Grammar and Writing Workshop Transparencies, Course 2 PDF

Grammar
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Grammar and Language
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Writing Workshop
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Grammar and Language Transparencies
Proper Nouns and Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Punctuating Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Main and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Pronouns Used as Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Quotation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Capitalization of Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Intensiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Using Capital Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Commas and Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Superlative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Semicolons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Hyphens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Capitalizing Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Identifying Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Punctuating Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Usage: Lie and Lay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Present and Past Participles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Comparative and Superlative Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Using Quotation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Compound Predicates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Capitalizing Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Consistency in Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Comparative and Superlative Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Commas to Set Off Interrupters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Using Troublesome Words: Its and Its . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Verbs in the Past Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Using End Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Complete Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Using Troublesome Words: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Adjective Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Using Commas to Join Main Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Identifying the Subject of a Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Troublesome Words: Lie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Semicolons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Using Troublesome Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Identifying Lively Sentence Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Compound Predicates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Innitives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Commas in a Series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Dashes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Past Perfect Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Using Semicolons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
GRAMMAR AND LANGUAGE
T R A N S PA R E N C Y
A proper noun names a specific person, place,

thing, or idea.
Proper adjectives are formed from proper nouns.
They are used to describe nouns. Both proper
nouns and proper adjectives begin with capital
letters.
Examples
person place idea
Proper nouns: Julia Mexico Monday

Proper adjectives:
American name Middle Eastern bazaar
from America from Middle East
Practice
Correct the capitalization in the following
sentences.
1. Born in new york city, julia and her older sister
are the americans in the family.
2. Her sister found that her name, mauricia, did
not translate into english.
3. mr. alvarez often used the spanish language
at home.
Course 2 Copyright by The McGraw-Hill Companies, Inc.

Dialogue is conversation between two or more

people. Use quotation marks before and after a
speakers exact words. Use commas to separate
such phrases as he said from the speakers actual
words. Place a comma or a period inside closing
quotation marks.
Examples
commas
Her name, Mami admitted, is Mauricia.
speakers exact words
Practice
Add quotation marks and commas where
appropriate in the following sentences.
1. I hate my name Julia grumbled.
2. My name Mauricia observed doesnt even sound
American.
3. Julia explained Im from the Dominican
Republic.
4. Someday Papi said you will be famous, Julia.

Main verbs have four principal parts that are used

to form a verbs tenses:
the base form (play) present participle
(playing)
past form (played) past participle (played)
Helping verbs such as be, have, and do are often
combined with main verbs to form verb phrases
(are playing).
Example
helping main verb (base form)
verb
Cal Ripken did play longer in each game than
Gehrig.
verb phrase
Practice
Underline the helping verb and circle the main
verb in each sentence below.
1. Many factions had formed different opinions
about Ripkens record.
2. Cal Ripkens streak does outshine Lou Gehrigs
record.
3. The writer is making a point about courage and
greatness.
4. Gehrigs farewell words have resonated for
generations of fans.

A prepositional phrase is a group of words that

begins with a preposition and usually ends with a
noun or pronoun.
Prepositional phrases usually answer the questions

where? when? or how?
Example
preposition
My father sat on the porch.
prepositional phrase (answers where?)
Practice
In the following sentences, underline the
prepositional phrases and circle the prepositions.
1. I listened carefully to Red Barber.
2. My father returned home from his job.
3. These were my first lessons in the narrative art.
4. I could keep his interest until the last pitch.

Personal pronouns are used in sentences to

replace nouns that refer to people or things.
The following personal pronouns can be used as

objects of verbs or prepositions: me, you, him,
her, it, us, and them.
Example
The girls had a late class. Ernie waited for them.
noun referred to pronoun

(object of preposition for)
Practice
Substitute the correct pronoun for the underlined
word or words in each of the following sentences.
1. Alfonso asked his mother for braces, but this
morning was the wrong time to ask his mother.
2. When Alfonso asked the question, she glared at
Alfonso.
3. Alfonso decided to fix his teeth by pressing on
his teeth.
4. Although he checked his smile every half hour,
he saw no improvement in his smile.

The subject and verb of a sentence must agree in

number.
A singular subject calls for a singular form of the

verb. The singular form of a verb in the present
tense usually ends in -s or -es. A plural subject
calls for a plural form of the verb.
Examples
singular subject singular verb
Miss Hopley stands up.
The students answer questions.
plural subject plural verb
Practice
For each sentence below, circle the form of the
verb in parentheses that correctly completes the
sentence.
1. Miss Hopley (takes, take) Ernesto to Miss Ryans
class.
2. First graders quickly (overcomes, overcome)
their fear of reading aloud.
3. Ernestos classmates (comes, come) from many
backgrounds.
4. Miss Ryan (encourages, encourage) everyone.

An adjective is a word that modifies, or describes,

a noun or pronoun. The articles a, an, and the are
also adjectives.
Examples
She pulled black veins out of fleshy prawns.
adjective noun adjective noun
Practice
Underline the adjectives in the following
sentences. Draw an arrow from each adjective to
the noun or pronoun it modifies.
1. We were shocked by a bitter blast of cold air.
2. The playful puppy chewed on a red ball.
3. The loud noise frightened three young children.
4. The apartment had a large, blue couch and
two tall bookshelves.

Use quotation marks before and after the exact

words in a direct quotation.
Place commas and periods inside closing quota-
tion marks.
Place question marks inside quotation marks if
they are part of the quotation, outside if they
serve the entire sentence.
Examples
narrative question mark
Parks, I said, will you come get me out of jail?
direct quotation of question
Practice
Insert quotation marks where appropriate in the
following sentences.
1. Well, the driver said, Im going to have you
arrested.
2. Then I said, You may do that.
3. Why did Rosa Parks say, You may do that?
4. The policeman asked, Why didnt you stand up
when the driver spoke to you?

Use commas
before and after the year of a date when the year
appears with both the month and the day.
between the day of the week and the date.
Do not use commas if the day or year is left out of
the date.
Example
comma
Rosa Parkss ordeal began on December 1, 1956.

month day year
Practice
Add commas where necessary in the following
sentences. Write no comma if none is needed for
the sentence.
1. Monday December 5 1955 was the date the
boycott began.
2. The sky on December 2 was dark.
3. A grand jury indicted people for the boycott in
February 1956.
4. The Supreme Court ruled against segregation on
November 13 1956.

A proper noun names a specific person, place, or

thing. Capitalize the first letter of all significant
words in a proper noun.
Examples
Person: Rosa Parks
Organization: Supreme Court of the United States
Practice
Replace lowercase letters with capital letters where
needed in the following items.
1. holt street baptist church

2. city commissioners
3. montgomery, alabama
4. the reverend ralph abernathy
5. fourth of july

An adverb that emphasizes or intensifies the

meaning of an adjective or another adverb is called
an intensifier. Some common intensifiers are
almost, nearly, very, and too.
Examples
intensifies always
I nearly always got the part.
She felt desperately unhappy.
intensifies unhappy
Practice
For each sentence below, add the intensifier or
intensifiers in parentheses to emphasize adverbs
or adjectives.
1. Cherylene Lee was a successful performer.
(highly)
2. She was small for her age. (very)
3. Her parents were proud of her. (extremely)
4. Cherylene always succeeded at auditions, until
she became tall. (almost, too)

Capitalize the first word of a sentence or a

quotation.
Capitalize proper nouns, including the names of
people, places, company and product names, days
of the week, and months of the year.
Example
proper noun
As his friend stared, Jack explained, Sunshine.
first word of sentence first word of quotation
Practice
needed in the sentences below.
1. every wednesday, jack takes ernie to breakfast.
2. they eat at the big boy restaurant, which is
across the street from stans hardware.
3. ernie leaves a jar of flowers for dolores once a
week.
4. jack asked ernie several times, are you sure
you want to plant these?

A main clause has both a subject and a predicate

and can stand alone as a sentence. When main
clauses are connected by a conjunctionand, but,
or ora comma precedes the conjunction.
Examples
comma conjunction
Bandit is an egg thief, but he is still our pet.
subject predicate subject predicate
Colin held Bandit in his arms and fed him milk.
subject predicate conjunction predicate
Practice
Insert commas where needed in the sentences
below. Write no comma if none is needed.
1. Father took pride in hunting but refused to join
the hunt for Bandit.
2. Colin found Bandit again and they walked
together for a long way in the woods.
3. Colin would never be a farmer but Father
appreciated his artistic talent.

