FCAT Writing

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FCAT Writing
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Example of an Expository Prompt

• Most students have favorite forms of
  transportation.
• Think about your favorite form of transportation.
• Now write to explain about your favorite form of
  transportation and why you like it.

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Expository Writing

• The purpose of expository writing is to
• explain
• define
• tell how to do something by giving information
• Good expository writing
• Has a clear focus that is developed with details
  and facts to help the reader understand the
  writing.

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Example of a Persuasive Prompt

• A local newspaper editor has published an article
  about how students should spend more time reading
  at home.
• Decide how you feel about spending more time
  reading at home.
• Now write to convince the local newspaper editor
  to support your point of view about whether
  students should spend more time reading at home.

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Persuasive Writing

• The purpose of persuasive writing is to
• persuade or convince
• Good persuasive writing
• Has a clear argument that is developed with
  details and facts to help the reader understand
  the writing.

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The Parts of an FCAT Prompt

• 1. INTRODUCTIONTOPIC/WRITING SITUATION
• Most students have favorite forms of
  transportation.
• 2. Brainstorming for PREWRITING
• Think about your favorite form of
  transportation.
• 3. ACTIONDirections for WRITING
• Now write to explain about your favorite form
  of transportation and why you like it.

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What does the prompt want you to do?

• Find the key words (EXPLAIN CONVINCE) in the
  ACTION that tell you the type of prompt it is
• Look in the third part of the prompt
• It will say Now write to
• explain (expository)
• convince (persuasive)

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How Is Your Response Scored?

• With a RUBRIC
• Rubric A scoring tool that lists the criteria
  for a piece of work or 'what counts
• Criteria 4 elements of writing

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4 Writing Elements to the Score

• 1. FocusMain Idea, Theme or Unifying point
• Presented maintained throughout the whole
  response
• 2. OrganizationStructure or Plan
• Transitions help you to do this.
• First of all, Secondly, Third, and most
  importantly.
• For instance, For example
• In addition, Furthermore.
• Overall, In short, In summary
• 3. SupportQuality Details ?explain, clarify, or
  define
• QUALITYwriters choice of words and how specific
  they are
• Complete, important and exact
• 4. Conventionspunctuation, capitalization,
  spelling, usage, and sentence structure.

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FCAT Student Writing Rubric

• 1- Does not really address the topic, few if any
  details
• 2- Writes about the topic a little bit, not
  organized clearly, a few supporting details,
  errors in writing
• 3- Addresses the topic, organization can be seen,
  uses supporting details, uses correct
  capitalization and punctuation
• 4- Focused on the topic, has organization, uses
  supporting details and explains some of them,
  commonly used words are spelled correctly
• 5- Focused on topic, good organization and use of
  supporting details, a few errors in grammar
• 6- Nearly perfect

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Write your own prompt!

• SAMPLE PROMPT
• Most students have favorite forms of
  transportation.
• Think about your favorite form of transportation.
• Now write to explain about your favorite form of
  transportation and why you like it.

• Look at the sample prompt.
• On your index card, you will write your own
  prompt.
• Use your notes from yesterday. Be sure to
  include the 3 parts
• Introduction topic/writing situation
• Directions for prewriting
• Action directions for writing

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Grading Student Responses

• You will work in groups of 3 or 4
• Your group will receive three different responses
• You will read aloud the three responses
• You will discuss each of the three responses.
• You will then assign a number grade based on the
  rubric for each of the three responses (1-6) and
  explain why in three sentences.

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FCAT Student Writing Rubric

• 1- Does not really address the topic, few if any
  details
• 2- Writes about the topic a little bit, not
  organized clearly, a few supporting details,
  errors in writing
• 3- Addresses the topic, organization can be seen,
  uses supporting details, uses correct
  capitalization and punctuation
• 4- Focused on the topic, has organization, uses
  supporting details and explains some of them,
  commonly used words are spelled correctly
• 5- Focused on topic, good organization and use of
  supporting details, a few errors in grammar
• 6- Nearly perfect

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Now that you know what is expected, follow the
steps for your response from the prompt

• Figure out the topic from the introduction/
  writing situation
• whether it is expository or persuasive by looking
  at the signal word in the action
• Prewrite using the brainstorming for prewriting?
  Use a graphic organizer or outline
• Begin to write the response using the directions
  for writing

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Responding to a Prompt

• When responding to a prompt, include 5 paragraphs
• Paragraph 1 Introduction
• Paragraph 2 Reason 1?Body Paragraph 1
• Paragraph 3 Reason 2?Body Paragraph 2
• Paragraph 4 Reason 3?Body Paragraph 3
• Paragraph 5 Conclusion

