composition enrichment, grade 9 - glencoe

Grammar and Composition

CompositionEnrichment

Grade 9

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Glencoe/McGraw-Hill

Personal Writing1.1 Writing to Discover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.2 Keeping a Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.3 Writing a Personal Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31.4 Writing Autobiography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.5 Writing a Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.6 Keeping a Reader-Response Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61.7 Writing About Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Writing Process2.1 Overview of the Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92.2 Prewriting: Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102.3 Prewriting: Identifying Purpose and Audience . . . . . . . . . . . . . . . . . . . . . . 112.4 Prewriting: Gathering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122.5 Drafting: Turning Notes into Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.6 Drafting: Writing Unified Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142.7 Drafting: Ordering the Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152.8 Drafting: Writing Coherent Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162.9 Revising: Improving Paragraphs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172.10 Editing/Proofreading: Final Checking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182.11 Publishing/Presenting: Sharing Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192.12 Explaining Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Descriptive Writing3.1 Writing a Descriptive Paragraph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213.2 Using Descriptive Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223.3 Describing an Imaginary Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233.4 Describing an Imaginary Person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243.5 Analyzing Character Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253 Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Narrative Writing4.1 Writing Simple Narratives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274.2 Developing Conflict in Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284.3 Writing Dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294.4 Using Anecdotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Unit 3

Unit 2

Unit 1

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Contents

Unit 4

4.5 Writing a Sports Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314.6 Writing About Suspense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324.7 Analyzing Point of View in a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334 Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Expository Writing5.1 Explaining and Informing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355.2 Going into Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365.3 Explaining How To . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375.4 Explaining Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385.5 Classifying a Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395.6 Comparing and Contrasting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405.7 Writing with Graphics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415.8 Writing a Feature Article. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425.9 Answering an Essay Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435.10 Comparing and Contrasting Two Myths . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Persuasive Writing6.1 Writing Persuasively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466.2 Using Evidence Effectively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476.3 Checking Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486.4 Using Language to Advantage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 496.5 Writing an Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 506.6 Writing a Movie Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516 Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Unit 6

Unit 5

Contents

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Writer’s Choice: Composition Enrichment, Grade 9, Unit 1 1

Name ...................................................................................... Class .................................................. Date ................................

■ Writing About Others to Reveal Yourself

By writing about others, you may clarify what is important to you and what you want tobecome. You might start by comparing yourself with people from real life, historical figures, orcharacters in literature and films.

Description A Identify and write about the person or character you would most like to be ifyou were not yourself. Mention traits you want to have.

Description B Identify and write about the person or character you would least like to resemble.Mention traits you do not want to have.

Description C Identify and write about the person or character who seems most like younow. Mention characteristics that you think make you seem similar.

Composition EnrichmentC

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1.1 Writing to Discover

Discuss what you wrote above with a friend or family member. Explain why you selected those particu-lar people to write about. Then encourage your friend to share his or her opinion of your personalitytraits. Does he or she see you as you see yourself? Write a paragraph discussing the personal insightsyou have gained.

On Your Own

2 Writer’s Choice: Composition Enrichment, Grade 9, Unit 1

■ Discovering Your Thoughts

Knowing who you are sometimes requires recognizing how you feel about events in your life.Choose one of the pairs of sample reactions below, or write in your own. Then write a practicejournal entry. Identify and describe some recent experiences that illustrate your “A” reactions,your “B” reactions, or both.

Name ...................................................................................... Class .................................................. Date ................................


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1.2 Keeping a Journal

A

Hostile, angry reactions

Easy, firm decisions

Agreeable, friendly responses

Independent, confident actions

B

Affectionate, kind reactions

Difficult, doubt-ridden decisions

Disagreeable, unfriendly responses

Dependent, unsure actions

Write a journal entry in response to something that happened at your school or in your family. Howhas the event affected you? What has your reaction to the event told you about yourself? Feel free to follow an idea wherever it leads.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Exploring Your Views

Explaining where you stand on important issues and events is one way to let people know whoyou are. Use the questions below to help you explore your views on a current topic that inter-ests you. Looking through newspapers or magazines may trigger your ideas.

1. Identify a topic you would like to write about. Why does this topic interest you?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. Is the topic of national or local importance? Why?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. Whom does this topic involve or affect?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

4. How does this topic affect you?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

5. What are your thoughts and opinions on the subject?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

6. What might views on this subject have been a hundred years ago?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


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1.3 Writing a Personal Essay

Write a personal essay in letter form on the topic you identified above. Come up with a thesis state-ment that conveys your main idea about the topic, and support your thesis with vivid details andexamples. Voice your opinions in a one-page letter that you could send to an editor of your localnewspaper, your school paper, or another publication of your choice.

On Your Own


■ Creating an Autobiographical Time Capsule

Create a time capsule that represents your experiences in the past year. Choose items from thefollowing list to put in the capsule or select your own items. Make a list of ten items andexplain the importance of each one in your life.

photographs maps ticket stubs news clippings

letters greeting cards school work magazine articles

labels recipes TV listings grade reports

movie ads music junk mail tape recordings

1. ______________________________________________________________________________

______________________________________________________________________________

2. ______________________________________________________________________________

______________________________________________________________________________

3. ______________________________________________________________________________

______________________________________________________________________________

4. ______________________________________________________________________________

______________________________________________________________________________

5. ______________________________________________________________________________

______________________________________________________________________________

6. ______________________________________________________________________________

______________________________________________________________________________

7. ______________________________________________________________________________

______________________________________________________________________________

8. ______________________________________________________________________________

______________________________________________________________________________

9. ______________________________________________________________________________

______________________________________________________________________________

10. ______________________________________________________________________________

______________________________________________________________________________

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1.4 Writing Autobiography

Now write an autobiographical sketch based on the items in your time capsule. Relate one or two sig-nificant events represented by the items. Conclude your sketch by explaining the impact of the eventon your goals, expectations, and dreams.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Creating Images in a Poem

Select one of the following topics or one of your own to come up with an idea for a poem.

a sunset a bridge

the Moon a friend’s face

a cat a summer day

On the lines below, freewrite about the topic and create images using a variety of poeticdevices: sensory details, similes, metaphors, personification, or sound effects. Then use yourprewriting notes to write a free-verse poem or one following a regular pattern of rhyme andrhythm.

Prewriting Notes

Poem


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1.5 Writing a Poem

Select a painting or another work of art that appeals to you. Use prewriting techniques to explore its images. Then respond to one of the images in a poem. Feel free to write a limerick, haiku, or free-verse poem.