An appositive is a noun placed next to another

noun to identify it or to give additional informa-
tion about it.
An appositive phrase is a group of words that
includes an appositive and other words that
describe it. Set off appositives and appositive
phrases with commas.
Example
appositive phrase
V. Louise, the head nurse, bought Katie a

fountain pen.
Practice
To each sentence below, add the appositive phrase
in parentheses where appropriate. Insert commas
where needed.
1. Katie liked the gift of paperback books and
writing paper. (a writer)
2. Her mothers gift was a mystery to Katie. (an
empty box)
3. Katie had a difficult time adjusting to her new
home. (her fathers house)
4. Its you suddenly made sense to her. (Mamas
last words)

The superlative form of a modifier compares

three or more people, things, or actions. The
superlative form of adjectives and adverbs is
created by adding the ending -est or by using
the word most.
Examples
superlative of old
Was Rip Van Winkle the oldest person in town?
It is the most spectacular play Ive ever seen.
superlative of spectacular
Practice
For each sentence below, fill in the blank with
the correct superlative form of the modifier in
parentheses.
1. Cherylene was probably the _________________________
child in her class. (short)
2. She worked the _________________________ of all the
volunteers at the La Brea Tar Pits. (hard)
3. Archaeology was the _________________________ of all
subjects to her. (fascinating)
4. This hobby became the _________________________ way
to overcome her disappointment. (effective)

A main, or independent, clause has a subject

and a predicate and can stand on its own as a
sentence. Main clauses can be connected with a
semicolon.
Example
main clause main clause
Rip was good-natured. He was also kind.
Rip was good-natured; he was also kind.
semicolon lowercase letter
Practice
Use semicolons to join the following pairs of
sentences.
1. Rip went squirrel-shooting in the mountains. He
took his dog, Wolf.
2. The village was different. It was larger and more
populous.
3. Rip was very confused. He began to wonder
whether he was dreaming.

Use a hyphen in a compound adjective if the

adjective precedes the noun modified and the
words work together to create a single description.
Examples
the window on the the fourth-floor window

fourth floor
a bookshelf that is a well-built bookshelf

well built
Practice
Add hyphens where needed in the phrases below.
Write no hyphen if one is not needed.
1. ragged children running wild
2. cast off belongings
3. blue green sky
4. even tempered dog
5. weather beaten countenance

A proper noun names a specific person, place,

thing, or idea.
Capitalize the first word and all other important
words in a proper noun.
Examples
Peter Stuyvesant (name of specific person)
Kaatskill Mountains (name of specific place)
Practice
necessary in the items below. As is done in the
examples, tell why you capitalized the words. If
capitalization is unnecessary, write correct.
1. hudson river
2. democratic party
3. union hotel
4. general
5. nicholas vedder


a noun or pronoun. The articles a, an, and the, as
well as some pronouns, are also considered
adjectives.
Example
The schooner sailed the wintry sea.
adjective noun adjectives noun
Practice
Underline the adjectives in the following
sentences. Draw an arrow from each adjective to
the word or pronoun it modifies.
1. The well-traveled skipper brought his young
daughter on the journey.
2. An old, frightened sailor offered a warning.
3. In the dark night, the fierce winds brought
the snow.
4. The young maiden and her foolish father lost
their lives.

A few general rules for punctuating dialogue:

Use quotation marks before and after the exact
words of a speaker, and with both parts of a
divided quotation.
Place question marks and exclamation points
inside closing quotation marks unless the
punctuation serves the entire sentence.
Examples
quoted question
How old are you? he demanded.
Did Mary say, Ill be right back?
sentence question
Practice
Add quotation marks where appropriate in the
sentences below.
1. Im hungry! she kept saying.
2. Mushrooms aint good eating, I said. They can
kill you.
3. Maybe, Mary answered. Maybe they can.
4. Whats that mark on your shoulder? I asked her.

The verb lie means to recline.

The verb lay means to put or to place.
present present past past

form participle form participle
lie, lies lying lay lain
lay, lays laying laid laid
Examples
reclines
Alphonse lies on his mat.
The vet laid him gently on the table.

placed
Practice
For each sentence below, circle the correct verb in
parentheses.
1. Alphonse was tired, so he (lay, laid) down on my
bed.
2. I (lay, laid) his bowl close to his head.
3. (Lying, Laying) in the sun is the old dogs
favorite pastime.
4. I will (lie, lay) next to him for a while.

A participle is a verb form that can function as a

main verb in a verb phrase or as an adjective.
The present participle is formed by adding -ing
to the base form of a verb. For regular verbs, the
past participle is formed by adding -ed to the
verb.
Examples
present participle (adjective)
like a breaking wave
She had catapulted to victory.
past participle (verb)
Practice
Underline the present participles and circle the
past participles in the sentences below. Identify
each participle as a verb or an adjective.
1. The runners had waited patiently for the day of
the race.
2. The flapping banners have startled them.
3. They were struggling to concentrate.
4. The overheated runners asked for water.

A prepositional phrase is a group of words that

begins with a preposition and ends with a noun or a
pronoun.
A prepositional phrase functions as an adjective
when it modifies a noun or a pronoun and as an
adverb when it modifies a verb or another modifier.
Example
Metaphor has its point of view.
modified noun prepositional phrase

(adjective)
Lets look at this one more time.
modified verb prepositional phrase (adverb)

Practice
In the following sentences, underline the
prepositional phrases and circle the word each
phrase modifies. Label each prepositional phrase
as an adverb or an adjective.
1. The woman from the newspaper needed a poem
quickly.
2. Nikki Giovanni heard Hughess advice in her mind.
3. Giovanni wrote a poem for Langston Hughes.
4. Through his poetry, Hughes inspires many
people.

The comparative form of an adjective compares two

things or people and is usually formed by adding -er
to an adjective: faster athlete.
The superlative form of an adjective compares more
than two things or people and is usually formed by
adding -est to an adjective: fastest athlete.
Examples
comparative adjective
Rahi is taller than Benjamin.
Rahi is the tallest boy in the class.
superlative adjective
Practice
For each sentence below, write in the blank the
correct form of the adjective in parentheses.
1. The bow from his grandmother was the
_______________ one he had ever seen. (thick)
2. Having a _______________ nose than the boy, the dog
picked up the scent first. (keen)
3. Swift Runners knowledge of the elders stories was
______________ to him than physical strength. (handy)
4. The _______________ spot of the bear was the sole of
its foot. (weak)

Use an apostrophe to indicate where letters have

been omitted in a contraction.
Many contractions are made by combining nouns
or pronouns with parts of verb phrases or by
combining a verb with not.
Examples
word 1 + word 2 contraction

that + is thats

had + not hadnt

Practice
Underline the contractions in the following
sentences and add apostrophes where appropriate.
Next to each contraction, write the words that
formed it.
1. The climbers werent climbing anymore; theyd
been forced to hide.
2. They desperately hoped they wouldnt have to
turn around.
3. It was unlikely that theyd have another chance
to try again.
4. Above 19,000 feet, a climber cant last long;
there isnt enough oxygen.

Use quotation marks before and after a direct

quotation, the exact words of a speaker.
Enclose both parts of an interrupted quotation.
When writing a direct quotation, place commas
and periods inside closing quotation marks.
Always capitalize the first word of a direct
quotation.
Example
quotation marks
Earle explained, We have a fish crisis.
direct quotation
Practice
Add quotation marks and capitalize letters where
1. What makes it worse, Earle continued, is that we
know its wrong.
2. We are reaching, and in many cases have
exceeded, the oceans limits, one expert
explained.
3. The article concludes, we are no longer living
off the income but eating deeply into the
capital.

A compound predicate has two or more simple

predicates, or verbs, that share the same subject.
The simple predicates are usually connected by
and, but, or, or nor.
Example
subject verb 1 verb 2
Hurricanes intensify over water but weaken

over land.
Practice
For each sentence below, underline the subject
once and underline each verb in the compound
predicate twice.
1. The wind uprooted trees and pounded the sides
of houses.
2. The people huddled together, held hands, and
prayed.
3. Afterward, people cleared the mess and rebuilt
their lives.

The present tense of a verb is usually indicated by

using the base form of the verb or the endings -s/-es,
as in climb/climbs or push/pushes.
The past tense of a verb is usually indicated by
adding -ed or -d to a verbs base form, as in climbed
or smiled.
The future tense of a verb is usually indicated by
using the word will before the verb, as in will climb.
Examples
present: I work at a restaurant.
past: I worked at the library last year.
future: I will work at the hospital next year.
Practice
For each sentence below, rewrite the verb or verb
phrase in the tense indicated in parentheses.
1. I enjoy the poems by Langston Hughes and Edna
St. Vincent Millay. (past tense)
2. We need courage in life. (future tense)
3. Most of us will treasure memories of family
members. (present tense)
4. They influence our view of life. (past tense)

An adjective is a word that describes a person,

place, thing, or idea. Adjectives often provide
information about the color, shape, size, texture,
feeling, sound, smell, number, or condition of a
noun or pronoun.
Although adjectives usually come before the
words they modify, sometimes they occur later in
the sentence.
Example
modified noun
The cold earth lay inert and lifeless.
adjectives
Practice
Circle the adjective(s) that modify the underlined
word in each sentence below.
1. He talked in this slow, gentle voice.
2. He had pale blue eyes that looked washed-out.
3. The clods were lumpy and cold under our feet.
4. I can still remember the sweet odor of the earth.