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Top of the Bun Introduction Paragraph
TS
TS
TS
CS
Topic Sentence (TS) the first sentence of the
paragraph that tells what the paragraph will be
about, include an attention getter. Supporting
Detail Sentence (SD1) Reason 1 to support
topic Supporting Detail Sentence (SD2) Reason 2
to support topic Supporting Detail Sentence
(SD3) Reason 3 to support topic Concluding
Sentence (CS) the last sentence that summarizes
the paragraph.
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Lettuce Body Paragraph/Reason 1
TS
CS
CS
Topic Sentence the first sentence of the
paragraph that tells what the paragraph will be
about. Reason 1 Supporting sentence with a
detail Reason 2 Supporting sentence with a
detail Reason 3 Supporting sentence with a
detail Concluding Sentence the last sentence
that summarizes the paragraph.
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Tomato Body Paragraph/Reason 2
TS
CS
Topic Sentence the first sentence of the
paragraph that tells what the paragraph will be
about, include an attention getter. Reason 1
Supporting sentence with a detail Reason 2
Supporting sentence with a detail Reason 3
Supporting sentence with a detail Concluding
Sentence the last sentence that summarizes the
paragraph.
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Burger Body Paragraph/Reason 3
TS
CS
CS
Topic Sentence the first sentence of the
paragraph that tells what the paragraph will be
about. Reason 1 Supporting sentence with a
detail Reason 2 Supporting sentence with a
detail Reason 3 Supporting sentence with a
detail Concluding Sentence the last sentence
that summarizes the paragraph.
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Bottom of the Bun Conclusion Paragraph
TS
CS
CONCLUSION PARAGRAPH Summarizes the entire
essay. Topic Sentence the first sentence of
the paragraph that tells what the paragraph will
be about. Supporting Sentence Restate the three
reasons in a new way. Concluding Sentence the
last sentence that summarizes the paragraph.
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Do you know the parts of a response?

• You will work in the same group as before
• You will receive all of the parts of the response
  in an envelope
• Your job as a group is to put it in the correct
  order as quick as possible and label each part.
• The first group done will receive a prize!

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Can I Get FRIES with that?

• Facts
• Reasons
• Incidents
• Examples
• Statistics

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Factstrue statements that can be proven
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Reasonsexplain why
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Incidentsbased on your own experiences(Once, I)
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Examplessample of the detail (For example,.)
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Statisticsnumbers
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FCAT Writing

• ORGANIZATION

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Introduction Activity to Organization

• Your friend is trying to explain to you how to
  make a peanut butter and jelly sandwich. He
  says, Spread enough peanut butter on one piece
  of bread to cover it.
• Visualize making a peanut butter and jelly
  sandwich. What are the next steps he would tell
  you?
• Quickly jot them down.

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What does ORGANIZATION mean?

• Organization is the ability to tell things in an
  order that makes sense and makes it easy to
  follow.

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Organization Activity

• You will work in small groups
• It is your job to determine the introduction,
  body, and conclusion paragraphs.
• You are going to put the essay back into its
  correct order and explain why you think it goes
  that way.
• Remember In a persuasive essay, the strongest
  argument should be presented LAST!

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An Organized Essay will have

• clear beginning, middle and end
• transition words that are used to show connection
  and movement throughout the piece
• events or supporting details that are organized
  in a logical sequence
• a sense of completeness which ends with a
  conclusion

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Beginning

• GOOD
• The sand is hot under our feet. My mother and I
  run down to the beach.

• BETTER
• My mother and I run down the winding path and
  onto the beach with our hair blowing in the cool,
  breezy wind. We walk quickly down on the hot
  grainy sand. The sand is so hot my toes curl up.

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Middle

• GOOD
• We sit down together and make a city of sand by
  piling the sand in pails and turning the pails
  upside down.

• BETTER
• We find a smooth sandy spot and fill a big
  orange pail with the wet sand. Finally when the
  pail is full, we pat down the sand as flat as we
  can and gently turn the bucket over. Carefully we
  lift up the pail and the sand now becomes a
  building. Then we fill the pail again and again
  until we have a city of sand buildings appear.

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Ending

• GOOD
• I feel good that I got to spend this day at the
  beach with my mom. We start to head home at the
  end of the day.

• BETTER
• As we make our way back up the path, leaving our
  sand city behind, I peek over my shoulder and see
  a little boy wandering toward our structures.
  Suddenly he squeals in delight, signaling to his
  mother to come see what he found. Eventually I
  turn back to the path, feeling relaxed and
  content after a wonderful day at the beach with
  my mom.

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Why are transitions so important?

• They make your writing clearer and flow smoothly
• Create logical connections between sentences,
  paragraphs and sections of your paper
• Also they can signal relationships
• Look at your list of transitions, there are many
  of them to choose from!

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Whats Missing 1?

• The painting on the library wall presents a
  lovely, lively seascape. In the foreground
  stretches a sandy beach littered with children.
  The center of the scene features a calm, crawling
  set of waves that seems to move gently toward the
  busy youngsters. Above, a cloudless sky sheds
  rays of sunshine on the beachgoers.

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Whats Missing 2?

• Bill was asked to select and pack his favorite
  games for the long car trip. One choice included
  small board and pegs, a brain teaser. A Gameboy
  provided another challenge for his journey. The
  best game .

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Whats Missing 3?

• As Billy looked at the yard, he mentally listed
  all of the work he would complete then he
  started.

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Tips for writing a well organized piece...

• Open and close your essay.
• Reread for transitional words and add them when
  needed.
• Reread what you wrote and make sure you wrapped
  up your ideas

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FCAT Writing

• Persuasive Writing

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What is persuasive writing?

• The purpose of persuasive writing is to convince
  the reader to accept a particular point of view
  (to believe in something) or to take a specific
  action (to do something).

