for an
Author’s Web site
“Characterization of General Zaroff,” Jeff Rutherford (Writing Workshop Student Model: response to
literature), page 762
Chapter 11, Research Writing
Feature Assignment: Informational
Research Report
“Body Language,” Lyndsey Regan (Writing Workshop Student Model: research report), page 1010
Research Writing: Research Report, page 1002
“Space Shuttle Basics,” NASA (research source: technical document), page 493
Unit 6, Mid-Unit Workshop
“Launch Schedule 101,” NASA (research source: web article), page 496
Technical Document, page 1138
“How Podcasting Works,” Stephanie Watson (research source: consumer publication), page 671
Unit 6, End-of-Unit Workshop
“Tropical Cyclone” (research source: Web encyclopedia entry), page 983
Exposition: Comparison-and-Contrast Essay, page 1234
Chapter 12, Workplace Writing
Feature Assignments: Business Letter,
Business E-mail, Procedural Text
Writing for Media: Set of Instructions
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Unit 5, Mid-Unit Workshop
Exposition: How-to Essay, page 960
Unit 5, End-of-Unit Workshop
Chapter 8, Exposition, page 144
Feature Assignment: Problem-Solution Essay
Chapter 6, Fiction Narration, page 90
Other Forms of Short Stories, page 93
Chapter 8, Exposition, page 144
Other Forms of Analytical Essays, page 147
Chapter 12, Workplace Writing, page 256
Feature Assignment: Business Letter
Chapter 9, Persuasion, page 170
Feature Assignment: Editorial
Chapter 7, Poetry and Description, page 118
Forms of Poetry and Description, page 121
Grade 9
Chapter 7, Poetry and Description
Feature Assignment: Ballad and Free
Verse Poem
Writing for Media: Eyewitness Account
8
Integrated English Language
Arts Curriculum
Chapter 10, Response to Literature, page 196
Other Forms of Interpretative Response, page 199
Chapter 8, Exposition, page 144
Other Forms of Analytical Essays, page 147
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
Chapter 12, Workplace Writing, page 256
Feature Assignment: Procedural Text
Chapter 8, Exposition, page 144
Other Forms of Analytical Essays, page 147
Beach Safety Guide (procedural text), page 285
“Rock Climbing Equipment and Techniques” (technical instructions), page 287
Model Business Letter, page R34
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9
Integrated English Language
Arts Curriculum
Prentice Hall Writing Coach/
Prentice Hall Literature Alignment
Prentice Hall Literature Writing
Workshops/Writing Coach Alignment
Use models in Prentice Hall Literature to support the teaching of writing.
When you teach the writing workshops in Prentice Hall Literature, look to
Prentice Hall Writing Coach for more in-depth instruction.
Prentice Hall Literature supports Writing Coach with works from noted authors, Mentor Texts, Student
Models, and examples of research sources, as shown in the following chart.
Writing Coach
Prentice Hall Literature
Chapter 5, Nonfiction Narration
Feature Assignment: Autobiographical
Narrative
from Swimming to Antarctica, Lynne Cox (autobiographical narrative), page 62
Chapter 6, Fiction Narration
Feature Assignment: Mystery
Writing for Media: Script for a Radio
Play
Prentice Hall Literature
Writing Coach
Unit 1, Mid-Unit Workshop
Chapter 5, Nonfiction Narration, page 64
Feature Assignment: Autobiographical Narrative
“The Sun Parlor,” Dorothy West (autobiographical narrative), page 490
Narration: Autobiographical Narrative, page 108
“The Monkey’s Paw,” W. W. Jacobs (story of suspense), page 32
Unit 1, End-of-Unit Workshop
“Contents of the Dead Man’s Pocket,” Jack Finney (story of suspense), page 118
Exposition: Cause-and-Effect Essay, page 200
from A Raisin in the Sun, Lorraine Hansberry (script for dramatic scene), page 1016
Unit 2, Mid-Unit Workshop
“A Tree Telling of Orpheus,” Denise Levertov (free verse poem), page 659
“Spring and All,” William Carlos Williams (free verse poem), page 665
“My City,” James Weldon Johnson (sonnet), page 677
Sonnet 18, William Shakespeare (sonnet), page 687
“The Marginal World,” Rachel Carson (descriptive writing), page 156
Chapter 8, Exposition
Feature Assignment: Compare-andContrast Essay
Writing for Media: Advice Column
“The Spider and the Wasp,” Alexander Petrunkevitch (comparison-and-contrast essay), page 464
Chapter 9, Persuasion
Feature Assignment: Op-Ed Piece