On Your Own


■ Responding to What You Read

Write a reader-response entry to the following excerpt from Lorraine Hansberry’s essay “OnSummer.” Respond in one of the following ways or make up a response of your own: write aletter to a friend reacting to the author’s opinion of summer, express your feelings about sum-mer in a brief essay or poem, tell which is your favorite season.

Name ...................................................................................... Class .................................................. Date ................................


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1.6W R I T I N G A B O U T L I T E R A T U R E

Keeping a Reader-Response Journal

Respond to a short story, novel, poem, play, or other work of literature that was a favorite of yourswhen you were a child. Try to recall what it was that drew you to this particular piece. Then reread thework and respond to it as a young adult. Compare your two responses. Do you feel the same wayabout the work? Or do you find that you have “outgrown” the work? Write a paragraph, analyzingyour two responses.

On Your Own

It has taken me a good number of years to come to any measure of respect for summer. I was, being May-born, literally an “infant of the spring” and, during the later childhood years, tended,

for some reason or other, to rather worship the cold aloofness of winter. The adolescence, admit-tedly lingering still, brought the traditional passionate commitment to melancholy autumn—and allthat. For the longest kind of time I simply thought that summer was a mistake.

Lorraine Hansberry, “On Summer”

Literature Model


Name ...................................................................................... Class .................................................. Date ................................

■ Interviewing a Biographical Subject

Imagine that you have the chance to interview the subject of a biography that you have read.Choose the form you want the interview to take. You might pretend that you are a reporterinterviewing the subject at a turning point in his or her life. Or you might pose as a modern-day talk-show host. Use the questions below to get the interview started, but feel free to addyour own questions. Tailor your questions to your particular subject, and base his or herresponses on what you know from your reading.

1. What accomplishment are you most proud of?

2. What has been your greatest challenge?

3. What do you wish you had done differently?

4. Who had the strongest influence on your life? Why?

5. What do you hope to be remembered for?

6. _______________________________________________________________________________

7. _______________________________________________________________________________


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Writing About Biography

Pretend to be the biographical subject you interviewed above or another person you have read aboutand write a journal entry based on a day in the life of the subject. Be creative. You might choose anactual, documented day in the person’s life or try to imagine what a day in the subject’s childhoodwould have been like.

On Your Own


■ Developing an Autobiographical Sketch About a Place

Think of a place that you have visited in the past or that you continue to visit that has had apositive impact on your life. To help you generate material for an autobiographical sketchabout the place and its importance, complete each of the numbered items below.

1. Write down answers to your own who, what, where, when, why, and how questions aboutthe place. For example, you might ask who had a major influence on you in the place, whatyou did there for fun, and why the place means so much to you. Use another sheet of paperif necessary.

2. Make some notes about how the place has changed you. You might create a “Before andAfter” chart to explore how visiting the place has affected you.

Name ...................................................................................... Class .................................................. Date ................................


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1 Writing Process in Action

Now write a one-page autobiographical sketch, using the notes you wrote above. Begin by coming upwith a statement that summarizes what the place means to you. This statement can become the focusof your sketch. Then use specific anecdotes, descriptions, and other details that help convey the signif-icance of the place and bring your sketch to life.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Writing to Discover

Choose a topic from the following list or a topic of your choice and write down whatevercomes to mind about that topic.

a favorite holiday an embarrassing momentan important person a favorite fooda recurring dream a time you were frighteneda well-loved pet a time you were sada pivotal experience a memorable vacation

Now use your prewriting notes to write a paragraph on your chosen topic. First, compose adraft in which you try to link your ideas and uncover new ones. Then revise your paragraph tomake sure it is clear and well organized. Finally, edit the paragraph to make sure that you havecommunicated what you wanted to say and that your sentences are grammatically correct.Write your finished paragraph on the lines below.


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2.1 Overview of the Writing Process

When you explore your ideas, feelings, and memories in a piece of writing, you often discover some-thing new about yourself or the world around you. What have you discovered through your writing?Perhaps you recalled a long-forgotten memory or realized that you had formed an opinion about aparticular issue. Write about the discoveries you made when you drafted the paragraph above orwhen you composed another piece of writing.

On Your Own

■ Visualizing Concepts to Develop Your Topic

Do you think a picture can be worth a thousand words? See if pictures can help you develop atopic. First, choose a topic that can be drawn or charted in some way, such as a particularsport, a season, or a flower. Write your topic in the space provided. Concentrate on the feelingsor ideas that come to mind. Draw on your memories and personal experiences. Then drawyour “mental pictures” in the picture frames below. Finally, use the space at the right to recordthe specific details, ideas, feelings, and explanations connected with each picture.

Topic: ____________________________________________________________________________


Name ...................................................................................... Class .................................................. Date ................................


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2.2 Prewriting: Getting Started

Use a word or phrase connected with one of the pictures above to start a network tree and generatewriting ideas. Save this network tree in your journal for possible use in future writing.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Adapting a Topic to a Particular Purpose

Think of a hobby that you enjoy. Then write three separate paragraphs to an audience yourown age that knows little about the topic. In the first paragraph, write to inform your audienceabout what the hobby involves. In the second, write to entertain by narrating a personal expe-rience involving the hobby. In the third, write to persuade your readers to participate in thehobby.


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2.3 Prewriting: Identifying Purpose and Audience

Often authors write with one primary purpose in mind, but their writing may serve one or more secondary purposes. For example, writing meant to entertain can also be informative. Look over thethree paragraphs above, and then rewrite the material so that it achieves one primary purpose andone secondary purpose.

On Your Own


■ Developing and Using a Questionnaire

You may want to use a questionnaire to learn more about the opinions and experiences of oth-ers. Suppose you are gathering information on the topic “How Television Affects Us.” Usingany of the broad issues listed below as a guide, develop a practice questionnaire. Develop con-cise, specific questions to get at the important aspects of your topic.

Program preferences Sports programs Fiction vs. nonfictionFamily viewing Cable Movies on TVTV sets at home Commercials TV snacksTV rules at home News programs VCR use

QUESTIONNAIRE

Person responding _______________________________________________ Sex _____ Age _____

1. _______________________________________________________________________________

_______________________________________________________________________________

2. _______________________________________________________________________________

_______________________________________________________________________________

3. _______________________________________________________________________________

_______________________________________________________________________________

4. _______________________________________________________________________________

_______________________________________________________________________________

5. _______________________________________________________________________________

_______________________________________________________________________________

6. _______________________________________________________________________________

_______________________________________________________________________________

7. _______________________________________________________________________________

_______________________________________________________________________________

8. ___________________________________________________________________________________

_______________________________________________________________________________

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2.4 Prewriting: Gathering Information

Prepare a copy of your questionnaire, providing response spaces. Then try posing your questions tosome friends or family members. After you have administered the questionnaire, think about whatquestions led to the most useful and interesting responses. Also think about what you learned thatcan help you improve your questionnaire technique. Then write a paragraph that summarizes theanswers to the questions.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Sharpening the Focus of Your Topic Sentence

Avoid writing a topic sentence on a too-general subject. Narrowing the subject of your topicsentence helps focus your writing. Rewrite each of the following sentences to make it an effectivetopic sentence.