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Example of a Persuasive Prompt

• A local newspaper editor has published an article
  about how students should spend more time reading
  at home.
• Decide how you feel about spending more time
  reading at home.
• Now write to convince the local newspaper editor
  to support your point of view about whether
  students should spend more time reading at home.

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Writing Persuasive Response

• Follow the same 5 paragraph format from last week
• Paragraph 1 Introduction
• Begin with an attention grabbing beginning
  (statistic, quote, etc.)
• Describe the issue (from the writing situation)
• State your stand/opinion on the issue (State
  whether you are FOR it or AGAINST it)
• Paragraph 2 Reason 1
• Evidence to support (FRIES)
• Details
• Paragraph 3 Reason 2
• Evidence to support (FRIES)
• Details
• Paragraph 4 Reasons 3 (Save your strongest
  reason for this paragraph)
• Evidence to support (FRIES)
• Details
• Paragraph 5 Conclusion
• Restate opinion
• Summarize 3 reasons
• Call to action or closing statement

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On the next slides we will look an example of a
six point persuasive response.

• Students were asked to persuade a newspaper
  editor whether students should spend more time
  reading at home (the sample persuasive prompt we
  looked at).
• What is the writer trying to convince you to do
  or believe?
• How do they support this?
• How do they conclude their response?

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You are now going to write your own persuasive
response.

• Remember You only have 45 minutes.
• Prewriting 5-10 minutes
• Writing 30-35 minutes
• Editing (Reading your paper correcting
  mistakes) 5 minutes

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Your Prompt

• The school board is considering a rule that
  would prevent students who have failing grades
  from participating in school activities, clubs or
  sports.
• Think about whether students who have failing
  grades should or should not be allowed to
  participate in school activities, clubs or
  sports.
• Now write to convince the school board that
  students who have failing grades either should or
  should not be allowed to participate in school
  activities, clubs or sports.

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After you finish writing, use the last 5 minutes
to edit.

• You should be able to say yes to the following
• The way Ive started my paper is effective it
  would make the reader want to keep reading.
• Ive told things in an order that makes sense and
  makes it easy to understand what Im saying.
• The details in my paper go together or lead up to
  some bigger ideas, main point, or conclusion.
• My paper ends well it doesnt just stop
  suddenly, nor does it drag on too long.

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FCAT Writing

• SUPPORT

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What is Support?

• Writing can be supported with
• Facts Smoking causes health risks.
• Incidents I remember going to Disney World to
  celebrate my birthday.
• Reasons My favorite time of year is winter
  because we have a two-week vacation.
• Examples For example, March, May, and July each
  have thirty-one days.
• Statistics One out of five middle school
  students have to walk to school.

Direct quotations, dialogue, and sensory details
that create images in the mind of the reader help
support topics, too!
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Factsstatements that can be proven
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Reasonsexplain why
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Incidentsbased on your own experiences(Once, I)
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Examplessample of the detail (For example,.)
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Statisticsnumbers
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Varied Support

• Proficient papers contain different forms of
  support such as facts, incidents, reasons,
  examples and statistics, as well as rhetorical
  questions used for a specific purpose.
• A strong writer will use three to four different
  types of support along with a reason.

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To have proper support, your response must
include the following

• Each body paragraph contains a reason, followed
  by a complete explanation with the use of
  additional, specific details using anecdotes,
  facts, or examples that further explain meaning.

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Example of Varied Support
Rhetorical Question

• Driving a Mazarati, Corvette, or Porsche at 90
  miles per hour can be life-threatening because
  you wont be able to stop the car to avoid an
  accident. Remember the movie, Fast and Furious?
  Everyone flooded the theatre to see tricked out
  cars going faster than a speeding bullet.
  Everyone sped around town without accident. As a
  result of this Hollywood movie, sales for
  nitrogen skyrocketed because of the thrill of
  driving at high speeds. What teenagers failed to
  realize is that not one vehicle had to stop
  suddenly in the movie. They didn't think
  re-enacting a scene or two was dangerous that it
  was just a movie. Who would have thought that the
  top consumers for Thompson and Hall Funeral
  Services would be those very teenagers attempting
  high speeds on busy streets filled with people.

Incident
Fact
Reason
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When writing supporting paragraphs, be sure to
answer all possible questions

• WHAT is your answer to the prompt?
• WHY do you feel that way?
• WHO do you have to back up your statement?
• WHAT proof do you have to back up your statement?
• WHEN have you seen your idea being used?
• Explain HOW your idea makes sense.

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Making the Connection

• Proficient papers wrap up ideas by explaining HOW
  or WHY your support proves your reason.

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Good Example of Making the Connection

• If paying high school athletes to play sports
  becomes reality, then schools will face the
  problem of being unfair to all. Many students
  participate in other activities besides the top
  sports. Think about the band they are at every
  football game cheering on the future NFL stars,
  but because band is not considered a sport,
  they will miss out on a little extra cash. Now
  that the subject of money has come up, the
  problem of which sports will have paid athletes
  will create tension between high school soccer
  players and football players, or volleyball
  players and track and field participants.
  Everyone would feel that their sport deserves
  more money than the other. If that doesnt
  satisfy the greedy student, then schools may face
  a gender issue when high school male athletes
  feel that more than half of the money should go
  to male dominated sports because Male sports
  have more spectators.