Writing for Media: Letter to the Editor
“Keep Memory Alive,” Elie Wiesel (persuasive speech), page 542
Narration: Short Story, page 328
Unit 2, End-of-Unit Workshop
Exposition: Problem-and-Solution Essay, page 420
Unit 3, Mid-Unit Workshop
Persuasion: Letter to the Editor, page 532
“The History of the Guitar,” Thomas A. Hill (comparison-and-contrast writing), page 579
Unit 3, End-of-Unit Workshop
“Hold Fast Your Dreams—and Trust Your Mistakes,” Billy Joel (graduation speech giving advice), page 760
Persuasion: Persuasive Essay, page 604
Editorial on the Anniversary of the Fall of the Berlin Wall, The New York Times (editorial), page 403
Unit 4, Mid-Unit Workshop
Description: Descriptive Essay, page 708
Unit 4, End-of-Unit Workshop
Chapter 10, Response to Literature
Feature Assignment: Response to
Literature Essay
Writing for Media: Script
“Mothers and Daughters: Review of The Joy Luck Club,” Michael Dorris (book review), page 1223
Analytic Response to Literature, page 768
from Tibet Through the Red Box, David Henry Hwang (script for dramatic adaptation), page 797
Unit 5, Mid-Unit Workshop
Chapter 11, Research Writing
Feature Assignment: Informational
Research Report
Writing for Media: Script for an
Interview
“In Your Dreams,” Lisa Maiden (Writing Workshop Student Model: research report), page 1028
Unit 5, End-of-Unit Workshop
“Egyptology Resources,” Nigel Strudwick (research source: Web site), page 183
Research Writing: Research Report, page 1020
“Tides,” J. D. Exline, J. M. Pasachoff, et al. (research source: technical article), page 299
Unit 6, Mid-Unit Workshop
Narration: Reflective Essay, page 878
“Voices From the Wall,” Marco Mielcarek (research source: primary source), page 405
“Mali,” Dorling Kindersley (research source: atlas entry), page 753
“Careers in Science: Firefighter” (interview), page 1123
Chapter 12, Workplace Writing
Feature Assignments: Instructions,
Memo, Business Letter
Writing for Media: Multimedia Project
Plan
10 W 44
Technical Document, page 1146
Unit 6, End-of-Unit Workshop
Comparison-and-Contrast Essay, page 1242
Chapter 8, Exposition, page 144
Other Forms of Analytical Essays, page 147
Chapter 6, Fiction Narration, page 90
Feature Assignment: Mystery Story
Other Forms of Short Stories, page 93
Chapter 8, Exposition, page 144
Other Forms of Analytical Essays, page 147
Chapter 9, Persuasion, page 170
Writing for Media: Letter to the Editor, page 192
Chapter 9, Persuasion, page 170
Other Forms of Argumentative Essays, page 173
Chapter 7, Poetry and Description, page 118
Feature Assignment: Sonnet and Free Verse Poem
Forms of Poetry and Description, page 121
Grade 10
Chapter 7, Poetry and Description
Feature Assignment: Sonnet and Free
Verse Poem
Writing for Media: Descriptive Essay
“Occupation Conductorette” from I Know Why the Caged Bird Sings, Maya Angelou (autobiographical
narrative), page 78
Users of Prentice Hall Literature Writing Workshops can find additional support in Writing Coach,
including Mentor Texts, Student Models, writing process strategies, grammar applications, and
connected assignments, as shown in the following chart.
Chapter 10, Response to Literature, page 196
Feature Assignment: Response to Literature Essay
Chapter 5, Nonfiction Narration, page 64
Other Forms of Narrative Nonfiction, page 67
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
Chapter 12, Workplace Writing, page 256
Feature Assignment: Instructions
Chapter 8, Exposition, page 144
Feature Assignment: Compare-and-Contrast Essay
Compass Instructions and Warranty (instructions), page 513
GPS Quick-Start Guide (user’s guide), page 515
The Georgia Certified Firefighters Physical Agility Test (public document), page 1125
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Integrated English Language
Arts Curriculum
Prentice Hall Writing Coach/
Prentice Hall Literature Alignment
Prentice Hall Literature Writing
Workshops/Writing Coach Alignment
Use models in Prentice Hall Literature to support the teaching of writing.
When you teach the writing workshops in Prentice Hall Literature, look to
Prentice Hall Writing Coach for more in-depth instruction.
Prentice Hall Literature supports Writing Coach with works from noted authors, Mentor Texts, Student
Models, and examples of research sources, as shown in the following chart.
