Student Writing Intensive Continuation Course B-1 by Bev Rempel

Student WritingIntensive Continuation Course B-1

Workbook

Group B By Bev and Bryan Rempel

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Student Writing Intensive Continuation Course B-1

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Student Writing Intensive Continuation Course B-1

Student Writing Intensive - Level B 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 ADVERBS – “LY”S ................................................................................................................................................... 10 DAY TWO – WHO/WHICH OR ADJECTIVE CLAUSE .................................................................................................. 10 DAY TWO – WHO/WHICH OR ADJECTIVE CLAUSE .................................................................................................. 11 DAY THREE – STRONG VERBS ................................................................................................................................ 13 DAY FOUR – QUALITY ADJECTIVES......................................................................................................................... 16 DAY FIVE – ADVERBIAL CLAUSE ............................................................................................................................ 19 WEEK TWO .............................................................................................................................................................. 21 STYLISTIC TECHNIQUE REVIEW – ............................................................................................................................ 21 CREATING VARIETY IN STYLE ................................................................................................................................. 21 WITH DRESS-UPS & SENTENCE OPENERS ............................................................................................................... 21 DAY ONE – SENTENCE OPENER / DRESS-UP EXERCISE 1......................................................................................... 23 DAY TWO - SENTENCE OPENER / DRESS-UP EXERCISE 2 ......................................................................................... 24 DAY THREE - SENTENCE OPENER / DRESS-UP EXERCISE 3 ...................................................................................... 25 DAY FOUR – SENTENCE OPENER / DRESS-UP EXERCISE 4 ....................................................................................... 26 DAY FIVE – SENTENCE OPENER / DRESS-UP EXERCISE 5 ........................................................................................ 27 WEEK THREE .......................................................................................................................................................... 28 DAY ONE - WRITING FROM PICTURES ..................................................................................................................... 28 DAY TWO – PICTURE ONE ....................................................................................................................................... 30 DAY TWO – WRITE PARAGRAPH ONE ..................................................................................................................... 31 DAY THREE – PICTURE TWO ................................................................................................................................... 32 DAY THREE – WRITE PARAGRAPH TWO .................................................................................................................. 33 DAY FOUR – PICTURE THREE .................................................................................................................................. 34 DAY FOUR – WRITE PARAGRAPH THREE ................................................................................................................ 35 WEEK FIVE .............................................................................................................................................................. 37 WRITING FROM PICTURES – PART 2 ......................................................................................................................... 37 DAY FOUR – PARAGRAPHS I & II............................................................................................................................. 41 DAY FIVE – PARAGRAPH III & CHECKLIST .............................................................................................................. 43 WEEK SIX ................................................................................................................................................................. 45 DECORATIONS ......................................................................................................................................................... 45 1. Questions & Commands ................................................................................................................................. 45 2. 3 SSS............................................................................................................................................................... 46 3. Simile.............................................................................................................................................................. 47 DAY TWO ................................................................................................................................................................ 48 DAY THREE ............................................................................................................................................................. 49 DAY FOUR ............................................................................................................................................................... 50 WEEK SEVEN .......................................................................................................................................................... 51 WRITING FROM PICTURES REVIEW .......................................................................................................................... 51 WEEK EIGHT ........................................................................................................................................................... 55 WRITING FROM PICTURES REVIEW – CONT’D .......................................................................................................... 55 WEEK NINE .............................................................................................................................................................. 59 REPORTS AND RESEARCH ESSAY WRITING- THREE TOPICS .................................................................................... 59 EXCELLENT RESOURCES INC. 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Student Writing Intensive Continuation Course B-1

DAY ONE ................................................................................................................................................................. 59 RESEARCH REPORT TOPIC CHART – “CLARA BARTON” .......................................................................................... 60 Day Three........................................................................................................................................................... 62 Day Four ............................................................................................................................................................ 62 Day Five ............................................................................................................................................................. 62 WEEK TEN – LAURA SECORD ............................................................................................................................ 67 REPORTS AND RESEARCH ESSAY WRITING- THREE TOPICS PART 2 – LAURA SECORD............................................ 67 RESEARCH REPORT TOPIC CHART – “LAURA SECORD” ........................................................................................... 73 WEEK ELEVEN ....................................................................................................................................................... 80 REPORTS AND RESEARCH ESSAY WRITING- THREE TOPICS PART 3 ........................................................................ 80 Possibilities for other Biographies ..................................................................................................................... 80 Using more than one reference .......................................................................................................................... 80 RESEARCH REPORT TOPIC CHART – ........................................................................................................................ 81 WEEK TWELVE ...................................................................................................................................................... 88 BASIC ESSAY MODEL - CONTINUED ......................................................................................................................... 88 WEEK THIRTEEN ................................................................................................................................................... 94 BASIC ESSAY MODEL - CONTINUED ......................................................................................................................... 94 WEEK FOURTEEN .................................................................................................................................................. 99 BASIC ESSAY MODEL – CONTINUED (AGAIN) .......................................................................................................... 99 WEEK FIFTEEN .................................................................................................................................................... 104 INTERVIEW ESSAY – PRIMARY RESEARCH............................................................................................................. 104

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 “B” level Courses.

