Student Intensive Continuation Course A-1 by Bev Rempel

Student WritingIntensive Continuation Course A-1

Workbook

Group A By Bev and Bryan Rempel

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Student Writing Intensive Continuation Course A-1

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Student Writing Intensive Continuation Course A-1

Student Writing Intensive - Level A-1 Continuation Course Student Workbook Table of Contents FOREWORD ............................................................................................................................................................... 5 SCENE CHART ..........................................................................................................................................................6 A NOTE TO PARENTS AND/OR TEACHERS ......................................................................................................7 WEEK ONE .................................................................................................................................................................8 DAY ONE - STYLISTIC TECHNIQUE REVIEW – DRESS-UPS .........................................................................................8 BASIC ―— LY‖ ADVERBS .............................................................................................................................................8 WEEK TWO .............................................................................................................................................................. 13 ENHANCING QUALITY ―—LY‖ ADVERBS ................................................................................................................. 13 WEEK THREE .......................................................................................................................................................... 18 WHO/WHICH CLAUSE.............................................................................................................................................. 18 STRONG VERBS ....................................................................................................................................................... 20 QUALITY ADJECTIVES ............................................................................................................................................. 23 WEEK FOUR ........................................................................................................................................................... 26 ADVERBIAL CLAUSE................................................................................................................................................ 26 THEIR, THERE, THEY’RE - EXERCISE ....................................................................................................................... 29 CONFUSING WORDS PRACTICE EXERCISE 1 ............................................................................................................. 31 WEEK FIVE .............................................................................................................................................................. 34 THE STORY SEQUENCE CHART ................................................................................................................................ 34 WEEK SIX ................................................................................................................................................................. 39 WRITING FROM OUTLINES....................................................................................................................................... 39 WEEK SEVEN .......................................................................................................................................................... 43 THE FROG & THE OX............................................................................................................................................... 43 WEEK EIGHT – WRITING FROM OUTLINES ................................................................................................. 47 WEEK NINE .............................................................................................................................................................. 51 SENTENCE FRAGMENTS & RUN-ON SENTENCES ..................................................................................................... 51 EDITING PRACTICE .................................................................................................................................................. 54 MORE CONFUSING WORDS ...................................................................................................................................... 56 THE ―TOPIC / CLINCHER‖ RULE ............................................................................................................................... 57 JOHANN SEBASTIAN BACH ..................................................................................................................................... 59 WEEK TEN ............................................................................................................................................................... 62 HISTORICAL PERSON REPORT .................................................................................................................................. 62 WEEK ELEVEN ....................................................................................................................................................... 68 EDITING PRACTICECRAZY ABOUT BACH ................................................................................................................. 68 CRAZY ABOUT BACH ............................................................................................................................................... 69 MORE CONFUSING WORDS ...................................................................................................................................... 70 THREE PARAGRAPH REPORT – FLORENCE NIGHTINGALE ........................................................................................ 71 WEEK TWELVE ...................................................................................................................................................... 77 HISTORICAL PERSON REPORT .................................................................................................................................. 77 WEEK THIRTEEN ................................................................................................................................................... 84

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Student Writing Intensive Continuation Course A-1

EDITING PRACTICE .................................................................................................................................................. 84 WRITING FROM PICTURES ....................................................................................................................................... 87 WEEK FOURTEEN .................................................................................................................................................. 91 WRITING FROM PICTURES – CONT’D ....................................................................................................................... 91 WEEK FIFTEEN ...................................................................................................................................................... 96 EDITING PRACTICE .................................................................................................................................................. 96 PUNCTUATING CONVERSATION PRACTICE............................................................................................................... 98 WRITING FROM PICTURES – YOUR CHOICE ........................................................................................................... 100

SPECIAL NOTICE: Your Student Intensive Continuation Course comes with a white labeled CD-ROM which contains all the class materials and sources referred to by Andrew Pudewa during this seminar. These materials are designed to be printed from your computer printer and referenced by the student during the course. The CD-ROM has materials for all three levels of the Student Intensive Continuation Courses, so be sure to print only those for the “A” level Courses.

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Student Writing Intensive Continuation Course A-1

Sixth Consecutive Year

F IRST P LACE 2007 Readers Awards “Practical Home Schooling Magazine” Writing/Composition Category

Andrew Pudewa Writing Seminars

Institute for Excellence in Writing

This Workbook is Produced by and sold through outlets of Excellent Resources Inc. 2440 Huckleberry Road Mill Bay, BC V0R 2P4 Toll-Free 1-877-825-7414 Email – info@excellentresources.net Visit us on the Internet at www.excellentresources.net

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Student Writing Intensive Continuation Course A-1

Foreword The writing system developed by Dr. J.B. Webster spans over half a century of classroom implementation and development. From a oneroom log school in Northern Saskatchewan teaching fifty-five students in grades one through ten, to training Ph.D. candidates at prestigious universities, Dr. Webster brings a rare breadth of wisdom and experience to the discipline of writing. After years of trying to develop a practical system of teaching writing, he was amazed to discover extraordinary results being produced in a grade one classroom by students of his aunt, Anna Ingham. She had created a system called “The Blended Sound-Sight Program of Learning” for which she later received the Governor General’s Award of Canada, recognizing her contribution to the education of Canadian children. The Blended Sight-Sound Methodology became the foundation for Dr. Webster’s classic teacher resource “Blended Structure and Style in Composition.” Every summer for over twenty years, Mrs. Ingham and Dr. Webster have been training teachers this amazing system. In 2006, the class entered its 24th year and Anna still remains a dynamic teacher, even as she approaches her midnineties. For several summers Andrew Pudewa, the director of the Institute for Excellence in Writing, has lectured in Grouard, Alberta with Dr. Webster and the Blended Sound-Sight Staff. Andrew, who is a strong proponent of the classical model and an emphasis on excellence in teaching, is the presenter on the video series

which forms the basis for this workbook Throughout the year he teaches both at his home in Atascadero, California, and around North America, conducting workshops for students, teachers, and parents. He is a home schooling father of seven. Andrew is a graduate of the Talent Education Institute in Matsumoto, Japan, and also holds a Certificate of Child Brain Development from the Institute for the Achievement of Human Potential in Philadelphia, Pennsylvania.. Like Andrew, Bev Rempel, leads Excellence in Writing seminars and workshops across Canada. Speaking at large conferences, training teachers at professional development days and tutoring classes in her neighbourhood have qualified Bev as a Master Teacher, instructing the annual ―Blended Structure and Style‖ summer program with Dr. J. B. Webster in Grouard. Excellent Resources is the exclusive Canadian distributor for ―Teaching Writing‖ courses supplied by the Institute for Excellence in Writing, and its Director Andrew Pudewa. WEBSTER’S ACADEMY FOR EXCELLENCE IN WRITING ® (www.webstersacademy.com) is a sister company to Excellent Resources, providing live tutorial teaching and resources through franchised instructors across Canada. This Workbook is intended to supplement Part 1 of the Student Writing Intensive Group A Continuation Course DVD series which provides the actual teaching of the program. These lessons are not intended to stand alone without the DVDs.

