to great writing
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Writing Skills
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A Systematic
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Writing Skills is a three-book series that helps upper primary students develop good writing
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skills systematically. Each book in the series is divided into two sections. The first section, Learning to Write, focuses
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on the traits of writing. Research has shown that understanding writing traits (an approach that originates from the United States) leads to better and more confident writers. The traits
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covered in Writing Skills are: • ideas (how to start); • word choice (what to say);
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• sentence fluency (how to say it);
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• organization (how to organize the sentences); and
as letters and book reviews. This section gives students a detailed understanding of the
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features of different genres.
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The second section of each book, Writing on Your Own, focuses on different text types, such
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• voice (how to say it effectively).
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The exercises in both sections are structured so that there is a gradual build-up of skills.
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Through the targeted practice, students will definitely grow in confidence and ability.
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Al
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A Systematic
Empowering Minds Improving Lives
Writing Pie 2.indd 1
www.alstonpublishinghouse.com
ISBN
978-981-4370-46-2
9 9 7 78 89 98 81 14 4 3 37 70 04 46 62 2
approach
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Sentence Fluency
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Published by Alston Publishing House Pte Ltd 745 Lorong 5 Toa Payoh, #01-07, Singapore 319455 enquiry@alstonpublishinghouse.com www.alstonpublishinghouse.com
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Š 2012 Alston Publishing House Pte Ltd All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the copyright owner. First published 2012 Second impression 2014 ISBN 978-981-4370-46-2 Publisher: Sim Wee Chee Printed in Singapore
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Contents 1 Unit 2 Unit 3 Unit 4 Unit 5
IDEAS
6 Unit 7 Unit 8 Unit 9
EXPOSITORY
56
PERSONAL NARRATIVE
64
PERSUASIVE WRITING
72
LITERATURE
80
SENTENCE FLUENCY
27
ORGANISATION VOICE
36 45
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PART
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Unit
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Learning to Write
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WORD CHOICE
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PART
6
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Unit
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Writing on Your Own
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Introduction Writing can be a complicated process. Students are often intimidated when they put their
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thoughts on paper. Tasks such as where to start, what to say and how to say it can cause a great deal of anxiety. The ability to write competently and effectively is essential in communcation. This writing series is developed to simplify the writing process for students by focusing on five target traits that lead them to effective writing. Explanations and examples are carefully chosen to provide background knowledge of the traits so that students can master each one. Each trait comes with exclusive exercises, with writing assignments at the end of each unti that allow students to practise not only the targeted trait but also the other skills from previous chapters. Each trait is built on the preceding one, enabling the student to see and laern how the larger writing process is formed.
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EXPOSITORY Students write to inform, explain, describe or define their topics to the reader. A procedure, news story, biography and report are included in this type of writing. Expository writing require students
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to use clear words and strong organisation.
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PERSONAL NARRATIVE
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Students become narrators and write stories about their daily
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life or experiences. Here, students learn how to write about themselves, their heroes, family histories, etc They tell their
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own stories according to a sequence of events.
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PERSUASIVE WRITING
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Students write to convince the reader to believe or do something.
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An advertisement is a good example, because it persuades
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readers to buy a product. This unit teaches various techniques on how to convince readers, such as using strong organisation or
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opinions, and using the correct tone.
LITERATURE Students learn a number of skills related to literature. They write summaries and book reports after they read literary works. They also learn how to write fictional stories or poems on their own.
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Writing on Your Own
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Unit
EXPOSITOR
6 A
WRI TING A LE T TER
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WARM UP Match the correct parts of a letter.
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There are many reasons for writing a letter: to thank, to persuade, to complain or to keep in touch with someone. Sometimes, writing a letter is better than calling or e-mailing. A letter has these parts. • Heading: your address and the date • Greeting: Dear …, • Body: your message • Closing and signature: Yours sincerely, …
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a. Dear Mr. Leong,
Body: Your message
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b. Yours sincerely, Cathy
1. Heading 2. Greeting
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EXAMPLE
3. Closing and signature
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c. 15 High Street Singapore 972004 20 July 2013
144 Previn Street Perth, Australia 30303 2 April 2012
Dear Sally, I am so excited! Our family will be visiting your city this June. Perhaps we could meet and have dinner. We will be happy to see you. I’ll call you Yours sincerely, with the details! John 56
Part II Writing on Your Own
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EXERCISE 1. Circle the address with the correct format. Use the box to help you. a. Brisbane, Queensland 156A Hilde Street Australia 42005 b. Australia 42005 Brisbane, Queensland 156A Hilde Street c. 156A Hilde Street Australia 42005 Brisbane, Queensland d. 156A Hilde Street Brisbane, Queensland Australia 42005
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Address [Street name] [City], [State] [postal code] (Begin with a capital letter and use a comma between the city and the state.)