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Student Writing Intensive Continuation Course B-1

Fifth Consecutive Year

F IRST P LACE 2005-6 Readers Awards

“Practical Home Schooling Magazine” Writing/Composition Category

Andrew Pudewa Writing Seminars

Institute for Excellence in Writing

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Student Writing Intensive Continuation Course B-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, Ana 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 2005, the class entered its 23rd year and Ana 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 ® 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 B 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 B-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 B 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 B 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 B-1

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

Watch DVD # 1 of Level B 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

sentence openers, you’ve gone too far. Turn off the DVD. We will get to that section in week 3.)

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? _________________, __________________, _______________

Assignment: On the next page is a Hans Christian Anderson Fairy Tale. You will notice it has many blank spaces scattered throughout the story. These are for you to fill in with “-ly” adverbs to add to the verbs in the story. To prompt you to use a variety of these, the page following the story is full of “-ly” adverbs for you to choose from to create your own version of the story. Only one Rule: You may only use an “-ly” adverb only once in the story. Keep searching until you find the ones that work the best. When you are done, take your story to someone such as a parent or brother or sister, and read it out loud to them. While is may sound strange, the practice will remind to always have at least one “-ly” dress-up in every paragraph you write! EXCELLENT RESOURCES INC. SEPT.2006© THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course B-1

THE PRINCESS AND THE PEA ONCE upon a time there was a prince who __________________wanted to marry a princess; but she would have to be a real princess. He ____________________ travelled all over the world to find one, but nowhere could he get what he __________________ wanted. There were princesses enough, but it was difficult to ________________find out whether they were real ones. There was always something about them that was not as it should be. So he ______________ came home again and was sad, for he would _____________ have liked very much to have a real princess. One evening a terrible storm _______________ came on; there was thunder and lightning, and the rain ______________ poured down in torrents. Suddenly a knocking was ___________ heard at the city gate, and the old king ________________ went to open it. It was a princess _________________ standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ________________ ran down from her hair and clothes; it _______________ ran down into the toes of her shoes and out again at the heels. And yet she _______________ said that she was a real princess. "Well, we'll soon find that out," ____________ thought the old queen. However, she said nothing, went into the bed-room, took all the bedding off the bedstead, and __________________ laid a pea on the bottom; then she ____________________ took twenty mattresses, ________________ laid them on the pea, and then twenty eider-down beds on top of the mattresses. On this the princess had to _____________ lie all night. In the morning she was ____________ asked how she had slept. "Oh, very badly!" said she. "I have ____________ closed my eyes all night. Heaven only knows what was in the bed, but I was _____________ lying on something hard, so that I am black and blue all over my body. It's horrible!" Now they ____________ knew that she was a real princess because she had ___________ felt the pea right through the twenty mattresses and the twenty eider-down beds. Nobody but a real princess could be as sensitive as that. So the prince ______________ took her for his wife, for now he _______________ knew that he had a real princess; and the pea was _____________ put in the museum, where it may still be seen, if no one has __________________ stolen it. EXCELLENT RESOURCES INC. SEPT.2006ÂŠ THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course B-1

Adverbs – “ly”s abruptly abnormally absent mindedly actually additionally aimlessly amazingly anxiously apparently apologetically assuredly badly bashfully beautifully bravely brightly briskly broadly calmly carefully cautiously certainly clearly cleverly clumsily closely coaxingly commonly confidently considerably constantly continually conveniently coolly correctly crossly curiously daily dearly deceivingly decidedly delightfully diligently

dejectedly discreetly definitely distinctly dreamily easily effectively enormously especially evenly evidently eventually exactly exceptionally excitedly explicitly extremely

hesitantly highly hopefully hopelessly

obviously openly occasionally obligingly

incredibly immediately impatiently innocently instantly intently intensely interestingly inwardly inconveniently increasingly

partially patiently physically playfully plainly pointedly positively possibly potentially powerfully primarily proudly properly quickly rapidly readily relentlessly reassuringly reproachfully restfully rigidly

