Grade 8 Composition Enrichment

Grammar and Composition
Composition
Enrichment
Grade 8
Glencoe/McGraw-Hill
Copyright The McGraw-Hill Companies, Inc. All rights reserved. Permission is

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1 2 3 4 5 6 7 8 9 024 04 03 02 01 00
Contents
Unit 1
Personal Writing
1.1
1.2
1.3
1.4
1.5
1
Unit 2
The Writing Process

2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2
Unit 3
Working with the Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Prewriting: Determining Audience and Purpose . . . . . . . . . . . . . . . . . . . . . . 8
Prewriting: Investigating a Topic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Prewriting: Organizing Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Drafting: Writing It Down . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Revising: Taking a Fresh Look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Revising: Writing Unified Paragraphs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Revising: Writing Varied Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Editing/Proofreading: Fine-tuning Your Work. . . . . . . . . . . . . . . . . . . . . . . 15
Publishing/Presenting: Sharing Your Writing. . . . . . . . . . . . . . . . . . . . . . . . 16
Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Descriptive Writing
3.1
3.2
3.3
3.4
3.5
3.6
3
Unit 4
Writing for Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Writing to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Writing About Wishes and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Writing Ones Own Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Responding in a Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Writing Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Collecting Sensory Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Using Precise Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Using Spatial Order. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Describing a Thing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Describing the Subject of a Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Narrative Writing
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4
Writing the Stories of History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Using Chronological Order. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Establishing Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Writing Realistic Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Relating a Historical Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Writing a News Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Responding to a Historical Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
iii
Contents
Unit 5
Expository Writing
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5
Unit 6
Conveying Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Structuring an Explanation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Writing to Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Writing About a Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Explaining Connections Between Events . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Answering an Essay Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Reports: Researching a Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Reports: Writing a Business Letter to Request Information. . . . . . . . . . . . . 40
Reports: Planning and Drafting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Reports: Revising, Editing, and Presenting. . . . . . . . . . . . . . . . . . . . . . . . . . 42
Comparing Two Poems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Persuasive Writing
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6
Writing Persuasively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Determining a Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Evaluating Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Developing a Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Strengthening Your Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Creating an Ad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Writing a Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Writing a Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
iv
Composition Enrichment
Name ...................................................................................... Class .................................................. Date ................................
1.1
Writing for Yourself

Becoming More at Ease with Writing
Sometimes you may want to write in your journal, but you have difficulty getting
started. This difficulty is often called writers block. Below are some techniques you can
use to write journal entries when traditional ways of starting do not seem to be working for you. Write a one-sentence reaction to each technique. Indicate which ones seem
most interesting and workable to you.
1. Lists (Make a list of feelings, sense impressions, intuitions, or thoughts. Dont worry about
writing complete sentences.)

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2. Portraits (Write a portrait of someone whom you like or dislike or who interests you.)
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3. Altered Point of View (Write about yourself in the third personas she or he rather
than as I.)
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Copyright The McGraw-Hill Companies, Inc.
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4. Unsent Letters (Write a letter that you have no intention of sending. Be as frank and honest
as you wish.)
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5. Dialogues (Write a dialogue between yourself and a parent, teacher, or friend.)
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On Your Own
Choose one of the kick-start writing devices listed above, and use it for a journal entry.
Over the course of time, try to use all these techniques in your journal, especially when you
are stuck for a way to begin.
Writers Choice: Composition Enrichment, Grade 8, Unit 1
Name ...................................................................................... Class .................................................. Date ................................
1.2
Writing to Learn
Learning Through Teaching
One way to learn is to teach others. Often you may understand an idea that is difficult
for someone else to grasp. Explaining the idea to your classmates helps all of you to
understand it better. Choose three important ideas from recent classes. These ideas can
range from how prewriting helps you get started on a writing project, to using a calculator to solve a math problem, or finding certain kinds of information in the library.
For each one, write a paragraph explaining the idea to a classmate.
You can use personal writing to discover your strengths, weaknesses, and interests. In a letter
that you have no intention of sending, describe to a teacher or a family member the class
you understand best, the one you understand least, and the one you find most interesting.
Why do you do better in one class than in another? Is the most interesting class also the
class you understand best? Remember to use specific examples to tell your feeling about
these classes. What might your strengths, weaknesses, and interests reveal about your future
possible education and career choices? For example, if your strengths include math and social
studies, maybe you will study economics and work as an economist. If you are interested in
earth science, maybe you will be a geologist.
2
On Your Own
Name ...................................................................................... Class .................................................. Date ................................
1.3
Writing About Wishes and Dreams

Thinking About the Future
When thinking about the future, you can take into account different aspects of your
life. Use the numbered items to help you think about your future.
1. On a separate sheet of paper, create a cluster diagram that might represent you five years
from now. Choose at least two of the following topics as branches for your diagram:
school, job, family, fun, friends, community service. Make the cluster as specific as you can.
2. Write a paragraph exploring the steps you can take now to help you achieve the goals
suggested by your cluster diagram.
On Your Own
Who are you now? Whom do you want to be? Create a time capsule to be opened five
years from now. Fill it with items showing the person you are now and the person you want
to become. List the items you would include, and write a description of yourself now and a
description of yourself as you hope to be then.
Name ...................................................................................... Class .................................................. Date ................................
1.4
Writing Ones Own Story