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Better Example of Making the Connection

• If paying high school athletes to play sports
  becomes reality, then schools will face the
  problem of being unfair to all. Many students
  participate in other activities besides the top
  sports. Think about the band they are at every
  football game cheering on the future NFL stars,
  but because band is not considered a sport,
  they will miss out on a little extra cash. Now
  that the subject of money has come up, the
  problem of which sports will have paid athletes
  will create tension between high school soccer
  players and football players, or volleyball
  players and track and field participants.
  Everyone would feel that their sport deserves
  more money than the other. If that doesnt
  satisfy the greedy student, then schools may face
  a gender issue when high school male athletes
  feel that more than half of the money should go
  to male dominated sports because Male sports
  have more spectators. The arguments that may
  arise are like wheels on a car they will just go
  round and round and round no one will be happy.
  Unless every student who puts in hard work to
  bring a good name to the school is going to get
  his FAIR share, then paying high school athletes
  is just wrong.

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You have to SHOW, dont just tell.

• You must SHOW not tell! The reader should be
  able to create an image in their mind while
  reading your writing.
• Use words that appeal to all five of the senses
• smell
• touch
• taste
• sight
• sound

Watch the film, "Show, Don't Tell."
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Look at these examples of SHOWING.

• GOOD
• Reading classic books will help students
  understand the past.
• Everyone cannot be a professional.
• Driving a car can be very dangerous if you going
  very fast.
• Community service builds character.

• BETTER
• Reading To Kill a Mockingbird or Of Mice and Men
  will help take us back to what our parents call
  the Good Old Days, and we call the 1930s.
• Not everyone can be a doctor, lawyer, or CEO of a
  major company.
• Driving a Porsche, Mazarati, or Corvette can be
  deadly when you are driving 90 miles per hour.
• Cleaning up the neighborhood, being a big brother
  and sister, or feeding the homeless creates
  partnerships for life.

More Examples of Show, Don't Tell.
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FIGURATIVE LANGUAGE

• Figurative language is the ability to describe
  something by comparing it to something else. Some
  examples of figurative language are simile,
  metaphor, and personification.
• The use of figurative language helps to paint a
  picture for the reader and should be used to help
  with creating showing sentences versus telling
  sentences.

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SIMILE A comparison of two unlike things using
the words like or as

• With Out FIGURATIVE LANGUAGE
• Driving a car is dangerous.

• With FIGURATIVE LANGUAGE
• Stepping on the gas to exceed 90 mph is like
  digging your own grave.

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METAPHOR A comparison of two unlike objects
without using the words like or as

• With Out FIGURATIVE LANGUAGE
• Community service in a senior citizens home can
  be rewarding.

• With FIGURATIVE LANGUAGE
• Listening to Juniors grandma talk about
  relationships is a medal in itself.

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PERSONIFICATION Giving human characteristics to
non-living things

• With Out FIGURATIVE LANGUAGE
• Being the head of a major company is hard.

• With FIGURATIVE LANGUAGE
• As the CEO of Green Industries, I must say that
  being slapped in the face by a failed product
  does not send me to the bank smiling.

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Group Activity Practice with Show, dont Tell.

• It was a dark and stormy night.
• The trash dumpster smelled terrible.
• She was my best friend.
• I hate asparagus.
• Billy was having a bad day.
• My teacher is really mean.
• The pizza tasted delicious.
• My grandmothers kitchen smelled wonderful.
• She looked like she was in rough shape.

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Sentence Variety

• Adding sentence variety to prose can give it life
  and rhythm.
• Too many sentences with the same structure and
  length can grow monotonous for readers.
• Varying sentence style and structure can also
  reduce repetition and add emphasis.
• Long sentences work well for incorporating a lot
  of information, and short sentences can often
  maximize crucial points.

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1. Vary the rhythm by alternating short and long
sentences.

• Example The Winslow family visited Canada and
  Alaska last summer to find some native American
  art. In Anchorage stores they found some
  excellent examples of soapstone carvings. But
  they couldn't find a dealer selling any of the
  woven wall hangings they wanted. They were very
  disappointed when they left Anchorage
  empty-handed.
• Revised The Winslow family visited Canada and
  Alaska last summer to find some native American
  art, such as soapstone carvings and wall
  hangings. Anchorage stores had many soapstone
  items available. Still, they were disappointed to
  learn that wall hangings, which they had
  especially wanted, were difficult to find. Sadly,
  they left empty-handed.

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2. Vary sentence openings.

• If too many sentences start with the same word,
  especially "The," "It," "This," or "I, it will
  get super boring!
• For this reason, you need to use different ways
  to start sentences.

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Example of varied sentence openings-Look at how
many there are!Original The biggest
coincidence that day happened when David and I
ended up sitting next to each other at the Super
Bowl.

• Coincidentally, David and I ended up sitting
  right next to each other at the Super Bowl.
• In an amazing coincidence, David and I ended up
  sitting next to each other at the Super Bowl.
• Sitting next to David at the Super Bowl was a
  tremendous coincidence.
• But the biggest coincidence that day happened
  when David and I ended up sitting next to each
  other at the Super Bowl.
• When I sat down at the Super Bowl, I realized
  that, by sheer coincidence, I was directly next
  to David.
• By sheer coincidence, I ended up sitting directly
  next to David at the Super Bowl.
• With over 50,000 fans at the Super Bowl, it took
  an incredible coincidence for me to end up
  sitting right next to David.
• What are the odds that I would have ended up
  sitting right next to David at the Super Bowl?

