contents
iv
The Writing Process
Why Write? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
USING THE WRITING PROCESS
Understanding the Writing Process . . . . . . . . . . . . . . . . . . . . . . 5
Developing Good Writing Habits
The Process in Action
6
8
One Writer’s Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Prewriting: Selecting a Topic
Writing: Developing Your First Draft
Revising: Focusing on the Big Picture
Editing: Checking for Conventions
Publishing: Sharing Your Writing
13
14
16
22
24
Peer Responding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Basic Rules of Peer Responding
Writing-Group Guidelines
30
32
Understanding the Traits of Writing . . . . . . . . . . . . . . . . . . . . 33
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
35
37
40
41
42
44
Using a Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Understanding Rubrics
Revising and Editing with a Rubric
46
50
Publishing Your Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Sharing Your Writing
Publishing Online
58
64
Creating a Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Types of Portfolios
Sample Portfolio Reflections
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RESPONSE TO LITERATURE
Writing a Response Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . 283
STUDENT MODEL
“A Friendship Fort”
284
Writing a Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Traits of a Response to Literature
STUDENT MODEL “Bud, Not Buddy”
288
Prewriting
Writing
Revising
291
289
295
301
Ideas: Revising the Focus and Supporting Details
Organization: Starting Strong and
Using Transitions to Show Time Order
Voice: Using a Knowledgeable, Formal Voice
Word Choice: Selecting Verbs and Modifiers
Sentence Fluency: Avoiding Rambling
and Repetition
Editing
302
304
306
308
310
313
Conventions: Correcting Verb Tense and Usage
Publishing
314
317
Presentation: Designing and Sharing Your Essay
317
Assessing
Rubric for Response to Literature
Reflecting on Your Writing
318
322
Writing Fictionalized Journal Entries . . . . . . . . . . . . . . . . . . . . . 323
STUDENT MODEL
“Charlotte’s Web”
324
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
Social Studies: Reviewing a Biography
330
Science: Summarizing an Article
332
Practical Writing: Completing an Evaluation
334
Writing for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
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Contents
The Forms of Writing
DESCRIPTIVE WRITING
Writing a Descriptive Paragraph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
STUDENT MODEL
“Night Visitor”
72
Describing an Event. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
STUDENT MODEL
“The Face-Off”
Prewriting
Writing
Revising
Editing
76
78
80
82
82
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Social Studies: Describing a Scene in a Different Time
STUDENT MODEL
“Gold Rush Days”
Math: Describing Geometric Terms
STUDENT MODEL
“A Straight Angle” and "A Right Angle"
Science: Describing a Natural Event
STUDENT MODEL
84
86
86
88
88
Practical Writing: Creating a Thank-You Note
90
“Dear Aunt Gloria”
90
STUDENT MODEL
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“Fog”
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NARRATIVE WRITING
Writing a Narrative Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
STUDENT MODEL
“Things That Go Bump”
94
Sharing an Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Traits of Narrative Writing
STUDENT MODEL “Turtle Lady”
Prewriting
Writing
Revising
98
99
101
107
113
Ideas: Using the 5 W’s and Sensory Details
Organization: Checking Beginning, Middle, and Ending
Voice: Using Natural Voice and Dialogue
Word Choice: Refining Modifiers and Using Synonyms
Sentence Fluency: Varying Sentence Lengths
114
116
118
120
122
Editing
125
Publishing
129
Conventions: Punctuating and Indenting Dialogue
Presentation: Designing and Sharing Your Narrative
126
129
Assessing
Rubric for Narrative Writing
Reflecting on Your Writing
130
134
Writing a Biographical Narrative . . . . . . . . . . . . . 135
STUDENT MODEL
“The Last Reckless Ride”
136
Writing Across the Curriculum . . . . . . . . . . . . . . . . 143
Social Studies: Writing Classroom Journals
144
Math: Writing Story Problems
146
Science: Writing an Anecdote
148
Practical Writing: Recording Class Minutes
150
Writing for Assessment . . . . . . . . . . . . . . . . . . . . . . . 152
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EXPOSITORY WRITING
Writing an Expository Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
STUDENT MODEL
“How to Make an Omelet”
158
Explaining a Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Traits of Expository Writing
STUDENT MODEL “How to Give a Dog a Bath”
Prewriting
Writing
Revising
162
163
165
171
177
Ideas: Adding Variety and Specific Details
Organization: Checking Organization and Transitions
Voice: Fitting Your Voice to Your Audience
Word Choice: Using Specific Nouns and Action Verbs
Sentence Fluency: Fixing Fragments and Sentences
Editing
178
180
182
184
186
189
Conventions: Using Commas to Add Clarity
Publishing
190
193
Presentation: Designing and Sharing Your Essay
193
Assessing
Rubric for Expository Writing
Reflecting on Your Writing
194
198
Writing a Classification Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
STUDENT MODEL
“What Instrument Are You?”
200
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Social Studies: Creating a Survey
206
Math: Explaining a Concept
208
Science: Writing an Explanation
210
Practical Writing: Drafting Directions
212
Writing for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
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PERSUASIVE WRITING
Writing a Persuasive Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
STUDENT MODEL
“Ramp It Up!”