Exploring What Might Be
Writing about your life as it is now can help you understand it more fully. Writing
about your life as it might have been or as it might be in the future can also help you
clarify your strengths, your goals, and the ways to achieve them. Respond to these
questions. Use additional paper if necessary.
1. In the poem The Road Not Taken, Robert Frost wrote two roads diverged in a yellow
wood and how he took the one less traveled by, a choice that has made all the difference.
Have you ever had to choose between two equally attractive alternativesa choice that
might have changed your life significantly, such as studying ballet or piano, joining the
soccer team or swim team? What were these choices? How did you choose, and why?
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2. Choose a date several years from now and remember the future. Make a list of the high
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On Your Own
Have you ever wondered what a future biography might say about you? Step into the future,
and become your own biographer. Write a page or two of your book, focusing on a single
phase or event in your life, either real or imagined. Include details, and tell how that time or
event in your life affected you. Remember to use a third-person point of view.
4
points of your life between now and then.
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G
1.5
A B O U T
L I T E R AT U R E
Responding in a Journal
Writing a Letter
Writing about literature can help you understand the literary work better. Read one of
the following poems: Paul Reveres Ride by Henry Wadsworth Longfellow, The Fish
by Elizabeth Bishop, or Lochinvar by Sir Walter Scott. If you need help locating any
of these poems, ask your teacher or librarian. Work with a classmate who has read the
same poem as you. Each of you pick a different character, and write a letter from your
character to the other. Then exchange the letters, and write another letter in response
to the letter you received. Use additional paper if necessary.
On Your Own
In your journal write a profile of yourself as a famous writer of poetry, fiction, or nonfiction
many years from now. What is your life like? How did you get from here to there? Is professional writing a possible future for you? Why or why not?
Name ...................................................................................... Class .................................................. Date ................................
Writing Process in Action

Evaluating Personal Writing
You have learned and practiced some of the key concepts of personal writing. Now you
have a chance to reflect upon what you have learned. Complete the numbered questions about your experience with personal writing.
1. Jot down a list of things you have learned about personal writing.
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2. Write a one-page discovery draft in your journal in which you explain how you feel about
personal writing.
3. Write a brief essay describing and evaluating your experiences with personal writing.
Assume your teacher is the audience. Use additional paper if necessary.

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On Your Own
Choose your favorite piece of your own writing. It can be a poem, story, paragraph, essay, or
journal entry. What did you discover by writing it? Write about the discoveries you made,
either about yourself or the world around you, when you wrote this work.
6
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Name ...................................................................................... Class .................................................. Date ................................
Working with the Writing Process
2.1
Generating Ideas
Writers constantly observe life for ideas they might use in stories or articles. As a practice in
generating ideas, make observations as you go to school, to an after-school activity, and home
again. Jot down five events or situations you have observed recently that would make a good
essay or story. Then freewrite for five or ten minutes about one of the ideas. Use additional
paper if necessary.
Ideas
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
Freewriting
On Your Own
Keep a list called Good Writing Ideas. Jot down ideas as you have them. From time to time,
freewrite in your journal about one of the ideas in order to explore and develop it further.
Name ...................................................................................... Class .................................................. Date ................................
2.2
Prewriting: Determining Audience and Purpose

Thinking About the Audience
Whenever you do any writing, you should keep your audience and purpose in mind
throughout the process, beginning with prewriting.
1. Select three events from the past year that would make good topics for a paragraph.
Topic 1: __________________________________________________________________
Topic 2: __________________________________________________________________
Topic 3: __________________________________________________________________
2. Freewrite for five minutes about one of the events, with your classmates in mind as your
audience.
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3. Freewrite about the same topic for another five minutes, this time with a parent or other
adult in mind as your audience.

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On Your Own
Make a list of possible audiences for your own writing. Choose two entirely different audiences. Write letters on the same topic to the two audiences. Notice how the letters are the
same and how they are different.
8
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Name ...................................................................................... Class .................................................. Date ................................
Prewriting: Investigating a Topic
2.3
Exploring Your Topic
At the beginning of a writing project, you need to exploreto let your ideas flow without criticizing them. Choose one of the following questions, and go exploring. You
may freewrite for five to ten minutes, create a cluster diagram, or list ideas as they
come to you.
Ideas
1. What are your main accomplishments of the past six months?
2. What do you think about space exploration?
3. What makes your favorite sport your favorite?
4. What are your fantasies about the big trip youre going to take some day?
5. What do you think about one of this weeks major news stories?
Prewriting
On Your Own
Locate a globe in your school library or history classroom. Close your eyes, spin the globe,
and point to a place with your finger. Freewrite for five to ten minutes about the city, country, continent, or body of water you have pointed to. If you get stuck, freewrite questions
you could ask about the place. Have you discovered more than you thought you knew?
Name ...................................................................................... Class .................................................. Date ................................
2.4
Prewriting: Organizing Ideas

Weeding Ideas
Imagine that a major athletic shoe company is going to award twelve eighth-grade
students a trip to the professional or college sports event of their choice. The theme
of the contest is Healthy Body, Healthy Mind: How Exercise Makes Me Strong. The
company will select winners from the best one-paragraph essays it receives. List as
many reasons as you can to explain why exercise is good for you. Then choose the
three best ideas, and arrange them in order of importance. Write a paragraph to enter
in the contest. Use additional paper if necessary.
Reasons
Paragraph
On Your Own
Choose a prewriting activity you have not yet tried. It may be brainstorming with a partner,
interviewing an expert, using the reporters five Ws and an H (who, what, when, where,
why, and how), or another activity. Use it to explore a topic for readers of your school newspaper or another audience of your choice. Identify the important ideas you have discovered,
and organize them using spatial order, time order, or order of importance.
10
Name ...................................................................................... Class .................................................. Date ................................
2.5
Drafting: Writing It Down

Keeping the Pen Moving
In the drafting stage, you translate prewriting notes into sentences and paragraphs.
Imagine you are participating in a student congress made up of representatives from
all the counties in your state. You have been asked to present information about your
school as part of a discussion on the topic Our Schools Stand Out.
1. To prewrite, list at least ten features of your school. They may be features of the buildings
and grounds or features of the student body and teaching staff. Select the features you think
are most distinctive.
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2. Draft the presentation. It should have three paragraphsthe introduction, one body para-
graph, and the conclusion. (Do not worry about errors at this stage.)
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On Your Own
Choose some previously unused prewriting from your journal or your writing portfolio, and
draft a paragraph based on these prewriting notes. Be sure to introduce your paragraph in
an interesting way.
11
Name ...................................................................................... Class .................................................. Date ................................
2.6
Revising: Taking a Fresh Look