• David and I, without any prior planning, ended up
  sitting right next to each other at the Super
  Bowl.
• Without any prior planning, David and I ended up
  sitting right next to each other at the Super
  Bowl.
• At the crowded Super Bowl, packed with 50,000
  screaming fans, David and I ended up sitting
  right next to each other by sheer coincidence.
• Though I hadn't made any advance arrangements
  with David, we ended up sitting right next to
  each other at the Super Bowl.
• Many amazing coincidences occurred that day, but
  nothing topped sitting right next to David at the
  Super Bowl.
• Unbelievable, I know, but David and I ended up
  sitting right next to each other at the Super
  Bowl.
• Guided by some bizarre coincidence, David and I
  ended up sitting right next to each other at the
  Super Bowl.

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Strengthening Sentences

• Brainpop on Strengthening Sentences

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You are now going to write your own expository
response.

• Stay FOCUSED, ORGAIZINED SHOW SUPPORT!
• Remember You only have 45 minutes.
• Prewriting 5-10 minutes
• Writing 30-35 minutes
• Editing (Reading your paper correcting
  mistakes) 5 minutes

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Your Prompt

• Most students have a school year that was
  especially memorable to them.
• Think about the year in school that stands out as
  most special in your mind.
• Now, write to explain to your reader why this was
  the best year you had in school.

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FCAT Writing

• CONVENTIONS

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Getting StartedTranslate the following into
standard English

• c u l8r ..........................................
  ............
• ill be there b4 8 ................................
  .......
• you 4got ur coat .................................
  .....
• were r u? ........................................
  .........
• im w8ing for u outside ...........................
  ..
• going to meet dave at 10. c u there......
• can u pick me up? 8 ok? .........................
• dont 4get to call me .............................
  ....
• call me ASAP .....................................
  .....
• LOL!..............................................
  ...........
• Kthxbye!..........................................
  ..........

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Conventions The elements of language that help
deliver the message.

• Conventions refer to
• spelling
• grammar
• punctuation
• sentence variety
• Errors in conventions are allowable as long as
  they do not keep the reader from understanding
  what you are trying to say.

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A proficient paper includes

• Accurate spelling
• Correct punctuation
• Proper use of capitalization
• Sound paragraphs
• Grammar and usage are handled well

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Peer Editing Write the score you think your
partner would receive. Write 2 things your
partner DID 2 things your partner DIDNT do
from the checklist below.

• FOCUS
• ____ I have a clear well-defined thesis or
  position.
• ____ I have clear knowledge of the topic.
• ____ I have interesting valuable information that
  provides strong support.
• ____ My paper holds the readers attention by
  thoroughly answering the readers questions or
  anticipates readers objections and questions.
• ORGANIZATION My paper has
• ____ Clear, catchy beginning (lead) that makes my
  audience want to read the rest of my paper.
• ____ A lead that sets the topic or clarifies the
  main issue.
• ____ Order that makes sense and guides my reader
  through the discussion.
• ____ A middle that expands the topic introduced
  in my lead or that presents and weighs evidence.
• ____ Transitions that help connect the ideas in
  my paper.
• ____ A concluding sentence or paragraph that
  leaves my reader something to think about or
  pushes the reader toward a final decision.

• SUPPORT
• I have
• ____ included details to create images in the
  readers mind or clearly defined the writers
  position.
• ____ included facts, incidents, reasons,
  examples, statistics, specific vocabulary,
  comparisons, magnified moments, actions, senses,
  reactions, and/or dialogue.
• CONVENTIONS
• ____ I have some long and some short sentences
  for variety in my writing.
• ____ I have reread my paper carefully and have
  corrected it for mistakes in spelling,
  punctuation, subject/verb agreement, capitals,
  and sentence structure.

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Looking at Complete Sentences

• Sentence Fragments on BrainPop
• Run-on Sentences on BrainPop

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Complete Sentence

• A complete sentence must have a subject and a
  verb.
• What is a subject? The subject is the person or
  object the sentence is about. It always contains
  a noun (person, place, or thing) or a pronoun. In
  many cases, the subject should come first.
• What is a verb? A verb usually tells the action
  of the subject or in some cases the state of
  being (feels, seems, looks). The verb should
  always come after the subject.

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The subject is underlined once, and the verb is
bolded.

• 1. Amia and Skyler enjoy playing together after
  school.
• 2. Ann loves to buy cookbooks that have French
  recipes.
• 3. Sue is a wizard on computers.
• 4. Science used to be boring, until I had a lab
  with Mrs. Phillips.
• 5. Marcie, Angie, and Max appear to be best
  friends.

87
Complete Sentence PracticeFind the subject the
verb in each sentence.

• 1. Stress appears to inhibit the ability of blood
  vessels to expand.
• 2. Friction over water resources constantly
  threatens conflict in the Middle East.
• 3. She has refused to negotiate with the
  guerrillas, calling them a gang of bandits.
• 4. Security was tight but fairly discreet at the
  event.
• 5. His attitude about taxes was openly hostile.
• 6. Some observers worried the words of support
  might not translate into action.