A possessive noun names who or what owns or

has something.
Possessive nouns are formed by adding an apos-
trophe and -s (s) to all singular nouns and to plural
nouns that do not end in -s. For plural nouns that
do end in -s, add only the apostrophe.
Example
singular nouns: Aunt Eppies fern,
Elviss voice
plural nouns: the womens things,

states rights
Practice
In the spaces provided below, rewrite the the phrases
by using possessive forms of the underlined nouns.
1. the face of the girl, the faces of the girls
_____________________________________________________________
2. the chair of Aunt Bess, the house of the Wilsons
_____________________________________________________________
3. the teacher of the class, the teachers of the
classes
_____________________________________________________________
4. the friend of the child, the friend of the children
_____________________________________________________________

An adverb is a word that modifies, or describes, a

verb, an adjective, or another adverb.
When an adverb modifies a verb or a verb phrase, it
may describe how, when, or where an action is done.
Examples
adverb (tells how)
I secretly wished for my own bedroom.

modified verb
She will return with the pizza soon.
modified verb phrase adverb (tells when)
Practice
In the sentences below, underline the adverbs once
and the verbs or verb phrases they modify twice.
Tell whether each adverb answers how, when, or
where about the action.
1. Nicholas discovered his talent slowly.
2. Nicholas searched everywhere for information
about his mother.
3. She had always dreamed that her children
would receive an education.
4. Miss Hurd avidly follows the careers of her
former students.

Capitalize a proper noun, a name of a specific

person, place, thing, or idea.
Some nouns, such as titles and words that show
family relationships, should be capitalized only if
they are used as a persons name.
Examples
proper noun common noun
Hello, Yo Chan, my mother called.
I think Mother is home already.

proper noun
Practice
1. Tricky anansi avoided sharing his dinner with
turtle, but the turtle had his revenge.
2. Yoshiko learned a trick from mrs. wasa, who
was like an adopted grandmother.
3. Her father had a fine baritone voice.
4. The pastor of the church asked papa to sing
a solo.


a noun or pronoun. An adverb is a word that
modifies, or describes, a verb, an adjective, or
another adverb.
Examples
squat gray blob
adjectives
playing quietly
adverb
Practice
Label each underlined word as an adjective (adj.)
or adverb (adv.). Draw an arrow from each
underlined word to the word it modifies.
1. The homesick students needed fatherly advice.
2. To her, the visitors were all terribly boring.
3. The men came in their best clothes, and their

squeaky shoes shined.
4. Keiko and I always complained shamelessly

when they came.


been omitted in a contraction and to form a
possessive noun. Add just an apostrophe to form
the possessive of a plural noun ending in -s. Add
an s to form the possessive of other nouns.
Examples
contraction of that is
Thats what I said.
a boys footprint girls laughter
singular possessive plural possessive

noun noun
Practice
Add apostrophes where necessary in the sentences
below. Label each use of an apostrophe as for a
contraction (C) or for a possessive pronoun (PP).
1. Were lucky he didnt try to wash himself outside
the tub.
2. The students noses were red from the cold
weather.
3. Those arent pigeons, theyre gulls.
4. To their delight, we filled the guests plates with
Mamas best cooking.

Throughout a narrative, or story, a writer should

use consistent verb tenses so that the reader can
identify when the storys action takes place.
Examples
past present
inconsistent: He smiled when she tells that joke.
consistent: He smiles when she tells that joke.
present present
Practice
In the spaces provided, rewrite the underlined
verbs below to make the tense in each sentence
consistent. If the tense is consistent, write correct.
1. When we go camping, the dog slept in my tent.
_______________
2. The moment I graduated, I am no longer a high

school student. _______________
3. They swim when they went to the health club.

_______________

A subject and its verb must agree in number. A

singular subject calls for a singular verb. A plural
subject calls for a plural verb.
To agree with a singular subject, a verb in the
present tense usually ends in -s or -es.
Examples
singular subject
The author likes dogs.
singular verb
plural subject
Some authors like dogs.
plural verb
Practice
Circle the subject of each sentence below.
Underline the form of the verb in parentheses
that agrees with the subject.
1. The dogs (runs, run) around the front yard.
2. We (was, were) getting a little tired.
3. The story (makes, make) people laugh.
4. With my teeth, I (lifts, lift) off his sandwich.

An action verb is a word that names a physical

action or a mental activity. Verbs that describe
actions often answer the question What did the
subject do?
Examples
mental action
Felixs admirers trusted him.
Antonios arms flailed desperately.
physical action
Practice
Underline the action verbs in the following
sentences.
1. Felix impressed the strangers as he danced and
feinted.
2. Groggy, Antonio bobbed, weaved, and evaded
most of the blows.
3. Felixs left flashed out hard and straight; then
he lashed back with a haymaker.
4. Antonio struggled to his feet, ducked, and threw
a smashing right.

The comparative form of an adjective compares

two things or people and is usually formed by
adding -er to an adjective or by using more before
it: faster athlete, more joyful music.
The superlative form of an adjective compares
more than two things or people and is usually
formed by adding -est to an adjective or by using
most before it: fastest athlete, most joyful music.
Examples
comparative of interesting
This Web site is more interesting than that one.

Duane was the youngest in the family.
superlative of young
Practice
For each sentence below, write in the blank the
appropriate comparative or superlative form of the
adjective in parentheses.
1. Metro Park is the ________ of four parks in the city.
(large)
2. What will be the ________ movie of the summer?
(popular)
3. This race proves that I am ________ than you. (fast)
4. I am ________ about the artist than I am about his
painting. (curious)

A subject and its verb must agree in number. A

singular subject calls for a singular verb. A plural
subject calls for a plural verb.
Do not confuse such words as here and there with
the subject of a sentence.
Examples
plural verb phrase plural subject
There have been some changes in policy.
The list of winners includes Martas sister.
singular subject singular verb
Practice
Circle the subject in each sentence below. Then
underline the form of the verb that agrees with
the subject.
1. A jacket with the school colors (was, were)
awarded to the top student.
2. There (was, were) never going to be sports
jackets for us.
3. In May, no one (pays, pay) attention in class.
4. Something bitter and vile tasting (was, were)
coming up in my mouth.

Use commas to set off words that interrupt the

flow of thought in a sentence.
Descriptive phrases sometimes fall between a
subject and a verb in a sentence, interrupting the
flow of thought. In such cases, commas are used
to set off the interrupting words.
Example
interrupter
The sun, like a hot lemon, rose in the dawn sky.
subject verb
Practice
In the sentences below, add commas where needed
to set off interrupting words.
1. Margot a frail girl stood apart from the group.
2. Her classmates on an impulse shoved Margot
into a closet.
3. The children released from their spell rushed
out into the sunshine.
4. The sun as you know will not return for many
years.

Be careful not to confuse its and its.

The word its is a contraction for it is. The word its
is the possessive form of it. Remember that apos-
trophes are not used with the possessive pronouns
mine, yours, his, hers, its, ours, or theirs.
Examples
contraction of it is
Its a beautiful bird.
Its feathers shone bright blue.
possessive pronoun
Practice
For each sentence below, underline the correct word
in parentheses. Write in the blank what the correct
word is: a contraction or a possessive pronoun.
1. (Its, Its) a bird like no other, his aunt explained.
______________
2. She told him to watch patiently, and maybe hed
see (its, its) brightly colored wings. ______________
3. (Its, Its) plainly a day to search for the bird like
no other. ______________
4. The glider creaked on (its, its) hinges as she
jerked upright. ______________

The past tense of a verb names an action that has

already happened.
The past tense of regular verbs is formed by
adding -d or -ed to the base form of the verb.
The past tense of irregular verbs is not formed
by adding -d or -ed.
Examples
present tense past tense
We play every day. We played yesterday.
regular verbs
present tense past tense
They take my picture. They took my picture.
irregular verbs
Practice
In the sentences below, write the past forms of the
verbs in parentheses next to each verb. Label each
verb as regular (R) or irregular (I).
1. The river (rise) higher as they (stand) and
(watch) from the bank.
2. Mrs. Wang (sit) down on a stool that Little Pig
(bring) for her.
3. They (laugh) at her, but no one (speak).

Use a period at the end of a declarative sentence (a

statement) or an imperative sentence (a command).
Use a question mark at the end of an interroga-
tive sentence (a question).
Use an exclamation point at the end of an
exclamatory sentence (an expression of strong
feeling) or after an interjection (such as Oops!
Whew! or Oh, no!).
Examples
declarative: I didnt hear anything except a roar.
imperative: Listen to the roar.
interrogative: What was that?
exclamatory: Whew! That was too close!
interjection
Practice
Add appropriate end marks to the sentences below.
Label each sentence as declarative, imperative,
interrogative, or exclamatory, and underline each
interjection.
1. Why hasnt he returned with the pizza ___________
2. I think that movie is boring ___________
3. Go get my toolbox ___________
4. Ouch I just hammered my thumb ___________

A complete sentence contains a subject and a

predicate that express a complete thought.
A sentence fragment is a group of words that
does not express a complete thought. It may be
missing a subject or a predicate or both.
Examples
subject verb phrase
complete: Meteors can do some crazy things.
fragment: Like sunspots.
Practice
Identify each of the items below as a complete
sentence or a sentence fragment.
1. Six-forty-four P.M. on a late September evening.
2. That was too close for my money!
3. Same thing over here.
4. Electricitys off.
5. Cant get a thing on the radio.