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Student Writing Intensive Continuation Course A-1

A Note to Parents and/or Teachers This workbook has been designed to help you and your student practice the concepts that are taught on the Student Writing Intensive Group A Continuation Course, Part 1 DVD’s. The suggestions presented here will expand on the opportunities to benefit from the teaching in this DVD series. The workbook should not be used independently of the video series, or it will be of little value to you or your student. The fifteen weeks of lessons presented in this workbook are designed to keep you moving through the program. However slowing down the process is entirely acceptable, as students are able to progress at their own pace, taking longer as required. The lessons are designed to provide instruction of the key concepts from the DVD’s on the first day of each week, with supplemental exercises following during the remainder of the week. You may need to provide some additional instruction on the first day of each week, but the student should be able to work independently, performing the rest of the week’s assignments. The original program was taught over a ten week period, and Part 1 of the Workbook Series only covers the first 5

DVD’s. If you follow the workbook instructions closely, you will notice that the weeks of the workbook do not match the weeks of the DVD series. The fifteen weeks of assignments in the workbook correspond with the first five DVDs in this series, so the work provided will be an expansion of the DVD assignments. You may correct each day’s work using the checklists provided with each assignment. Be careful only to mark those things on the checklist. You should also be watching for correct capitalization, punctuation and spelling. There are spaces provided for rough draft work and outlining before the final draft is written. Remember that a messy paper is a sign of a good writer and that rough drafts should have plenty of corrections, revisions and edits, before going to the final copy. If the student is not quite proficient on the computer, perhaps you could help type up the final draft and insert it into the workbook binder. On the last page of this workbook, you will find suggestions and resources for further writing instruction once you have completed the Level A Student Writing Intensive Continuation Course Part 1. Be sure to keep your student progressing and enjoying the writing process.

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Student Writing Intensive Continuation Course A-1

Week 1 Day 1

Week One Day One - Stylistic Technique Review – Dress-Ups

Watch DVD # 1 of Level A of the Student Writing Intensive Continuation Course, from the beginning through the Dress-Ups Review of the Adverbial Clause. Pause the DVD and start your review in this Workbook. (If Andrew starts talking about the

three ―THERE‘s‖, you‘ve gone too far. Turn off the DVD. We will get to that section later)

The “-ly” adverb Watch for these imposters of ―-ly‖ adverbs; they are actually adjectives. ghastly, kingly, ghostly What others does Andrew mention on the DVD? _________________, __________________, _______________, ____________ _________________, __________________, _______________, ____________

Basic ―— ly‖ Adverbs slowly

quickly

silently

loudly

happily

sadly

angrily

cooly

thoughtfully thoughtlessly

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Student Writing Intensive Continuation Course A-1

Week 1 Day 2

When you begin to use ‖—ly‘‖ adverbs, try using only those in the chart on page 8. These are basic ― – lys‖ you will be able to use in most of your writing. Start with these. On this page you will find a short article called ―The Spider Diner‖. On page 10 write a key word outline of the article, and on the following page write up the piece in your own words from the key word outline. In front of every verb you use, try using one of the ―basic ‗—ly‘ adverbs‖ from the table on page 8. Once you have used one, cross it off the list, and do not re-use it.

The Spider Diner The way spiders trap their food and eat it is most interesting. You may see how they do it by tossing a grasshopper into the web of a garden spider. The sticky web will hold the insect. The spider, whose own legs are coated with an oily slime, rushes over the web to the spot where his victim is stuck, and throws some silken threads around the struggling prisoner. With its forelegs, the spider now winds the strands around the grasshopper until it is tightly wrapped. Then the spider puts poison in the insect, and soon it dies. Since the spider has a small mouth, no way of crushing its food, and a very narrow throat, it cannot bite its food off in chunks. The food must be in liquid form. The spider’s poison dissolves part of the insect so the spider can suck these body fluids out. Finally, only the shell of the grasshopper remains. Then the spider may cut away the part for the web containing the insect and rebuild the broken part. If the web is located so that plenty of food is captured, the spider may stay for weeks in one place. EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course A-1

The Spider Diner – Paragraph I & II

I. ______________________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ II. _____________________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________

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Student Writing Intensive Continuation Course A-1

Week 2 Day 1

Week Two Enhancing Quality ―—ly‖ Adverbs The basic ― –ly‖ words can be improved by using similar ― –ly‖ words in their place. The tables below provide better replacement words for the basic ―—ly‖ words.

slowly

quickly

silently

loudly

happily

sadly

quietly patiently reluctantly wearily sleepily doggedly clumsily tentatively mechanically unwillingly

continually constantly rapidly impulsively instantly speedily zealously eagerly wildly briskly

quietly simply bashfully lightly softly meekly tenderly daintily dreamily weakly

harshly vehemently sharply rudely conspicuously triumphantly violently noisily sternly openly

cheerfully excitedly cheerfully pleasingly warmly eagerly playfully hopefully jokingly wonderfully

sorrowfully worriedly woefully warily unwillingly tragically utterly unfortunately mournfully wistfully

Go back to the paragraphs you have just written on the ―Spider Diner‖ and replace the basic ―—ly‖ words with several choices you have picked from the lists on this page below the basic ―—ly‖ words. Try reading your paragraph out loud to hear if it sounds more interesting.

angrily

cooly

happily

sadly

crossly hatefully viciously accusingly ferociously greedily stubbornly reproachfully crossly grumpily

calmly sedately politely pleasantly placidly peacefully delicately fairly positively simply

cheerfully excitedly cheerfully pleasingly warmly eagerly playfully hopefully jokingly wonderfully

sorrowfully worriedly woefully warily unwillingly tragically utterly unfortunately mournfully wistfully

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Student Writing Intensive Continuation Course A-1

Week 2 Day 2

Below you will find a short article called ―Cobras‖. On page 15 write a key word outline of the article, and on the following page write up the article in your own words from the key word outline. In front of every verb you use in the story, try using one of the ―enhanced ‗—ly‘ adverbs‖ from the table on page 13. Once you have used one, cross it off the list, and do not re-use it.