Writing Coach
Prentice Hall Literature
Chapter 5, Nonfiction Narration
Feature Assignment: Memoir
from The Autobiography of Benjamin Franklin, Benjamin Franklin (autobiographical narrative), page 140
from My Bondage and My Freedom, Frederick Douglass (autobiographical narrative), page 520
from The Life and Times of the Thunderbolt Kid, Bill Bryson (memoir), page 589
from The Names, N. Scott Momaday (memoir), page 1434
Chapter 6, Fiction Narration
Feature Assignment: Historical Fiction
Users of Prentice Hall Literature Writing Workshops can find additional support in Writing Coach,
including Mentor Texts, Student Models, writing process strategies, grammar applications, and
connected assignments, as shown in the following chart.
Prentice Hall Literature
Writing Coach
Unit 1
Chapter 5, Nonfiction Narration, page 64
Feature Assignment: Memoir
Narration: Autobiographical Narrative, page 188
“To Build a Fire,” Jack London (short story of the Yukon Gold Rush), page 596
Unit 2
“Ambush,” Tim O’Brien (short story of the Vietnam War), page 810
Narration: Reflective Essay, page 440
Chapter 5, Nonfiction Narration, page 64
Other Forms of Narrative Nonfiction, page 67
“A Worn Path,” Eudora Welty (short story of the Depression), page 848
Chapter 8, Exposition
Feature Assignment: Pro-Con Essay
from “Song of Myself,” Walt Whitman (free verse poem), page 428
“Dust Bowl Blues,” Woody Guthrie (ballad), page 768
Unit 3
Research: Historical Investigation Report, page 664
“Chicago” and “Grass,” Carl Sandburg (free verse poems), pages 868, 870
Unit 4
“Onomatopoeia,” William Safire (definition essay), page 1378
Research: Multimedia Presentation, page 944
Speech in the Virginia Convention, Patrick Henry (pro-con speech), page 100
Unit 5
Persuasion: Persuasive Essay, page 1256
Chapter 9, Persuasion
Feature Assignment: Speech
Writing for Media: Proposal
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
Other Forms of Research Writing, page 225
Chapter 11, Research Writing, page 222
Make Your Writing Count: Script for a Multimedia
Presentation Based on a Research Report, page 249
Chapter 9, Persuasion, page 170
Other Forms of Argumentative Writing, page 73
Speech in the Convention, Benjamin Franklin (persuasive speech), page 105
Letter from Birmingham City Jail, Martin Luther King, Jr. (persuasive letter), page 1109
Unit 6
Inaugural Address, John F. Kennedy (speech), page 1104
Narration: Short Story, page 1448
Chapter 6, Fiction Narration, page 90
Feature Assignment: Historical Fiction
Other Forms of Short Stories, page 93
Grade 11
Chapter 7, Poetry and Description
Feature Assignment: Ballad and Free
Verse Poem
Writing for Media: Definition Essay
Commission of Meriwether Lewis, Thomas Jefferson (plan for expedition), page 245
Chapter 10, Response to Literature
Feature Assignment: Response to
Literature Essay
Writing for Media: Script Adaptation
William L. Andrews Introduces The Interesting Narrative of the Life of Olaudah Equiano (Critical
Commentary: literary criticism), page 166
Gretel Ehrlich Introduces Walden (Contemporary Commentary: literary criticism), page 374
from Cold Mountain, Anthony Minghella (screenplay adaptation of a novel), page 546
Chapter 11, Research Writing
Feature Assignment: Informational
Research Report
“The Writing Style of Phillis Wheatley,” Lauren Shepherd (Writing Workshop Student Model: literary
investigation report), page 672
Letter to Her Daughter from the New White House, Abigail Adams (research source: primary source
document), page 182
“Crossing the Great Divide,” Meriwether Lewis (research source: primary source document), page 250
Archaeology Abstracts: “A Community’s Roots” by Samir S. Patel (research source: periodical abstract),
page 559
“Atlanta Braves” from Wikipedia (research source: online encyclopedia entry), page 939
Chapter 12, Workplace Writing
Feature Assignments: College
Application Essay, Cover Letter, Proposal
12 W 44
Commission of Meriwether Lewis, Thomas Jefferson (plan for expedition), page 245
“Playing for the Fighting Sixty-Ninth,” William Harvey (reflective personal essay), page 1397
W 4513
Integrated English Language
Arts Curriculum
Prentice Hall Writing Coach/
Prentice Hall Literature Alignment
Prentice Hall Literature Writing
Workshops/Writing Coach Alignment
Use models in Prentice Hall Literature to support the teaching of writing.