Use an apostrophe to form a possessive noun

and to indicate where letters have been omitted in
a contraction.
Add -s to form the possessive of a singular noun.
Add - to form the possessive of a plural noun end-
ing in -s.
Examples
singular possessive plural possessive
a classs recess several teachers helpers
Id like to know. Isnt anybody here?
contraction of contraction of
I would is not
Practice
Form the appropriate possessive nouns or
contractions from the words in parentheses below.
1. (They would) like for you to attend, if (that is)
possible.
2. (I am) not sure if (I have) asked enough
questions.
3. The (dogs) tails (were not) very long.
4. She (cannot) go to her (mother) meeting tonight.

Homophones are words that sound the same but

have different meanings and different spellings
for example, whos and whose.
Whose is a possessive pronoun that refers to
something that is owned. Whos is a contraction of
the words who is.
Examples
Whos picking up the paycheck?

contraction of who is
Whose paycheck are we talking about?

possessive pronoun
Practice
Complete the sentences below by choosing the
correct words in parentheses.
1. (Whos, Whose) asking this questionyou or me?
2. Im not asking (whose, whos) on first.
3. Now, (whos, whose) got (whos, whose) ball?
4. Thats (whose, whos) name?

An adjective clause modifies, or describes, a

noun or pronoun in the main clause of a sentence.
An adjective clause usually begins with a relative
pronoun, such as that, which, who, whose or
whom.
Example
relative pronoun
Many who read his stories find them ironic.
plural adjective clause

subject
Practice
In each sentence below, underline the adjective
clause once and the word it modifies twice.
1. It was a business that opened very early.
2. Most of the doors belonged to businesses that
had long since been closed.
3. The man who leaned in the darkened doorway
had an unlighted cigar in his mouth.
4. The wind, which had begun as uncertain puffs,
rose to a steady blow.

Use a comma between main clauses that are

joined by and, but, or or. A main clause can stand
alone as a sentence; it has both a subject and a
predicate.
Example
main clause
Samuel Clemenss writing is humorous, but

it also contains social commentary.
main clause
Practice
Add commas where necessary to the sentences
below.
1. I am a customer and I am waiting for my
change.
2. They neednt worry but tell them Ive checked it
out.
3. Anthony might be late tonight or maybe he
wont come at all.
4. I am ready to sing but I would like a glass of
water first.
5. Henry survived on just the bank note but Abel
could not believe it.

The subject of a sentence names whom or what

the sentence is about.
Most sentences begin with the subject. When a
sentence begins with here or there, the subject
follows the verb.
A question usually begins with part of the
predicate, followed by the subject and then
the rest of the predicate.
Examples
subject
There was a miller grinding corn.
What did he do with the money?

subject
Practice
Underline the subject of each sentence below.
1. Will you take fifty dollars for the glass?
2. Ill give you fifty thousand!
3. How much is she going to offer for the glass?
4. There lay the money in the bottom of the bag.

The verb lie is an irregular verb that means

to recline. The chart below shows the principal
parts of the verb lie.
Present Past
Present Past
Participle Participle
lie lay lying lain
Be sure not to confuse the past form of lie with the

irregular verb lay, meaning to place.
Examples present
The pilot lies very still.
He lay back down after eating.
past
Practice
For each sentence underline the correct form of
the verb lie in parentheses.
1. When I get home, I will (lie, lay) down for a nap.
2. As he (lies, lays) there he remembers the day
before.
3. The man in the bed is (laying, lying) quite still.
4. He (lay, laid) there and watched the ceiling for
hours.

A compound sentence contains two or more

main clauses that can stand alone as sentences.
When joining main clauses to form a compound
sentence, use a comma and a coordinating con-
junctionand, but, or oror use a semicolon
alone.
Examples
Julian has a house on the beach. He works in
the city.
Julian has a house on the beach, and he works
in the city.
Julian has a house on the beach; he works in
the city.
Practice
Combine the following simple sentences into
compound sentences by using a comma with a
conjunction or a semicolon, as indicated.
1. The highwayman lived a rough life. He was
gentle with Bess. (comma, with but)
2. The moon was a ghostly galleon. The road was
a ribbon of moonlight. The highwayman came
riding. (commas, with and )
3. The highwayman was a robber. He was wanted
by King Georges men. (semicolon)

A compound sentence is a sentence with two or

more main clauses.
Use a semicolon to join parts of a compound sen-
tence when a conjunction such as and, but, or or is
not used.
Example
semicolon
The flames just roared; the furnace roared.
main clause main clause
Practice
Add semicolons as needed in the following
sentences.
1. Sam McGee was from Tennessee he never got
used to the cold.
2. The narrator had made a promise he was
determined to keep it.
3. The heavens scowled the wind began to blow.
4. The narrator survived quite a journey he wont
soon forget Sam McGee.

Some words sound the same but have different

meanings and different spellings, as in its/its and
theyre/their.
The contractions its (it is) and theyre (they are)
are often confused with the possessive pronouns
its and their, which show ownership.
Examples
Its far away. That man is its owner.
contraction of it is possessive pronoun
Theyre twins. Sandy is their sister.
contraction of possessive pronoun

they are
Practice
Underline the correct words in parentheses
to complete the sentences below. Label each
underlined word as a contraction or a possessive
pronoun.
1. The dog licked her with (its, its) tongue.
2. (Its, Its) against all our rules.
3. (Theyre, Their) waiting for the doctor.
4. The twins cried for (theyre, their) sister.

Using sentences of different lengths and typessuch

as simple sentences, sentences with compound
subjects or compound predicates, and compound
sentencescan make writing more interesting.
Examples
simple sentence: A nurse came out.
compound sentence: The man asked her
something, and she shook her head.
Bert and Jean were inside.
compound subject
She sighed and moved her head.
compound predicate
Practice
Identify the following sentences as simple or
compound. Circle each simple subject, and underline
each simple predicate, or verb.
1. Sandy moved her left arm and let her hand
dangle down. _______________
2. The doctor nodded slowly. _______________
3. Granny Pearce and Lob moved to the bedside.
_______________
4. Now she could see Bert and Jean on the far side
of the bed, but she didnt look at them.
_______________

A compound predicate has two or more simple

predicates, or verbs, that share the same subject.
The simple predicates are connected by the
conjunctions and, but, or, or nor.
Example
verb 1 verb 2
Multivac ran the tapes and produced an answer.
subject
Practice
Combine each pair of sentences below into one
sentence with a compound predicate by using the
conjunction in parentheses. Underline the subject
of each combined sentence once; underline the
simple predicates twice.
1. A computer like Multivac talks. It also listens.
(and)
2. He began stiffly enough. He warmed to the task.
(but)
3. Now, you work that out. You give us the answer
pronto. (and)
4. Multivac had passed the thin dividing line. The
machine had become human. (and)

An infinitive is formed from the word to and the

base form of a verb: to run, to think.
Infinitives used as nouns in sentences can function
as subjects and as direct objects. They can also
function as adjectives and adverbs.
Examples
To bully was Beterlis way.
noun (subject)
Keevan wanted to ride a dragon.
noun (direct object)

It was time to start. We play to win.
adjective adverb
Practice
Underline the infinitive in each sentence. Tell how
it is used: noun as subject (NS), noun as object
(NO), adjective (ADJ), or adverb (ADV).
1. The bronze dragon tried to leave the hatching
grounds. _____________
2. To reach the hatching grounds was a struggle.
_____________
3. Keevan made a great effort to stand. _____________
4. He fought to become a dragonrider. _____________

To form their past tense, irregular verbs do not

take the -d or -ed ending. The past form often looks
very different from the present form.
Present bring come put
Past brought came put
Present speak take throw
Past spoke took threw
Examples
She took a trumpet lesson yesterday.
past form of take
He brought the trophy home.
past form of bring
Practice
Write the past form of each verb in parentheses.
1. As he (speak), Atalanta looked at him with a
softer expression in her eyes. _______________
2. He prayed to Venus and said: O goddess, you
(put) this love into my heart. _______________
3. She (come) down to earth and showed him how
to use three golden apples. _______________
4. He (take) an apple and (throw) it in her way.
_______________ _______________

Use commas to separate three or more words,

phrases, or clauses in a series. A series can be
made up of words or groups of words functioning
as various parts of speech.
Use a comma before and, but, or or in a series.
Examples
They ate, played, and worked together.
Cat, Rat, and Buffalo crossed the river.
Cat was tired, wet, and cross.
The animals raced through the forest, across
the river, and past the finish line.
Practice
Insert commas where needed in these sentences.
1. She licked her lips leaned over for a closer look
and tumbled into the water.
2. Rat Buffalo Tiger Rabbit Dragon and Snake were
the first six to cross the finish line.
3. The rooster struggled to the Emperors side
slowly wearily and painstakingly.
4. Cat heaved a sigh plunged into the water and
swam quickly.