88
Singular Subject Verb Agreement

• In every complete sentence, the subject and verb
  must agree.
• Singular subjects need a singular verb.
• Singular subjects refer to only one individual or
  object that the sentence is about.
• Singular verbs are actions or a state of being
  that usually end in the letter s.
• Example Ann loves to buy cookbooks that have
  French recipes.
• Write your own sentence about Barack Obama.

89
Plural Subject Verb Agreement

• In every complete sentence, the subject and verb
  must agree.
• Plural subjects need a plural verb.
• Plural subjects refer to more than one individual
  or object that the sentence is about.
• Plural verbs are actions or a state of being that
  usually DO NOT end in the letter s.
• Example Marcie, Angie, and Max appear to be best
  friends.
• Write your own sentence about three of your
  friends.

90
Sentence Variety Simple Sentences

• Mix up the type of sentences you use in writing.
• Simple sentences are excellent to use to get
  short messages to the reader.
• Example I love reading books.
• Write two of your own simple sentences.

91
Sentence Variety Compound Sentences

• A compound sentence eliminates the use of too
  many simple sentences.
• Example Jane loves reading books. I like going
  to the movies.
• Jane loves reading books, and I like going to
  the movies.
• Write your own compound sentence combining the
  two simple sentences you just wrote.

92
Sentence Variety

• A complex sentence specifically tells the reader
  what you want them to know.
• Example Although I enjoy watching movies,
  reading books is my first love.
• Write your own complex sentence.

93
Words Used Incorrectly "It's" versus "Its" -
(consistently the 1 problem in student papers)

• 1) It's A contraction, meaning "it is" (as in
  "It's time for dinner.")
• 2) Its A possessive (as in "The dog was wagging
  its tail")
• Practice
• 1.  _____ up to you.
• 2. I knew what model car it was, but I wasn't
  sure about ____ color.
• 3.  I'm afraid ____ going to be a very long
  season for the Mighty Ducks.
• 4.  His pet duck reared ______ angry head when it
  was hungry.

94
Words Use Incorrectly "To," versus "Too"
(usually a close second behind it's-its)

• 1) To Basic multi-purpose function word (as in
  "My goal is to die a millionaire.")
• 2) Too Adverb, meaning "very" or "excessively"
  (as in "The Tigers were too inexperienced to
  challenge the Yankees for the banner or flag.")
• 3. Two the number (two pencils, two dollars)
• Practice
• 1. A person with a broken hip finds it usually
  hurts ______ much ____ stand.
• 2. More than ____-thousand-four-hundred years
  ago, Hippocrates told his patients ____ ease pain
  by chewing the outer covering of the willow tree.
• 3. They said the cost _____ keep it in space was
  _____ high.
• 4. It is not possible ____ see planets in the
  far universe because the stars the planets orbit
  are ______ bright.
• 5. Later ____ more groups crossed ____ Britain.

95
Words Used Incorrectly There, Their, Theyre

• 1) There Refers to location (as in "that dog
  over there")
• 2) Their A possessive (as in "They're going to
  bring their new car.")
• 3) They're A contraction, meaning "they are" (as
  in "They're on their way.")
• Practice
• 1.  ______ are no excuses this time.
• 2.  It's ________ car, so let them decide where
  we're going.
• 3.  Wherever ________ are two or more
  firefighters in the same room, you know what
  they'll be talking about.
• 4.  Whatever ________ doing to this highway, it
  seems to be taking forever to finish.

96
Words Used Incorrectly "Have" versus "Of

• The correct phrases are "could have," "should
  have," and "would have" -- not "could of,
  "should of," or "would of.

97
Words Used Incorrectly Weather Whether

• 1) Weather Usually a noun (as in How's the
  weather?)
• 2) Whether conjunction that introduces
  possibilities or other options (as in Do you
  know whether he is coming?)
• Practice
• 1. I am going to get married ______ you like it
  or not.
• 2. We had some beautiful ______ for our holiday.
• 3. Im not sure _____ I like the red one.
• 4. It depends on ______ John will arrive on
  time.
• 5. It was the worst ________ we had all summer.

98
Periods

• Rule 1Use a period at the end of a complete
  sentence that is a statement.
• Example I know that you would never break my
  trust intentionally.
• Write your own sentence, using a period at the
  end of statement.
• Rule 2 If the last word in the sentence ends in
  a period, do not follow it with another period. 
• Examples I know that M.D. She is my
  sister-in-law.   Please shop, cook, etc. I will
  do the laundry.
• Rule 3 Use the period after an indirect
  question. Example He asked where his suitcase
  was.
• Write your own sentence asking an indirect
  question, using a period at the end.

99
Question Marks

• Rule 1Use a question mark only after a direct
  question.
• Examples Will you go with me?
• Example of a non-direct question I asked if he
  would go with me.
• Write your own direct question, using a question
  mark.

100
Exclamation Points

• Use exclamation points to show emphasis or
  surprise. Do not use the exclamation point in
  formal business letters.
• Example I'm truly shocked by your behavior!
• Write your own sentence using a exclamation point
  to show emotion.