Cobras Cobras are one of the world’s most dangerous and feared snakes. Thousands of people in India and Africa die every year from the bite of the cobra. There is only one remedy for a cobra bite, but to be effective, it must be applied right after the cobra’s teeth have sunk into a person’s skin. Instead of sinking poison fangs into its enemy, some cobras spit their poison into the eyes of their victims. The poison causes blindness if not washed out immediately. In India, cobras grow to almost two metres in length. When a cobra threatens to strike, it flares out a flap of skin below its head, looking like a wide hood. It’s a frightening sight. Many stories are told of cobra’s attacking people, but usually they only attack when frightened or disturbed. Cobras move around by swimming in water, traveling on land and climbing trees. They feed on small animals such as frogs, rabbits and rodents, or will even climb trees to find birds eggs or baby birds.

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Student Writing Intensive Continuation Course A-1

BRUCE AND THE SPIDER There once was a king of Scotland whose name was Robert Bruce. He had to be both brave and wise, for the times in which he lived were wild and rude. The King of England was at war with him, and had led a great army which _____________________________ _______________________________________, into Scotland to drive him out of the land. Battle after battle had been fought. Six times had Bruce, who _______________________ ______________________________________ , led his brave little army against his enemies; and six times had his men been beaten, and driven him back. At last his army, which ________________________________________, was scattered, and he was forced to hide himself in the woods and in lonely places among the mountains. One rainy day, Bruce lay on the ground under a rude little shed which _______________ _________________________________, listening to the patter of the drops on the roof above him. He was tired and sick at heart, and ready to give up all hope. It seemed to him that there was no use for him to try to do anything more. As he lay thinking, he saw a spider which ___________________________________ over his head, making ready to weave her web. He watched her as she toiled slowly and with great care. Six times she tried to throw her frail thread from one beam to another, and six times the thread, which _____________________________________________, fell short.

(to be continuedâ&#x20AC;Śpage 22)

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Student Writing Intensive Continuation Course A-1

Week 3 Day 2

Strong Verbs Strong Verb (Strong Image or Feeling) 1 Test – I _____________.

Banned Words List – Weak Verbs Say/Said See/Saw

Go/Went

Think/Thought

Take/Took

Tell/Told

Brainstorm a list of replacement verbs for these banned verbs! At least five for each banned verb.

Eat/Ate

Look

Strongly recommend purchasing ―A Guide to Transitional Words and Expressions‖ by Victor Pelligrino for lists of hundreds of words and phrases to replace banned words. Includes 500 substitutes for the word ―said.‖ Available from Excellent Resources. EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course A-1

Week 3 Day 3

Assignment: On the next page is the second half of ―Bruce and the Spider.‖ You will notice it has many blank spaces scattered throughout the story. These are for you to replace the weak verbs in front of the blank with Strong Verbs. While inserting all these ―Strong Verbs‖ may be a little ―over the top,‖ the exercise is intended to give you practice in placing strong verbs in your paragraphs. When you are done, take your story to someone like a parent or brother or sister, and read it out loud to them. While is may sound strange, the practice will remind you to always have at least one ―strong verb‖ in every paragraph you write!

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Student Writing Intensive Continuation Course A-1

Bruce & The Spider (continued)

"Poor thing!" (said) __________________ Bruce: "you, too, know what it is to fail." But the spider did not lose hope with the sixth failure. With still more care, she made ready to try for the seventh time. Bruce almost forgot his own troubles as he (saw) _______________________ her swing herself out upon the slender line. Would she fail again? No! The thread was carried safely to the beam, and fastened there. "I, too, will try a seventh time!" (thought) _________________________ Bruce. He (went) _______________________ and called his men together. He (told) ______________________________ them of his plans, and sent them out with messages of cheer to his disheartened people. Soon there was an army of brave Scotchmen around him. Another battle was fought, and the King of England was glad to (go) ______________________back into his own country. I have heard it (said) _________________________ that, after that day, no one by the name of Bruce would ever hurt a spider. The lesson which the little creature had taught the king was never forgotten.

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Student Writing Intensive Continuation Course A-1

Week 3 Day 4

Quality Adjectives 2

Quality Adjective

Test - The _____________ pen. Strong Image or Feeling

Banned Words List – Weak Adjectives

Brainstorm a list of replacement words for these banned adjectives! At least five for each banned word.

Good

Bad

Nice

Pretty

Big

Small/Little

Fun

Happy/Sad

Strongly recommend the purchase and use of a Thesaurus to assist in brainstorming ―quality adjectives.‖ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course A-1

Week 4 Day 1

Week Four Adverbial Clause Adverbial Clause (appears in the middle of the sentence)

www.asia Assignment: On the next page is a Fable, ―The Stone in the Road.‖ You will notice it has blank spaces scattered throughout the story. These are for you to insert adverbial clauses to add information which gives a greater description of the action in the story. While inserting all these ―adverbial clauses‖ may be a little ―over the top,‖ the exercise is intended to give you practice in placing Adverbial Clauses in your paragraphs. When you are done, take your story to someone like a parent or brother or sister, and read it out loud to them. While is may sound strange, the practice will remind you to always have at least one ―adverbial clause‖ in every paragraph you write!

Adverbial Clause Starters: www.asia

When

Because

While

Since

Unless

Where

Whereas

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Student Writing Intensive Continuation Course A-1

Watch DVD # 1 of Level A of the Student Writing Intensive Continuation Course, from the ―Three There‘s Exercise‖ to the ―pause for exercise‖ and complete the assignment Andrew gives on the next page.

These are confusing words

There Their They‘re

their there they‟re

Their is a possessive, meaning ―belonging to them.‖ Their toys were scattered around the yard. There points out something. Remember these ‗place‘ words all have ‗here‘ in them; here, there, where They had never been there before. They‟re is a contraction meaning ―they are.‖ They‟re moving to another part of the country.