1. We have social problems in the United States. _________________________________________

______________________________________________________________________________

2. Going to the movies can be annoying. _______________________________________________

______________________________________________________________________________

3. I worry about my friends. _________________________________________________________

______________________________________________________________________________

4. All Western movies are alike in many ways. ___________________________________________

______________________________________________________________________________

5. Sometimes my family wears me out._________________________________________________

______________________________________________________________________________

6. Music on TV commercials sounds great. _____________________________________________

______________________________________________________________________________

7. Miriam is so comical she makes me laugh. ____________________________________________

______________________________________________________________________________

8. Tennis can be fun. _______________________________________________________________

______________________________________________________________________________

9. Some music videos are very creative. ________________________________________________

______________________________________________________________________________

10. I like Italian food. _______________________________________________________________

______________________________________________________________________________


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2.5 Drafting: Turning Notes into Paragraphs

Choose one of your topic sentences above, and write a paragraph with details that support it. Thenwrite a short paragraph analyzing the effectiveness of your topic sentence. Use these questions toanalyze your topic sentence: Was it narrow enough, or did you find that you could have written pageson the subject? Was it too narrow, leaving you with little to say on the subject?

On Your Own


■ Using Different Kinds of Supporting Details

Write a paragraph about your school or some other part of your community. You may saysomething positive (“My school’s basketball team has the best record in the district”) or arguefor a particular change (“My local community college places too much emphasis on athleticsand not enough on academics”). Use sensory details, examples or incidents, facts and statistics,and reasons to support a focused main idea.

Name ...................................................................................... Class .................................................. Date ................................


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2.6 Drafting: Writing Unified Paragraphs

Look over a favorite story and find a paragraph with a main idea implied rather than stated directly.Identify the paragraph’s main idea, and express it in a topic sentence. Then write a paragraph, using a variety of specific details from the story to support your topic sentence.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Choosing an Ordering Method

Indicate which method of ordering would be most appropriate for each jumbled set of details:chronological order, spatial order, order of importance, or cause-and-effect order. Then chooseone set of details and write a paragraph using the appropriate ordering method. You may adddetails to make the paragraph more interesting.

Method Set of Details

_____________ 1. gather and combine ingredients; bake; pour batter into cake pan; spreadfrosting; cut and serve; preheat oven; cool cake; select cake mix

_____________ 2. flee instantly when disturbed; young look like adults; cockroaches hideduring day in dark, sheltered places; are dark brown, light brown, or black;young are smaller and lack wings; have a broad, flat body with six longlegs; adults of most species have wings; forage at night

_____________ 3. too many industrial goods produced in relation to number of people whocould afford them; surplus of food made prices low; the Great Depressionresulted; low food prices hurt farmers; people speculated carelessly onstocks; banks weakened when farmers could not pay back loans

_____________ 4. dog with long pointy ears sitting beside lady; lady with cherubic face, hairpulled back, wearing black-rimmed eyeglasses sitting near window; win-dow open; one ear up and one ear down; look of anger on her face; outerwall covered with old brown shingles; dark inside except for TV set; bothstared at me; teeth bared


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2.7 Drafting: Ordering the Details

Imagine that representatives of a particular amusement park, zoo, or museum have asked you to writea two- or three-paragraph description for a brochure that will highlight the place’s attractions. Youmay base your writing on a place you have visited, or you may invent a place. Make some notes abouthow the paragraphs might be organized according to at least two of the four ordering methods. Thenchoose what you think is the most effective method and write your paragraphs.

On Your Own


■ Linking Sentences Logically

The sentences in each of the following paragraphs are not linked clearly and logically to oneanother. Rewrite each paragraph, inserting transitions, repeated words, synonyms, and pro-nouns as needed.

1. Tornadoes are short-lived local storms. Tornadoes contain high-speed winds that rotate in acounterclockwise direction. A tornado is often observed as a funnel-shaped tail of a thun-derstorm cloud. The funnel is made up of mere water vapor and the funnel is a cloud too.When the circulation of the funnel reaches ground, the funnel picks up dust and debristhat eventually make the funnel appear dark. A tornado can do damage even if the tail doesnot reach the ground.

2. Air pressure enables your tires to carry a heavy load. When the air pressure is low, your tireswear down very quickly. It takes only a few miles of driving with low pressure to weakenthe tires. The tires will weaken under the tread, in the sidewalls, and in the bead area. Evenafter you have inflated the weakened tires to the correct pressure for a long trip, weakenedtires can blow out suddenly.

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2.8 Drafting: Writing Coherent Paragraphs

Find a paragraph you wrote in your journal or as part of a writing assignment. Try to improve theparagraph by using transitions, repetitions, synonyms, or pronouns to increase coherence.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Streamlining by Combining Sentences

Sometimes two choppy sentences include closely related ideas that can be combined into oneconcise, smooth sentence. Combine each of the following pairs of sentences by transferring akey word or word group from one sentence to the other. You may have to change the form ofthe words you insert.

1. Tien Liang appeared in the talent show in a formal gown. The gown was red taffeta.

_______________________________________________________________________________

_______________________________________________________________________________

2. Headaches sometimes follow a neck strain. Neck strains include “whiplash” or “hyperextension.”

_______________________________________________________________________________

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3. The face of the ghost haunted Hamlet. The face looked pale and troubled.

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4. The firefighters dug through layers of debris. They searched for survivors.

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5. A funnel cloud appeared at 4:20 P.M. and tore through the town. Trees were uprooted onmy block.

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6. Larry Singleton’s dog awakens him five minutes before his alarm clock rings. This occurs everyweekday morning. ________________________________________________________________

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7. Monica is going to play Emily in Our Town. The drama club is producing the play.

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8. School newspapers need interested journalism students. School newspaper offices can bevery exciting and informative places to work.

_______________________________________________________________________________

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2.9 Revising: Improving Paragraphs

Look at home or in your school library for a book written for young children. Select a short chapter orsection and rewrite it, combining sentences to make the style appropriate for a more mature reader.