Making Writing More Precise
When you revise your writing, examine the words to see if they are the best words to
say what you mean. The sentences below are less precise than they could be. Revise
them, substituting clear, specific words for all the vague and general ones.
1. His mother cooks delicious food._____________________________________________
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2. A funny thing happened a while ago.__________________________________________
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3. He is very busy.___________________________________________________________
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4. She is a big sports fan. ______________________________________________________
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5. That man was enthusiastic. __________________________________________________
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6. I didnt feel well. __________________________________________________________
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7. He lives in a large house. ____________________________________________________
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9. She is a really nice person.___________________________________________________
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10. Shes the best athlete in school. _______________________________________________
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On Your Own
Ask a classmate to be your peer review partner. Exchange the drafts you did for a recent
writing assignment. Comment on the strengths of your partners writing. Ask questions,
and make specific suggestions for improving your partners work.
12
8. That movie was exciting. ____________________________________________________
Name ...................................................................................... Class .................................................. Date ................................
2.7
Revising: Writing Unified Paragraphs

Devising the Perfect Topic Sentence
All sentences in a paragraph are important, but the topic sentence is the one that
catches the readers interest and states the main idea. Write one or two sentences that
explain why each topic sentence below is weak. Then rewrite the topic sentence to
make it more effective.
1. Here is how I earned enough money to buy an electric guitar.
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2. I would like to tell you why botany fascinates me.
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3. Reading comic books can be educational.
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4. The history of America is filled with interesting characters.
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5. In this paragraph you will learn about the great women athletes of the twentieth century.
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On Your Own
Find an article in your favorite magazine that tells a story or describes a place. Using a
brightly colored pen, circle all the transition words you find in the article. In your journal,
make a chart of transition words, and add additional examples to it as you find them.
13
Name ...................................................................................... Class .................................................. Date ................................
2.8
Revising: Writing Varied Sentences

Making Sentences Flow
Improving your sentences is an important part of the revision process. Using what you
have learned about sentence revision, rewrite the following paragraph to give it variety
and rhythm. Dont change the meaning, but revise the sentences to vary their structure
and length.
Salesclerks should know how to spot devices. These are the devices used by shoplifters.
Sometimes shoplifters have special hooks on the insides of their coats. Or they may have
special belts there. They may also wear trick aprons and undergarments. These are designed
to hold many articles. Some sleight-of-hand thieves slip merchandise into packages. Or they
may use boxes. These packages and boxes have a hinged top, bottom, or end. Employees
should also be suspicious of shoppers who carry bulky packages, knitting bags, shopping
bags, and umbrellas. They should watch such shoppers. These are handy receptacles for a
shoplifter. They hold items that a shoplifter purposely knocks off the counter.
On Your Own
Entries in your journal may not be written in complete sentences or divided into paragraphs.
Choose a journal entry to revise. Complete the sentences and vary their length and structure.
Have a friend read the original and revised versions aloud. What differences do you hear?
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Name ...................................................................................... Class .................................................. Date ................................
2.9
Editing/Proofreading: Fine-tuning Your Work

Working to Make Writing Perfect
Because an error in grammar or mechanics can mar otherwise fine writing, you should
edit your final piece of writing carefully. Use proofreading symbols to correct all errors
in the following passage. Use a dictionary to check the spelling of any words you are
unsure of.
Save the Whale campanes have increased public awareness of the uncertain future of
many whales. Some species has faced extinction. Because people hunted so many of them.
Several countries maintained successful whaling industries whales were valuable both as
food, and as a source of oil for fuel. Biologists from around the world had worked hard to
save whale species. In resent years most countries have stopped hunting whales. Other
counties that continue to allow hunting have have set limits on the number of whales that
may legally be taken. Whale populations have began to increase. experts now beleive that,
with continued protection, whales may be safe from the threat of extinction
On Your Own
After copying the proofreading symbols into your journal, use them to edit a journal entry.
Rewrite the entry, correcting mistakes in grammar, mechanics, and spelling.
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Name ...................................................................................... Class .................................................. Date ................................
2.10
Publishing/Presenting: Sharing Your Writing
Presenting Your Work
Writers present their work in many ways. Look over the writing in your portfolio.
Choose one piece of work and one audience to whom you might present it. Then select
one of the ways of presenting listed here or another of your choice. Revise the writing
in whatever way is necessary to prepare that work for the chosen audience. In the space
provided, write two or three sentences that summarize the changes you made.
a. publish it in the local newspaper
b. display it on a class bulletin board
c. enter it in a national contest
d. present it as a speech at a school assembly
e. hand it in as a class assignment
f. send it as a letter to a friend or family member
g. keep it in your scrapbook
h. include it in your familys reunion newsletter
i. send it to a pen pal in another country
j. announce it on the public address system at school
On Your Own
Enter a writing contest announced in the school newspaper, a magazine for student writers,
or some other source. (You may ask your teacher for suggestions.) Select a piece of writing
that is appropriate for the contest, or write something new.
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Name ...................................................................................... Class .................................................. Date ................................

Writing an Engaging Story
In The Game by Walter Dean Myers, the coach is so proud of the team for working
hard that Stuff and Leon boo-hoo with happiness. Have you ever been so happy that
you wanted to cry? When was the last time you laughed so hard that you cried? Tell the
story of the event that made you so happy. Write for a young friend or family member.
Try to get your reader involved in the story.
1. Use a prewriting technique to jot down the details of the event. List them in chronological
order. Use additional paper if necessary.

