write source®...editing: checking for style and correctness 30 using specific verbs 31 avoiding...

· .. a self-contained student writing unit, complete with instruction, guidelines,

activities, and writing space

WRITE SOURCE® GREAT SOURCE EDUCATION GROUP

a Houghton Mifflin Company Wilmington, Massachusetts

About the Unit In this unit you will be asked to write an essay explaining how to do or make some

thing. The pages in the unit include clear directions and space to do your work. This will make it easy for you to move through the writing process from start to finish . Your teacher may provide you with a schedule, indicating what pages you should complete on what days. When you finish your essay, you will have an effective piece of writing ready to share with your classmates.

writing Guidelines SUBJECT: Something you know how to do or make

AUDIENCE: Classmates

PURPOSE: To explain a process

FORM: How-to essay (See the sample writing on pages 5-6.)

VOICE: Interested and informative

Skills You Will Practice As you write your expository essay, you will be practicing the following strategies

and skills:

PREWRITING

• Creating a web diagram to choose a topic (page 10) • Gathering information for a how-to essay (pages 11-12)

WRITING

• Writing an effective beginning, middle, and ending (pages 16-22)

REVISING

• Using clear and complete details (pages 24-25)

• Peer responding (page 26)

• Using specific verbs (page 30)

• Avoiding double negatives (pages 31-32)

Assessment Your expository essay will be evaluated using the rubric on page 8. The rubric will

tell you which features or traits are found in effective expository writing.

i i Expository Essays

Inside Writing EXPOSITORY ESSAYS

Getting Started: Learning About Expository writing 3 Introduction: Expository Essay 4 Expository Warm-Up

5 Reading and Reacting to a Sample How-To Essay

-----~

8 Evaluating: Understanding the Traits of an Expository Essay

PREWRITING: Planning Your writing 1 0 Selecting a Subject

11 Gathering Information for a How-To Essay 14 Learning About How-To Essays

WRITING: connecting Your Ideas 1 6 Starting Your Essay

1 8 Developing the Middle Part 21 Ending Your Essay 22 Forming a Complete First Draft

REVISING: Improving Your writing 24 Using Clear and Complete Details 26 Peer Responding 27 Using a Checklist 28 Writing the Revised Draft

EDITING: Checking for Style and Correctness 30 Using Specific Verbs 31 Avoiding Double Negatives 33 Reviewing Editing in Action 34 U sing a Checklist 35 Writing the Final Copy

PUBLISHING: Sharing the Final Copy 40 Publishing Ideas 41 Developing a Writing Portfolio 42 Understanding the Publishing Process

Extension Activities 44 Reading Expository Models 45 Reflecting on Your Writing 46 Preparing for a Writing Test

Expository Essays 1

Checklist: Expository writing This checklist will help you keep track of the assignments in this unit.

Check the box next to each unit assignment as you complete it.

Due Date

2 Expository Essays

o Expository Warm-Up: Recalling a Learning Experience (page 4)

o Reacting to the Reading (page 7)

PREWRITING: Planning Your Writing

o Selecting a Subject (page 10)

o Gathering Information for a How-To Essay (pages 11-12)

WRITING : connecting Your Ideas

o Starting Your Essay (pages 16-17)

o Developing the Middle Part (pages 18-20)

o Ending Your Essay (page 21)

o Forming a Complete First Draft (page 22)

REVISING: Improving Your writing

o Using Clear and Complete Details (pages 24-25)

o Peer Responding (page 26)

o Using a Checklist (page 27)

o Writing the Revised Draft (page 28)

EDITING: Checking for Style and Correctness

o Using Specific Verbs (page 30)

o Avoiding Double Negatives (pages 31-32)

D Using a Checklist (page 34)

o Writing the Final Copy (page 35)

Extension Activities

o Reading Expository Models (page 44)

o Reflecting on Your Writing (page 45)

o Preparing for a Writing Test (page 46)

"Have something to say and say it as clearly as you can."

-Writer Matthew Arnold

Expository Essays How do you make spaghetti? How do you find the secret passage to the

next level of your favorite video game? How do you shoot a free throw? The answers to questions like these may involve several steps. In this unit, you will be asked to write an essay explaining how to do or make something. Your how-to essay should tell readers the exact materials they will need (if any) and the steps they should follow to complete the task.