On Your Own


■ Editing and Marking a Draft

Edit the sentences in the following draft. Correct all run-ons and fragments, and make surewords are used correctly, subjects and verbs agree, verb tenses are correct, and pronoun refer-ences are clear. Be sure, too, to correct all spelling, punctuation, and capitalization errors. Useproofreading marks to mark the draft.

A capasity crowd filled the chicago Stadium for the final basketball game of the regular season.

the game pitted the Chicago Bulls against the Detroit Pistons everyone was excited. In fact, the noise

in the stadium became so loud during the home team introducsions that many fans clapped his

hands over his ears.

Once the game got underway, the crowdcontinued to cheer for the bulls. How ever, the Pisttons

soon suceeded in queiting the crowd. By making basket after basket. By the end of the third quarter,

the Pistons lead by ten points the Bulls apeared to be headed for defeat.

The big break for the Bulls comes in the final quarter. When Michael JOrdan scored twelve

unansered points. flying down the court, Jordan was unstopable. In the final seconds of play with

the score tied, Jorrdan soared threw the air above the other players slams the ball in the basket drew

the fowl. The Bulls end up winnning by a four-point margin. As the Chicago players head for the

lockerroom, the fans awarded with them deafening cheers

Name ...................................................................................... Class .................................................. Date ................................


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2.10 Editing/Proofreading: Final Checking

Select a paragraph or two from an essay you are writing for another class. Ask a fellow student topeer edit the piece while you peer edit his or her selection. Correct any grammar, spelling, or punctua-tion errors you find, and use appropriate proofreading marks to mark the draft. When you receiveyour piece of writing back from the peer editor, read over the piece to make sure the corrections arenecessary.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Choosing a Forum for Presentation

There are many forums available to you for the written presentation of your work: schoolforums, community forums, contests, and open-market forums. You may also choose to present your work orally. Suggest a forum for each of the following pieces of writing, and indicate who the audience for the piece would be. Keep in mind that there is more than onepossible forum for many of the pieces of writing.

1. a feature on your school’s star quarterback

______________________________________________________________________________

2. a short story about a little girl’s first day of school

______________________________________________________________________________

3. an essay on global warming

______________________________________________________________________________

4. a poem about cats

______________________________________________________________________________

5. a skit about the benefits of good nutrition

______________________________________________________________________________

6. a movie review

______________________________________________________________________________

7. a humorous essay on programming a VCR

______________________________________________________________________________

8. a letter to a computer expert

______________________________________________________________________________

9. a rap song

______________________________________________________________________________

10. a news report on a community event

______________________________________________________________________________


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2.11 Publishing/Presenting: Sharing Writing

Select something you’ve prepared for a written presentation and revise it for an oral presentation. Forexample, you might rework a short story into a play or skit that could be performed by your school’sdrama club. Or you might turn an essay into a poem, song, or speech. If you like, try to have yourwork presented in an oral forum.

On Your Own


■ Gathering Details to Support a Theme

Think about a novel, short story, or play that you have read recently, and identify the work’stheme. If you like, freewrite for five minutes on a separate sheet of paper to help you discoverthe theme. Then examine the work’s narrative elements—characters, setting, and plot—to lookfor details that support the theme. On the lines below, jot down your details, including quota-tions, descriptions, summaries of key events, and explanations of passages in the text.

Title and author of work: _____________________________________________________________

Theme: ___________________________________________________________________________

1. Characters ______________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. Setting _________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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3. Plot ___________________________________________________________________________

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Name ...................................................................................... Class .................................................. Date ................................


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Explaining Theme

Now use the notes you wrote above to draft a paragraph about the work’s theme. State the theme inthe topic sentence, and then present the supporting details in a logical order. Be sure to use transitionsto help the reader understand relationships between ideas.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Making Descriptions Explicit

Learn how to make descriptions interesting by supplying explicit details instead of merelyusing general, abstract modifiers. Note that such words as interesting, amazing, noteworthy,fabulous, and terrible do not really describe. Observe in the examples how descriptions can bemade more explicit by replacing general words with concrete, descriptive words.

Examples: We saw an interesting (action-packed, suspenseful) play.Derek felt terrible (achy and feverish).The dressing tastes terrible (rancid).Alexis hated the terrible (cold, rainy) weather.

Circle all of the general words or word groups in the paragraph below. Then draw from yourown opinions, values, and experiences to give specific meaning to these words. Rewrite theparagraph as descriptively as you can.

Violeta’s new motorcycle is truly gorgeous. It has those really impressive wheels and a paint jobthat you just wouldn’t believe. The seat is remarkable with this lovely upholstery, and it has the mostbeautiful sidecar you can imagine.


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3.1 Writing a Descriptive Paragraph

From one of your other textbooks, choose a paragraph that would be more effective if concrete wordswere used instead of general, abstract words. Rewrite the paragraph, keeping the main thoughts andideas but making them more descriptive by using concrete words.

On Your Own


■ A. Improving Sensory Details

Review the group of sensory details below. Imagine yourself inside the situation, and let your-self see, hear, smell, and feel the details. Revise the descriptions, choosing specific nouns withappropriate connotations.

A Fourth-of-July Celebration• colorful fireworks bursting in the sky• smell of meat cooking on a grill• children with sticky fingers running through the crowd• chairs and blankets• police directing traffic to parking

■ B. Creating Precise Images

Select one of the places or situations below. Write your own list of sensory details to create aprecise image. Be sure to use specific nouns.

1. bedroom of a student athlete 3. biology classroom2. Halloween party 4. school cafeteria

Name ...................................................................................... Class .................................................. Date ................................


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3.2 Using Descriptive Language

Select a topic or a situation such as the following: your favorite holiday, a recurring dream, a large ath-letic event, a daring activity such as a parachute jump, or a cabin in the woods. Write a descriptiveparagraph that conveys a positive impression about the subject. Then rewrite the paragraph to createa negative impression.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Designing a Scene

Pretend you are writing a novel for an audience of teenagers. Select six to ten details from thelist below, and use them in a paragraph describing an imaginary scene in your story.

smoking fireplace aroma of Chinese food

organ music classical music

antiseptic odors assorted books on shelves

stalactites and stalagmites stuffed Kodiak bear

plush rose-colored carpeting tropical trees growing in pots

roof that slides open to the sky an actor’s costumes

toy telephone in a clean crib camouflaged exit doors

a harp and a grand piano movie theater seats

an all-terrain vehicle flowers positioned in window

basketball court an art-deco juke box


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3.3 Describing an Imaginary Place

A popular television series about adventure in space included a feature that allowed characters toenjoy their imaginations. A special area in the starship, called a holodeck, enabled a crewperson todescribe a place or setting to the computer, which then formed a three-dimensional re-creation of theplace. Characters in the show could thus “experience” any place and activity they were able todescribe to the computer. Imagine that you have access to such a holodeck. Write a paragraph or twodetailing for the ship’s computer a scene or setting you want it to re-create. Use specific details andexplicit descriptions so the computer can match your idea.