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2. Write a first draft of the story in the space provided.
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
On Your Own
Revise and edit the story you wrote for the activity above. Give it a title. Then present the
story to your reader, a younger friend or family member, as a gift.
17
Name ...................................................................................... Class .................................................. Date ................................
3.1
Writing Descriptions
Describing Real or Imaginary Beings
Good descriptions require careful observation of details. To practice your descriptive

skills, choose one of the following topics, and write one or two paragraphs about it.
Concentrate on visual details. Use additional paper if necessary.
Topic A Imagine that you were by yourself somewhere last week when a spaceship
of friendly aliens landed. Write a description for your classmates that visually
recreates what the aliens looked like.
Topic B Describe your favorite animal for a contest sponsored by a company that
makes animal food. It could be a common domestic animal (such as a dog,
a cat, or a horse), or it could be an exotic animal (such as a gorilla, a scarlet
macaw, or a Bengal tiger) that is found only in a zoo.
On Your Own
The world is full of many wonderful things to describepeople, places, and things. List
several subjects from each of these categories that would be fun to describe. Choose one,
and write a vivid descriptive paragraph about it.
18
Name ...................................................................................... Class .................................................. Date ................................
3.2
Collecting Sensory Details

Using the Senses
Vivid sensory details bring descriptive writing to life and make it memorable. Choose
one of the questions below, and write a one-paragraph description for an audience of
eighth-grade students in another country. Include many vivid sensory details.
Topic 1 What is the best meal you have ever eaten?
Topic 2 What is the most courageous act that you have ever performed or seen someone else perform?
On Your Own
For the rest of the day, be alert to especially vivid sensory impressions involving sight, sound,
taste, smell, or touch. Experience familiar places or activities in a new way. For example, you
may close your eyes as you ride the school bus in order to hear the chattering of other students
and the traffic noises. Record your impressions in a small notebook. Later you may wish to
transfer the sensory images to your journal.
19
Name ...................................................................................... Class .................................................. Date ................................
3.3
Using Precise Language

Searching for the Exact Word
A good writer replaces vague words with vivid, specific words in order to paint a precise word picture. Rewrite these sentences, replacing the italicized words and phrases
with more specific ones.
1. That boy is tall for his age.___________________________________________________
_______________________________________________________________________
2. His dog has long, floppy ears. ________________________________________________
_______________________________________________________________________
3. I feel good when I visit them._________________________________________________
_______________________________________________________________________
4. His room is a mess.________________________________________________________
_______________________________________________________________________
5. Luis has a good personality. __________________________________________________
_______________________________________________________________________
6. It rained hard that day. _____________________________________________________
_______________________________________________________________________
7. I dont like to listen to that kind of music. ______________________________________
_______________________________________________________________________
_______________________________________________________________________
9. The fence was painted red.___________________________________________________
_______________________________________________________________________
10. The team was beaten really badly. _____________________________________________
_______________________________________________________________________
On Your Own
Read one piece of writing from your journal or from another assignment. Based on what you
have learned about using specific descriptive language, circle the words you can make more
specific. Rewrite the material, making at least ten words more precise.
20
8. Terry is nice. ______________________________________________________________
Name ...................................................................................... Class .................................................. Date ................................
Using Spatial Order
3.4
Arranging Details
Technical writers write manuals in such fields as business and engineering. They also
write descriptions of the products you buy. Imagine that you have begun an apprenticeship as a technical writer. Your assignment is to write a product description to be
included in the company catalog. Choose a simple object such as a tennis shoe, a
toaster, or a calculator. First, jot a few notes about its appearance as you observe the
object. You might consider colors, features, or patterns. Then write a one-paragraph
description of the object, organizing the details in spatial order. Your audience is the
consumer. Remember to write a description of the product and not an explanation
of how to use the product.
Notes
Paragraph
On Your Own
Make a list of interesting structures in your communityperhaps the tallest building in town,
a bridge, and a statue. Think about the most obvious spatial order for describing them, but
also think about another, less obvious order that might be even more revealing. Choose one
structure to describe in a visitors guide to your community. Write one or two paragraphs.
21
Name ...................................................................................... Class .................................................. Date ................................
Describing a Thing
3.5
Describing Things We Like
Writing descriptions of things we like is a way of capturing them forever. Imagine that
you are writing to a new pen pal in another country who has asked you about clothes.
Describe for this pen pal your favorite outfit, either for school or for special occasions.
Describe all the pieces of the outfithow they look, how they feel (their texture), and
how they make you feel when you wear them. First jot down prewriting notes listing
all the details. Then write your letter. Use additional paper if necessary.
Notes
Letter
On Your Own
An object becomes important to us if it represents the person who owns it. For example, a
worn-out pair of brown leather gloves reminds you of your father shoveling snow on winter
mornings; they represent his hard work and his sense of responsibility. Choose an object that
is significant because it reminds you of someone. Write one paragraph describing the object
in a way that shows why it is special.
22
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G
3.6
A B O U T
L I T E R AT U R E
Describing the Subject of a Biography

Writing a Biography
You have developed a successful career as a writer. For your next project you want to
write a book that is a series of short biographies, or personality sketches, of ordinary
people. You want to show that these people are just as fascinating as any famous person.
Right now, you are working on a draft for one chapter. Choose someone you know
well, and draft a description of this person. Think about this persons appearance,
habits, and actions, and how they illustrate this persons overall personality or
character. Use specific examples in your description. If necessary, use additional paper.
Description
On Your Own
A persons appearance, words, or actions can give a strong impression about his or her
personality. Choose a historical figure or a living person whom you have never met. Examine
the persons photograph, writings, or accomplishments, and write one or two paragraphs
describing his or her personality.
23
Name ...................................................................................... Class .................................................. Date ................................
Writing Descriptions
Regionalists are writers famous for portraying their areas of a country in rich detail.
Mark Twain ferries his readers down the Mississippi; contemporary writer Toni Cade
Bambara brings the cityscape of Harlem to life. List sensory details about your street,
neighborhood, or town, and then write a one-page description that includes the people
and things found there. Arrange your details in spatial order.
1. List as many sensory details about your street, neighborhood, or town as you can.
Sight: ____________________________________________________________________
_________________________________________________________________________
Sound:___________________________________________________________________
_________________________________________________________________________
Taste: ____________________________________________________________________
_________________________________________________________________________
Smell: ___________________________________________________________________
_________________________________________________________________________
Touch: ___________________________________________________________________
_________________________________________________________________________
2. On a separate sheet of paper, organize your details. Leave out those that do not fit the over-
all impression you want to convey. Then draft your description.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
On Your Own
Make a point of meeting a new person, visiting a new place, or seeing something unusual.
Capture your first impressions of this person, place, or thing by freewriting in your journal.
24
3. Revise your word picture, and copy your final draft below. Use additional paper if necessary.
Name ...................................................................................... Class .................................................. Date ................................
4.1
Writing the Stories of History