A how-to essay is a type of expository writing. The purpose of expository writing is to inform the reader. How-to papers, classroom reports, book reports, and lab reports are all examples of expository writing. In fact , expository writing may be the most common type of writing assigned in your classes. Effective expository writing provides information that is clear, organized, and complete.

Expository Essays

PURPOSE I Think about the details of learning. Date .... ....... ............... ...... .. ... . .

Expository Warm-Up: Recalling a Learning Experience Freewriting is an opportunity for you to explore and collect your thoughts within a

certain amount of time. When you freewrite, your goal is to get your ideas on paper freely and rapidly.

On the lines below, freewrite about learning how to do something. Recall how you learned to ride a bike or how you learned to make homemade pizza. Take 5 minutes or so to jot down all the details you can remember. Write nonstop, recording ideas as they come to mind. If you run out of room on this page, continue your writing on your own paper.

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Next Step: Meet with a classmate, and share your writing. Talk about the problems you found as you learned your new skill and ways in which the learning experience could have been made easier.

4 Expository Essays

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PURPOSE I Read a sample expository essay.

The writer introduces her subject.

Next she gives background information.

Then she lists the materials needed.

~-

Reading a sample How-TO Essay In this sample from a magazine called Dream / Girl, writer

Frances Dowell explains how to use a special form of art to decorate boxes. The main part of the essay is divided into three parts : background information, materials needed, and steps to follow.

oecoupage: Nature's Sticky Art

Some people are born athletes or artists. Me? I just like

cutting and pasting and decorating little stuff. So when I

discovered decoupage (da'-koo-pazh\ I found a great

creative outlet. I take something as boring as a little box

and zap it into a colorful holder for jewelry, keys, or even

bigger items.

Decoupage is a French word meaning the act of

cutting out. It's similar to collage, in that it calls for a lot of

cutting and pasting. But instead of pasting paper to paper,

decoupage calls for sticking paper onto objects to decorate

them. We here at Dream/ Girl prefer those balsam boxes

you get at craft stores. However, you can decoupage just

about anything that doesn't move. As usual, we pause here

to issue the Dream/Girl warning: do not decoupage anything

that your parents or guardians value highly. We don't need

the angry mail.

Okay: here are the supplies you will need to decoupage

a plain box:

• scissors

• a glue stick

• acrylic paint

• magazines to cut pictures from

VOCABULARY:

collage An art form in which pieces of material (usually paper) are glued on a surface

balsam A type of wood that is thin and light

Expository Essays

Next she lists the steps in the process.

She ends by sharing the resu lts.

6 Expository Essays

• a balsam box in a shape you like

• gloss finish (non-toxic)

• sponge paint brush

To start, decide on a theme for your box, like classic

cars, a musician or sports star, or whatever. Then start

cutting out related pix from magazines-newspaper doesn't

work well; it gets too soggy. Cut out more than you'll need

so you can pick and choose. Color is great, but some

themes work better in black and white.

Next, paint your box and box lid. Acrylic paints are

good because they dry quickly and have a nice texture. I

usually paint boxes and lids inside and out.

Next, start sticking on your pix with a glue stick. You

can cover the entire box or use a couple of pictures. I

prefer sticking pix everywhere. It may take a couple of

tries to get just what you want. Let the glue dry completely

so that they are on tight.

The final step is painting the box with non-toxic gloss

finish. It should take two or three thin coats to get a nice

shiny finish. Or you can paint thick layers to get a nice

texture. When your box is dry, you have a personalized and

decorative box.

Decoupage is easy and inexpensive and a fun way to

decorate something that will look great.

VOCABULARY

pix Pictures .

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Dream / Girl: The Arts Magazine for Girls

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PURPOSE I React to a sample expository essay. Date ...................................... ..

Reacting to the Reading Answer the foLLowing questions about the sample writing.

• What art form or craft is the subject of this essay?

• How does the writer explain or describe this art form? (Refer to the second paragraph.)

• According to the writer, what is the first step of the process (after gathering the materials)?

• What are the remaining steps in the process? List them below.

• After reading the essay, do you think you could successfully follow the steps? Explain.

Next step: As a class, discuss whether or not the steps are easy to follow. Use this model as a guide when you write your own essay.

Expository Essays 7

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PURPOSE I learn how expository writing will be evaluated.

Evaluating: understanding the Traits of an Expository Essay

This rubric will help you understand the traits found in effective expository writing. Use it to help you write your essay and as a final check of your completed writing. You can also use this rubric to evaluate your classmates' finished products. (Your teacher will give you a point scale to use for final evaluations.)