Use a dash to show a sudden break or change in

thought or speech. If the sentence continues, use
a second dash to mark the end of the interruption.
In dialogue, the dash often signals a pause or
words said in an aside.
Examples
In time youll seeeveryone will seemy big
surprise!
Its peaceful watching a dog sleepuntil he
starts to snore!
The Fates weave the destinyfor gods, tooby
which we all must abide.
Practice
Place a line between words that should be
separated by a dash.
1. Prometheus no great admirer of Zeus was a
titan.
2. Zeus kept humans innocent ignorant, really so
they would worship him more.
3. In a rage Zeus said, Ill give them fire more
than they can use.
4. Heracles was another hero that was brave
enough or crazy enough to defy the gods.

Use an apostrophe to replace letters that have

they + are = theyre we + will = we will
Contractions can help make dialogue sound like
everyday speech.
Examples
We had better run because a storm is coming.
Wed better run cause a storms coming.
contractions
Practice
Write a contraction for each pair of words in
parentheses.
1. (We will) need a forceful shower of water to get
rid of those varmints! _______________
2. When the lumberjack went to fetch him, he
(could not) believe his eyes. _______________
3. (What is) the hurry? (There is) a hurricane
coming! _______________ _______________
4. (You had) better believe they (did not) mess with
him again. _______________ _______________

Use the past perfect tense to name an action that

happened before another action or event in the past.
The past perfect tense consists of the helping
verb had and the past participle of the main verb.
Irregular verbs sometimes have unusual spellings
for the past participle.
Examples
past perfect of play
They had played that team many times before.

past perfect of speak
He had spoken to the class before the results

were formally announced.
Practice
Write the past perfect tense of each verb in
parentheses.
1. After the ants (leave), he began his search.
_______________
2. He searched very hard and didnt notice how the
light (fade). _______________
3. Following what the centipede (say), he knelt
down to look for the bead. _______________
4. Once he (find) the bead, he returned to the rich
mans house. _______________

Use a semicolon to join the two main clauses of a

compound sentence when a coordinating conjunc-
tion such as and, but, or or is not used.
Example
main clause
Rikki-tikki-tavi protected the family from snakes;

Darzees wife helped, too.
main clause
Practice
In the following sentences, add a semicolon where
needed.
1. Nag is a dangerous cobra Nagaina is his wife.
2. Rikki-tikki killed Karait then he killed the
cobras.
3. At night, the mongoose sleeps with Teddy he
also spends a few hours patrolling the house.
4. Darzee is a foolish bird his wife is much wiser
than he.


Examples
whos Id
who is I would
well youve
we will you have
wont theyre
will not they are
Practice
In each sentence, locate the contraction and insert
an apostrophe where needed. Then write the two
words that were combined to form the contraction.
1. Its yellow goat eyes didnt blink. _______________
2. Its a good thing I saw you, and not your uncle!
_______________
3. Youve slept long enough, hed say. _______________
4. It wasnt until then that I noticed that the billy
goat hadnt come out. _________________________________

Writing Workshop Transparencies
Prewriting: Narrow Your Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Prewriting: Explore Your Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Prewriting: Consider Your Purpose and Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Editing/Proofreading: Editors and Proofreaders Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Editing/Proofreading: Editors and Proofreaders Marks (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Narrative: Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Narrative: Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Narrative: Revising (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Narrative: Editing/Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Narrative: Editing/Proofreading (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Functional Document: Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Functional Document: Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Functional Document: Revising (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Functional Document: Editing/Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Functional Document: Editing/Proofreading (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Response to Literature: Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Response to Literature: Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Response to Literature: Revising (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Response to Literature: Editing/Proofreading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Response to Literature: Editing/Proofreading (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Persuasive Essay: Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Persuasive Essay: Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Persuasive Essay: Revising (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Persuasive Essay: Editing/Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Persuasive Essay: Editing/Proofreading (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Research Report: Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Research Report: Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Research Report: Revising (Annotated). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Research Report: Editing/Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Research Report: Editing/Proofreading (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Expository Essay: Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Expository Essay: Revising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Expository Essay: Revising (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Expository Essay: Editing/Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Expository Essay: Editing/Proofreading (Annotated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
WRITING WORKSHOP
W r i t i n g T ools for All Workshops

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1
PREWRITING: Narrow Your Topic
A BRANCHING DIAGRAM can help you explore topics for a writing
assignment.
EXERCISE
Fill out this branching diagram. First make a note of the writing
assignment. Then brainstorm two general topics for that assignment.
Next jot down two specific topics for each general topic. Finally,
choose to write about one of the specific topics.
Specic Topic A
General Topic 1
Specic Topic B
Writing Assignment
Specic Topic A
General Topic 2
Specic Topic B

WRITING WORKSHOP

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2
PREWRITING: Explore Your Topic
Use a DETAILS CLUSTER to explore and identify main ideas and details
for your writing assignment.
EXERCISE
Complete a details cluster for your assignment. Start by writing
down the topic you have chosen. Then list two main ideas that are
related to the topic. Next list at least three supporting details for each
main idea. Use the completed cluster as a guide during drafting.
Detail
Main Idea
Detail
Detail
Topic
Detail
Main Idea
Detail
Detail

WRITING WORKSHOP

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3
PREWRITING: Consider Your Purpose and Audience
A PURPOSE AND AUDIENCE CHART will help you organize your
thoughts about why you will write and who will read your writing.
EXERCISE
Fill in the purpose and audience chart. Then refer to it while you
write your draft.
Topic
1. What are you going to
write about?
Purpose
2. Why are you writing:
to describe, inform,
narrate, or persuade?
3. What do you want

your audience to
think or do?
Audience
4. Who is your audience?
5. What does your

audience already
know about the topic?

WRITING WORKSHOP

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4
EDITING/PROOFREADING: Editors and Proofreaders Marks
Use proofreading marks when you edit and proofread your work.
EXERCISE
Use the proofreading marks to correct each example.
Mark Meaning Example
insert text The events in story Gaston take place in Paris.
delete She did lived in an apartmentt in Chinatown.
# insert space Her olderbrother Vincent owned the chess set.
close up
The books came from the China town library.
space
capitalize Winston and vincent enjoyed wearing cowboy hats.
make
Originally, the carvings were covered with Gold leaf.
lowercase
switch order
At her tennis tournament rst she played well.
(transpose)
new
We won! cried Jan. I cant believe it, said Lou.
paragraph
/=/ insert hyphen They made a cake with whipped cream frosting.
, insert comma
Opening night is a year away but people are already
buying tickets.
insert period The rst performance will be one of Shakespeares plays

WRITING WORKSHOP

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5
EDITING/PROOFREADING: Editors and Proofreaders Marks
Use proofreading marks when you edit and proofread your work.
EXERCISE
Use the proofreading marks to correct each example.
Mark Meaning Example

the
insert text The events in story Gaston take place in Paris.
delete She did lived in an apartmentt in Chinatown.
# insert space
#
Her olderbrother Vincent owned the chess set.
close up
The books came from the China town library.
space
capitalize Winston and vincent enjoyed wearing cowboy hats.
make
Originally, the carvings were covered with Gold leaf.
lowercase
switch order
At her tennis tournament rst she played well.
(transpose)
new
We won! cried Jan. I cant believe it, said Lou.
paragraph
/=/
/=/ insert hyphen They made a cake with whipped cream frosting.
, insert comma
Opening night is a year away but people are already
buying tickets. ,
insert period The rst performance will be one of Shakespeares plays .

WRITING WORKSHOP
Narrative
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6
PREWRITING: Organize Your Thoughts
A SEQUENCE OF EVENTS diagram can help you record the events of
your narrative in order to develop your plot.
EXERCISE
Fill in the sequence of events diagram. Record the events in the
order in which they will occur in your narrative. Use the completed
diagram when you draft your narrative.
Beginning Rising Action
Falling Action/Resolution Climax

WRITING WORKSHOP
NARRATIVE
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7
REVISING: Revise Your Narrative
Pay careful attention to organization and word choice in your narrative.
Be sure that the order of events in your writing is easy to follow. Check
that the beginning, middle, and end of your piece are clearly linked.
Choose your words carefully. Use lively verbs to show action and
sensory details to create pictures for the reader. Use precise words to
explain your ideas simply and clearly.
EXERCISE
Revise the narrative below to improve the authors organization and
word choice.
After three hours of driving, the family finally got to the place of the
resort. Shana and Rich put on their swimsuits. Their mother began to fill
a beach bag. They all started getting ready to go to the beach. They spent
the morning swimming and finding things in the sand.
Shana and Rich were frightened by something they saw coming near
them. That afternoon their father took them fishing on a sailboat. They
thought it was a shark. When their father looked into the water to see
what they were afraid of, he realized it was a fish.