Seeing Our Lives as History
A hundred years from now, our lives will be a part of history, and people will be interested in the details of our times.
1. Imagine you are writing to an eighth grader who lives one hundred years from now. Use
yourself as the main character, and choose an event and a setting that you feel reveals
something about life in the present.
People____________________________________________________________________
_________________________________________________________________________
Setting___________________________________________________________________
_________________________________________________________________________
Event_____________________________________________________________________
_________________________________________________________________________
2. Draft one to two paragraphs in which you introduce the narrative you planned above.
Consider ways to make your reader want to continue reading. Use additional paper if
necessary.
On Your Own
Name two major topics of study that interest you, such as science, music, nature, or politics.
Under each topic, list personshistorical or contemporaryassociated with that topic about
whom you could write a historical narrative for readers of the future. Then write a few sentences explaining why you would like to write about each person and why each person
would interest future readers.
25
Name ...................................................................................... Class .................................................. Date ................................
4.2
Using Chronological Order

Writing a Day in the Life
In order to practice your narrative skills, choose a significant day in your life. The day
might be a national holiday, a personal holiday (such as a birthday), or some other significant daysuch as your first day in a new grade or a new school. List the days high
points and your feelings about them. Then write a short chronological narrative about
your significant day. Remember to be specific, using clear and varied transitions. Use
additional paper if necessary.
On Your Own
Imagine that you are writing a family history book that will be passed from generation to
generation. Write a one-page narrative about a day in the life of your family or one of the
members of your family.
26
Name ...................................................................................... Class .................................................. Date ................................
4.3
Establishing Point of View

Looking Back on the Present
What will education be like fifty years from now? Perhaps each eighth grader will have
his or her own smart computer that will teach and grade him or her. Perhaps classrooms
and teachers as we know them will have almost disappeared. Imagine you are fifty years
older. Use a first-person point of view, and write a narrative to your grandchildren that
tells them what eighth-grade education was like fifty years beforethat is, now. Use
additional paper if necessary.
On Your Own
Much will have changed fifty years from now, from transportation, to clothing styles, to
music. Consider various aspects of your life and of life around you. Focus on a subject of
your choice, and write a one-page narrative to your grandchildren. Use personal experiences
to bring your subject to life, and write from either a first- or third-person point of view.
27
Name ...................................................................................... Class .................................................. Date ................................
4.4
Writing Realistic Dialogue

Developing Dialogue
Write a dialogue between yourself and an author, a literary character, or a famous figure.
Remember that dialogue is a way of revealing the speakers personality and character.
Also try to make your dialogue sound relaxed, natural, and as realistic as possible.
On Your Own
Continue to practice your dialogue-writing skills by writing a dialogue between you and
another person about an issue that you want to resolve with that person. Try to characterize
that person in a realistic wayas you know him or her. Alternatively, write a conversation
between you and an imaginary figure who is expressing a familiar emotion, such as happiness,
surprise, relief, frustration, anger, or jealousy. You might want to focus the dialogue around a
specific event that is the cause of the emotion.
28
Name ...................................................................................... Class .................................................. Date ................................
4.5
Relating a Historical Event

Writing in Anothers Voice
You need not confine yourself to historical characters to practice writing in anothers
voice. Imagine yourself as a character from a movie that youve seen or from a book
youve read. Recall a major situation in which the character was involved. As the character, write a journal entry in the first person. Try to depict what happened, why you
acted as you did, and how you felt. Use additional paper if necessary.
On Your Own
Choose a historical event to research, such as the Boston Massacre in 1770, the Trail of Tears
in 1838, or an event of your own choosing. Then imagine that you are one of the people
involved in that event. Write a one-page historical narrative that tells of your experience.
29
Name ...................................................................................... Class .................................................. Date ................................
4.6
Writing a News Story

Writing History as News
In order to practice your news-writing skills, interview a family member about an

interesting event in his or her life. Write it up as a news story. Begin with a lead that
tells who, what, when, where, why, and how. Then add details to explain and add
interest to the story.
On Your Own
Think of your life as a series of news events. Choose an interesting and meaningful event
that has happened to you, and write a news story with an effective lead and a detailed
paragraph or two.
30
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G
4.7
A B O U T
L I T E R AT U R E
Responding to a Historical Narrative

Times Past
Read at least ten pages from one of the following historical narratives, or choose one of
your own. As you read, take notes to help you answer these questions: From what
point of view is the narrative written? Who is telling it? How much does the narrative
reveal about the historical period it covers? What do you learn from it about politics,
customs, peoples, and events of the time?
1. The Book of Abigail and John: Selected Letters by Abigail Adams
2. This Is My Story by Eleanor Roosevelt
3. Night by Elie Wiesel
4. Letters from an American Farmer by Jean de Crevecoeur
On Your Own
Write a one-page review of the historical narrative you chose above. Use your notes as a
guideline. Be sure to include the title, author, date of publication, and pages read.
Summarize the content of the excerpt, and give a brief evaluation.
31
Name ...................................................................................... Class .................................................. Date ................................
Making Yourself a Historical Character
You can create historical characters for a narrative, but you can also put yourself in a
historical setting. Imagine that you can spend one day anywhere in the past. What time
period would you choose? What would you do? Would you observe some great historical
event or participate in it? Practice prewriting strategies by making notes on a separate
sheet of paper. Then draft a historical narrative starring yourself. Use additional paper
if necessary.
On Your Own
Take the historical narrative you wrote above, and revise it. Check to be sure that it follows
a logical order, that all details are appropriate for the time period chosen, and that it has
an attention-grabbing beginning and a strong conclusion. Then edit it for correct spelling,
grammar, and punctuation. Finally, present the final draft to your teacher, or read it aloud
to the class.
32
Name ...................................................................................... Class .................................................. Date ................................
5.1
Conveying Information
Describing an Activity to Bring It Alive for Others
Imagine that you have a new pen pal your age who lives in another country. You want
to explain to him or her what your typical school day is like. Write a letter explaining
your school schedule, school subjects, after-school activities, and homework. Keep the
letter informative and to the point.
On Your Own
Choose an activity youve done for science class, such as dissecting a frog. Explain to the
same pen pal what you did, from picking a lab partner to recording your findings. Try to
bring the activity alive for your reader, keeping in mind that your purpose is to inform.
33
Name ...................................................................................... Class .................................................. Date ................................
5.2
Structuring an Explanation
Describing Through Details
Details in expository writing help to develop or support your main idea, or thesis.
Think of a simple process, such as putting on a bandage, making toast, feeding a cat,
or an idea of your own. Write a paragraph explaining the process. Include all necessary
details to make the process clear to the reader.
On Your Own
Exchange your paragraph with a classmate. Read each others explanations, and give suggestions
for revising and editing. Notice whether the details are in a logical order and support the
topic sentence. Then revise and edit your paragraph, following your classmates suggestions.
34
Name ...................................................................................... Class .................................................. Date ................................
5.3
Writing to Compare and Contrast