Assessment Rubric ---------------------------------------------------~

STIMULATING IDEAS

The essay . ..

• contains specific details about how to do or make something.

• holds a reader's interest from start to finish.

LOGICAL ORGANIZATION

• includes a clear beginning, middle, and ending.

• presents the details and steps so they are easy to follow.

ENGAGING VOICE

• speaks in a sincere and interesting way.

• shows that the writer cares about the subject.

ORIGINAL WORD CHOICE

• uses effective descriptive words or phrases.

• includes specific nouns and verbs.

EFFECTIVE SENTENCE STYLE

• flows smoothly from one idea to another.

CORRECT, ACCURATE COpy

• observes the basic rules of grammar, spelling, and punctuation.

• follows the form suggested by the teacher.

Comments:

I I I I

~------------------------------------------------------------------------------~------- - ----~

8 Expository Essays

prewriting Planning

Your Writing

Editing

PUbliShingf,J

Expository Essays 9

PURPOSE I Choose something to explain. Date ........... "" ...... " ........ ...... ".

PREWRITING fjt§ii'Wi'it1"'Si' The subject of your essay should be something that you know how to do well. If you

have trouble choosing a subject, follow the directions below.

Fill in the web diagram with activities you know how to do or things you know how to make. List specific skills-how to make a chocolate malt or how to design a personal Web page.

Ac:tivi:t:iu you; hww-Iww-to M or tlWr.js you; CttIt/~.

Next step: Have two classmates review your web. Ask them which choices they find most interesting. After you have considered their responses, choose your essay topic, and write it on the line below.

My topic is .. ... .. ............................ ... .................. .. .. ....................... ..... ........................................................................................................... .

Expository Essays

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PURPOSE I Collect information about your how-to subject. Date ..................... " ................ .

PREWRITING W,;@;ihjffit.];;.sUt.';it.]i.it.kiMii+'i The purpose of your essay is to tell how to do or make something. However, your

essay should be more than just a list of directions: "Do this. Then, do this." It should be helpful and interesting to readers. This means you will need to include details that explain how to do the activity and those that interest or entertain readers.

Answer the questions on this page and the next page to help you gather both types of details.

Materials and steps

• What materials (if any) are needed?

• What steps must be followed?

Expository Essays 11

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Background Information

• When did you first make or do your topic? How well did you do?

• What will make a reader want to make or do your topic?

• What special words or terms will a reader need to know?

• What tips will help a reader who follows your directions for the first time?

Next step: Use the next page for any additional collecting you may have to do. You may want to read and take notes about your topic, or you may want to sketch pictures that show the how-to steps.

1 2 Expository Essays

Expository Essays 1 3

PURPOSE I Understand the parts of an expository essay.

PREWRITI NG '!*h"'Uii.f."('it.t§'Mii.£'i A how-to essay explains how something is done. It gives the instructions in a series

of logical steps. It also includes key information that helps readers figure out what the result should be. The graphic below shows how the parts of a how-to essay fit together.

Essay Structure

Beginning

Middle

Ending

The beginning introduces the topic, may list the materials (if there are only a few), and tells why the activity or project is interesting or fun. (See page 16.)

The middle gives important background information (if not explained in the beginning), lists materials (if there are a lot of them), and explains step-by-step how to do the activity. (See page 18.)

The ending tells what the final product should look like and encour ages readers to try the activity. (See page 21.)

Linking Words The following list contains words and phrases that are often u sed as linking

words in how-to essays.

about

after

before

14 Expository Essays

first

second

third

meanwhile

until

next

soon

later

finally

writing connecting Your Ideas

prewriting 1 "L

" Editing

publishing ~


PURPOSE I Write an interesting beginning.

WR ITI NG f1%"UW1'i.WI*ijij In the first part of your how-to essay, you should introduce the

topic and say something interesting or fun about it. You may also want to list the materials needed (if there are only a few). Read the sample beginning below and the beginning paragraph from the sample on pages 5-6.

Sample Beginning

Date , .. .. , .... .. ........ , .... , .... " .. , .. ,"

Essay Structure

Middle

Baking bread is not as complicated as it seems. After all, people have been making bread for thousands of years. All you really need to make a tasty loaf of bread is flour, water, and yeast. Everything else is just extra. Many experienced bakers say that the simpler the bread is, the better it tastes. Many also claim that baking bread is a creative process. With each loaf of bread, you and the bread just get better and better.