WRITING WORKSHOP
NARRATIVE
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8
REVISING: Revise Your Narrative
Pay careful attention to organization and word choice in your narrative.
Be sure that the order of events in your writing is easy to follow. Check
that the beginning, middle, and end of your piece are clearly linked.
Choose your words carefully. Use lively verbs to show action and
sensory details to create pictures for the reader. Use precise words to
explain your ideas simply and clearly.
EXERCISE
Revise the narrative below to improve the authors organization and
word choice.
exhausted arrived at
After three hours of driving, the family finally got to the place of the
brightly-colored packed
resort. Shana and Rich put on their swimsuits. Their mother began to fill
with towels and cold drinks.
a beach bag. They all started getting ready to go to the beach. They spent
conch shells, sand dollars, and star sh
the morning swimming and finding things in the sand.
screamed in fear when a large, dark creature swimming
Shana and Rich were frightened by something they saw coming near
them. That afternoon their father took them fishing on a sailboat. They
thought it was a shark.! When their father looked into the water to see
huge sh called a king mackerel.
what they were afraid of, he realized it was a fish.

WRITING WORKSHOP
Narrative
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9
EDITING/PROOFREADING: Proofread Your Narrative
Proofread your narrative for mistakes in grammar, spelling, and
punctuation. Then use a dictionary and a usage handbook to correct
the mistakes.
EXERCISE
Proofread the passages below.
1. Please stop him! Alicia screamed. Tears streamed down Alicias
face. She couldnt run quick enough to catch Max; and he didnt no
his way home. Just then, she heard a deep voice. Excuse me. Is this
here dog yours? The fluffy white dog raced past startled onlookers.
A policemen was holding a exhausted Max. Alicias heart leaped.
Oh, thank you. She whispered.
2. Marios notes looked even worser today. Obviously, writing with
his left hand wasnt working out to good. Mario smiled greatfully.
The girl in the next seat glanced over. Wow she said. I guess your
not able to write with both hands. Why dont I copy my notes for
you until your arm is out of the cast?

WRITING WORKSHOP
Narrative
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10
EDITING/PROOFREADING: Proofread Your Narrative
Proofread your narrative for mistakes in grammar, spelling, and
the mistakes.
EXERCISE
1. Please stop him! Alicia screamed. Tears streamed down Alicias

ly know
face. She couldnt run quick enough to catch Max; and he didnt no
,
his way home. Just then, she heard a deep voice. Excuse me. Is this
here dog yours? The fluffy white dog raced past startled onlookers.
a n
A policemen was holding a exhausted Max. Alicias heart leaped.
Oh, thank you.

,
She whispered.
2. Marios notes looked even worser today. Obviously, writing with

gratefully
o well
his left hand wasnt working out to good. Mario smiled greatfully.
youre
The girl in the next seat glanced over. Wow she said. I guess your
,
not able to write with both hands. Why dont I copy my notes for
you until your arm is out of the cast?

WRITING WORKSHOP
F u n ctional Document
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11
PREWRITING: Organize Your Directions
Use this DIRECTIONS CHART to organize directions from your school
or home to a friends house or a neighborhood store.
EXERCISE
Complete this directions chart. First write your starting place and
ending place. Then write the directions one leg at a time. A leg is a
straight line of travel. Each row in the chart represents one leg of the
trip. Begin with Leg 1 and start a new leg, or row, after every turn. Do
each of these steps for each leg:
Write the name of the street.
Write the direction of travel and how far to travel on that street.
Write the name of the street or landmark where you make a turn.
Write which way to turn. Be sure to include both ordinal (right, left)
and cardinal (north, south, east, west) directions.
Example
Street name Directions Turn at Turn which way?
and (street or
distance landmark) N, S, E, W Left, Right
Leg 1 Dodge Ave. West, 2 miles Main St. north right
Starting Place: Ending Place:

Street name Directions Turn at Turn which way?
and (street or
distance landmark) N, S, E, W Left, Right
Leg 1
Leg 2
Leg 3

WRITING WORKSHOP
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12
REVISING: Revise Your Functional Document
As you revise your functional document, make sure that the written
directions match the information on the map. Check to make sure that
the order of steps in the directions is correct. Also make sure that the
information for each leg of travel includes all the details needed to get
the traveler to the next step. Remember that street names, landmarks,
and directions for which way to turn must match the map.
EXERCISE
Revise the functional document below to better match the map.
How to get from the library to the park
1. Exit the library through the N
Fort Avenue
Library
W E
S Lincoln
doors on Ocean Road. Middle
School
Maple Road
2. Turn left, or west, and walk
Shopping
Grocery
Restaurant
Center
Store
three blocks to the corner of
Ocean Road and Main Street.

Main Street
Ocean Drive
Dental
You will see a stop sign. Office Post
Office
Park
Baseball
3. Turn left on Main Street and Field
walk one block north. You will see houses on your right and a post
office on your left.
4. Continue walking north on Main Street for about one block. The park
will be on your right.

WRITING WORKSHOP
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13
REVISING: Revise Your Functional Document
As you revise your functional document, make sure that the written
directions match the information on the map. Check to make sure that
the order of steps in the directions is correct. Also make sure that the
information for each leg of travel includes all the details needed to get
the traveler to the next step. Remember that street names, landmarks,
and directions for which way to turn must match the map.
EXERCISE
Revise the functional document below to better match the map.
How to get from the library to the park
1. Exit the library through the N
Fort Avenue
Library
W E
Drive Lincoln
S
doors on Ocean Road. Middle
School
south
Maple Road
2. Turn left, or west, and walk
Shopping
two Grocery
Restaurant
Center
Store
three blocks to the corner of
Drive
Ocean Road and Main Street.
Main Street
trafc light
Ocean Drive
Dental
You will see a stop sign. Office Post
Office
Park
Baseball
3. Turn left on Main Street and Field
east left
walk one block north. You will see houses on your right and a post
right
office on your left.
east
4. Continue walking north on Main Street for about one block. The park
will be on your right.

WRITING WORKSHOP
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14
EDITING/PROOFREADING: Proofread Your Functional Document
Proofread your functional document to find mistakes in grammar,
punctuation, capitalization, and usage. Then use a dictionary and a
usage handbook to correct the mistakes.
EXERCISE
Proofread the directions below.
Starting place: Highland Middle School
Ending place: The Calvert Theatre
1. Exit Highland Middle school parking lot and go right or west on
Highland Street.
2. After you will pass Allendale road, make a Right turn on Wilson Way
and go North until you come to a four-way stop sign at the bottom of
the hill
3. Turn right on Mill run Road and head east. After about a Mile you
will pass a sign that say Welcome to calvert county. Then you will
pass a Gas Station.
4. The next street be Putney avenue, Turn right and go south for about
half a mile and you see the calvert theatre on your Right.
5. Passed the theatre bulding and turn right into the parking lot.

WRITING WORKSHOP
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15
EDITING/PROOFREADING: Proofread Your Functional Document
Proofread your functional document to find mistakes in grammar,
punctuation, capitalization, and usage. Then use a dictionary and a
usage handbook to correct the mistakes.
EXERCISE
Proofread the directions below.
Starting place: Highland Middle School
Ending place: The Calvert Theatre
1. Exit Highland Middle school parking lot and go right or west on

, ,
Highland Street.
2. After you will pass Allendale road, make a Right turn on Wilson Way
and go North until you come to a four-way stop sign at the bottom of
the hill .
3. Turn right on Mill run Road and head east. After about a Mile you
,
s
will pass a sign that say Welcome to calvert county. Then you will
,
pass a Gas Station.
is
4. The next street be Putney avenue, Turn right and go south for about
will
half a mile and you see the calvert theatre on your Right.
i
5. Passed the theatre bulding and turn right into the parking lot.

WRITING WORKSHOP
R e s p onse to Literature
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16
PREWRITING: Rene Your Thesis
A THESIS DIAGRAM can help you plan your response to literature and
finalize your thesis statement.
EXERCISE
First, write down a rough version of your thesis statement. Then
gather evidence and quotations from the text that will support your
thesis. Then use the ideas you have gathered to write the final version
of your thesis.
Rough Thesis Statement:
Evidence Quotation
Evidence Quotation
Final Thesis
Statement:
Evidence Quotation

WRITING WORKSHOP
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17
REVISING: Revise Your Response to Literature
As you revise your composition, pay attention to the way you have
expressed your ideas. Make sure that your thesis is stated clearly,
and that youve included details, examples, and strong arguments to
support it. Delete any details that dont support your main points.
Make sure that your title suggests the theme of your composition.
EXERCISE
Revise the response to literature to clarify ideas, remove unnecessary
details, and improve organization.
A Broken Promise
Robert Brownings The Pied Piper of Hamelin shows what
might happen if you dont keep the promises that you make and
treat people the way you would want to be treated. Robert Browning
wrote this poem in 1849. The town of Hamelin had rats and the
town Mayor offered to pay the Pied Piper fifty thousand guilders if
he could get rid of the rats. The Pied Piper used his pipe to lure the
rats out of the town. The Pied Piper returned and asked to be paid
for his work. The Mayor did not pay him, so he led the children out
of Hamelin, and they never returned. They all learned a lesson
about keeping promises.