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Student Writing Intensive Continuation Course A-1 Week 4 Day 2

Their, There, They’re - Exercise

Once upon a time __________ were two children who felt that __________ shoes were too tight. One of them exclaimed, ―Look, over __________!‖ She had seen a shoe store and thought __________ was a good chance they would be able to enlarge __________ shoes. ―Hi,‖ greeted the shopkeeper, ―How are your shoes?‖ ― __________ too tight,‖ replied the first child. ―Yes, __________ awful,‖ sobbed the second. ―Well now,‖ empathized the shopkeeper, ―__________, _______- __________, let‘s see what we can do. Put them on the shelf over __________ and I‘ll take a look at them.‖ ―__________ my favorite shoes,‖ sniffled the first child. ―Maybe __________ laces are too short,‖ cried the second. The shopkeeper called __________ parents. ―About your children‘s shoes,‖ he confided, ―__________ really too small.‖ ―I‘d just go to Kinney Shoes and buy them a new pair over __________,‖ he advised. ―__________ good kids to try to take care of __________ shoes, even when __________‘s no way to fix them,‖ he thought as he hung up and smiled.

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Student Writing Intensive Continuation Course A-1

Here are some more confusing words

accept except advise advice affect effect brake break

conscious conscience

dessert desert

it‟s its

two too to

Accept means ―to receive willingly‖ I accept your apology. Except means “excluding” or “but” Everyone arrived on time except him. Advise is a verb. I advise you to try again. Advice is a noun. My teacher gave me some good advice. Affect is a verb and means ―to alter or influence‖ Every move affects the result. Effect is a noun meaning ― a result.‖ The cold medicine had a positive effect. Brake (the verb) means ―to stop motion‖ As a noun, brake can be the device that slows or stops motion. I had to brake suddenly to avoid the accident. Fortunately, I just had my brakes fixed Break (the verb) means to split or shatter. As a noun it describes an interruption. He attempted to break the world record. Have fun on your Spring break. Conscious means ―aware.‖ They were conscious of the late hour. Conscience means the inner voice that tells you right from wrong. The ―n‖ in conscience should remind you of ―no,‖ a word your conscience often tells you. My conscience told me to return the missing money. Dessert is the sweet word, so sweet it needs two helpings of ―s.‖ We ate the whole chocolate cake for dessert. Desert is used for all other meanings and can sound differently. I will not desert (leave) you. The rattlesnake slithered across the desert. It‟s is a contraction and means ―it is‖ or ―it has.‖ It‟s too hot to play outside ( It is too hot…) It‟s been too hot to play outside. ( It has been too hot…) Its is a possessive. Words like its, yours, hers, ours, theirs, and whose never use and apostrophe. The horse rested in its stall. The dog pulled on its leash. Two is a number There are two pencils in the drawer. Too means ―extra‖ or ―also,‖ so it has the ―extra ‗o‘‖ The wait was too long at the doctor‘s office. (extra) They wanted to come along too. (also) Use to for all other meanings. They like to go to the mountains to ski. EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course A-1

Week 4 Day 3

Confusing Words Practice Exercise 1

In this exercise you will circle the correct word from the possible words bolded in the bracket to complete proper meaning of each of the sentences in the story below. Have a parent check your choices after you have finished.

Our Afternoon Adventure We were taking a [break, brake] from our studies the other afternoon, when the aroma of freshly baked apple pies wafted across the back yard. [Conscious, Conscience] of Mrs. Smith‘s habit of making [two, too, to] pies at a time, we suddenly had [dessert, desert] on our minds. “[They‟re, There, Their] just over the fence,‖ my friend Billy [advised, adviced], ―Let‘s just climb over and grab one.‖ My [conscious, conscience] flared up and something inside me felt wrong about what Billy was going [two, too, to] do. It had the [affect, effect] of making my hands sweaty and my heart start [two, too, to] race. The [dessert, desert] was so inviting, but I remembered my mother‘s [advise, advice] like it was a [break, brake] on my bicycle; “[They‟re, There, Their] stuff belongs to them. [It‟s, Its] not yours for the taking. [Two, Too, To] many people forget this. [They‟re, There, Their] only thinking about themselves, and sometimes [they‟re, there, their] [consciences, conscious] doesn‘t seem to work.‖ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course A-1

I thought Billy was going to [dessert, desert] me. He was [two, too, to] excited about the pies, and I was [two, too, to] nervous about getting caught. [They‟re, There, Their] seemed no way out. Suddenly Mrs. Smith appeared in the window, just as we arrived below it. “[Two, Too, To] wonderful boys,‖ she exclaimed ―won‘t you [accept, except] some pie and ice cream from a lonely lady? I would have had to eat them all by myself, [accept, except] you have come along and now I have someone to share these pies with.‖ The [affect, effect] of her generosity on me was a great relief. ―[It‟s, Its] been a great afternoon.‖ I told her, “[They‟re, There, Their] going to be delicious.‖

Confusing Word Exercise: The best way to learn how to use these confusing words, is to use them in your own writing. On the next page chose five pairs (or groups) of words from the list you most often confuse, and correctly use them in a new sentence. Have a parent check your writing after you have finished.

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Student Writing Intensive Continuation Course A-1

Week 5 Day 1

Week Five The Story Sequence Chart Continue watching DVD # 1 of Level A of the Student Writing Intensive Continuation Course, from the ―pause for exercise‖ through to the end of the DVD. You will learn about the Story Sequence Chart

Story Sequence

Story Structure

Who is in the story? When does it happen? Where does he live or go?

Characters Setting Mood

II.

What do they want or need? What do they think? What do they say and do?

II.

Conflict Problem

III. How was the problem solved? What was learned? Final Clincher repeats title

III. Surprise/Resolution Moral Epilogue Clincher repeats title

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Student Writing Intensive Continuation Course A-1

Week 5 Day 2

Follow along with Andrew as he works with the story of the Two Frogs. You will create outlines for each paragraph of your three paragraph story on the following pages.

The Two Frogs and the Well attributed to Aesop

Two Frogs lived together in a marsh. But one hot summer there was a drought. Their marsh dried up, so they left it to look for another place to live; for frogs much prefer damp places if they can get them. By and by they came to a well. One of them looked down into it, and said to the other, "This looks a nice cool place. Let us jump in and make ourselves comfortable here. We’ll have the place all to ourselves!" But the other replied, "Not so fast, my friend. Supposing this well dried up like the marsh? How should we get out then?" ……………………..