Use the space below to write the beginning of your how-to essay. Make sure that you name the activity, gain your reader's interest and list the materials needed (if there are only a few). Refer to your answers to the questions on pages 11 and 12 for ideas. If you don't like how your first attempt turns out, try another version. (Use page 17 for your second attempt.)

1 6 Expository Essays

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PURPOSE I Explain the task step-by-step.

WRITING l.l@§t.]mUj,;r'~1mijltj@1 In the middle paragraphs of your how-to essay, give necessary

background information not covered in the beginning, list the materials (if there are a lot of them) and explain the step-by-step process to complete your topic. Write about each step in a separate paragraph, unless there isn't a lot to say about some of the steps. Review the middle part of the sample essay (pages 5-6) for ideas. Also review the middle paragraphs below from an essay explaining how to bake bread.

Sample Middle Paragraphs

Date ..... .. ..... .. ....... .................. .

Essay Structure

~

First, make sure you have all the ingredients. To make two loaves of bread, you will need at least 8 cups of fiour and 3 cups of water. You also will need 1 tablespoon of active baking yeast.

Next, heat the water to a lukewarm temperature. The water should not feel very hot against the inside of your wrist. If the water is too hot or too cold, the yeast won't do its job, which is to make the bread rise.

Slowly add the tablespoon of yeast to the warm water. Don't just dump it in. Sprinkle it, and let it dissolve. The water will turn cloudy. If the yeast clumps together, gently stir the mixture with a wooden spoon.

Use the space below and pages 19-20 to write the middle part of your how-to essay. Use your answers to the questions on pages 11-12 as a guide.


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PURPOSE I Write an effective closing. Date ..... ... ...... .. .............. .. ...... ..

WRITING .:ntWUj'i.B'itiiii After you explain all the steps, it is time to end your essay. Describe the final

product, or make some final comments about your topic (what the final product should look like, why the activity is fun, etc.). Your ending also should encourage readers to try the activity themselves.

Sample Ending After you take the loaves out of the pans to cool, take a

moment to admire them. Notice their shapes and the color of the crust. Each loaf is one of a kind. There is no other loaf like it anywhere in the world. All your hard work means you can have great sandwiches for a week.

Use the space below to write the ending of your essay.

Essay Structure

~ Middle


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PURPOSE I Complete your drafting. Date .................... ................. .. .

WR ITI NG 'g.U"Wti".'''HMN''?ii.'FUi After you finish pages 16-21, write a complete copy of your first draft. Do your writing on your own paper. Keep the following tips in mind as you complete this copy.

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11

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Drafting Tips

write on every other line on only one side of your paper. (If

you use a computer, make sure to double-space.) This will make revising much easier.

Keep your writing as neat as possible, but don't worry if you cross out a few words.

Feel free to add new ideas that come to mind. Mter all, writing is a process of discovery.

Notice any parts you may want to change. You can make these changes when you revise.

Keep your purpose and audience in mind. You're trying to share information with your classmates.

Remember: a first draft is your first look at a piece of writing. You may rewrite some parts two or three times before they sound just right.


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Revising Improving

Your writing

prewriting l ~ writing

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PURPOSE I Use details to improve your writing. Date .......... ............................. .

REVISI NG "M'U49t¥'i'U.Ci"',HMf:i.M@tJ Remember that your readers may not have any experience with the topic you are

explaining. Your job is to help readers understand exactly what happens at each step. Adding clear and complete details will help. Notice how the addition of details makes the example step below easier to understand.

Example step without clear and complete details:

Add yeast to the water.

Example step with clear and complete details:

Slowly add the tablespoon of yeast to the warm water. Don't dump it in. Sprinkle it, and let it dissolve. The water will turn cloudy. If the yeast clumps together, gently stir the mixture with a wooden spoon.

Rewrite the example steps below, adding clear and complete details. If you can't think of any details, write the questions you have after reading the example. The first one has been done for you.

1. Here's how to make a ham and cheese sandwich. Get all of the supplies. Put the meat and cheese inside the sandwich. Then add the other ingredients. Enjoy the sandwich .

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... ~~~!. ... ~~~'! .. ~~.~~: ... !...~ .. ~'r...!..~~ .. ~~ ........... .. ............................. .. .