Identifying Similarities and Differences
By comparing and contrasting two similar things, you often can learn more about each
of them than you can by examining them separately.
1. Choose one of the following: two movies from the same category (such as action/adventure,
comedy, or drama); two breeds of the same animal species (such as cats, dogs, or horses);
two sports figures who play the same position in the same sport. In the space below, make
a Venn diagram to show how the two are similar and how they are different.
2. In one or two paragraphs, compare and contrast the two subjects from Part 1. Organize
your writing by subject or by feature. Use additional paper if necessary.
On Your Own
Write a one-page article in which you compare and contrast riding a bicycle and riding in
a car. You might consider issues such as environmental impact, expense, convenience, and
health.
35
Name ...................................................................................... Class .................................................. Date ................................
5.4
Writing About a Process

Writing to Explain a Process
Writing about a process allows you to teach your reader how something is done.
Choose one of the topics listed below, or any other activity that you know how to
do well. Write a process essay on the activity as a special feature for your classmates.
Imagine that it will be published in a school newspaper or a magazine for students.
Change a bicycle tire
Cook a simple meal for yourself
Shop for clothes
Play a computer game
Skateboard
Read and enjoy a novel, short story, or poem
Write a computer program
Color-coordinate an outfit for school
Play a board game
Play a musical instrument
Start a collection
Work a mathematical equation
Plant a garden
Go birdwatching
On Your Own
Consider an activity for which you are currently responsible, such as feeding the dog or
watering the plants. Imagine you are going out of town for several days. Write a process
explanation to a neighbor or relative who will take over that responsibility while you are away.
36
Name ...................................................................................... Class .................................................. Date ................................
5.5
Explaining Connections Between Events

Why Do Some Things Happen?
Writing about events in our lives can be informative. Writing about the causes and
effects of those events can be even more illuminating. Look at the following topics, and
choose one to demonstrate your understanding of cause-and-effect relationships.
Write a cause-and-effect essay about one of the following:
1. a positive event that recently occurred involving you and a parent or another important
adult in your life

2. a time you procrastinated doing a major assignment
3. a memorable event on a trip or vacation
On Your Own
Many species of wildlife are in danger of becoming extinct. Investigate an endangered plant
or animal. If you need help finding information, ask your teacher or librarian. Write a onepage paper explaining why the plant or animal is endangered. Imagine that you will present
this paper to a convention of politicians or other decision-makers, and write with that audience in mind.
37
Name ...................................................................................... Class .................................................. Date ................................
5.6
Answering an Essay Question

Recognizing Key Words
Study the sample essay questions below. Underline the key words that tell you which
ideas to include in your answer. Develop a thesis statement for each answer that shows
you understand the question. Use an encyclopedia or other reference material if you
need help writing the thesis statements.
1. Explain the importance of the Rosetta Stone to historians. ___________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Contrast the conditions of the Sahara and Mojave deserts. ___________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Explain the process of photosynthesis. ___________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Describe three effects Pablo Picasso had on the art world.___________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
On Your Own
Work together with a classmate. Make up an essay question for your partner to answer.
Write a one-page essay that answers your partners question. Remember to look for the key
words in the question and to write a thesis statement in your answer. When you have both
finished, exchange essays for review and positive criticism.
38
_________________________________________________________________________
Name ...................................................................................... Class .................................................. Date ................................
5.7
Reports: Researching a Topic

Discovering Information
Sometimes you may not know where to find the information you need for your
research. Below are two lists. The first list gives places where you can find information,
and the second list gives specific sources that contain the information. Using at least
two items from each list, research a topic for a two-page report. Take notes, and keep
a record of the sources you used. Be sure the topic is not too broad or too narrow.
1. How to Find What You Need
Library card catalog (often computerized)

Readers Guide (indexes popular magazines)
Other indexes
Computerized data base
Computerized on-line search
2. Sources of Information
Reference books (encyclopedia, almanac, atlas, etc.)

Magazines and journals
Newspapers
Nonfiction books
Audio-visual materials
On Your Own
Choose a country that is unfamiliar to you. Use an atlas to gather information about the
country, and write a one-page report on one aspect that interests you. For example, you
might find information on the countrys landforms, industry, agriculture, imports and exports,
cities, populations, or climate. Assume your classmates are your readers.
39
Name ...................................................................................... Class .................................................. Date ................................
5.8
Reports: Writing a Business Letter to Request Information

Writing to Others to Request Information
Imagine that your family is planning an exciting summer vacation in Tahiti. Write a
letter to a travel bureau there asking about accommodations, sites to be visited, group
tours, available activities, restaurants, shopping, and so on. Be sure to use the correct
business form for your letter.
On Your Own
Exchange letters with your classmates. Review the letters. Check that they are clear and to
the point and that they follow the correct form for a business letter.
40
Name ...................................................................................... Class .................................................. Date ................................
5.9
Reports: Planning and Drafting