joyfully

fairly ferociously fervently finally foolishly frankly frantically freely frightfully fully furiously

kindly knowingly

gravely generally generously gently gleefully gradually gratefully greatly greedily grudgingly

madly meaningfully mechanically mightily miserably mistakenly mockingly mostly mournfully

happily hastily helpfully helplessly

laboriously languidly lavishly liberally lightly likely longingly loudly

naturally nearly neatly notably

safely scarcely sedately seemingly separately serenely seriously slyly smoothly solemnly soothingly sharply sheepishly smugly snidely silently simply softly solidly

steadily strictly stubbornly stupidly successfully suddenly surely surprisingly suspiciously sympathetically threateningly tenderly terribly thankfully thoroughly thoughtfully tightly tragically tremendously triumphantly truly typically ultimately unfortunately undeniably unequivocally unknowingly unmercifully unwillingly utterly vastly viciously violently virtually warmly wholly whole-heartedly wildly willfully wisely wistfully

Remove the “lys” and you will have a fine list of quality adjectives EXCELLENT RESOURCES INC. SEPT.2006© THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course B-1

Day Two – Who/Which or Adjective Clause 2.

who/which (adjectival clause) (People/things)

Assignment: On the next page is the first part of a Hans Christian Anderson Fairy Tale, “The Saucy Boy.” You will notice it has many blank spaces scattered throughout the story. These are for you to fill in with Who or Which Clauses which describe “nouns” in the story. While inserting all these clauses may be a little “over the top,” the exercise is intended to give you practice in placing the W/W clause in your paragraphs. When you are done, take your story to someone such as a parent or brother or sister, and read it out loud to them. While it may sound strange, the practice will remind you always to have at least one “who/which” in every paragraph you write!

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Student Writing Intensive Continuation Course B-1

THE SAUCY BOY (part 1)

ONCE upon a time there was an old poet who __________________________________________ __________________________________________________ , one of those right good old poets. One evening, as he was sitting at home, there was a terrible storm which __________________ ___________________ but the old poet sat comfortably in his chimney-corner, near the fire which ______________________________________________________________________________ ______________________________________________________ and the apples were roasting. "There will not be a dry thread left on the poor people who ______________________________ ______________________________________________________________________ ," he said. "Oh, open the door! I am so cold and wet through," called a little child who _________________ ___________________ outside. He was crying and knocking at the door, while the rain which was _____________________________________________ and the wind was rattling all the windows. "Poor creature!" sighed the poet, as he got up and opened the door. Before him stood a little boy who ______________________________________________, and the water flowed from his long fair locks. He was shivering with cold which ________________________________________________; if he had not been let in, he would certainly have perished in the storm. "Poor little thing!" murmurred the poet, and took him by the hand. "Come to me; I will soon warm you. You shall have some hot apple cider and a bowl of soup which ________________________ _________________________________________________ , for you are such a handsome boy." And he was, too. His eyes sparkled like two bright stars which ___________________________ _______ , and although the water flowed down from his fair locks, they still curled quite beautifully. He looked like a little angel who ___________________________________________________ _______ but was pale with cold, and trembling all over. In his hand he held a splendid bow which ______________________________ ________________________________, but it had been entirely spoiled by the rain, and the colours of the pretty arrows had run into one another by getting wet. The old man sat down by the fire which ____________________________________________ , and taking the little boy on his knee, wrung the water out of his locks and warmed his hands in his own. He then served him some hot apple cider and a bowl of soup, which ______________________ ________________________________________________ ; so that with reddening cheeks which __________________________________________________________, he sprang upon the floor and danced around the old man. "You are a merry boy," exclaimed the poet who _____________________ . "What is your name?"

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Student Writing Intensive Continuation Course B-1

Day Three – Strong Verbs 3.

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.

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Student Writing Intensive Continuation Course B-1

Week Two Stylistic Technique Review – Creating Variety in Style With Dress-Ups & Sentence Openers

Watch DVD # 1 of Level B of the Student Writing Intensive Continuation Course, from the end of the Dress-Ups Review to the point where Andrew talks about “Unknown Sentence Types.” Pause the DVD and start your review in this Workbook. (If Andrew starts talking about writing from pictures, you’ve gone too far. Turn off the DVD. We will get to that section next week! )

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Student Writing Intensive Continuation Course B-1

The sample diagram below illustrates the positions of the dress-ups and sentence openers, and the possible ways of combining them. Using the sentence openers will create more variety in your sentences structures and the dress-ups will make your sentences much more interesting.