2. To tape your favorite program, turn on the machine and put in a tape.


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3. Passing a note in class takes skill. Write the note. Fold it. Sneak it to your friend.

Next step: Share your work with a friend. Did each of you add the same type of details? Then take another look at your draft: Where could you add details? Where could you make the details clearer? Ask a partner for suggestions.


PURPOSE I React to a classmate's first draft. Date ....... .......... .. .. .... .... .... ...... .

Peer Responding Your teacher may want you and a classmate to react to each other's writing by

completing the response sheet below.

Response Sheet

Writer's name: ... .. .. ... .. .......... ........ .......... ......... ..... ....... ...... Responder's name:

Title:

I liked ... ....... .... ..... ......... ... .. ......... .... .. ...................... ................... .................. .... .. ... .......... .. .. .... ..... ............................ .... ..... ......... ......... .... ..... .

I would change ...... .. .. ............. .. ......... ...... ..... .......... ..... .. ...... ................................................................. .......... ... ...... ........ ............. ....... .

Strong words, phrases, and ideas in the writing .. . ............................................... ............... .... ...... ....... ............. .

Expository Essays

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PURPOSE I Review and revise the writing. Date ....... " .............. ........... ..... .

REVISING iiHiUj'gu4ij'M' Use the foLLowing checkList or the assessment rubric (page 8) as a guide to review and revise your first draft. Make as many changes in your draft as needed so that your essay contains the best ideas and details. You can aLso use this checkList to react to your classmates' first drafts.

Revising Checklist Yes No

Does the beginning name the activity, give needed background information, and list the necessary materials (if any)?

Does the middle part list the materials (if not already done) and explain how to do or make something, step-by-step?

Are the steps arranged in the correct order?

Do I include complete and clear directions?

Does the ending explain the final results and encourage the reader?

Revising in Action When you revise, you improve the ideas and organization in your first draft. You can

make improvements by adding new ideas, crossing out unnecessary ideas, rewriting unclear ideas, and reordering out-of-place ideas. See the example changes below.

An interesting detail is added.

An unnecessary idea is crossed out.

A sentence is reordered.

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PURPOSE I Complete your revising. Date ...... .. ......................... ...... .

REVISING 'TMuiUliUjd4'41§".'FUi After you finish pages 24-27, write a complete copy of your revised first draft. Do your writing on your own paper. Keep the following tips in mind as you complete the revised copy.

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Revising Tips

Write on every other line on only one side of your paper. (If you use a computer, make sure to double-space.) This will make editing much easier.

Keep your writing as neat as possible, but don't worry if you cross out a few words.

FOCUS on ideas that need to be changed. Add, reorder, cut, and rewrite different parts as needed.

Take your time. You can't make the best changes all at once.

Pay special attention to peer responses. Your peers are your audience, and your goal is to share clear information about your talent.

Save your revised first draft so you have a record of the changes you have made.

Adding a Title At some point in the process, you need to form a title. A title should

hook your reader and help introduce your subject. Here are three guidelines to follow:

• Use strong, colorful words. The Golden Compass, Arctic Dreams, The Land I Lost

• Give the words rhythm. The Sword of Shannara, not Shannara's Sword Every Living Thing, not Everything Lives

• Be imaginative. Escape If You Can, not My Escape How Do Ants Know When You're Having a Picnic?, not Our Picnic


Editing Checking

for Style and Correctness

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PURPOSE I Check the verbs in your writing. Date ..................................... .

EDITING 't.lliijtj using specific Verbs

Because you are telling readers exactly how to do something, your choice of verbs is important. Specific verbs help readers understand how they are supposed to complete the task. Specific verbs also make your writing more interesting. Notice the differences between the two examples below.

Example without specific verbs: Include two cups of water in the bLender. Add a handfuL of the shredded

paper. Put the top on the bLender. Use the medium-speed button on the bLender. Let the bLender work for a few seconds.

Example with specific verbs:

Pour two cups of water in the bLender. Sprinkle in a handfuL of the shredded paper. Cover the bLender. Press the medium·speed button. Blend for a few seconds. (The specific verbs above are clearer and more exact. For example, you can picture the action "sprinkle" more easily than the action "add.")

Read the sentences beLow. On the Lines provided, write the more specific verb of the two verbs in parentheses, or suppLy a specific verb of your own choosing. The first one has been done for you.