On Your Own


■ Revealing Characters’ True Personalities

Think about your experiences in which people turned out to be quite different from how theyfirst seemed. Then select one of the brief character descriptions listed below, or invent yourown imaginary character. Write one or two vivid, detail-packed paragraphs to describe animaginary person in terms of both early impressions and true characteristics.

1. A seemingly mature, confident acquaintance turns out to have the same self-doubts andfears as you.

2. A very plain-looking person turns out to be a beautiful person.

3. A so-called good friend is found to be the opposite.

4. A stern teacher proves to be a valuable friend.

5. The biggest braggart folds when times get tough.

6. A mean, stubborn adult is reasonable after all.

7. An innocent-looking person is discovered to be sneaky and underhanded.

8. Your own:_______________________________________________________________________

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Name ...................................................................................... Class .................................................. Date ................................


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3.4 Describing an Imaginary Person

Imagine that you are a puppy or some other animal in a pet store. Use two or three paragraphs todescribe the person who has decided to take you home. Include aspects of your new owner’s person-ality that are not readily apparent to humans but that you observe because your person doesn’t feel aneed to conceal himself or herself from you. Begin with your first impression as you look out at theperson in the pet store. Then describe characteristics that gradually—or suddenly—become apparentto you.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Understanding Connotations in Character Descriptions

When you read descriptive words, pay attention to important differences in shades of meaning.After each set of words below, identify a literary character whom you would describe with oneof the words. Then on the lines below, write a sentence explaining which word in the set bestfits the character and why.

1. ignorant, unknowing, naive_________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. mischievous, spiteful, vindictive _____________________________________________________

_______________________________________________________________________________

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3. jealous, protective, envious _________________________________________________________

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4. timid, shy, cowardly _______________________________________________________________

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5. witty, comic, sarcastic _____________________________________________________________

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Analyzing Character Descriptions

Think of a literary character about whom your feelings are different from those held by the main character in the book. What do you think accounts for the difference? Write two or three paragraphsexplaining to the main character why he or she should react to the character differently in a particularsituation.

On Your Own


■ Using Sensory Words to Create Impressions

In The Crystal Cave, Mary Stewart creates a clear overall impression of what it was like to be inthe cave. She uses specific words that awaken our “sense memory” and allow us to experiencewhat Merlin is experiencing. Imagine yourself inside a place that means something special toyou. Make a list of at least ten specific words or phrases that would help readers experience theplace. Then write a two- or three-paragraph description giving an overall impression of what itfeels like to be in the place. Use your list of words to call on your readers’ “sense memory.”

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

Name ...................................................................................... Class .................................................. Date ................................


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Select a familiar place or a well-known person and write at least one paragraph using vivid sensorywords to describe your subject. Remember to include details that convey an appropriate mood foryour descriptive paragraph. Don’t reveal until the very end, however, who or what it is you are describing.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Using the Basics to Develop a Narrative

Think of a place you often visit: your school, a park, a museum, a store, or a particular block inyour neighborhood. Then, on a separate sheet of paper, brainstorm to come up with detailsabout the characters in this setting, and determine the events in a possible plot. Use conflict totrigger the action. Finally, write a brief story based on these narrative elements on the linesbelow and share it with the rest of the class.


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4.1 Writing Simple Narratives

You have been asked to write a narrative based on the life of an important person in your community.Your one-page narrative will appear in the next edition of your community’s local newsletter. Choose aperson to write about, and then conduct research to gather information about the person. Developyour findings into a narrative that relates a turning point in your subject’s life.

On Your Own


■ Creating Conflict for a Character

Using a separate sheet of paper, brainstorm to create a list of some of your favorite charactersfrom movies and television shows. Then choose one character and think about what mighthappen if he or she were suddenly part of a different movie or television show. What conflictswith people, nature, society, or self might occur? Write a paragraph summarizing the conflicton the lines below. Tell how the conflict starts, how it develops to a climax, and how it is even-tually resolved.

Name ...................................................................................... Class .................................................. Date ................................


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4.2 Developing Conflict in Narrative

Have you ever wondered how a particular historic figure would react if he or she encountered the pre-sent-day world? Think of a historic figure in whom you are interested, and imagine that he or she has come back to life and has spent a day in your community. Then write a letter to a friend orrelative, describing in two or three paragraphs the conflict or conflicts that occurred during the figure’samazing visit.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Creating Dialogue Between Famous Characters

Select one person or character from each column below and create dialogue that reveals thecharacters’ personalities. Choose a discussion topic that both characters can relate to on somelevel.

Modern Characters Historical Characters

the current U.S. president Abraham Lincoln

Bugs Bunny Christopher Columbus

Steven Spielberg Joan of Arc

Tara Lipinski Ludwig van Beethoven

Michael Jordan Malcolm X

Oprah Winfrey Michelangelo

Queen Elizabeth II Queen Elizabeth I

Will Smith William F. Cody (Buffalo Bill)


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4.3 Writing Dialogue

You’ve been asked to write the dialogue for a three-minute television spot in which teenagers discusssome of the issues that most concern them today. Try to recall a conversation you took part in or onethat you overheard that reveals something about teen concerns. Use the conversation as the basis foryour dialogue, but feel free to change or invent new words to suit your purpose.

On Your Own


■ Using an Anecdote to Reveal Character

Anecdotes are often used in biographies to illustrate the subject’s character. Imagine that youare preparing to write a biography about one of the subjects listed below—or about anotherperson that interests you—for publication in a biographical journal. First, select a subject foryour biography. Then do some research to gather information on that subject. Determine whataspects of the person’s character could best be illustrated in an anecdote. Finally, write an anec-dote about your subject that instructs or entertains.

W. E. B. DuBois

Frida Kahlo

Harriet Tubman

Mark Twain

Name ...................................................................................... Class .................................................. Date ................................


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4.4 Using Anecdotes

Select something you’ve written—a short story or an essay—and generate an anecdote that you canuse as a supporting detail in the longer piece. Try to come up with an anecdote that will illustrate aparticular point in the piece and help advance the writing. You will probably have to do some revisingto insert the anecdote smoothly in your longer piece of writing.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Using Vivid Language

Use vivid language to make a sports narrative about a relatively actionless game sound excit-ing. For example, enliven a chess or checkers match or a stretch of a golf match or a baseballgame in which nothing much is happening. To bring your narrative to life, try to develop aplayer’s internal conflict. You may choose to base the narrative on an actual game, or you mayinvent a story about a particular event.