DRESS-UP

OPENERS …in the late cold afternoon. (2) In the late afternoon prepositional

dual quality adjective

(1) Subject

(3) Unhappily “-ly”

…unhappily because he felt so alone. “-ly” and a “because” clause

David shivered under the tree (4) Moaning in fear,

Huddled alone,

…moaning and groaning in fear which gripped him. …and moaned in fear. …huddled alone.

“-ing”, “-ed”

(5) www.asia adverbial clause

(6) David shivered v.s.s.

dual strong verb, who/which clause

When he heard thunder,

when

when he heard thunder.

While his parents worried,

while

while his parents worried.

Where he inevitably felt nervous,

where

where he inevitably felt nervous.

Since the wind had become chilly,

since

since the wind had become chilly.

As the sun went down,

as the sun went down.

As if winter had arrived,

as if winter had arrived.

Although it seemed quite warm,

although

although it seemed quite warm.

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Student Writing Intensive Continuation Course B-1

Day One – Sentence Opener / Dress-Up Exercise 1 Use the model on page 22 as an example of how to complete the exercises on the next 5 pages. Fill in the blanks with words and phrases which contain the sentence opener or dress-up indicated. Have fun, and be creative! OPENERS

DRESS-UP …____________________________. dual quality adjective

(2) _____________________________________ prepositional

(3) __________________ “-ly”

…________________________________ _________________________________. “-ly” and a “because” clause

(1) Subject

The dog chased the cat. (4) ________________

…_______________________________ ________________________________. …______________________________. …______________________________. dual strong verb, who/which clause

________________ “-ing”, “-ed”

(5) www.asia adverbial clause When _______________________________,

when

when _________________________________.

While _______________________________,

while

while _________________________________.

Where ______________________________,

where

where _________________________________.

Since _______________________________,

since

since _________________________________.

As__________________________________,

as ____________________________________.

As if ________________________________,

as if __________________________________.

Although ____________________________,

although

although ______________________________.

(6) ___________________________. v.s.s. EXCELLENT RESOURCES INC. SEPT.2006© THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course B-1

Week Three Day One - Writing from Pictures Now...something completely different….Writing From Pictures Generally a three paragraph composition. Use paragraph models including clincher sentence. Watch DVD # 1 of Level B of the Student Writing Intensive Continuation Course, from the beginning of “Writing from Pictures” through to the end of DVD 1. Follow Andrew’s instructions on the DVD, and write the story outline along with him from the set of pictures below!

Picture 1

Picture 2

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Picture 3

Student Writing Intensive Continuation Course B-1

Notes from the DVD Topic Sentence of the Picture - the central fact about the picture The rest of the sentences are the details about the central fact. Think! Do what mom does when she wants to get information out of your brain! Questions you can ask when you have to think 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/ after this picture? Is there anything happening outside the picture? Is there any history which effects the picture? Have FUN with this unit! Use the next three pages to outline your answers to the questions above in keyword outline form in the spaces provided. Each day’s assignment will match with one of the three pictures. Have fun and be creative!

Note: Each paragraph should have a minimum of six sentences and a maximum of eight

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Student Writing Intensive Continuation Course B-1

Day Two – Picture One 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 which affects the picture?

I. Central Fact __________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ 7. ________________________________________________ 8.Central Fact _______________________________________ Remember: Outline only, not full sentences

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Student Writing Intensive Continuation Course B-1

Writing from Pictures I Checklist 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) – Both show central fact of picture Title repeats key words of the final sentence

DRESS-UP (underlined in the middle)

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia.because

SENTENCE OPENERS (numbered in left margin)  Subject  Prepositional  “-ly” - adverb  “-ing,” or “-ed,”  Clausal  V.S.S.

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Student Writing Intensive Continuation Course B-1

Week Five Writing from Pictures – Part 2 Repeat the Writing from Pictures exercise from last week using the set of pictures below. Picture 1

Picture 2

Picture 3

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Student Writing Intensive Continuation Course B-1

Day One – Picture One

Picture 1 Who is in the picture? What is she feeling, thinking or doing? Why is she doing this? When is she doing this? Where is she doing this? Is there anything happening outside the picture? What happened before this picture?

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Student Writing Intensive Continuation Course B-1

Writing from Pictures II Checklist 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) Both show central fact of the picture Title repeats key words of the final sentence

DRESS-UP (underlined in the middle)

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia.because

SENTENCE OPENERS (numbered in left margin)  Subject  Prepositional  “-ly” - adverb  “-ing,” or “-ed,”  Clausal  V.S.S.