1. In baseball, an accurate fastball pitcher _----'P'--_e.; __ the ball over the

plate. (fires, throws)

2. Pitchers sometimes _____ the catcher's signals. (look at, study)

3. The batter tries to the ball with power. (hit, slam)

4. A good hit can over the infield and into the outfield for a

base hit. (go, soar)

5. A solid line drive just over the heads of the infielders.

(is hit, sails)

6. If the batter has time, he can slowly to first base. (jog, move)

7. More often, however, he to the base before he is thrown

out. (races, runs)

8. A runner _____ at the coach for instructions. (glances, looks)

Next step: Share your rewritten sentences with a classmate, and compare your verb choices. Talk about how the specific verbs make your writing clearer. Then check your draft for verbs you can replace with more specific verbs.

Expository Essays

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PURPOSE I Check for double negatives in your essay_ Date ............... ..... .. ..... .. ..... .. ... . .

EDITING ,t.,,;.'U44"(**I Avoiding Double Negatives

A double negative occurs when two negative words are used where only one is needed. Commonly used negative words include barely, hardly, never, no, nobody, none, not (-n 't), and nothing. Double negatives are confusing (they cancel each other out), and they are grammatically incorrect. To correct a double negative, replace or remove one of the negative words. See how the double negative in the example below has been corrected.

Incorrect: You don't need to add no extra water to the paper puLp.

Correct:

You don't need to add extra water to the paper puLp. (The negative word "no" was removed.)

The following sentences contain double negatives. Underline the negative words in each one. Then, rewrite each sentence, correcting the double-negative error. (There is more than one way to correct the error.) The first one has been done for you.

1. Laura had not read none of the homework. - --

LaurtV hAd FUJt read any of~ Mmewt)rk. (or)

2. She couldn't hardly lift her arms after doing 100 push-ups.

3. I haven't never been to Washington, D.C.

4. During the summer, Jeri never saw nobody from school.

5. Alex didn't have no problems following the directions.

Expository Essays

https://drive.google.com/previewtemplate?id=10vnNZ9Rupvb0GkF5B7j1ylfE_dYhso1ydNIAnilgLx0&mode=public

6. Nobody brought nothing good to the bake sale.

7. Shali can't get no one on the phone because of the broken wires.

8. We're not going nowhere this summer.

9. Jay and Mike won't take no advice from the coach.

Next step: Review your corrected sentences with a classmate. If you both corrected a sentence the same way, try to think of a second way to correct the sentence. Then check the sentences in your own writing for double negatives, and make corrections as needed.


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PURPOSE I Check for style and correctness.

.. ... . ED ITI N G ,;{" [00'1 I wI:P mimI I !PliU [I] II

One of your main jobs when editing and proofreading is to check your revised writing for errors. You should check for sentence structure, punctuation, capitalization, grammar, usage, and spelling. See the examples below.

A spelling error is corrected.

End punctuation is added.

. o~ you-Iuw-e- YeHU>ved ~ paper,~vered

~ '(f!i!Jof screeH/ fr0~ ~ buckec of Wttte¥j Lee ~

w-aZ-er dr~. It wonJt 1tN~ake- HWye, ~ tV

jew-mUud:u. TIr"m" tur/1/ your paper,~vered

screeH/over onm one,of~piecu' of feU· Ne,)Gt,

pu:c~other~of feUO/1/t0p'of~~ yoLl

papet6 Take-~ YO~ pi.n- a,nd /Merit over ~ top'

lAyer of feU·

A doublenegative error is corrected.

A specific verb is added.

Editing and proofreading symbols You can use the symbols and letters below to show where and how your writing needs

to be changed.

Symbol Meaning Example

Capitalize a letter. Jack London wrote Call of the wild.

/ Make a capital letter lowercase. Buck is a sled dog in the ;Movel.

o Insert a period.

~ or 5P, Correct the spelling error.

() Delete or replace.

? ( 1\ 1\

Insert a comma.

Insert an apostrophe or quotation marks.

Insert a question mark or an exclamation pOint.

Start a new paragraph.

He started out in CaliforniaoHis ...

Another dog~at Buck.

Buck ~ had a strong will to live.

If Buck was wealv,{le would have died.

V Spitz was Bucks enemy.

Who would win a fight;\

1! Another important character is ...


PURPOSE I Check for style and correctness. Date ..... ...... ........ .................... .

Editing and Proofreading: using a Checklist Use the checklist that follows to check your revised writing for style and

correctness. Remember that this step is important only after you have revised the ideas in your essay.