101
Capitalization and Punctuation Practice

• we toured an oil tanker in the harbor.
• this oil tanker is so big said little deer the
  tour guide that three football fields could fit
  on its deck
• harry asked how can I learn more about these
  ships
• One of the girls said That she had seen
  underwater oil pipelines.
• These salmon swim against the current of kenai
  river in alaska to return to the place they were
  born
• My cousin richard visited mammoth cave in
  kentucky during the summer
• Why did you send your cards to north pole,
  colorado, during december
• The tacoma narrows bridge collapse not long after
  it opened
• On Sunday I read a story called all for one by
  a young canadian writer named monty preston
• This summer dr wilson will read roll of thunder,
  hear my cry to his children and watch my side of
  the mountain with them

102
Great Beginnings.Great Endings

• When you begin a paper, you want to make sure
  your reader wants to keep reading because it is
  that interesting
• include an attention getter
• clearly state your topic
• When you end your paper, you want to make sure
  you finish strong
• restate your thesis sentence 3 reasons in a new
  way
• do not include new information

103
Expository ExamplesThe following are taken from
eighth graders explanations of why they would
like to trade places with someone for a day.
If I could be one person for a day, I would like
to be my great-grandpa Nathan Payne. he is a
kind and loving man, my best friend in fact. As
you can see, my great-grandpa was a great man.
I would love to be him just for one day, or even
for one hour, for that matter! But, if I were
him for any amount of time, there is one question
I would have to ask, Could I fill such a great
mans shoes?
104
Expository ExamplesThe following are taken from
eighth graders explanations of why they would
like to trade places with someone for a day.
Eric! put your head in the window! What do you
mean what did you do?! Do it! Now! This, and
more, is what my bus driver, Mrs. _____, has to
go through day after long day. That, and some
more reasons, is why I would like to trade places
with her. I want to know how she can do it.
Ill admit this is not the most glamorous person
in the world to trade places with, but ti
fascinates me. My first reason is. These are
just some reasons why I would like to be my bus
driver for a day. A lot of people take bus
drivers for granted. They think it is easy to
drive a big bus on busy roads filled to the brim
with kids. Well it is not. Bus drivers endure
more than we give them credit for. I
wonder-though, if I was Mrs. _______, could I do
all this, even if just for a day? Maybe not, but
it would be worth a try.
105
Expository ExamplesThe following are taken from
eighth graders explanations of why they would
like to trade places with someone for a day.
Melissa _____ is a person with lots of qualities
Id like to have. She is outgoing (a very strong
extrovert), a talented dancer, and a total
opposite of me. If I could change places for one
day with somethone, she would be the
one. Melissa has lots of qualities I wish I
had, but she is a lot different than me. maybe
it would be harder than I expect. But for one
day, 24 hours, I think it would be fun to be a
talented dancer, an extrovert, and the only
child. But only for one day would I want to be
her, because I would miss my life and my horses.
106
Persuasive ExamplesThe following are taken from
eighth graders persuasive papers written to
convince the reader to accept their point of view
on the elimination of certain classes.
The clang of the school bell rings in your ears.
The academic classes you were just in bored you
and yawning seemed to be the only thing keeping
you awake. Theres now a bounce in your step as
you literally waltz to your next class. Its your
favorite class of the day, music. The rhythmic
notes and chimes stimulate your senses. As you
arrive to class, a notice on the door catches
your eyemusic class is cancelled. You feel
angry and deprived. You no longer have the
desire to come to school. Your grades lower as
does your wish for learning. Because of the
elimination of art, music, and physical education
classes, school will have become duller, less
motivational, and less stimulating for
students. Because of the elimination of art,
music, and physical education classes, school
will have become duller, less motivational, and
less stimulation for students. People need to
realize theres more to school than just
academics. It's the other classes that make
school enjoyable.
107
Persuasive ExamplesThe following are taken from
eighth graders persuasive papers written to
convince the reader to accept their point of view
on the elimination of certain classes.
A seven hour day at school filled with seven
classes. Of those seven classes, you rip your
hair out by the roots over four of them. In
history you have a ten-page report on the Civil
War, and you wake up hearing the bullet of
Booths gun whirling through the air toward
President Lincoln. In science you must violently
scribble down a paper on the importance of
Archimedes's Principle. At night when you are
just about to fall asleep you are hurled back in
consciousness, and instead of seeing a time on
the clock you see the all too familiar words, If
the buoyant force is greater than the
gravitational forces The only classes you
actually walk into with the slightest smile on
your face are art, music and physical education.
If it werent for these classes, your body would
never again be seen getting on the big yellow bus
that takes you to hall of nightmares known as
school. By keeping courses such as art, music,
and physical education as part of the school day,
the school board would be keeping kids as a part
of the school day. Students horizons would be
broadened. A horizon once composed of only hazy
pink will now shimmer brightly with luminous
lavenders, turquoises, blues, violets, and
fuchsias.
108
Persuasive ExamplesThe following are taken from
eighth graders persuasive papers written to
convince the reader to accept their point of view
on the elimination of certain classes.
Art, music, and physical education classes
should definitely not be eliminated from the
school curriculum. These subjects, although
non-academic, build social and artistic skills
that are just as, or maybe more important than,
academic subjects. All of these subjects help a
child in building his/her character and
personality. They let kids who arent
academically inclined develop their own talents
and showoff, and feel important. These subjects
expose a student to new opportunities and help
them develop a better understanding of people.
The skills that can be taught in these subjects
will continue to influence students for the rest
of their lives and give them a chance to make
themselves better people.
109
Great BeginningsGreat Endings Practice