WRITING WORKSHOP
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18
REVISING: Revise Your Response to Literature
As you revise your composition, pay attention to the way you have
expressed your ideas. Make sure that your thesis is stated clearly,
and that youve included details, examples, and strong arguments to
support it. Delete any details that dont support your main points.
Make sure that your title suggests the theme of your composition.
EXERCISE
Revise the response to literature to clarify ideas, remove unnecessary
details, and improve organization.
The Price of
A Broken Promise
teaches a lesson
Robert Brownings The Pied Piper of Hamelin shows what
about keeping promises and treating people fairly.
might happen if you dont keep the promises that you make and
treat people the way you would want to be treated. Robert Browning
was infested with
wrote this poem in 1849. The town of Hamelin had rats and the
,
town Mayor offered to pay the Pied Piper fifty thousand guilders if
So played
he could get rid of the rats. The Pied Piper used his pipe to lure the
When
rats out of the town. The Pied Piper returned and asked to be paid
said his offer was a joke.
for his work., The Mayor did not pay him, so he led the children out
The people of Hamelin :
of Hamelin, and they never returned. They all learned a lesson
keep your promises, or pay the price. painful
about keeping promises.
In revenge, the Pied Piper used his music to lead the towns children out of Hamelin,

WRITING WORKSHOP
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19
EDITING/PROOFREADING: Proofread Your Response to Literature
Proofread your response to literature to find mistakes in grammar,
spelling, and punctuation. Then use a dictionary and a usage handbook
to correct the mistakes.
EXERCISE
Proofread each passage below.
1. The message of the Walrus and the Carpenter, is that not
everyone can be trusted. In the begining, the friendly Walrus asks
the oysters to come for a walk and says A pleasant walk, a pleasant
talk, / Along the briny beach. He leads them far away, but never
tell them why he is doing it.
2. When the Walrus says its time to eat the Oysters gets scared.
They say that eating them After such kindness, that would
be, A dismal thing to do but the Walrus does it anyway. This is a
surprizing ending that shows how cruel the Walrus really is.

WRITING WORKSHOP
Transparency
20
EDITING/PROOFREADING: Proofread Your Response to Literature
Proofread your response to literature to find mistakes in grammar,
spelling, and punctuation. Then use a dictionary and a usage handbook
to correct the mistakes.
EXERCISE
Proofread each passage below.
1. The message of the Walrus and the Carpenter, is that not

n
everyone can be trusted. In the begining, the friendly Walrus asks

the oysters to come for a walk and says A pleasant walk, a pleasant
,
talk, / Along the briny beach. He leads them far away, but never
s
tell them why he is doing it.
2. When the Walrus says its time to eat the Oysters gets scared.
,

They say that eating them After such kindness, that would
be, A dismal thing to do but the Walrus does it anyway. This is a

,
s
surprizing ending that shows how cruel the Walrus really is.

WRITING WORKSHOP
P ersuasive Essay
Transparency
21
PREWRITING: Choose Your Topic
A BRANCHING DIAGRAM can help you decide which of two topics you
will use for your persuasive essay.
EXERCISE
Complete the branching diagram below. First, list two topics you
are considering for your persuasive essay. Then, in the boxes on the
right, explain why each of the topics is important to you. Finally,
circle the topic you will use. Refer to the diagram when you draft
your persuasive essay.
My Views
Topics

WRITING WORKSHOP
P ersuasive Essay
Transparency
22
REVISING: Revise Your Persuasive Essay
As you revise your persuasive essay, check to see that your ideas are
presented in a convincing manner. State your position clearly and make
sure your arguments are organized effectively. Answer any arguments
that readers might make against your position. Vary your sentence
structure. And be sure to let readers know what you want them to do.
EXERCISE
Revise the essay below to clarify ideas and improve sentence
structure.
The leaders at our school want students to start wearing
uniforms. They are asking students, parents, and teachers how they
feel about it. Some parents think its a good idea so that they dont
have to buy as much clothing. Teachers say our behavior would get
better. Most students think that uniforms take away our freedom.
And arent fair.
I agree with most students. Uniforms mean we dont get to decide
what to wear. I like making my own decisions. Schools should trust
students enough to make these types of personal decisions. A dress
code could be okay but not a complete uniform.

WRITING WORKSHOP
P ersuasive Essay
Transparency
23
REVISING: Revise Your Persuasive Essay
As you revise your persuasive essay, check to see that your ideas are
presented in a convincing manner. State your position clearly and make
sure your arguments are organized effectively. Answer any arguments
that readers might make against your position. Vary your sentence
structure. And be sure to let readers know what you want them to do.
EXERCISE
Revise the essay below to clarify ideas and improve sentence
structure.
The leaders at our school want students to start wearing
uniforms. They are asking students, parents, and teachers how they
say
feel about it. Some parents think its a good idea so that they dont
for their children, and
have to buy as much clothing. Teachers say our behavior .would get
On the other hand, uniforms will improve
better. Most students think that uniforms take away our freedom.,
that isnt
And arent fair.
my fellow
I agree with most students. Uniforms mean we dont get to decide
and The its
what to wear., I like making my own decisions. Schools should trust
let them
students enough to make these types of personal decisions. A dress
For example, why not
code could be okay but not a complete uniform. try a dress code rst?
This would get rid of the
problems clothing can
cause, but would still allow
students to have some
freedom. Classmates, its
time to speak out and let
school leaders know that a
uniform is too extreme!

WRITING WORKSHOP
P ersuasive Essay
Transparency
24
EDITING/PROOFREADING: Proofread Your Persuasive Essay
Proofread your persuasive essay for mistakes in grammar, spelling,
punctuation, and sentence fluency. Then use a dictionary and a usage
handbook to correct the mistakes.
EXERCISE
1. The districts idea of combining both middle schools sports
teams is ridiculous. Athletics teach valuable lessons. Students
learn to work together. Students learn to set goals. Students learn
commitment. Consolidating teams will reduce the number of students
which benefit from these lessons. Only the best athletes will be on
the teams. Making winning more important than learning. If each
school cant field their own teams, school sports will lose their value!
2. Drivers should be forced to keep theyre back window ledges
clear of objects. The other day a car almost hitted me as I crossed the
parking lot. As they drove away I saw stuffed animals and bobble-
head dolls piled high against the back window, blocking visibility.
Car accidents can happen to anyone driving a moving toy store
grately increases the chances!

WRITING WORKSHOP
P ersuasive Essay
Transparency
25
EDITING/PROOFREADING: Proofread Your Persuasive Essay
Proofread your persuasive essay for mistakes in grammar, spelling,
punctuation, and sentence fluency. Then use a dictionary and a usage
EXERCISE
1. The districts idea of combining both middle schools sports

es
teams is ridiculous. Athletics teach valuable lessons. Students
and They
learn to work together. Students learn to set goals. Students learn
commitment. Consolidating teams will reduce the number of students

who
which benefit from these lessons. Only the best athletes will be on
the teams., Making winning more important than learning. If each

its
school cant field their own teams, school sports will lose their value!
their
2. Drivers should be forced to keep theyre back window ledges
clear of objects. The other day, a car almost hitted me as I crossed the
it
parking lot. As they drove away I saw stuffed animals and bobble-
,
head dolls piled high against the back window, blocking visibility.
Car accidents can happen to anyone. driving a moving toy store

greatly
grately increases the chances!

WRITING WORKSHOP
R esearch Report
Transparency
26
PREWRITING: Get Organized
An OUTLINE can help you organize your ideas into an order that makes
sense.
EXERCISE
Fill in this outline. First, summarize the main idea of your research
report in one or two sentences. This is your thesis statement. Then,
list one main point after each Roman numeral. Beneath each main
point, list two supporting details next to the capital letters. Then,
list any additional details that relate to the supporting details using
Arabic numbers. Use the completed outline during drafting.
Thesis:
I.
A.
1.
2.
B.
II.
A.
B.
1.
2.

WRITING WORKSHOP
R esearch Report
Transparency
27
REVISING: Revise Your Research Report
Pay careful attention to the ideas and organization of your research
report. Ideas include your main idea and the details that support it. Be
sure your thesis is clear and that the details you include support your
topic. Organization is your arrangement of main ideas and supporting
details. Good organization points your readers in the right direction
and guides them easily through your research report.
EXERCISE
Revise the research report below to improve the authors ideas and
organization.
Sally Ride became the first woman who was American to travel into
space. The trip began on June 18, 1983. Her trip inspired women all
over the world. Sally Ride was an accomplished tennis player when
she was in high school. She graduated from college. She earned two
advanced degrees. Then she was selected to become a NASA astronaut
in 1978.1 She worked very hard to earn this opportunity.
Sally Rides trip into space was important. It really proved a lot
to the world. She spent 147 hours in orbit during her first space
mission. The crew conducted research. They also set up satellites for
Canada and Indonesia.2

WRITING WORKSHOP
R esearch Report
Transparency
28
REVISING: Revise Your Research Report
Pay careful attention to the ideas and organization of your research
report. Ideas include your main idea and the details that support it. Be
sure your thesis is clear and that the details you include support your
topic. Organization is your arrangement of main ideas and supporting
details. Good organization points your readers in the right direction
and guides them easily through your research report.
EXERCISE
Revise the research report below to improve the authors ideas and
organization.
Sally Ride became the first woman who was American to travel into
space. The trip began on June 18, 1983., Her trip inspired women all
over the world. Sally Ride was an accomplished tennis player when
Stanford University in 1973.
she was in high school. She graduated from college. She earned two
from Stanford before being Ride also
advanced degrees. Then she was selected to become a NASA astronaut
Sally Ride
in 1978.1 She worked very hard to earn this opportunity.
Sally Rides trip into space was important. It really proved a lot
Ride
to the world. She spent 147 hours in orbit during her first space
and
mission. The crew conducted research. They also set up satellites for
Canada and Indonesia.2
because it showed that women are able

to achieve great things in science.