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Student Writing Intensive Continuation Course A-1

Week 5 Day 3

Outline The Two Frogs and the Well – Paragraph I Focus on the Characters and Setting

I.______________________________________________________ 1. ________________________________________________

Dress-Ups Brainstorming

“lys” _________________________ 2. ________________________________________________ ___________________________________

3. ________________________________________________ ___________________________________ ___________________________________

4. ________________________________________________

___________________________________

Strong Verbs ________________________ 5. ________________________________________________ ___________________________________

6. ________________________________________________ ___________________________________ ___________________________________

7. ________________________________________________

Quality Adjectives ___________________ ___________________________________ 8. ________________________________________________ ___________________________________ ___________________________________ “Who/which” _______________________

As Andrew is brainstorming for ―Dress-Ups‖

___________________________________

you can add them to the list to the right.

___________________________________

Feel free to add your own before writing your own paragraph! Use the outline above to write the key words of your paragraph.

___________________________________ www.asia ___________________________ ___________________________________ ___________________________________ ___________________________________ Because ____________________________ ___________________________________ ___________________________________ ___________________________________

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Student Writing Intensive Continuation Course A-1

Two Frogs and the Well

Composition Checklist  Composition is double spaced  Dress-ups are marked with an underline (one of each per paragraph)  Title is underlined and name is on paper  Title repeats key words of the final sentence DRESS-UP

III

―ly‖ word who/which strong verb quality adjective because clause Adverbial clause when, where, while, as, since, if, although Banned Words (do not use! - find better ones)

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Student Writing Intensive Continuation Course A-1

Week 7 Day 1

Week Seven The Frog & The Ox

Just like you did with the ―Two Frogs‖ story, here‘s another with two frogs titled ―The Frog and the Ox. This week you will create outlines for each paragraph of your three paragraph story on the following pages.

The Frog and the Ox

"Oh Father," said a little Frog to the big one sitting by the side of a pool, "I have seen such a terrible monster! It was as big as a mountain, with horns on its head, and a long tail, and it had hoofs divided in two." "Tush, child, tush," said the old Frog, "that was only Farmer White's Ox. It isn't so big either; he may be a little bit taller than I, but I could easily make myself quite as broad; just you see." So he blew himself out, and blew himself out, and blew himself out. "Was he as big as that?" asked he. "Oh, much bigger than that," said the young Frog. Again the old one blew himself out, and asked the young one if the Ox was as big as that. "Bigger, father, bigger," was the reply. So the Frog took a deep breath, and blew and blew and blew, and swelled and swelled and swelled. And then he said: "I'm sure the Ox is not as big as…. But at this moment he burst. EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

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Outline The Frog & the Ox – Paragraph I Focus on the Characters and Setting

I. _____________________________________________________ 1. ________________________________________________

Dress-Ups Brainstorming

“lys” _________________________ 2. ________________________________________________ ___________________________________

3. ________________________________________________ ___________________________________ ___________________________________

4. ________________________________________________

___________________________________

Strong Verbs ________________________ 5. ________________________________________________ ___________________________________

6. ________________________________________________ ___________________________________ ___________________________________

7. ________________________________________________

Brainstorm for ―Dress-Ups‖ you can add to

___________________________________

the list to the right. Feel free to add your

___________________________________

own before writing your own paragraph! Use the outline above to write the key words of your paragraph.

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Student Writing Intensive Continuation Course A-1

The Frog & the Ox (pages 47-49)

III

―ly‖ word who/which strong verb quality adjective because clause Adverbial clause when, where, while, as, since, if, although Banned Words (do not use! - find better ones)

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Student Writing Intensive Continuation Course A-1

Week 9 Day 1

Week Nine Sentence Fragments & Run-On Sentences

Before we start DVD # 2 of Level A of the Student Writing Intensive Continuation Course, we are going to do a short exercise on ―Sentence Fragments‖ and ―Run-On Sentences.‖

Sentence Fragments Sometimes a group of words looks like a sentence – with a capital letter at the beginning and a period at the end – but it may be missing a subject or a verb. It is actually only part of a sentence. Sentence structures like this are called ―fragments.‖

Run-On Sentences A sentence that can stand by itself is called an ―independent‖ sentence or ―independent clause.‖ Sometimes a group of these ―independent clauses‖ strung together without proper punctuation are called ―run-on sentences.‖ They can usually be ―fixed‖ by putting in proper punctuation, or by breaking them up into separate ―independent‖ sentences.

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Student Writing Intensive Continuation Course A-1

Below you will find an article on ―Rats.‖ Some of the sentences are ‗run-on‘ sentences, and some are ―fragments.‖ Read them out loud to yourself and put a checkmark in the box below the sentence describing it as a sentence ‗fragment,‘ or a ‗run-on‘ sentence, or if it is a correct sentence. Re-write the sentences in the spaces provided by combining fragments to make complete sentences, and changing the punctuation to correct the run-on sentences. Read what you‘ve written out loud to a parent or teacher to see if your writing ‗sounds right.‘

1. In every part of the world. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________ 2. People consider the rat one of the worst animal pests. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________ 3. This has been true all through history. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ 4. Rats not only do much damage to property they also carry fleas these spread harmful diseases. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________

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Student Writing Intensive Continuation Course A-1

5. The bubonic plague which was one of the most feared diseases. Was spread over large parts of the world in this way. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 6. Black rats and brown rats are the two main types of these animal pests both black and brown rats have roaming habits. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 7. By traveling in ships. They have spread form Asia to Europe to other parts of the world. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________ 8. Brown rats are the larger of the two they are enemies of black rats and have driven them away from many areas. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________ 9. It is only when black rats travel to places that have no brown rats. They are able to survive. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________ 10. Because rats create real dangers to our health. We should do everything we can to rid our communities of them. Sentence Type:  Run-On  Fragment  Correct _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

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Student Writing Intensive Continuation Course A-1

Week 9 Day 2

Editing Practice

Start watching DVD # 2 of Level A of the Student Writing Intensive Continuation Course, through to the Prepositional Charade game. Use the ―Two Frogs‖ composition on the next page to follow along during the Editing Exercise. Make your own corrections as you see them, or as Andrew points them out to you on the DVD.