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Example: 13 High Street Perth Australia 30303
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2. Write the dates in the correct format. Use the box to help you. Date [Date] [Month] [Year]
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a. 3 june 2003
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Example: 21 May 2013
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c. 1962 7 december
(Capitalise the first letter of the month.)
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b. october 1981 14
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3. A greeting begins with a capital letter and ends with a comma. Circle the greeting with the correct format. b. dear Marie,
c. Dear Marie,
d. dear marie,
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a. Dear Marie
4. A closing begins with a capital letter and ends with a comma. Then a name follows in the next line. Circle the correct closing and signature. a. your Friend Jill c. your friend, Jill
b. Your friend, Jill d. Your friend Jill Unit 6 Expository
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5. Rewrite the letter with the following parts in the correct places. Sincerely, Dear Aunt Ruth, Paula Thank you for taking me shopping yesterday! It was really fun. And the new shoes you bought me yesterday were adorable! 12 Jalan Panglima Johor Bahru, Johore 01010, Malaysia 14 July 2012
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WRITING
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1. Think of three people you could thank for something. Write their names below and what you are thankful for.
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YOUR ESSAY
Date
Greeting
Message
Closing
Signature
Write your letter in the first person.
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Your address
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Choose one of the above people to write a thank-you letter to. Check that you have included the following parts in your letter.
Unit 6 Expository
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B WRI TING A RESEARCH PARAGRAPH Writing a research paragraph follows these steps. Begin with a question.
Research facts that answer this question.
Organise these facts into a paragraph.
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Your paragraph can be organised in many ways. One of the ways to organise your paragraph is by comparing to show how two things are alike. Remember, your opinions should not be included in a research paragraph.
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WARM UP
Where do they live?
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Big spotted cat 86 –143 pounds
How fast can they run?
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What do they usually eat?
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What do they look like?
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Read the questions and do some research on ‘cheetahs’ on the Internet.
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EXAMPLE
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Cheetahs
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You should never race with a cheetah! They can run up to 60-70 miles per hour. In fact, they are the fastest mammals on land. The cheetah gets its food by running after its prey. They eat mostly gazelles and rodents. This big spotted cat can weigh up to nds in parts of 143 pounds. They are found in the open grassla amazing? Africa and the Middle East. Aren’t cheetahs 60
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EXERCISE 1. Decide whether the following sentences are facts (F) or opinions (O). a. The cardinal is the prettiest bird in the world. b. Tigers are more interesting than lions. c. Leopards are found in Africa.
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d. Rhinos do not have good vision.
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Facts can be proved or disproved. Opinions are based on feelings or thoughts.
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2. Read the following problem. Use the Internet to research on possible solutions. S O PROBLEM L Giant pandas are in U danger of extinction. T I O N S
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3. Choose two of the following facts that should be left out of a paragraph for the research question.
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Research question: How do cheetahs hunt their prey?
Cheetahs usually have 3 to 5 cubs in a litter. The cheetah’s excellent eyesight helps it find prey. Cheetahs creep slowly toward their prey. They stay hidden in the tall grasses. Cheetahs are quickly losing their habitats. The cheetah uses amazing speed to catch its prey. Unit 6 Expository
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WRITING 1. Kenya is home to many amazing animals. The most famous animals in Kenya are known as “The Big 5.� Buffalos
Lions
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Rhinos
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Elephants
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2. Choose two of these animals as the topic of your research paragraph. You are going to compare these two animals.
Use interesting adjectives to describe your animals!
Animal 1:
Animal 2:
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Research questions
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3. First, do some research on your topic. Use the research questions below. Then add one of your own.
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What does it look like?
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What does it eat?
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Where does it live?
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4. Remember that your first sentence should give readers the main idea. You may begin with an interesting question or statement. Your first sentence
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YOUR ESSAY Now let’s put it all together! Start with your main idea, then add your details, comparing these two animals.
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For your conclusion, – rewrite your main idea in other words; – ask a question; or – make a personal comment.
Unit 6 Expository
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Unit
9 LITERATURE A
WRI TING A BOOK REPORT
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There are many ways to share information about a book you read. One way is to write a book report. A book report is more than just a summary. It should include: • Title and author • Characters (people in the book) • Setting (where and when it happened) • Plot (problem and resolution) • Your opinion or reaction to the book
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Read the example below. Match the parts of a book report. Cindy wins a contest to dance on TV.
b. Setting
Cindy and her five brothers and sisters
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a. Title and author
Television studio, Cindy’s home
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c. Characters
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This story is funny. It made me laugh. Dance TV, by M. Brady
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e. Reader’s opinion
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d. Plot
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Dance TV
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EXAMPLE
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This is a ver y funny story called Dance TV, by M. Brady. It is about a girl named Cindy and her five brothers and sisters. Cindy enters a contest and wins. The prize is a chance to sing and dance on a TV show. The children want to surprise their parents, so they practice secretly. Their parents are watching prised to see their TV when the show starts. They are ver y sur story made me six children dancing and singing on TV! This laugh a lot. I think everyone should read it. 80
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EXERCISE 1. Read the following story, then fill in the blanks below. Superhero Billy by S. Mah
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“Nice costume,” said Billy’s dad.