Planning a Report
Use your research notes from Lesson 5.7, and plan your two-page report. Review the
notes, keeping in mind your purpose and audience. Write a thesis statement, and organize
your ideas in an outline. Write the thesis statement and outline in the space provided.
On Your Own
With your notes, outline, and thesis statement completed, you are ready to draft your report.
Draft two pages, making sure you include an introduction, body, and conclusion.
41
Name ...................................................................................... Class .................................................. Date ................................
5.10
Reports: Revising, Editing, and Presenting
Writing It Right
Complete the report you drafted for Lesson 5.9 as follows:

1. Revising:
Work with a peer reviewer to answer these questions about each others draft. Do you
accomplish your purpose? Do the main ideas and details support or develop the thesis
statement? Is the organization logical and clear?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Editing:
Work with the same peer reviewer as you check your reports for grammar, spelling, and
punctuation.
Hand in your revised and edited draft to the teacher.
On Your Own
Write a one-page review or critique of a paper you wrote recently. Do the details support
the main ideas? How has the organization of the paper affected its impact and clarity? If
you were to revise this paper again, what would you change?
42
3. Presenting:
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G
5.11
A B O U T
L I T E R AT U R E
Comparing Two Poems

Looking for Similarities and Differences
Below are two unpublished poems by Rayna Newman. Read the poems, and answer
the following questions for each poem.
Snow
Snowfall
Sitting by the fire

Gazing out upon bitter snow
Remembering skates and sleds
But that was long ago
Fresh, white, bright, friendly, inviting

Snow
falling
softly
Skates, sleds, snowballs, snowmen, angels
Snow
falling
softly
Stars twinkling down from heaven
A fairy crown on my head
Snow
falling
softly
Oh, harsh traitorous blizzard

Why do you treat me so
Your cold powerful arms have trapped me
While I want to be free to go
1. Who do you think is the speaker?

a. Snow ____________________________________________________________________
b. Snowfall ______________________________________________________________
2. What adjectives describe the snow?

a. Snow ____________________________________________________________________
b. Snowfall ______________________________________________________________
3. What is the speakers attitude?
a. Snow ____________________________________________________________________
b. Snowfall ______________________________________________________________
4. What mood does the poem create?
a. Snow ____________________________________________________________________
b. Snowfall ______________________________________________________________
On Your Own
Write a paragraph in which you compare and contrast the two poems. Think about your
answers to the numbered questions. Use specific details from the poems.
43
Name ...................................................................................... Class .................................................. Date ................................

Using the Writing Process in Expository Writing
Choose a suitable topic for a two- or three-paragraph expository essay. Choose a topic
that will not need research. Remember to use the following five steps: prewriting,
drafting, revising, editing/proofreading, and publishing/presenting. Make the essay
interesting and informative. Use additional paper as necessary.
On Your Own
You are part of a group that will create the display for the school bulletin board this month.
The theme is health. Do some research on healthy diets. Then find or create a few pictures
that illustrate your topic. For each picture write a well-organized paragraph that explains the
picture and its relationship to a healthy diet.
44
Name ...................................................................................... Class .................................................. Date ................................
6.1
Writing Persuasively
Writing to Change Someones Mind
Choose a topic of concern to you. It can be a health issue, a local or national political
issue, an environmental issueanything you feel is important. Identify a change you
would like to see. Investigate your topic, and write a few paragraphs for a petition that
an action group wants to circulate throughout your community. Be sure you make
clear who will read the petition and why readers should sign it.
On Your Own
What subject do you most like to study? Consider what is interesting about the subject, the
skills learned through its study, and the importance of that subject in relation to the world.
Write a paragraph to spark interest in a classmate who does not find the subject worthwhile.
45
Name ...................................................................................... Class .................................................. Date ................................
6.2
Determining a Position
Making Up Your Mind
When a CD contains lyrcis that some might consider objectionable, a sticker is put on
the cover informing the consumer. Many musicians disagree with this practice of labeling CDs containing explicit lyrics. They believe that such labeling limits their right to
free speecha major freedom given by our Constitution. On the other hand, some
parents believe that they should know the nature of the lyrical content of CDs their
children are buying. They want to be informed. They compare such labeling to the rating of movies. What do you think? Develop a list of supporting details for both sides. If
you need more information, read some articles on the subject, and discuss it with parents, teachers, classmates, and others.
Against CD Labeling
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
On Your Own
Decide what your position is concerning the labeling of records. Draft an editorial for your
school newspaper in which you state and defend your position.
46
For CD Labeling
Name ...................................................................................... Class .................................................. Date ................................
6.3
Evaluating Evidence
The Nature of Evidence
Some animal rights groups protest the sale of furs, and some protest the testing of
products such as make-up, perfumes, and medicines on animals. Refer to the Readers
Guide to find some magazine articles about these issues. Choose an article that
expresses an opinion on the issue, and examine it closely. Identify the kinds of
evidence you find, such as facts, opinions, statistics, reasons, or examples. Does the
writer use relevant evidence? How persuasive is the writer? Jot down your notes in
the space provided.
On Your Own
Do you agree or disagree with the article you used in the above exercise? Write one or two
paragraphs telling whether you agree or disagree and why. If you agree, point out what
evidence convinced you. If you disagree, point out the weaknesses in the arguments used.
47
Name ...................................................................................... Class .................................................. Date ................................
6.4
Developing a Strategy
Getting the Readers Attention
You are on the yearbook staff. You need to raise money to help pay for production
costs. One way is to sell advertising space in your yearbook. Write an introduction to
a letter that you want to send to local businesses asking them to buy advertising space.
Remember, you are competing for their attention. Businesses constantly receive
requests to buy advertising space and to donate to causes.
On Your Own
Now complete the letter that you started in the above exercise. You want to follow a great
introduction with a strong argument. Make your case, and consider what points would be
important to business owners.
48
Name ...................................................................................... Class .................................................. Date ................................
6.5
Strengthening Your Argument