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Student Writing Intensive Continuation Course B-1

Week Six Decorations Watch DVD # 2 of Level B of the Student Writing Intensive Continuation Course, from the beginning of the DVD to end of the Scene “Decorations Homework.” If Andrew starts talking about the “-ed” Sentence Opener, you have gone too far. Follow Andrew’s instructions on the DVD as he gives some assignments for finding and using Decorations. DVD #2 Notes: 1. Sentence Openers Patterns Review 1-6 Minimum Rule – Each in every paragraph AS POSSIBLE! 4 Sentences = 4 openers 5 Sentences = 5 openers 8 Sentences = some openers repeated, NO MORE THAN 2 OF THE SAME OPENER IN A ROW

Decorations (on yellow sheet) 1. Questions & Commands (make reader think – don’t use too many) Mark in margin with the letter “Q” circled or if typed [ ] When you interject a question to your reader, it causes him to take note and pay special attention because he will feel the need to answer it. “Life‟s most important and urgent question is, „What are you doing for others?” – Martin Luther King Jr. “You have enemies? Good! That means you have stood up for something sometime in your life.” – Winston Churchill Samples: Does smoking cause lung cancer? Are the stars randomly spread in the sky? What are the best methods of teaching reading? How do we decide the odds that a DNA sample came from a particular defendant? Are dogs better pets than cats? EXCELLENT RESOURCES INC. SEPT.2006© THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Student Writing Intensive Continuation Course B-1

2. 3 SSS (short staccato sentences) Short and powerful Patterns that work better than others 5:4:3 Rhythmically powerful 4:3:2 Descending Pattern 3:2:1 Very Dramatic – descending pattern (1 is a fragment) 4:4:4 Parallel Pattern 3:3:3 Parallel Pattern Sentence pattern is 6 6 6 – exception to the rule (v.s.s.)

Three Short Stacatto Sentences Placing three very short sentences together will grab yor reader‟s attention. Use this technique at pivotal points in your writing or for emphasis. The 3SSS works particularly well at the end of a paragraph or at the beginning of a composition. Short sentences are defined as five words or less. Pattern Examples: 4:3:2 Killer bees invaded America. Visciously they attacked. Humans suffered. 3:3:3 Savage bees attacked. Violently they killed. Nobody was spared. 2:2:2 Bees invaded. They maruaded. Humans perished. Descending patterns are recommended as they have a stronger impact than ascending patterns. Some examples: The naïve animals never realized, until too late, what the lion was up to. They all pitied the lion. They came to help. They never returned. “I like pigs. Dogs look up to us. Cats look down on us. Pigs treat us as equals.” – Winston Churchill

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3. Simile – compares using “like” or “as” Compares things that are very different to make a powerful simile. Purpose: gives a stronger picture, image or feeling, grab attention of reader Metaphor – when you argue something “is” something else A simile could be true, but a metaphor is a lie! Cliché - Do Not Use – is overused - He was tired as a dog. Slept like a baby. Slept like a log. Mixed Metaphor [avoid]– “…like feathers on a snake.”

Examples Similes 1. As bold as brass. 2. As hard as nails. 3. As bright as a button. 4. As daft as a brush. 5. As dry as a bone. 6. As proud as a peacock. 7. "The desires of the heart are as crooked as corkscrews." (W. H. Auden.) 8. "…as happy as the grass was green." (Dylan Thomas, "Fernhill.") 9. "…love is like a ghost." (Coventry Patmore.) 10. "motherhood peels me bare like a willow wand some small child scrapes in the road or throws in the pond." (Glenda Beagan.) Metaphors 1. "Property is theft." (Proudhon.) 2. Computers are the vehicles of tomorrow. 3. "All the world's a stage." (Shakespeare.) 4. It's a dog's life. 5. "The parks are the lungs of London." (William Pitt.) 6. "I'm deep in a goldfish bowl." (Stereophnics, "goldfish bowl.") 7. God is love. 8. "Man is Nature's sole mistake." (W. S. Gilbert.) 9. "Home is the girl's prison and the woman's workhouse." (G. B. Shaw.) 10. "My heart is a lonely hunter that hunts on a lonely hill." (Fiona McLeod.)

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In the boxes for check marks, identify

Day Two

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

whether the following are similes or metaphors. BEWARE, there are some tricky ones in there!