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Student Writing Intensive Continuation Course A-1

Two Frogs by Not Me Once there lived too frogs. One was a carefree young fellow named Freddy. Although the other one was a little crabby and named Phineas. Summer came and sadly there was not much rain. Sadly there was a drought. Which made their swamp dry up. Because of the lack of moisture, they became miserable, they had to leave and quickly look for a new home.

After a while, they saw a well. Freddy was exited and said, ―Wow, this well witch would make a great home! Let‘s jump in. The water is deep, it is cool. ―Not so quickly,‖ said Phineas solemnly. Your a little to hasty! Don‘t you think you‘re new home might also possibly dry up, then what would you do my dear little frend? Freddy argued, ―Oh, come on Uncle Phineas! Don‘t worry so much. It can‘t dry up that fast. If the water gets low, we‘ll just jump out and move on. You worry too much. You shouldn‘t worry about it.‖ Phineas who worried about the danger.

To be continued....

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Student Writing Intensive Continuation Course A-1

Here are some

More Confusing Words

chose choose

more confusing words

The difference between these is time. Use choose for the present and the future; use chose for the past. I will choose a different size next time. We chose the wrong size last time.

coarse course

Coarse is describes something with a rough texture. I used coarse sandpaper to roughen the surface. Course is used for all other meanings. Of course we saw the golf course in Banff.

hear here

The last three letters in hear spell ―ear‖. You hear with your ear. When I listen to the radio I hear music. The other spelling of ―here‖ tells where something is. The three words that indicate place all have ―here‖ in them; here, there, where. I will be here the rest of the day.

know no

Know has to do with ―knowledge.‖ Both start with ‗K‘ I know that I will have to complete the assignment by tomorrow. No means ―not any‖ or the opposite of ‗yes. My sister has no more gum. ―No, I can‘t do that for you.‖

lead led

Lead is a metal that rhymes with ‗head.‘ Old paint often contains lead. The past form of the verb ―to lead‖ is led. I led the football team to a championship. If you do not mean past time, use lead, which rhymes with ‗bead.‘ I will lead the team again next year.

passed past

The past form of the verb ―to pass‖ is passed. He passed the football to the receiver. She passed her exam.

It‟s been too hot to play outside. ( It has been too hot…) Use past when it is not a verb. In the past, we walked. I use my past experiences to learn. We walked past your house.

two too to

Two is a number There are two pencils in the drawer. Too means ―extra‖ or ―also,‖ so it has the ―extra ‗o‘‖ The wait was too long at the doctor‘s office. (extra) They wanted to come along too. (also) Use to for all other meanings. They like to go to the mountains to ski.

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Student Writing Intensive Continuation Course A-1

Week 9 Day 3

The ―Topic / Clincher‖ Rule

Continue watching DVD # 2 of Level A of the Student Writing Intensive Continuation Course, from ―Rules for Indicators‖ through to the end of the DVD. Practice ―Limiting your Note-taking‖ by following Andrew and writing your own notes on Johann Sebastian Bach on the next page. The Article can be found on page 59.

Topic/Clincher Rule The Topic Sentence And the Clincher Sentence Must Repeat or Reflect Two to Three Key Words

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Student Writing Intensive Continuation Course A-1

Week 9 Day 4

TOPIC SENTENCE 1. 2. 3. 4. 5.

details, examples, facts, explanations of topic

CLINCHER SENTENCE

__________________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________

Clincher ________________________________________________

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Student Writing Intensive Continuation Course A-1

Johann Sebastian Bach J.S. Bach was born in 1685 into a very musical German family. His father taught him to play violin from a young age, and many of his brothers were professional musicians. By the time he was ten years old, both his parents had died, and he went to live with his older brother Christoph. Christoph taught him organ and clavier (an early piano-like instrument), but he was not allowed to go into his brother’s music library or have his own music papers, since they were very valuable. Because he was determined to have his own collection of music, he would sneak into the library late at night and copy, by hand, his brother’s music sheets. By copying a lot of music, he learned much about composing and music theory. When he was 15 years old, he moved to a boarding school where he sang in the choir, and also studied history, literature, religion and music theory. He began to write his own compositions, and at 18 years of age he got a job as a church organist. He had several other jobs playing in churches but he often got in trouble because people thought his compositions seemed too complicated or too different. Although he had many different jobs teaching and conducting throughout his life, he did not become a famous composer until many years after he died. Bach was a devout Christian, and wrote most of his music for church services. He dedicated his music to God, and made notations on his manuscripts like ―JJ‖ and ―SDG.‖ He would often write S D G which stands for Soli Deo Gloria, meaning "To God alone be the Glory" at the end of his compositions. J J stands for Jesu juva, which is Latin for "Help, O Jesus" and Bach would write this near the beginnings of works. Bach’s first wife died and he remarried once. Between both wives, he had a total of 20 children, although only 10 of them survived to adulthood. Some of his compositions were written as exercises for his own children, many of whom became musicians and composers. He was almost totally blind during his last few years, and he died at the age of 65. Oddly, it wasn’t until many decades after he died that his greatest compositions were published and widely performed. Many people consider Bach to be one of the greatest geniuses of all time. His music is so complicated and perfect in form, that modern day musicologists and mathematicians have used computers to try and understand his melodic patterns and harmonies. Certainly every serious music student will at some time play the complicated and joyous music of Johann Sebastian Bach.

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Student Writing Intensive Continuation Course A-1

Here is your checklist for your ―Johann Sebastian Bach‖ paragraph! You can ignore the shaded boxes. They will be used as the checklist grows.

Composition Checklist ________________________ Title Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph) Title is underlined and name is on paper Sentence numbers are marked in left margin Topic & Clincher sentences repeat or reflect the same key words (highlighted) Title repeats key words of the final sentence SENTENCE OPENERS (numbered in left margin) I

  Prepositional     DRESS-UPs (underlined in the middle) ―ly‖ word who/which strong verb quality adjective adverbial clause: www.asia. because

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Student Writing Intensive Continuation Course A-1

Here are some more confusing words

More Confusing Words

are our

Are is a verb. We are going to Vancouver Our shows we possess something. We washed our car before the trip.

than then

Than compares two things. I am taller than my brother. Then tells ‗when.‘ (Remember that ‗then‘ & ‗when‘ rhyme.) I always eat my main course first; then I eat dessert.

threw through

Threw is the past form of ―to throw.‖ The President threw the first pitch. If you don‘t mean to ‗throw‘ something, use „through.‟ She came through the door.

weather whether

Weather refers to the conditions outside. The cold and snowy weather chilled us to the bone. Whether means ‗if.‘ I don‘t know whether I will come today or tomorrow.

were where wear

These words are pronounced differently, but often confused in writing. Were is the past form of the verb ‗to be. We were in grade three when we went on the trip. Wear means to have on, as in wearing clothing. I always wear my hoodie when it gets colder. Where refers to place. Remember, the three words that indicate place all have ―here‖ in them; here, there, where.