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4.5 Writing a Sports Narrative

Find a newspaper account of a game or sports event that reports only who won and who lost. Nowimagine that the newspaper’s sports editor has asked you to rewrite the article as a sports narrative.Use prewriting techniques to identify a conflict for your narrative and develop the conflict’s climax and resolution. Then tell the story, beginning with a strong lead that grabs the reader’s attention.

On Your Own


■ Analyzing Suspense

Think about a suspenseful movie that you’ve seen recently, and try to determine how its writerand director created the suspense. Was ominous music used to foreshadow frightening events?Did the creators of the film withhold information from the characters in the story and fromthe audience until the final scenes? Did events in the plot or aspects of the setting help create asuspenseful atmosphere? Freewrite about your ideas on a separate sheet of paper, and thenwrite an analysis of the movie on the lines below.

Name ...................................................................................... Class .................................................. Date ................................


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Writing About Suspense

Have you ever read a suspenseful story or seen a suspenseful movie for a second time? Did you stillexperience some anxiety about what would happen next? Do some brainstorming to determine whattechniques were used to keep you on the edge of your seat the second time around. Then write aparagraph summarizing your ideas.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Examining Point of View

Read the excerpt below told from a third-person limited point of view. The narrator tells aboutthe thoughts and feelings of one character, George Willard. Examine the effect of this point ofview on the story. Then write a paragraph analyzing the effect.


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Analyzing Point of View in a Narrative

Now imagine that “Sophistication” had been narrated by a narrator with knowledge of only Helen’sthoughts and feelings. How would the story be different if these thoughts and feelings were toldabout in the above excerpt? Write a paragraph analyzing the effect of this point of view on the story.

On Your Own

George and Helen climbed the hill to the Fair Ground, coming by the path past WaterworksPond. The feeling of loneliness and isolation that had come to the young man in the crowded

streets of his town was both broken and intensified by the presence of Helen. What he felt wasreflected in her.

In youth there are always two forces fighting in people. The warm unthinking little animal strugglesagainst the thing that reflects and remembers, and the older, the more sophisticated thing had possession of George Willard.

Sherwood Anderson, “Sophistication”

Literature Model


■ Writing a Narrative

Use the steps in the writing process to write a short narrative for a class anthology. You maybase your narrative on one of the topics below or choose one of your own. Be sure that yournarrative contains the basic narrative elements—characters, setting, plot, and conflict. Be sure,too, that the story is narrated from a particular point of view. If you base your narrative onreal-life experiences, feel free to fictionalize the account, changing details about characters, set-ting, and events.

a group of astronauts stranded on an unknown planet

an ordinary day made memorable by another person

a family working together to overcome a problem

Name ...................................................................................... Class .................................................. Date ................................


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Suppose you wanted to tell your narrative from another character’s point of view. How would this different point of view affect the conflict? The other characters? The setting? The plot? Choose a newnarrative voice and rewrite your narrative reflecting these changes.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Using Different Kinds of Expository Writing

Imagine that all of the world’s sources of fossil fuel had been exhausted during your lifetime.Write a brief letter to a person of a future generation, perhaps a grandchild, who must live in aworld with no fossil fuel. Explain why sources of this type of energy became depleted, usingone or more of the following kinds of expository writing in your letter: definition, process,cause and effect, classification, and comparison-contrast.


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5.1 Explaining and Informing

What alternative energy source available today may become the main source of energy for people inthe future? Research information on alternative energy sources, such as solar energy and nuclearpower. Then write an expository paragraph, comparing one of these sources with today’s commonlyused fossil fuels. Present a clear, concise explanation that is both informative and interesting.

On Your Own


■ Using a Variety of Supporting Details

Read the following expository piece. Notice the kinds of supporting details the writer used.Then provide at least one example of each kind of supporting detail listed below.

Many experts recognize swimming as America’s most popular physical sport. Swimming isan activity that may be used for recreation or physical conditioning. It is an excellent source ofexercise for people of all ages and for many persons with physical disabilities. When the body issubmerged in water, blood circulation automatically increases somewhat. The water pressurealso helps promote deeper ventilation of the lungs. During a steady workout, both circulationand ventilation increase even more.

Exercises for increased flexibility are performed more easily in water because the waterdecreases gravitational pull. A person immersed to the neck in water experiences an apparent90 percent weight loss. This means that the feet and legs of a woman weighing 130 poundsimmersed in water have to support only 13 pounds. Thus, individuals with painful joints orweak leg muscles will usually find it easier and more pleasurable to move in the water. Exercisessuch as leg straddles and stride stretches can be performed much more easily in water than onland. Many individuals who experience pain jogging on land can do leg bobbing and simulatedjogging comfortably in water. In fact, gliding through the water, most people feel as sleek andgraceful as a seal.

1. Fact ___________________________________________________________________________

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2. Statistic ________________________________________________________________________

_______________________________________________________________________________

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3. Example________________________________________________________________________

_______________________________________________________________________________

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4. Sensory detail ___________________________________________________________________

_______________________________________________________________________________

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5. Reason _________________________________________________________________________

_______________________________________________________________________________

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Name ...................................................................................... Class .................................................. Date ................................


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5.2 Going into Detail

Write an expository paragraph or two on a particular sport (baseball, basketball, tennis) or activity(walking, jogging, running) for an audience of peers with limited knowledge of the subject. You maychoose to explain an aspect of the sport or activity, explain its benefits and hazards, or compare onesport or activity with another. Select supporting details based on the type of exposition you write andyour purpose for writing.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Giving Step-by-Step Instructions

Imagine that your school produces a weekly closed-circuit television show. Each programhighlights a certain class or a part of the school curriculum. You have been invited to be themain guest on an upcoming program. Select a topic from the following suggestions or a topicof your own choosing, and write a process explanation that overviews what you will say on theprogram.

• Home economics—How to Prepare Lasagna

• Social studies—How to Answer Chapter Review Questions

• Physical education—How to Ride a Skateboard

• Science—How to Plant a Vegetable Garden

• Health—How to Cure a Cold

• Art—How to Paint a Landscape


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5.3 Explaining How To . . .

Write a brief expository piece detailing the process you go through every morning to get ready forschool. Make sure you present the steps in the process clearly and in chronological order. Before writing your process explanation, you might try to picture yourself preparing for school on a typicalmorning and list all of the steps involved.