 Simile  Metaphor - "Juliet is the sun." (Shakespeare, Romeo and Juliet.)  Simile  Metaphor - Tracy felt as sick as a parrot.  Simile  Metaphor - "..the perfect sky is torn." (Natalie Imbruglia,"Torn")  Simile  Metaphor - The traffic is murder.  Simile  Metaphor - Tom is as deaf as a post.  Simile  Metaphor - "Life's but a walking shadow." (Shakespeare, Macbeth.)  Simile  Metaphor - She ran like the wind.  Simile  Metaphor - I'm as light as a feather.  Simile  Metaphor - "The sun's a thief." (Shakespeare, Timon of Athens.)  Simile  Metaphor - Kitty is the apple of her mother's eye.  Simile  Metaphor - "Death lies upon her like an untimely frost." (Shakespeare, Romeo and Juliet.)  Simile  Metaphor - My feet are as warm as toast.  Simile  Metaphor - Tom is deaf.  Simile  Metaphor - "Everyday is a winding road" (Sheryl Crow, "Everyday is a winding road.")  Simile  Metaphor - My eyes are blue.  Simile  Metaphor - "England & is a fen of stagnant waters." (Wordsworth.)  Simile  Metaphor - "Their smiles, wan as primroses." (Keats.)  Simile  Metaphor - The cucumber is cool.  Simile  Metaphor - Your beauty shines like the sun. " Simile  Metaphor - Love is blind, as far as the eye can see." (The Spice Girls, "Too Much.")  Simile  Metaphor - She looked as pretty as a picture.  Simile  Metaphor - James was as cool as a cucumber.  Simile  Metaphor - His feet are as black as coal.  Simile  Metaphor - "It's been a hard day's night / And I've been working like a dog." (Lennon and McCartney.)

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Day Three Decide whether each sentence contains a simile or a metaphor. Check the box in front of the word SIMILE if the sentence contains a simile. Check the box in front of the word METAPHOR if the sentence contains a metaphor. Underline the simile or metaphor in the sentence.

1.  Simile  Metaphor - The baby was like an octopus, grabbing at all the cans on the grocery store shelves. 2.  Simile  Metaphor - As the teacher entered the room she muttered under her breath, "This class is like a three-ring circus!" 3.  Simile  Metaphor - The giant‟s steps were thunder as he ran toward Jack. 4.  Simile  Metaphor - The pillow was a cloud when I put my head upon it after a long day. 5.  Simile  Metaphor - I feel like a limp dishrag. 6.  Simile  Metaphor - Those girls are like two peas in a pod. 7.  Simile  Metaphor - The fluorescent light was the sun during our test. 8.  Simile  Metaphor - No one invites Harold to parties because he‟s a wet blanket. 9.  Simile  Metaphor - The bar of soap was a slippery eel during the dog‟s bath. 10.  Simile  Metaphor - Ted was as nervous as a cat with a long tail in a room full of rocking chairs.

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Day Four Andrew’s Homework. #1 – Find a simile somewhere, find a metaphor somewhere, and bring the source to your parent or teacher. Hint – Poems are full of similes and metaphors. RULE: Use at least one decoration in each paragraph. – Do not use the same one in all three. (Like jewelry – too much doesn’t look good excessive) #2 – Find out what an infinitive is. Another kind of sentence – Participle Openers #4 “- ed” -- is a #4 – past participle (‘-ing’ is present participle) Delighted by the rain, Sally skipped and sang joyously. Rule of the ”ing” opener – “The thing after the comma must be the thing doing the “-inging.” Same with the “-ed” opener

Assignment: Make up a sentence that starts with the “ed” opener in the box below.

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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Week Nine

Reports and Research Essay Writing- Three Topics Using more than one reference Using real books – not mini-books Sources – 1 Real Book 1 Article from a Periodical 1 Internet 1 Video 1 Encyclopedia Practice Scanning, Finding Topics, Choosing topics, & Creating the Outline for the Topic Paragraphs. Clara Barton First task Find possible topics (make a list of possible topics) “Don‟t write in your books (programming) Put in the margin the key words for possible topics Don‟t take any more notes until you decide what topics you will write about Choose topics that are the most interesting or important

Day One On the next page, follow along with Andrew on DVD #3 as he outlines the possible Topics for a research report on “Clara Barton.” Fill in the sources along the top row marked “Sources”, and fill in the “Topics” in the first column on the left. Then check off the topics used in each source. Continue with the Topic/Clincher Chart on page 61, filling in the facts that Andrew reviews as he continues on the DVD.