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Billy put on his mask and cape in front of the mirror. “This is the best costume,” he thought. “I’m sure to win the contest.”
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“Billy,” said Mom, “I need you to watch Molly at the party.” Billy looked at his sister. “But superheroes don’t have little sisters.”
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“This one does!” said Mom.
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Setting
Problem and resolution Billy had to take his sister to the party. He dressed her up as a superhero too.
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Title and author
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Then Billy got an idea. He ran to his room and found his baby blanket. He put it around Molly’s shoulders. At the party, Superhero Billy and Supergirl Molly won the first prize!
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2. Read the questions. Then write your own opinions about the story above. Did you like/dislike the story? What did you think of the characters?
What did you like most in the story? Would your friends like the story?
Unit 9 Literature
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WRITING 1. Choose a short story for your book report. When you have finished reading it, fill in the boxes below.
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Title and author
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Setting
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Characters
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Problem and resolution
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2. Write your opinion about this book in the box below.
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YOUR ESSAY Now write your book report.
Write only the main events from the book. Leave out the details.
Use the past tense to describe the plot of the book.
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Book title:
Unit 9 Literature
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B WRI TING AN ILLUSTRATED SHORT STOR Y
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EXAMPLE
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Mary was a tall lady who lived in a big house near the sea. She liked to go fishing, and she worked as a house painter. Mary did not need a ladder, because she was very tall. Sometimes she could not fit through the doorways of stores and houses because she was so tall!
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WARM UP Read the short story. Then draw a picture for the story.
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Pictures add life to a story. They help connect the story to our imagination. Usually, a good story is written first, and then illustrations are added. You need to plan all the main parts before you begin: • Characters • Setting • Plot (main events) • Problem and resolution Then decide what event(s) your readers would enjoy seeing in pictures.
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Harry was a short man who owned a paint store. His friend, tall Mary, would come by every day to buy paint for her job. Sometimes they would laugh because Mary had to bend down to get through the front door of the store. They were best friends.
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EXERCISE
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b. What is the setting of the story so far?
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a. Who are the characters?
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There was a king who had ten beautiful daughters. They slept in ten beds, all in one room. Whenever they went to bed, the doors would be shut and locked. But every morning their shoes would be quite worn out, as if they had been dancing all night. Nobody knew how it happened, or where the princesses had been.
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1. Read the following story. Then answer the questions.
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2. There is a problem in the story above, but the resolution has not been introduced yet. Write your own resolution for the problem.
The resolution might be something a character has to do, a mystery to solve, or a decision to make.
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How did the princesses’ shoes get worn out during the night?
3. Read the stories on page 86 again. Create a problem between Mary and Harry. Then write your resolution. a. Problem: b. Resolution:
Unit 9 Literature
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WRITING Now use your imagination and create your own story! 1. First, plan your story. Write all the parts in the boxes below.
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Characters:
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Setting:
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Problem:
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Main events:
Which event would make a good illustration?
Resolution:
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YOUR ESSAY
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Using all the ideas, write your story below. The empty space is for your illustration.
Make your story come to an interesting end. You can choose a happy/sad ending, or you can make your readers predict the ending.
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Add a nice title to your story. The name of the main character or the lesson from your story can make a good title.
Unit 9 Literature
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ESSAY CHECKLIST My essay has one topic. It is focused and supported by specific details.
Word Choice
My essay includes strong verbs instead of weak verbs. It also includes many interesting adjectives.
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Ideas
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Sentence Fluency The sentences in my essay are both long and short. They follow different patterns. My leading sentence gets the reader’s attention. My details are organised in a logical order. My conclusion brings my main idea and details together.
Voice
The tone of my essay is appropriate to the topic and to my audience. The writing is fun and interesting to read.
Grammar
In my essay, all of my words are spelt correctly with correct punctuation. All of my sentences obey the rules of grammar.
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Organisation
Making a snowman Making a snowman is fun and easy. First, roll up three large balls of snow. Then, stack the balls of snow on top of one another. Next, make two arms using sticks. After that, give the snowman a nose using a carrot. Also, use buttons to give it eyes. Your snowman is complete!
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