On Your Own


■ Writing About Cause-and-Effect Relationships

Many people believe that watching television has had adverse effects on whole generations ofyoung viewers. Others believe that television has also had many positive effects on its viewers.Write a thesis statement that clearly states your viewpoint on the subject. Then brainstorm togenerate details supporting your viewpoint.

Name ...................................................................................... Class .................................................. Date ................................


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5.4 Explaining Cause and Effect

Write a brief expository piece on the causes and effects of urban crowding. You can organize yourdraft using either a cause-to-effect pattern or an effect-to-cause pattern. Be sure to connect support-ing details with effective transitions. Conclude the piece by summarizing the cause-and-effect relation-ship or by extending the information you have presented.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Classifying Wildlife

Imagine that you have been asked to write a one- or two-paragraph essay that will introduce aclass of first-graders to the wildlife in your area. Begin by classifying the animals, both wildand domestic, that inhabit your neighborhood. You may want to group the animals by class(mammals, birds, reptiles), by habitation (burrows, trees, houses), or by some other system.Write a thesis statement in which you list the categories you plan to use in your classification.Then identify and explain each category; include examples. Finally, summarize your classifica-tion and explain its significance.


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5.5 Classifying a Subject

Select one species of animal that you discussed in your classification above, and group that speciesinto categories based on common attributes. For example, if you choose to write about the cats inyour neighborhood, you might group them by size, color, or temperament. Then write a paragraphclassifying the species.

On Your Own


■ Noting Similarities and Differences

Compare and contrast the main features of tornadoes and hurricanes, earthquakes andtsunamis, or two other kinds of violent natural phenomena. You may want to use a referencebook to help you gather information on such aspects of your subjects as strength, configura-tion, dangers, predictability, and safety precautions. After you have gathered the information,use a Venn diagram to explore your subjects’ similarities and differences. Use a subject-by-sub-ject or feature-by-feature chart to organize your material. Then use your diagram and chart tohelp you write a one- or two-paragraph comparison-contrast.

Name ...................................................................................... Class .................................................. Date ................................


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5.6 Comparing and Contrasting

Choose a simple object from nature, such as a rose, a tree, or a snowflake, and write a paragraph thatcompares and contrasts a description of that object by a scientist with a description of the same objectby a poet or an artist.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Illustrating Your Expository Writing

Write one or two paragraphs on your favorite sport, hobby, or pastime, and supplement thepiece with a graphic. Think about aspects of your topic that would be difficult to conveythrough expository writing alone. For example, if you wanted to write about your favoritebaseball team, you might use a table to present the team’s batting averages. Create and title adiagram, table, graph, or map that illustrates your writing and be sure to refer to the graphic inyour expository piece.


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5.7 Writing with Graphics

Expand the expository piece you wrote above, using at least one more graphic to illustrate the text.For example, in addition to using a table to present the team’s batting averages, you might use a bargraph to compare the pitchers’ wins and losses. Be sure to title the graphics clearly so that the readercan refer to the appropriate graphic quickly and easily.

On Your Own

Title of Graphic:_________________________________________________________________


■ Planning and Writing a Feature

Plan a feature article on one of the topics below or on a topic of your own choosing for anaudience of your peers. Then gather information for the feature by reading, visiting placesrelated to your topic, or interviewing people who have firsthand knowledge of your topic. Usethe lines below to jot down your prewriting notes.

• Teenage fashion trends

• A profile of a well-known personality in your community or school

• The impact of recycling programs on your community

Your Working Title:__________________________________________________________________

Name ...................................................................................... Class .................................................. Date ................................


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5.8 Writing a Feature Article

Now use your prewriting notes to draft a feature article on your chosen topic. The feature shouldbegin with a strong lead that sets the story in motion and draws the reader into the writing. The feature should also contain lively details that make your main points vivid and memorable and aneffective conclusion that ties the piece together.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Recognizing Clues in Essay Questions

Study each of the sample essay questions below. Look for clue verbs that tell you what actionto take in answering the questions. Then develop a thesis statement for each that shows youunderstand the question. Use an encyclopedia or other reference material to help you writeyour thesis statements.

1. Explain the role of a griot in early West African cultures.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. Compare the treatment of the elderly in Japanese and Korean society.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. Analyze the parts of a flower.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

4. Contrast Ulysses S. Grant with Robert E. Lee.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

5. Describe Shakespeare’s characterization of Romeo in Romeo and Juliet.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


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5.9 Answering an Essay Question

Write an answer to one of the essay questions above, following basic essay format. Your answershould contain a thesis statement, supporting details, and a conclusion. You may want to give yourselfa time restriction to see how well you would do under pressure in a real examination situation.

On Your Own


■ Using a Comparison Frame

Both of the following myths explain how the earth became separated from the sky. Read themyths, and then fill out the comparison frame below, identifying the literary elements in eachmyth.

According to Egyptian mythology, Shu, god of the air, and Tefnut, goddess of the dew, marriedand had twins, a boy named Geb and a girl named Nut. Geb became the god of earth, and Nut rep-resented the heavens. Geb and Nut married, but their grandfather, the sun god Re, opposed thematch and ordered their father to raise Nut into the sky, away from Geb. Shu did as he was told, andhis action separated the heavens from the earth. When Nut separated from Geb, the speckles on herbody turned into stars.

According to a myth of the New Zealand Maoris, the sky, which was called Rangi, loved the earth,which was called Papa. The pair gave birth to many gods. However, the children became crushed inthe embrace of their parents. To survive, the gods caused the earth and the sky to separate, so thatlife could exist between them.

Name ...................................................................................... Class .................................................. Date ................................


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Comparing and Contrasting Two Myths

Now use the comparison frame above to help you write a comparison-contrast essay on the twomyths. You may choose to focus more on what the myths have in common than on how they differ.

On Your Own

Element Egyptian Myth

Comparison of Two Myths

Maori Myth

Setting

Characters

Conflict

Plot

Theme


Name ...................................................................................... Class .................................................. Date ................................

■ Seeing an Animal in its Own World

Write a brief essay about a day in the life of your pet or some other animal that interests you. Ifpossible, gather information about your subject by observing it firsthand. Try putting yourselfin the animal’s place and imagine how it perceives the world. If you cannot observe your sub-ject, do research in the library or interview authorities on your particular animal. Be sure tofocus your exposition on an individual animal so that you can more fully involve your readers.


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Write a brief essay about an animal stalking its prey. You might write about a cat chasing a mouse, anowl swooping down on a rabbit, or a lion attacking a zebra. Use sensory details to bring both animalsto life, and present their struggle in a natural, logical way.

On Your Own


■ Influencing Friends

Write a one-page letter to a real or imaginary friend who is considering dropping out of highschool. Your task is to persuade your friend to remain in school. Begin your letter by statingyour central claim, and then support the claim with sound evidence. Make sure the linkbetween your claim and the supporting evidence is clear.