Where is the plate I left on the table?

who‟s whose

Who‟s is a contraction and means ‗who is‘ or ‗who has.‘ ―I don‘t know who‟s responsible for this mess.‖ ―Who‟s been reading my report ?‖ Whose is a possessive. ―Whose keys are these ?‖

you‟re your

You‟re is a contraction and means ―you are.‖ You‟re going to the ball game this afternoon. Your is a possessive meaning belonging to you. He borrowed your pen for the next class.

right write

Right means ―correct‖ or ―proper.‖ Use the right key to get into the door. Write means to compose sentences, poems, letters etc. I asked my parents to write a note to the teacher.

Student Writing Intensive Continuation Course A-1

Week 12 Day 1

Week Twelve Historical Person Report Watch the scene ―Review of the Assignment‖ near the end of DVD # 3 of Level A of the Student Writing Intensive Continuation Course. This week we will complete the assignment given on a person of your choice.

Review of the Assignment: 1. Tell to someone in your home all the facts you have learned about Florence Nightingale 2. Chose a different famous person you are interested in. 3. Information about your chosen person must be in a book that you can read (at your reading level.) Chose a book that has a variety of people in it, like an encyclopedia. 4. Read to find the topics 5. Chose three topics 6. Outline in three paragraphs with 5 details per topic 7. Write the composition 8. Checklist Make sure each paragraph has a Topic / Clincher sentence.

Student Writing Intensive Continuation Course A-1

Famous Person‘s Name:

____________________________

Composition Checklist

________________________ Title Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph) Title is underlined and name is on paper Sentence numbers are marked in left margin Topic & Clincher sentences repeat or reflect the same key words (highlighted) Title repeats key words of the final sentence SENTENCE OPENERS (numbered in left margin)

III

  Prepositional     DRESS-UPs (underlined in the middle) ―ly‖ word who/which strong verb quality adjective adverbial clause www.asia. because

Student Writing Intensive Continuation Course A-1

Week 13 Day 1

Week Thirteen Editing Practice

Start watching DVD # 4 of Level A of the Student Writing Intensive Continuation Course, through to the end of the Dudley Doright editing practice. If Andrew starts talking about the ―-ly‖ sentence openers, you‘ve gone too far. Make your own corrections and edits along with Andrew on the next page Titled ―Dudley Doright‖ by Not Me.

―—ly‖ adverb list Andrew has supplied you with a revised ―—ly‖ adverb list which appears on page 86 of this workbook. He will discuss those when you get to the part on ―—ly‖ sentence openers.

Student Writing Intensive Continuation Course A-1

A Real fiction by Not Me

Many people have heard of the exploits of famous Canadian Mounties, but onefigure tower‘s above them all Dudley Doright. He is thought by many to be a fictional character, Dudely Doright may have actually lived he fought evil and aided the innocent who found themselves in the grip of mad villains who would tie them up to railroad trucks and snicker from the shadows. Usually in Canada where the Canadian mounties didn‘t even Carry guns. [2] Because of he is well known for foiling dastardly deeds he is also famous for his extraordinary politeness certainly, he never said a single bad word his hole career. Although he is extraordinarily polite to the ladies he seems to have been immune to them, he never had any romantic adventures at least that anyone knows about. Although he is tough, very, very, very tough. Noone knows how he died because know one knows if he really lived. Some people have not herd of Dudly Doright. But he is real although many Americans dont know that. Not fiction.

Student Writing Intensive Continuation Course A-1

New Adverb List abruptly absently accusingly adversely amazingly angrily boldly breathlessly carefully carelessly cheaply cheerfully cleanly clumsily compassionately conspicuously crisply daintily dangerously darkly delicately determinedly disgustingly distinctly doggedly emptily energetically enticingly entirely enviously exclusively expertly faithfully fearlessly fervently finally

fortunately grumpily guiltily harshly hatefully heartily heavily hungrily importantly impulsively inadvertently increasingly jokingly lawfully marvelously meekly mentally messily mindfully mysteriously negatively nervously obviously occasionally oddly outwardly passionately perfectly perpetually pleasantly pleasingly politely poorly professionally proudly quaveringly

queerly rapidly rapturously regretfully rudely sadly selfishly seriously sleepily slowly slyly speedily sternly stingily stubbornly superstitiously totally truthfully understandably unfairly unhappily unwillingly urgently venomously wearily wonderingly worriedly _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________

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Student Writing Intensive Continuation Course A-1

Week 13 Day 2

Writing From Pictures

Continue watching DVD # 4 of Level A of the Student Writing Intensive Continuation Course, from the end of the editing practice to the end of the DVD. You will be able to follow along with ―Writing From Pictures‖ as Andrew goes through the series on the next few pages.

What is happening in this picture? The Central Fact! Who is in the picture? What is she feeling? What is she thinking? Why is she doing this? How is she doing this? When is she doing this? Where is she doing this? What happened before the picture? Is there anything happening outside the picture? Is there any history that affects the picture? What happened before/ after this picture?

Student Writing Intensive Continuation Course A-1

Picture #1

Student Writing Intensive Continuation Course A-1

This is a copy of the grade sheet Andrew prepared for the ―Writing from Pictures‖ assignment. Complete it, and see how you did!