~ It'S very easy to miss errors when you edit and proofread; so make ~ sure to ask a teacher, a classmate, or a family member for help.

Sentence Structure Did I write complete sentences?

Did I write interesting sentences?

Did my sentences include clear and complete details?

punctuation Did I close each sentence with an end punctuation mark?

Did I use commas correctly?

capitalization

Grammar

Usage

Spelling


Did I start all of my sentences with capital letters?

Did I capitalize the specific names of people and places?

Did I use the correct form of verbs (give, gave, given)?

Do the subjects and verbs agree in my sentences? (Ted and Dan laugh; Sarah smiles.)

Did I use specific verbs in my writing?

Did I choose the correct word (to, too, or two)?

Did I avoid using double negatives?

.Did I check for spelling errors?

Did I use a dictionary or a spell checker on my computer?

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PURPOSE I Prepare the finished essay. Date ........ .. ................ .. .. .. .. ..... .

ED ITI NG iMfiiU,,"jihk'CQ,'d After you complete pages 30-34, write a neat final copy of your expository essay on pages 36-38. Then proofread your final copy for errors. Keep the following tips in mind as you complete this copy.

Tips for Handwritten Final Copies • Use your best penmanship.

• Write in blue or black ink.

• Write your name, your teacher's name, the class, and the date in the upper left-hand corner of page 1.

• Center the title on the first line.

• Skip a line, and start your writing.

• Indent the first line of each new paragraph.

• Write your last name and the page number in the upper right-hand corner of every page after page 1.

Tips for ComputerGenerated Final Copies • Use an easy-to-read font.

• Use 10- or 12-point type size.

• Double-space throughout your writing.

• Maintain a one-inch margin around each page.

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Danita Jackson MS. Liebowitz English January 25. 2002

Jackson 2

How to Make paper

Paper making is an ancient art. The Egyptians used to

make paper from plants. and the Chinese used to make

paper from rice. Making paper is easy and fun. and you can

impress people by sending them notes and cards made

with your own paper. TO make paper. you need only the

following household items: old newspapers. a blender. a

piece of w ire screen. a bucket or pan. tw o pieces of fel t. a

rolling pin. and some water. 50me people even use lint

from the dryer to make paper. (You wi ll want to check

with an adult before you use the blender.) You can make

paper from almost anything that can go into a blender. Use

your imagination! First. shred the newspaper or other kinds of paper you

want to use. Then. pour two cups of water into the blender.

Sprinkle in a handful of the shredded paper. Cover the

blender. Press the medium-speed button. and blend for a

few seconds. When the mixture in the blender looks like

potato souP. your paper pulp is ready.


.................................................................................................. .......... ... : ..................................................................................................................... .


.!!l c o :~ E &


............ .................................................................................................................. ............ .................. : ......................................................................... .


Publishing Sharing the Final copy

prewriling l

"


PURPOSE I Learn aboul dilferenl ways 10 publish. ~

PUBLISHING 'btMtt Publishing covers a lot of territory, as you will see in the ideas listed below. Some of

these ideas are easy to carry out, like sharing your writing with your classmates. Others take more time and effort, such as entering a writing contest. Try a number of these publishing ideas during the school year. All of them will help you grow as a writer.

performing---------- -- -------------------]

Sharing with Classmates

Reading to Other Audiences

Recording for a Class Project

Videotaping for Distant Audiences

Performing on Stage

-- -- ------------- - -------- .-- ---- -- -- -------- - ------ ----- ------- - ----- -"

posting

Classroom Bulletin Boards

School or Public Library

Hallway Display Cases

Business Windows

Clinic Waiting Rooms

Senior Citizen Centers

"--- - ------- - - -- --- ----- ------ - ---------- ---- --- - ----- - ---

Sending It out

Local Newspapers

Church Publications

Young Writers' Conferences

Magazines and Contests (See page 42.)


In School

School Newspaper

Literary Magazine

Classroom Collection

School Handbook

Personal Writing Portfolio (See page 41.)

, --------------------- - ----- - --- - - --------_.----------- ..

Self-publishing

Family Newsletter

Greeting Cards

Binding Your Writing

On-Line Publishing (See page 42.)

PURPOSE I learn about portfolios.

PUBLISHING '.'4uyt.,.m"fijMJh';g.nubl A collection of your writing throughout the school year is called a writing portfolio. It

says, "This is who I am; this is what I can do as a writer." A portfolio helps you ...