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Research Report Topic Chart – “Clara Barton” Sources Topics

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Clara Barton (Body Paragraphs)

II. Topic A ______________________________________________ 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________ 5. ________________________________________________ 6. ________________________________________________ 7. ________________________________________________ Clincher __________________________________________ III. Topic B _____________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. _________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ 7. ________________________________________________ Clincher __________________________________________ IV. Topic C _____________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. _________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ 7. ________________________________________________ Clincher __________________________________________

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Day Two Continue with the Topic/Clincher Chart on page 61, filling in the facts you can find in the articles on “Clara Barton” for last two topics, which were left blank by Mr. Pudewa.

Day Three On page 63 write out your first body paragraph (II) from your outline of “Clara Barton” with all the dressups, sentence openers and decorations found on the checklist on page 66. Note that “alliteration” is now included as a new “decoration.”

Day Four On page 64 write out your second body paragraph (III) from your outline of “Clara Barton” with all the dress-ups, sentence openers and decorations found on the checklist on page 66. Note that “alliteration” is now included as a new “decoration.”

Day Five On page 65 write out your third body paragraph (IV) from your outline of “Clara Barton” with all the dressups, sentence openers and decorations found on the checklist on page 66. Note that “alliteration” is now included as a new “decoration.”

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Clara Barton Three Paragraph Checklist 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

DRESS-UP

(underlined in the middle)

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia because

SENTENCE OPENERS

(numbered in left margin)

 Subject  Prepositional  “-ly” - adverb  “-ing,” or “-ed,”  Clausal  V.S.S.

DECORATIONS

(dec in left margin – one different one per paragraph)

Questions & Commands 3 Short Staccato Sentences Simile or Metaphor Alliteration

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Week Ten – Laura Secord Reports and Research Essay Writing- Three Topics Part 2 – Laura Secord Source # 1

Laura Secord, Heroine of Upper Canada James Secord, of the 1st. Lincoln Militia, was badly wounded in the Battle of Queenston Heights on October 13, 1812. The following May, Queenston was again invaded by Americans. This time they captured the entire area, and marched off all Canadian men over 18 as prisoners of war. The Americans allowed James Secord to remain in his home due to his wounds, but on the night June 21, 1813, while US Col. Charles Boerstler was moving to make a surprise attack on James Fitzgibbon's British outpost at Beaver Dams, three American officers demanded lodging and supper from Secord and his wife Laura. As the night wore on, the soldiers became rowdy and talkative, and the Secords overheard the American plans. Since her husband was still recovering from his wounds, Laura stole away at 4 am the next morning to walk the 32 kilometres to Beaver Dams and warn FitzGibbon. She told an American sentry she was going to St. David's to visit her sick brother, and after briefly stopping there, she continued on the Old Swamp Road. She could not go by the main road for fear of American sentries and was forced to go through Black Swamp in the mid-day heat, watching for rattlesnakes and wolves. By about noon of a very hot day, Laura Secord waded across Ten Mile Creek and climbed "The Mountain", the name given to the Niagara Escarpment. When she finally reached the top after an 18 hour ordeal, she was exhausted. She stole past three American sentries at St. Davids late in the day. Then, after dark, lost and stumbling through the woods into a clearing, she was surrounded by a group of Iroquois warriors. She asked them to take her to their chief, then to FitzGibbon's headquarters, where she passed on her message. After a 30 km trek, the heroine of Upper Canada collapsed from heat exhaustion.

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FitzGibbon was amazed at the 38 year old woman's tenacity and later wrote: "Mrs. Secord arrived at my Station about sunset of an excessively warm day, after having walked about twelve miles which I at the time thought was an exertion which a person of her slender frame and delicate appearance was unequal to make." Iroquois scouts soon confirmed her warning about the American advance, and Fitzgibbon and the Iroquois prepared to ambush them in the beechwoods at Beaver Dams. Source: http://www.northernblue.ca/mblog/index.php?/archives/184-Laura-Secord,-Heroine-ofUpper-Canada.html

Source # 2 Laura Secord Most Canadians know the name of Laura Secord, though the subject of her heroic trek has long been the subject of controversy. There are conflicting reports of how she saved the British and Canadian forces at the Battle of Beaver Dams during the War of 1812. Laura Ingersoll Secord was the wife of James Secord. They lived in the small village of Queenston on the Niagara River in Upper Canada. Residing on the border, they saw a great deal of action during the war. Though Laura was born in the United States and had family living across the border, she was loyal to the British Crown and the defense of the colony. At times, the British troops occupied the area around Queenston. On one such occasion, the Secords were forced to take American officers into their home. It was at this time that Laura‟s famous act of patriotism began. June 21, 1813, Laura‟s husband, James, was home recuperating from a wound he had suffered at the Battle of Queenston Heights six months earlier. The American officers came to the Secord‟s and insisted Laura serve them dinner. Food was plentiful. The wine flowed. The officers became careless and boasted that they were going to attack the British and Canadians at Beaver Dams. Colonel Boerstter planned to attack Lieutenant Fizz Gibbon and destroy his headquarters and take the detachment that was protecting the military equipment captive. Laura knew that if Fizz Gibbon wasn‟t warned, the entire Niagara Peninsula would be lost. Laura talked to James. He was unable to go. He was barely able to walk and it would be impossible for him to get a messenger past the American sentries. Laura, to James‟ dismay, decided she would make the trek. At dawn the following morning, Laura began her journey. Here, the controversy begins.