220
Promoting a Cause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Traits of Persuasive Writing
STUDENT MODEL “Avoiding Exotic Pets”
224
Prewriting
Writing
Revising
227
225
233
239
Ideas: Avoiding “Fuzzy Thinking”; Using Qualifiers
Organization: Using Transitions to Connect Ideas
Voice: Making Voice Confident and Positive
Word Choice: Removing Repetition and
Empty Adjectives
Sentence Fluency: Combining for Sentence Variety
Editing
240
242
244
246
248
251
Conventions: Using Comparatives and Superlatives
Publishing
252
255
Presentation: Designing and Sharing Your Essay
255
Assessing
Rubric for Persuasive Writing
Reflecting on Your Writing
256
260
Writing a Pet-Peeve Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
STUDENT MODEL
“No More Mystery Meat”
262
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Social Studies: Creating an Editorial Cartoon
268
Math: Presenting a Proof
270
Science: Supporting a Theory
272
Practical Writing: Drafting a Persuasive Letter
274
Writing for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
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CREATIVE WRITING
Writing Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
STUDENT MODEL
“Journey to the Top of the World”
344
Prewriting
346
Selecting a Topic
Creating a Plot and Gathering Sensory Details
346
Writing
Revising
Editing
Publishing
348
Story Patterns
Elements of Fiction
350
347
348
349
349
351
Writing Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
STUDENT MODEL
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“White Flame”
354
Prewriting
355
Selecting a Topic and Gathering Details
Using Poetry Techniques
355
356
Writing
Revising
Editing
Publishing
356
Writing Haiku
Writing Other Forms of Poetry:
Limerick, Name Poem, and Phrase Poem
Using Special Poetry Techniques:
Figures of Speech and Sounds of Poetry
358
357
357
357
359
360
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RESEARCH WRITING
Building Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Primary vs. Secondary Sources
Using the Internet
Using the Library
Using Reference Materials
Evaluating Sources
364
366
367
372
376
Writing a Summary Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
STUDENT MODEL
“Fire Mountain Roars”
378
Writing a Research Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
STUDENT MODEL
“Exploring the Ring of Fire”
382
Prewriting
386
Selecting a Topic
Sizing Up Your Topic
Using a Gathering Grid
Using Interviews
Creating Note Cards
Avoiding Plagiarism
Keeping Track of Your Sources
Writing Your Thesis Statement
Outlining Your Ideas
386
387
388
388
389
390
391
392
393
Writing
394
Citing Sources in Your Report
Creating Your Works-Cited Page
395
Revising
Editing
Publishing
“Hurricane Havoc”
Research Report Checklist
STUDENT MODEL
399
401
403
405
406
410
Developing Multimedia Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . 411
Creating Multimedia Presentations
Presentation Checklist
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415
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The Tools of Learning
SPEAKING TO LEARN
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Listening in Class
Participating in a Group
Speaking in Class
418
420
422
Making Oral Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Preparing Your Presentation
Organizing a Demonstration Speech
Delivering Your Speech
424
426
428
WRITING TO LEARN
Keeping Journals and Learning Logs . . . . . . . . . . . . . . . . . . . . . . . . . 431
Keeping a Personal Journal
Writing in Other Journals
Writing in a Learning Log
Writing-to-Learn Activities
432
434
435
439
Taking Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
Taking Classroom Notes
Taking Reading Notes
442
445
Completing Writing Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
Understanding the Assignment
Thinking Through Each Assignment
Setting Up an Assignment Schedule
450
451
458
Taking Classroom Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459
Preparing for a Test
Taking Objective Tests
Taking Essay Tests
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460
462
464
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Basic Grammar and Writing
WORKING WITH WORDS
What can I do with nouns in my writing? . . . . . . . . . . . . . .
Identify People, Places, Things, and Ideas
Rename the Subject
Complete the Action of the Verb
Add Specific Information
How can I produce better writing with pronouns?
472
472
473
473
. . . . . 476
Avoid Repeating Nouns
Improve Sentence Flow
Avoid Agreement Problems
476
477
478
How can I use more effective verbs? . . . . . . . . . . . . . . . . . . .
Show Powerful Action
Create Active Voice
Show When Something Happens
Show Special Types of Action
Share the Right Feeling
How can I strengthen my writing with adjectives?
482
483
484
485
. . . . 488
How can I use adverbs effectively? . . . . . . . . . . . . . . . . . . . . .
Describe Actions
Add Emphasis
Modify Adjectives
Be Precise
What can I do with prepositions? . . . . . . . . . . . . . . . . . . . . . .
Add Information
What can I do with conjunctions? . . . . . . . . . . . . . . . . . . . . . .
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482
482
Create Stronger Descriptions
Form “Extra-Strength” Modifiers
Use Sensory Details
Connect a Series of Ideas
Expand Sentences
Show a Relationship
472
488
488
489
492
492
492
493
493
495
495
497
497
497
498
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BUILDING EFFECTIVE SENTENCES
Writing Complete Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500
How can I make sure my sentences are complete?