• Using the examples we just viewed as a model,
  create a great beginning and a great ending for
  these topics
• a description of the best meal you ate
• a letter to the school board about students
  rights

110
You should be able to say yes to these questions
about conventions when you finish writing

• I have some long and some short sentences for
  variety in my writing
• I have reread my paper carefully and corrected it
  for mistakes in
• spelling
• mechanics
• sentence structure
• punctuation

111
Writing Persuasive Response

• Follow the same 5 paragraph format from last week
• Paragraph 1 Introduction
• Begin with an attention grabbing beginning
  (statistic, quote, etc.)
• Describe the issue (from the writing situation)
• State your stand/opinion on the issue (State
  whether you are FOR it or AGAINST it)
• Paragraph 2 Reason 1
• Evidence to support (FRIES)
• Details
• Paragraph 3 Reason 2
• Evidence to support (FRIES)
• Details
• Paragraph 4 Reasons 3 (Save your strongest
  reason for this paragraph)
• Evidence to support (FRIES)
• Details
• Paragraph 5 Conclusion
• Restate opinion
• Summarize 3 reasons
• Call to action or closing statement

112
You are now going to write your own persuasive
response.

• Stay FOCUSED ORGAIZINED, SHOW SUPPORT and USE
  PROPER CONVENTIONS!
• Remember You only have 45 minutes.
• Prewriting 5-10 minutes
• Writing 30-35 minutes
• Editing (Reading your paper correcting
  mistakes) 5 minutes

113
Your Prompt

• The principal of your school does not think that
  having candy and soda machines in school is a
  good idea.
• Think about the reasons why having a candy and
  soda machine in school is a good idea.
• Now write to convince your principal whether
  having candy and soda machines in school is a
  good idea for the school.

114
Peer Editing Write the score you think your
partner would receive. Write 2 things your
partner DID 2 things your partner DIDNT do
from the checklist below.

• FOCUS
• ____ I have a clear well-defined thesis or
  position.
• ____ I have clear knowledge of the topic.
• ____ I have interesting valuable information that
  provides strong support.
• ____ My paper holds the readers attention by
  thoroughly answering the readers questions or
  anticipates readers objections and questions.
• ORGANIZATION My paper has
• ____ Clear, catchy beginning (lead) that makes my
  audience want to read the rest of my paper.
• ____ A lead that sets the topic or clarifies the
  main issue.
• ____ Order that makes sense and guides my reader
  through the discussion.
• ____ A middle that expands the topic introduced
  in my lead or that presents and weighs evidence.
• ____ Transitions that help connect the ideas in
  my paper.
• ____ A concluding sentence or paragraph that
  leaves my reader something to think about or
  pushes the reader toward a final decision.

• SUPPORT
• I have
• ____ included details to create images in the
  readers mind or clearly defined the writers
  position.
• ____ included facts, incidents, reasons,
  examples, statistics, specific vocabulary,
  comparisons, magnified moments, actions, senses,
  reactions, and/or dialogue.
• CONVENTIONS
• ____ I have some long and some short sentences
  for variety in my writing.
• ____ I have reread my paper carefully and have
  corrected it for mistakes in spelling,
  punctuation, subject/verb agreement, capitals,
  and sentence structure.

115
Tips for Test Day

• Be sure to be present on test day. Students
  taking tests on make up days tend to score lower.
• Eat a good breakfast. Hunger can lead to poor
  performance.
• Relax! All of the hard work is done. Now is just
  the time to prove that you have been working hard
  and have learned what is expected of you.
• Get to school on time and be sure to talk with
  friends to break the tension.
• Avoid all strenuous activity before school such
  as running, football, and baseball.
• Listen carefully to all test-taking directions
  given by the teacher and ask questions about
  those directions that are not clear.
• Think positively tell yourself that you can do
  this.
• To help calm down, breathe in and out slowly and
  deeply.
• Avoid being lazy! You only fail yourself if you
  dont try and give it your best.
• When all testing is complete, enjoy the rest of
  the day and be proud of you effort.
• Your TEACHERS, ADMINISTRATORS, AND PARENTS
  believe in you!

116
Tips for FCAT Writes!

• Memorize the following FCAT writing rubric
  Focus, organization, support, and conventions.
• Write just as you do for all of your teachers.
  Remember you are in school and you are in one of
  your teachers classrooms.
• Recall writing strategies from class and write
  down the main points that must appear in your
  writing.
• Write legible, complete sentences and paragraphs,
  and focus on your main idea.
• Read the prompt carefully. As a matter of fact,
  read it at least two times.
• Plan your writing by organizing your ideas.
• Support your ideas by telling more about each
  reason or argument.
• Use a variety of sentence structures.
• Choose words that help others understand what you
  mean.
• Use facts, incidents, reasons, examples, and
  statistics (FIRES) to support your topic
  sentence.
• Review and edit your writing. In your review,
  check spelling, punctuation, and capitalization.
• Be sure that the reader is able to TOUCH, TASTE,
  SEE, SMELL, AND HEAR what your are writing about.
  Be sure to stay on topic!
• Give your sentences life by using words that show
  not tell.