Fielding Feedback
Have a peer reviewer comment on the editorial about CD labeling that you wrote for
Lesson 6.2. After you have read his or her comments, mark the ones with which you
agree. Then use the following questions to help you make your own evaluation. Write
your revision notes in the space provided.
1. Is your position clearly stated?
2. Do you present enough evidence to support your position?
3. Which evidence is strong? Is it relevant?
4. Did you keep your audience in mind?
5. Did you achieve your purpose?
On Your Own
Based on the peer reviewers comments and your own evaluation, revise your editorial.
Remember, make changes that you think are appropriate.
49
Name ...................................................................................... Class .................................................. Date ................................
6.6
Creating an Ad
Putting AIDA to Work
Imagine that you have invented or improved a product or service. Create an advertising campaign based on the AIDA goals: attracting Attention, arousing Interest, creating
Desire, and causing Action.
1. Identify a product or service, a target audience, and some possible methods of achieving
AIDA.
Product or service: _________________________________________________________
Target audience:____________________________________________________________
Attention:_________________________________________________________________
_________________________________________________________________________
Interest:
_________________________________________________________________________
_________________________________________________________________________
Desire:
_________________________________________________________________________
_________________________________________________________________________
Action:
_________________________________________________________________________
_________________________________________________________________________
to think up a catchy slogan. Use additional paper if necessary.
On Your Own
Your textbook explains that ads play upon both positive and negative emotions. Find three
magazine advertisements that appeal to three different emotions. Write a paragraph about
each ad, identifying the emotion and explaining how the ad appeals to it.
50
2. Create a magazine advertisement for your product or service. Use graphics if you wish. Try
Name ...................................................................................... Class .................................................. Date ................................
6.7
Writing a Letter to the Editor

Thinking of Ideas for a Letter to the Editor
A letter to the editor is a good way to communicate with others about your opinions.
In the space below, jot down some local issues you can think of such as regulations
concerning the environment or city laws that affect teenagers. Answer the questions
that follow.
1. Which issue would make the best letter to the editor? Why? ___________________________
_________________________________________________________________________
_________________________________________________________________________
2. In order to write the letter, what research would you need to do?______________________
_________________________________________________________________________
_________________________________________________________________________
3. Which newspaper or magazine would be the best place to send your letter? Why?
_________________________________________________________________________
_________________________________________________________________________
On Your Own
Research to find the facts, statistics, or other evidence you need to write a credible letter on
the topic you identified above. Draft a letter. Get feedback from a peer or a teacher. Revise
and edit the letter, and then send it to the newspaper or magazine you chose.
51
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G
6.8
A B O U T
L I T E R AT U R E
Writing a Book Review

Choosing What to Review
Imagine that you are a regular book reviewer for your school newspaper. It is time for
you and the other reviewers to present the Book of the Year. Draft a review of the
book you feel should receive the honors. Is it a book that middle schoolers can relate
to? Does the book say something that you feel is important or valuable? Include a summary, a personal response, and reasons why the book youve chosen deserves to be
Book of the Year. Remember, you want to persuade your fellow reviewers.
On Your Own
Suppose your English teacher is creating a list of recommended readings for eighth-grade
students. What is one book (different from the one you reviewed in the above exercise)
that you would recommend to all eighth graders? Write about it in a one-page review.
Your purpose is to persuade your teacher to include that book in the list.
52
Name ...................................................................................... Class .................................................. Date ................................

Sharpening Your Persuasive Skills
Persuasion is one of the most important tools of the writers craft. To sharpen your
persuasive skills, write a letter of application to the president of a company or organization in the field that you imagine yourself working in someday. Try to persuade the
person to hire you for a summer job. Introduce yourself in an interesting way, and be
clear about the reason you want the particular job. Use additional paper to prewrite,
draft, and revise. Present the final copy of your letter here.
On Your Own
Many writers attend writers workshops to get feedback about their writing from their peers.
They use this feedback to revise their work and to alter their writing habits. Consider how
participating in peer review has altered your writing. Now imagine that you belong to
Writers Workshop, a school club that meets weekly to read and review one anothers
writing. You are responsible for creating the flyer to advertise the club. Write a paragraph
for the flyer to persuade students to join the club.
53

Grade 8 Composition Enrichment

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Grade 8 Composition Enrichment

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Grammar and Composition

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The Writing Process

Working with the Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing for Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Writing the Stories of History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Writing for Yourself

writing complete sentences.)

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Writers Choice: Composition Enrichment, Grade 8, Unit 1

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Writing About Wishes and Dreams

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suggested by your cluster diagram.

Writing Ones Own Story

Writers Choice: Composition Enrichment, Grade 8, Unit 1

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points of your life between now and then.

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Writing Process in Action

Assume your teacher is the audience. Use additional paper if necessary.

Writers Choice: Composition Enrichment, Grade 8, Unit 1

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Working with the Writing Process

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Prewriting: Determining Audience and Purpose

adult in mind as your audience.

Writers Choice: Composition Enrichment, Grade 8, Unit 2

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Prewriting: Investigating a Topic

Exploring Your Topic

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Prewriting: Organizing Ideas

Writers Choice: Composition Enrichment, Grade 8, Unit 2

Drafting: Writing It Down

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Revising: Taking a Fresh Look

Writers Choice: Composition Enrichment, Grade 8, Unit 2

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8. That movie was exciting. ____________________________________________________

Revising: Writing Unified Paragraphs

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Revising: Writing Varied Sentences

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Writers Choice: Composition Enrichment, Grade 8, Unit 2

Editing/Proofreading: Fine-tuning Your Work

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Publishing/Presenting: Sharing Your Writing

Presenting Your Work

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Writers Choice: Composition Enrichment, Grade 8, Unit 2

Writing Process in Action

order. Use additional paper if necessary.

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Good descriptions require careful observation of details. To practice your descriptive

Writers Choice: Composition Enrichment, Grade 8, Unit 3

Collecting Sensory Details

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Using Precise Language

Writers Choice: Composition Enrichment, Grade 8, Unit 3

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8. Terry is nice. ______________________________________________________________

Using Spatial Order

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