• save important thoughts, feelings, and experiences;

• show your improvement;

• display important pieces of your writing;

• show your writing skills; and

• reflect on your progress as a writer.

Portfolio Tips 1. Keep track of all of your writing,

including prewriting and drafting.

2. Make sure that you understand the requirements for your portfolio.

3. Put your work in a ring binder or a pocket-type folder to avoid dog-eared or ripped pages.

4. Take pride in your portfolio. Make it a positive reflection on you.

what to Include in a portfolio * A table of contents listing the writing

included in your portfolio

* A letter or paragraph explaining the story of your portfolio (how you compiled it, how you feel about it, what it means to you, etc.)

* Different pieces of writing showing your best work

* A list of the writing skills you have learned as well as the skills you still need to work on


PURPOSE I learn about the publishing process.

PUBLISHING 'iMt§t1€1U,IIWljUi@§@HiUNY',t§tiJ sending Your writing out

The questions and answers listed below will help you submit your writing to publishers.

What types of writing can I submit? Newspapers are interested in essays and articles. Some magazines publish stories,

essays, and poetry; others publish essays and articles only.

Where should I send my writing? First consider local newspapers, magazines, and church publications. For national

publications, turn to the Writer's Market (Cincinnati: Writer's Digest Books) for ideas. Your school or local library will have a copy of this book.

How should I send my writing? Include a letter naming the title and the form of your writing (story, essay, article,

etc.), a neat copy of your writing, and a SASE (self-addressed stamped envelope) large enough for returning your writing after it has been read.

What should I expect? Expect to wait a long time for a reply. Also realize that your writing may not be

accepted for publication. In most cases, publishers choose only a few pieces of writing to publish. '

submitting Your writing On-Line The questions and answers below will help you submit your writing on-line.

Where do I start my search? Check with your teacher to see if your school has its own Web site where students

can submit their writing for publication. Also ask your teachers if they know of other Web sites that accept student work.

How do I search for these sites? Use a search engine to find places to publish. (Search engines are programs that

allow you to carry out word searches on the Net.) Before you begin your search, explore the search engine's home page. Many search engines offer their own kids' links.

Does the write Source have a Web site? Yes, you can visit our Web site at <thewritesource.com>. We list many places

where students can publish on the Net.


Extension Activities


PURPOSE I Review an informational article . . Date .... ..... ... .. ... .. ........... ..... ....... .. ...... .

Extension Activity: Reading Expository Models Find an interesting informational article from a newspaper or magazine and attach it to this sheet. Then answer the questions below about the article.

• Who or what is the subject of the writing?

• How does the writer begin the article-with a question, with an interesting fact, with a surprising statement, or by naming the subject and stating his or her feelings about it? Explain.

• Which details in the article do you find most interesting? Underline at least two examples.

• How does the writer end the article-by restating the main idea, by summarizing the important points, or by giving readers something to think about? Or does the writer do a combination of these things? Explain.

Next Step: Discuss the article with your classmates, using these questions as a guide. Make sure to identify the source of the article.


PURPOSE I Think about your writing experience. Date ...... .. .... .... ............................ ..... . .

Extension Activity: Reflecting on Your writing Set your writing aside for a day or two. Then read it to yourself, and, if possible, read it to someone else. Afterward, reflect on your writing by completing each open-ended sentence below.

• The best part of my essay is ...

• The part that I would like to change is ...

• I did/did not (circle one) feel the same about my writing as the people I shared it with felt. This is probably because ...

• While writing my expository essay, the main thing I learned is ...


PURPOSE I Review the strategies for expository writing. Date ..................... .................. ........... .

Extension ·Activity: preparing for a writing Test When you take a writing test, you sometimes feel rushed. That means you need to have the things you have learned about writing clearly in your mind. Answering the questions below will help you prepare for a writing test that asks you to explain how to do something.

1. What is the purpose of expository writing? (See page 3.)

2. What is one way that you can gather details for expository writing? (See page 11.)

3. What should you include in the beginning part of a how-to essay? (See pages 14 and 16.)

4. What information should you include in the middle parts of a how-to essay? (See pages 14 and 18.)

5. What information should you include in the ending part of a how-to essay? (See pages 14 and 21.)


write source®...editing: checking for style and correctness 30 using specific verbs 31 avoiding...

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