. . . . 504
Check Your Subjects and Predicates
Edit Your Writing Carefully
504
505
Fixing Sentence Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 506
Check for Run-On Sentences
Eliminate Rambling Sentences
506
507
What can I do to write clear sentences? . . . . . . . . . . . . . . .
Make Subjects and Verbs Agree
508
508
What should I do to avoid nonstandard sentences? . . . .
Avoid Double Negatives
510
510
Improving Your Sentence Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511
How can I make my sentences flow more smoothly? . .
Combine with Key Words or Phrases
Combine with a Series of Words
Combine with Subjects and Predicates
What can I do to add variety to my writing?
512
513
514
. . . . . . . . . . 515
Write Simple Sentences
Create Compound Sentences
Develop Complex Sentences
Use Questions and Commands
What can I do to add details to my sentences? . . . . . . . .
Expand with Prepositional Phrases
Expand with Appositive Phrases
How can I make my sentences more interesting? . . . . . .
Model Sentences
Develop a Sentence Style
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512
515
516
517
518
519
519
520
521
521
522
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CONSTRUCTING STRONG PARAGRAPHS
The Parts of a Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 524
A Closer Look at the Parts
525
Types of Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526
Compose Narrative Paragraphs
Create Descriptive Paragraphs
Write Expository Paragraphs
Develop Persuasive Paragraphs
526
527
528
529
Writing Effective Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 530
How can I find interesting details? . . . . . . . . . . . . . . . . . . . . .
Use Personal Details
Use Other Sources of Details
531
531
How do I know what kinds of details to gather? . . . . . . .
Writing About a Person, a Place, an Object
Writing About an Event
Writing a Definition
532
533
Chronological Order
Order of Location
Order of Importance
Comparison-Contrast Order
How can I be sure all my details work well?
535
536
537
. . . . . . . . . . . 538
How can I turn my paragraphs into essays? . . . . . . . . . . . .
Use an Essay Plan
How do I know if I have a strong paragraph?. . . . . . . . . . .
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534
534
Create Unity in Your Writing
Develop Coherence from Start to Finish
Use a Paragraph Checklist
532
533
What can I do to organize my details effectively? . . . . .
Use
Use
Use
Use
531
538
539
540
540
541
541
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A Writer’s Resource
Selecting Ideas
How can I find the best topics to write about?
. . . . . . . . 544
Try a Topic-Selecting Strategy
Review the “Basics of Life” List
What can I do to get started? . . . . . . . . . . . . . . . . . . . . . . . . . .
Use a List of Writing Topics
How can I collect details for my writing? . . . . . . . . . . . . . .
Try Graphic Organizers
544
545
546
546
548
548
Improving Organization
What can I do to organize my details better? . . . . . . . . . .
Make Lists and Outlines
Use Patterns of Organization
How can I write terrific topic sentences? . . . . . . . . . . . . . .
Try Eight Special Strategies
What other forms can I use for my writing?. . . . . . . . . . .
Try These Forms of Writing
550
550
551
552
552
554
554
Enriching Your Writing Voice
How can I make my voice more colorful? . . . . . . . . . . . . . . .
Use Dialogue
Show, Don’t Tell
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556
556
557
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Strengthening Word Choice and Vocabulary
What can I do to improve my writing style? . . . . . . . . . . .
Learn Some Writing Techniques
558
558
How can I expand my writing vocabulary? . . . . . . . . . . . . .
Study Writing Terms
560
560
How can I mark changes in my writing? . . . . . . . . . . . . . . .
What can I do to increase my vocabulary skills? . . . . . . .
Use Context
562
563
563
How can I build my vocabulary
across the curriculum? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Learn About Prefixes
Study Suffixes
Understand Roots
564
564
566
567
Improving Sentence Fluency
What can I do to write more effective sentences?
. . . . 570
Study Sentence Patterns
Practice Sentence Diagramming
How can I connect my sentences and paragraphs? . . . . .
Use Transitions
570
571
572
572
Enhancing Your Presentation
What can I do to make my final copy look better?. . . . .
Add Graphics to Your Writing
How should I set up my practical writing? . . . . . . . . . . . . .
Use the Proper Format
Follow Guidelines
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574
574
576
576
577
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Proofreader’s Guide
Marking Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579
End Punctuation
Commas
Semicolons
Colons
Quotation Marks
Italics and Underlining
Apostrophes
Hyphens
Dashes and Parentheses
Ellipses
Test Prep!
The “Proofreader’s Guide”
includes test-prep pages
to help you study for tests
on punctuation, mechanics,
usage, sentences, and the
parts of speech.
579
582
594
596
598
602
604
608
612
614
Editing for Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 618
Capitalization
Plurals
Abbreviations
Numbers
618
630
634
638
Improving Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 642
Rules for Spelling
Spelling List
642
645
Using the Right Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652
Commonly Misused Pairs
652
Understanding Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 690
Parts of a Sentence
690
Using the Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 702
Nouns
Pronouns
Verbs
Adjectives
Adverbs
Prepositions
Conjunctions
Interjections
702
706
718
732
736
742
744
746
CREDITS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 750
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