When you teach the writing workshops in Prentice Hall Literature, look to
Prentice Hall Writing Coach for more in-depth instruction.
Prentice Hall Literature supports Writing Coach with works from noted authors, Mentor Texts, Student
Models, and examples of research sources, as shown in the following chart.
Writing Coach
Prentice Hall Literature
Chapter 5, Nonfiction Narration
Feature Assignment: Memoir
Writing for Media: Script for a Fictional
Interview
from The Diary, Samuel Pepys (diary), page 571
Chapter 6, Fiction Narration
Feature Assignment: Realistic Fiction
Writing for Media: Movie Script
from Hard Times, Charles Dickens (novel excerpt), page 998
Chapter 7, Poetry and Description
Feature Assignment: Sonnet and Free
Verse Poem
from The Life of Samuel Johnson, James Boswell (memoir), page 655
from “Disappearing Act,” an interview with Cate Blanchett conducted by John Lahr (interview), page 293
Users of Prentice Hall Literature Writing Workshops can find additional support in Writing Coach,
including Mentor Texts, Student Models, writing process strategies, grammar applications, and
connected assignments, as shown in the following chart.
Prentice Hall Literature
Writing Coach
Unit 1
Chapter 5, Nonfiction Narration, page 64
Other Forms of Narrative Nonfiction, page 67
Narration: Autobiographical Narrative, page 214
“The Lagoon,” Joseph Conrad (short story), page 1220
Unit 2
“The Curse of Frankenstein” from Saturday Night Live (television show transcript), page 769
Persuasion: Persuasive Essay, page 442
Sonnets 31 and 39, Sir Philip Sidney (sonnets), pages 259, 260
Sonnets 29, 106, 116, and 130, William Shakespeare (sonnets), pages 275, 276, 278
Narration: Reflective, page 694
“Prayer,” Carol Ann Duffy (sonnet), page 1412
Unit 4
“The Horses,” Ted Hughes (free verse poem), page 1396
Research: Multimedia Presentation, page 920
Chapter 5, Nonfiction Narration, page 64
Other Forms of Narrative Nonfiction, page 67
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
“On the Patio,” Peter Redgrove (free verse poem), page 1407
Chapter 8, Exposition
Feature Assignment: Classification
Essay
Chapter 9, Persuasion
Feature Assignment: Argumentative
Essay: Op-Ed Piece
“The Aims of The Spectator,” Joseph Addison (classification essay), page 682
from Days of Obligation, Richard Rodriguez (expository essay), page 689
Speech in Favor of Reform, Lord John Russell; Speech Against Reform, Sir Robert Peel (persuasive
speeches), pages 899, 902
“Progress in Personal Comfort,” Sydney Smith (persuasive newspaper article), page 1065
Unit 5
Research: Historical Investigation, page 1096
Unit 6
Narration: Short Story, page 1468
Chapter 11, Research Writing, page 222
Feature Assignment: Informational Research Report
Other Forms of Research Writing, page 225
Chapter 6, Fiction Narration, page 90
Feature Assignment: Realistic Fiction
Other Forms of Short Stories, page 93
Grade 12
“On First Looking Into Chapman’s Homer,” John Keats (sonnet), page 882
Unit 3
Chapter 9, Persuasion, page 170
Other Forms of Argumentative Essays, page 173
from “We’ll Never Conquer Space,” Arthur C. Clarke (argumentative essay), page 1446
Chapter 10, Response to Literature
Feature Assignment: Comparison Essay
Writing for Media: Music Review of a Song
Burton Raffel Introduces Beowulf (Contemporary Commentary: literary criticism), page 36
Sir Frank Kermode Introduces Macbeth (Contemporary Commentary: literary criticism), page 314
“Shakespeare’s Sister,” Virginia Woolf (comparison essay), page 1202
“I’m Like a Bird” from Songbook, Nick Hornby (music criticism), page 1464
Chapter 11, Research Writing
Feature Assignment: Informational
Research Report
“Visionaries,” Nicole Leraas (Writing Workshop Student Model: historical research report), page 1104
Wartime Speech, Winston Churchill (research source: primary source document), page 1287
Letters of Margaret Paston (research source: primary source document), page 201
Chapter 12, Workplace Writing
Feature Assignments: Proposal
14 W 44
“Extra Terrestrial Relays,” Arthur C. Clarke (proposal), page 1455
Government Evacuation Scheme (memorandum), page 1291
W 4515
Notes
16
Lit110453
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