Grade Sheet, Group A, DVD.4: 3¶ Pictures _______________

General: Turned in On Time Title Centered - Top Name under Title Font/Spacing

___ (3) ___ (1) ___ (1) ___ (1)

Indicators: Dress-ups Underlined Sentence Openers Numbered Topic/Clincher Key Words Bold

___ (2) ___ (2) ___ (2)

Dress-ups: ―-ly‖ adverb who/which because strong verb quality adjective adverbial clause

___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1)

Sentence Openers: [2] Prepositional [3] ―-ly‖ adverb

___(1) ___(1) ___(1) ___(1) ___(1) ___(1)

Topic/Clincher: Topic reflects picture ___(1)___(1) ___(1) Clincher reflects topic ___(2)___(2) ___(2) Spelling: <3 errors per¶

___(1) ___(1) ___(1)

Total Score: _____ out of 48 possible = _______% 90% or higher = Excellent 89% or lower = Resubmit Please

Student Writing Intensive Continuation Course A-1

III

  Prepositional  ―-ly‖    DRESS-UPs (underlined in the middle) ―ly‖ word who/which strong verb quality adjective adverbial clause www.asia. because

Student Writing Intensive Continuation Course A-1

Week 15 Day 1

Week Fifteen Editing Practice Start watching DVD # 5 of Level A of the Student Writing Intensive Continuation Course, through to the end of the punctuation editing practice Puncty‘s Practice.‖ If Andrew starts talking about the Topic/Clincher review, you‘ve gone too far. Make your own corrections and edits along with Andrew on the next page, titled ―Puncty‘s Practice‖ by Mark D. Quotes.

Rules of a Dialogue Set Structure

1. 2. 3. 4.

Three to five paragraphs is a dialogue set A new paragraph begins with each new speaker Two to four sentences each are in each paragraph Two characters only speaking

Style

1. 2. 3. 4.

Add in at least five dress-ups in a dialogue set Use all your sentence openers in a dialogue set Thoughts and feelings of main character may be expressed Minimum three split quotations in set

Mechanics

1. 2. 3. 4.

Begin quotations with capitals Learn complex punctuation as Andrew explains on the DVD Use contractions in spoken words or thoughts ―Said‖ is dead. Use more descriptive words.

Student Writing Intensive Continuation Course A-1

Puncty’s Practice by Mark D. Quotes

Mrs. Zelda Thornhair sat quietly and watched as the bathtub filled with water. I wonder what will happen today at the Cat Show she wondered as she stared at the steam rising from the bath. Puncty has been so picky lately she mused. She continued what if he won’t take the food they put out for him. Surely he’ll lose points. Earlier that day Puncty had rolled in a big oil slick and was going to suffer the worst fate a cat could face— a bath. Meow Puncty announced, entering the bathroom and eying the situation suspiciously. Why is the bathwater running now he silently questioned. He’s not going to like this she realized as she sat calmly observing her oily, muddy Persian cat approach the bathtub.

Student Writing Intensive Continuation Course A-1

Week 15 Day 2

Punctuating Conversation Practice Read the following conversation and insert quotation marks and correct punctuation where it is needed. Write out you corrected version on the next page.

I wonder if our bluebirds will come back to their nest again this year remarked Les do you think theyll remember it over the winter They have been away for a long time havent they perhaps replied Betty they will remember our yard and start looking for a place for a nest then theyll find one all ready for them Well I think Ill climb the tree suggested Les and see if the nests fit to live in Oh Les you know you arent supposed to climb that tree since your accident protested Betty just climb the apple tree Whats the use of climbing the apple tree asked Les when the nest is in the oak tree dont worry Ill be careful

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Student Writing Intensive Continuation Course A-1

_______________________________________________________________________________________________ X ___________________________________________________________________________ _______________________________________________________________________________________________ X ___________________________________________________________________________ _______________________________________________________________________________________________ X ______________________________________________________________________________________________ _______________________________________________________________________________________________ X ___________________________________________________________________________ _______________________________________________________________________________________________ X ___________________________________________________________________________ _______________________________________________________________________________________________ X ___________________________________________________________________________ _______________________________________________________________________________________________ X ___________________________________________________________________________ _______________________________________________________________________________________________ X ___________________________________________________________________________

____________________________________________________________________________________ X __________________________________________________________________ ___________________________________________________________________ X __________________________________________________________________________ ____________________________________________________________________________________ X __________________________________________________________________________ ____________________________________________________________________________________

Student Writing Intensive Continuation Course A-1

Week 15 Day 3

Writing From Pictures – Your Choice

Review: Sentence Fragments Sometimes a group of words looks like a sentence – with a capital letter at the beginning and a period at the end – but it may be missing a subject or a verb. It is actually only part of a sentence. Sentence structures like this are called ―fragments.‖ Rule: Make sure your V.S.S. sentences contain a strong verb.

Topic/Clincher Rule The Topic Sentence And the Clincher Sentence Must Repeat or Reflect Two to Three Key Words Continue watching DVD #5 until the end of the disc. Andrew will give an assignment for writing from pictures again. The next three pages have groups of pictures for you to chose from to write your next story.

100

Student Writing Intensive Continuation Course A-1

101

Student Writing Intensive Continuation Course A-1

III

  Prepositional  ―-ly‖    V.S.S. (2-5 words; strong verb) DRESS-UPs (underlined in the middle) ―ly‖ word who/which strong verb quality adjective adverbial clause www.asia. because

108

Student Writing Intensive Continuation Course A-1

This is a copy of the grade sheet Andrew prepared for the ―Writing from Pictures‖ assignment. Complete it, and see how you did!

Grade Sheet, Group A, DVD.5: 3¶ Pictures _______________ General: Turned in On Time Title Centered - Top Name under Title Font/Spacing

___ (3) ___ (1) ___ (1) ___ (1)

Indicators: Dress-ups Underlined Sentence Openers Numbered Topic/Clincher Key Words Bold

___ (2) ___ (2) ___ (2)

Sentence Openers: [2] Prepositional [3] ―-ly‖ adverb [6] V.S.S.

___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1)

Dress-ups: ―-ly‖ adverb who/which because strong verb quality adjective adverbial clause

___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1)

Sentence Openers: [2] Prepositional [3] ―-ly‖ adverb [6] V.S.S.

___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1) ___(1)

Topic/Clincher: Topic reflects picture ___(1)___(1) ___(1) Clincher reflects topic ___(2)___(2) ___(2) Spelling: <3 errors per¶

___(1) ___(1) ___(1)

Total Score: _____ out of 51 possible = _______% 90% or higher = Excellent 89% or lower = Resubmit Please

109

Student Writing Intensive Continuation Course A-1

Congratulations on your successful completion of the Student Intensive Continuation Course “A” Part 1. As you are aware, this workbook covers only the first half of the course. The second half of the Course and the corresponding workbook are available by ordering them from Excellent Resources through the Excellent Resources Website at www.excellentresources.net, or by calling Toll-Free 1-877-825-7414. If you have any comments or suggestions about any Excellent Resources Writing Products do not hesitate to contact us at info@excellentresources.net.

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