WRITING WORKSHOP
R esearch Report
Transparency
29
EDITING/PROOFREADING: Proofread Your Research Report
Proofread your research report for mistakes in grammar, spelling, and
the mistakes.
EXERCISE
Proofread the passage below.
Often called the top of the world, the summit of mount everest
is 29035 feet above see level. It is the goal of many mountaineers to
stand on Everests summit. Reaching this goal however may come at
a price. Many who climb Everest suffer from altitude sickness, which
caused fluid to build up in the lungs, and brain. A recent Study had
named altitude sickness as a leading cause of death on Everest.1
Frostbite was another health concern for everest mountaineers.
Frostbite occurs in cold temparatures when the body must increased
blood suply to the organs. In turn, less blood is sent. To the other
body parts, such as the fingers and toes. Sometimes frostbitten body
parts cannot saved.2 Overall, climing Everest is risky. But perhaps
the risk is what makes it so appealling to some mountainers.

WRITING WORKSHOP
R esearch Report
Transparency
30
EDITING/PROOFREADING: Proofread Your Research Report
Proofread your research report for mistakes in grammar, spelling, and
the mistakes.
EXERCISE
Proofread the passage below.
Often called the top of the world, the summit of mount everest
a
is 29035 feet above see level. It is the goal of many mountaineers to
,

stand on Everests summit. Reaching this goal however may come at
, ,
a price. Many who climb Everest suffer from altitude sickness, which
can
caused fluid to build up in the lungs, and brain. A recent Study had
named altitude sickness as a leading cause of death on Everest.1

is
Frostbite was another health concern for everest mountaineers.
e
Frostbite occurs in cold temparatures when the body must increased
p
blood suply to the organs. In turn, less blood is sent. To the other
body parts, such as the fingers and toes. Sometimes frostbitten body
be b
parts cannot saved.2 Overall, climing Everest is risky. But perhaps
e
the risk is what makes it so appealling to some mountainers.

WRITING WORKSHOP
E xpository Essay
Transparency
31
PREWRITING: Gather Ideas
An IDEA DIAGRAM can help you organize your ideas and supporting
details and examples for your expository essay.
EXERCISE
Complete the idea diagram below. Write the main idea of your essay in
the box on the right. In the boxes on the left, write ideas, details, and
examples that support the main idea. Use this information when you
draft your essay.
Supporting Idea,
Detail, or Example
Main Idea
Supporting Idea,
Detail, or Example
Supporting Idea,
Detail, or Example

WRITING WORKSHOP
E xpository Essay
Transparency
32
REVISING: Revise Your Expository Essay
Pay careful attention to the organization of your essay. Make sure that
your thesis is clear and that your main ideas and supporting examples
and details are organized in a logical order. Also, check your conclusion
to confirm that it links back to your thesis and introduction.
EXERCISE
Revise the essay below to improve its organization and clarity.
Stories are shared across generations. Younger people can learn
from the experiences of older people. Hearing about the hard lessons
that they learned can help you avoid making silly mistakes in your
own life. Telling stories is a common way for families, and even
entire cultures, to pass on traditions and teach important lessons.
Grandparents life stories can be a valuable learning resource for
young people.
Traditions are also shared through stories. Sharing stories is an
important way to learn about the history of your family and of your
culture. Thanksgiving, for example, is based on the story of Pilgrims.
They survived when they first came to America.

WRITING WORKSHOP
E xpository Essay
Transparency
33
REVISING: Revise Your Expository Essay
Pay careful attention to the organization of your essay. Make sure that
your thesis is clear and that your main ideas and supporting examples
and details are organized in a logical order. Also, check your conclusion
to confirm that it links back to your thesis and introduction.
EXERCISE
Revise the essay below to improve its organization and clarity.
When
/
Stories /
are shared across generations., Younger people can learn
from the experiences of older people. Hearing about the hard lessons
that they learned can help you avoid making silly mistakes in your
own life. Telling stories is a common way for families, and even
entire cultures, to pass on traditions and teach important lessons.
Grandparents life stories can be a valuable learning resource for
young people.
Traditions are also shared through stories. Sharing stories is an
important way to learn about the history of your family and of your
how the
culture. Thanksgiving, for example, is based on the story of Pilgrims.
They survived when they first came to America.

WRITING WORKSHOP
E xpository Essay
Transparency
34
EDITING/PROOFREADING: Proofread Your Expository Essay
Proofread your expository essay for mistakes in grammar, spelling,
punctuation, and the flow of ideas. Then use a dictionary and a usage
EXERCISE
1. Stories have always been a way of perserving history in the
native american culture. Before written language, stories are passed
down orally from generation to generation many of these stories are
still told today. Through these stories, younger people learn about
their ancestors particularly how they succeeded threw challanging
times. Such stories are inspiring, and remind younger people to be
thankful for their lives.
2. When I was little, my Grandmother told me a story every night
before I went to sleep. Storytelling is a great way for children to
use their imagination. One of the stories were about a make-believe
world wear animals could talk. After hearing this stories I never
could look at my dog without wandering what was on his mind! My
imagenation came to life, because of my grandmothers stories.

WRITING WORKSHOP
E xpository Essay
Transparency
35
EDITING/PROOFREADING: Proofread Your Expository Essay
Proofread your expository essay for mistakes in grammar, spelling,
punctuation, and the flow of ideas. Then use a dictionary and a usage
EXERCISE
1. Stories have always been a way of perserving history in the

were
native american culture. Before written language, stories are passed
down orally from generation to generation. many of these stories are
still told today. Through these stories, younger people learn about
through e
their ancestors particularly how they succeeded threw challanging
,
times. Such stories are inspiring, and remind younger people to be
thankful for their lives.
2. When I was little, my Grandmother told me a story every night
before I went to sleep. Storytelling is a great way for children to

was
use their imagination. One of the stories were about a make-believe
where y
world wear animals could talk. After hearing this stories I never
,
o
could look at my dog without wandering what was on his mind! My
i
imagenation came to life, because of my grandmothers stories.

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Proper Nouns and Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

A proper noun names a specific person, place,

Proper nouns: Julia Mexico Monday

from America from Middle East

Course 2 Copyright by The McGraw-Hill Companies, Inc.

Dialogue is conversation between two or more

Her name, Mami admitted, is Mauricia.

speakers exact words

Course 2 Copyright by The McGraw-Hill Companies, Inc.

Main verbs have four principal parts that are used

Course 2 Copyright by The McGraw-Hill Companies, Inc.

A prepositional phrase is a group of words that

Prepositional phrases usually answer the questions

My father sat on the porch.

prepositional phrase (answers where?)

Course 2 Copyright by The McGraw-Hill Companies, Inc.

Personal pronouns are used in sentences to

The following personal pronouns can be used as

The girls had a late class. Ernie waited for them.

noun referred to pronoun

Course 2 Copyright by The McGraw-Hill Companies, Inc.

The subject and verb of a sentence must agree in

A singular subject calls for a singular form of the

singular subject singular verb

Miss Hopley stands up.

The students answer questions.

plural subject plural verb

Course 2 Copyright by The McGraw-Hill Companies, Inc.

An adjective is a word that modifies, or describes,

She pulled black veins out of fleshy prawns.

adjective noun adjective noun

1. We were shocked by a bitter blast of cold air.

2. The playful puppy chewed on a red ball.

3. The loud noise frightened three young children.

4. The apartment had a large, blue couch and

two tall bookshelves.

Course 2 Copyright by The McGraw-Hill Companies, Inc.

Use quotation marks before and after the exact

Parks, I said, will you come get me out of jail?

direct quotation of question

Course 2 Copyright by The McGraw-Hill Companies, Inc.

Rosa Parkss ordeal began on December 1, 1956.

Course 2 Copyright by The McGraw-Hill Companies, Inc.

A proper noun names a specific person, place, or

1. holt street baptist church

Course 2 Copyright by The McGraw-Hill Companies, Inc.

An adverb that emphasizes or intensifies the

I nearly always got the part.

She felt desperately unhappy.

Course 2 Copyright by The McGraw-Hill Companies, Inc.

Capitalize the first word of a sentence or a

As his friend stared, Jack explained, Sunshine.

first word of sentence first word of quotation

Course 2 Copyright by The McGraw-Hill Companies, Inc.

A main clause has both a subject and a predicate

Bandit is an egg thief, but he is still our pet.

subject predicate subject predicate

Colin held Bandit in his arms and fed him milk.

subject predicate conjunction predicate

Course 2 Copyright by The McGraw-Hill Companies, Inc.