Name ...................................................................................... Class .................................................. Date ................................


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6.1 Writing Persuasively

Is there something you want to do that your parents aren’t yet totally persuaded they can allow?Perhaps you want to get a summer job or go on a weekend trip with your class at school. Develop alogical body of evidence that supports your point of view. Then write a letter to your parents that willhelp persuade them.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Proving Your Claim

Write a short column for the health section of your school or local newspaper in which yousupport one of the following claims or a claim of your own choosing: unprotected exposure tothe sun’s rays can be harmful; dieting doesn’t work; too much stress can cause health problems.Use facts, statistics, examples or incidents, opinions, and reasons to prove your claim. Beforeyou write the column, be sure to verify the accuracy of the evidence and assess its relevance toyour argument.


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6.2 Using Evidence Effectively

Celebrities are often used in advertisements to help sell products. For example, a sports star may promote a particular brand of cereal, or an actress may endorse a particular brand of aspirin. Many of these testimonials are invalid because the celebrities are not authorities on the subjects. Write aparagraph or two supporting the claim that the opinion of a celebrity having no logical connection to a product should be given no weight. Use specific ads to support your claim.

On Your Own


■ Recognizing Fuzzy Thinking

The statements below present information as factual, but the statements actually are illogical,oversimplified, or inaccurate. Evaluate the information presented in each sentence. Then iden-tify and explain the flaw in the logic.

1. Renata spends money on exercise equipment as fast as she earns it. She’ll have to getanother job or give up her goal of saving a thousand dollars by the end of the summer.

_______________________________________________________________________________

_______________________________________________________________________________

2. The invention of television caused a decline in reading ability among teenagers.

_______________________________________________________________________________

_______________________________________________________________________________

3. If you want to get rid of slums, vote for Osami Akita. It’s time we got rid of the special interests and

got some fresh thinkers in office._____________________________________________________

_______________________________________________________________________________

4. All of the food in fast-food restaurants is bad for your health. The traffic congestion they cause is

one of the main problems in this neighborhood. ________________________________________

_______________________________________________________________________________

5. Since Hans is failing in all of his classes, he should either quit school or give up all of his extra

curricular activities. _______________________________________________________________

_______________________________________________________________________________

6. Don’t go to a library for help in creating a chart showing your ancestors. The libraries around hereare closed whenever you need them, and the librarian I talked to didn’t want to deal with teenagers.

_______________________________________________________________________________

_______________________________________________________________________________

7. When nations increase their resources for war, war breaks out. _____________________________

_______________________________________________________________________________

8. Unless Leon completes his work for a college degree in finance, he can forget about getting a

high-paying job.__________________________________________________________________

_______________________________________________________________________________

Name ...................................................................................... Class .................................................. Date ................................


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6.3 Checking Reasoning

Look through your school or local newspaper for an article or column that expresses an opinion towhich you are opposed. Check the piece for flaws in logic, and note any valid points made by theauthor. Then write a paragraph or two in which you define your position on the particular topic andanalyze your opponent’s logic.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Recognizing the Connotations of Words

Compare the paired words or terms in the list below. Indicate whether each word prompts apositive or a negative response. Then explain your answer, noting what each word implies orwhat picture each word creates in your mind.

1. gardener_______________________________________________________________________

landscape engineer ______________________________________________________________

2. previously owned car_____________________________________________________________

used car _______________________________________________________________________

3. cheap _________________________________________________________________________

inexpensive ____________________________________________________________________

4. stout__________________________________________________________________________

fat____________________________________________________________________________

5. perspire _______________________________________________________________________

sweat _________________________________________________________________________

6. old-age home___________________________________________________________________

retirement community ___________________________________________________________

7. restroom ______________________________________________________________________

toilet__________________________________________________________________________

8. defense department ______________________________________________________________

war department _________________________________________________________________

9. janitor ________________________________________________________________________

custodian ______________________________________________________________________

10. privacy ________________________________________________________________________

isolation _______________________________________________________________________


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6.4 Using Language to Advantage

Read advertisements and product packages to find words used for their positive connotations. Thentry replacing the words with others that have similar meanings but entirely different connotations.Think about the effect of these substitutions. Write a paragraph explaining why the advertisers chosethe words they used.

On Your Own


■ Considering Your Audience

The following issues are stated as questions. Determine your position on one of the issues, andthen generate evidence that will appeal to one of the audiences listed below the question.Consider the audience’s knowledge of and level of interest in the issue as you gather evidenceto support your viewpoint. Then write a brief editorial in which you try to persuade youraudience to take your stand.

1. Do teenaged rock stars have more hype than talent?parents of teenagers young teenagers

2. Should the voting age in the United States be lowered from eighteen to sixteen?other teenagers members of the U.S. Congress

3. Should college athletes receive scholarships, or should they be paid?college students who are not athletes college trustees

4. Can watching television be as educational as reading a book?middle school reading teacher parents of teenagers

Name ...................................................................................... Class .................................................. Date ................................


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6.5 Writing an Editorial

Over a period of a week or two, find and read a variety of newspaper and magazine editorials aboutan issue that interests you. Then write a paragraph or two identifying the techniques the authors usedto appeal to their audience.

On Your Own


Name ...................................................................................... Class .................................................. Date ................................

■ Evaluating Movie Reviews

Read a negative review of a movie that you have seen and enjoyed. Then write a review inwhich you counter the reviewer’s criticism. Evaluate the elements of the film that the reviewerexamined, and base your positive review on your critical interpretation of these elements.


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Writing a Movie Review

Watch and evaluate videocassettes of an original classic motion picture and its remade film version.Your school or public library or a local video rental store should be able to help you. Then write a one-page movie review comparing and contrasting the two versions.

On Your Own


■ Supporting a Claim

Read the claims below. Choose one that interests you, or make a claim of your own. Then drafta short piece of persuasive writing in which you attempt to persuade your audience of peers,teachers, and parents to either agree or disagree with the claim and to take the correctiveaction you recommend. Use sound evidence to support your claim.

• Movie ratings should be eliminated.

• Male and female students should both be required to take industrial arts and home eco-nomics courses in high school.

• School proms should be eliminated because they have become too expensive.

• Students should not be required to take standardized tests.

Name ...................................................................................... Class .................................................. Date ................................


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Ask a friend to read your persuasive piece and think of arguments to challenge your position. Use yourfriend’s comments to revise the piece so that you address the counterarguments.

On Your Own

composition enrichment, grade 9 - glencoe

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