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Research Report Topic Chart – “Laura Secord” Sources Source #1

Source #2

Source #3

Topics

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Continue with the Topic/Clincher Chart on page 75, filling in the facts for all three Topic Paragraphs you can find in the articles on “Laura Secord.”

On page 76 write out your first body paragraph (II) from your outline of “Clara Barton” with all the dressups, sentence openers and decorations found on the checklist on page 79. Note that “alliteration” is now included as a new “decoration.”

On page 77 write out your second body paragraph (III) from your outline of “Clara Barton” with all the dress-ups, sentence openers and decorations found on the checklist on page 79. Note that “alliteration” is now included as a new “decoration.”

On page 78 write out your third body paragraph (IV) from your outline of “Clara Barton” with all the dressups, sentence openers and decorations found on the checklist on page 79. Note that “alliteration” is now included as a new “decoration.”

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Laura Secord

II. Topic A ______________________________________________ 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________ 5. _________________________________________________ 6. _________________________________________________ 7. _________________________________________________ Clincher ___________________________________________ III. Topic B ______________________________________________ 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________ 5. _________________________________________________ 6. _________________________________________________ 7. _________________________________________________ Clincher ___________________________________________ IV. Topic C ______________________________________________ 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________ 5. _________________________________________________ 6. _________________________________________________ 7. _________________________________________________ Clincher ___________________________________________ EXCELLENT RESOURCES INC. SEPT.2006© THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

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Laura Secord Three Paragraph Checklist 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

DRESS-UP

(underlined in the middle)

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia because

SENTENCE OPENERS

(numbered in left margin)

 Subject  Prepositional  “-ly” - adverb  “-ing,” or “-ed,”  Clausal  V.S.S.

DECORATIONS

(dec in left margin – one different per paragraph)

Questions & Commands 3 Short Staccato Sentences Simile or Metaphor Alliteration

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Week Eleven Reports and Research Essay Writing- Three Topics Part 3 Possibilities for other Biographies Molly Brown Helen Keller Susan B. Anthony Mother Theresa George Washington Anne Frank Ben Franklin

Gutenberg Beethoven Alexander Graham Bell Dr. Fredrick Banting Adrienne Clarkson Your Choice

Using more than one reference Using real books – not mini-books Sources – 1 Real Book 1 Article from a Periodical 1 Internet 1 Video 1 Encyclopedias Assignment for this Week! Write about a person of your choosing, just like you did last week with Laura Secord. You will use the same procedure for gathering your topics from various sources ( 5 are recommended). Use the Research Report Topic Chart on page 81 to get started. 1. Choose person, find sources Sources: book, encyclopedia/or periodical, any other source Total of 5 2. Scan the materials List the topics 3. Choose three topics 4. Outline 3 topics 5. Write three paragraphs (one for each paragraph) Added: Alliteration to the Decorations More than two words that begin with the same sound Choose a different decoration for each paragraph

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Week Twelve Basic Essay Model - continued

BASIC ESSAY MODEL TITLE I. GRAB ATTENTION / INTRODUCE SUBJECT 1. Background info – Time & Place 2. Historical Background 3. 4. State three topics 5. II. TOPIC SENTENCE A 1. 2. 3. details, examples, facts, explanations of topic 4. 5. CLINCHER A III. TOPIC SENTENCE B 1. 2. details, examples, facts, 3. explanations of topic 4. 5. CLINCHER B IV. TOPIC SENTENCE C 1. 2. details, examples, facts, 3. explanations of topic 4. 5. CLINCHER C

V. CONCLUSION Restate the topics Which is the Most Significant or important? & Why? (State your opinion as if it were a fact!) FINAL CLINCHER (reflect opening &/or title)

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Clara Barton

Basic Three Topic Essay Checklist Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph)

DRESS-UP (underlined)

III

“ly” word who/which strong dual verb quality dual adjective adverbial clause www.asia because clause

SENTENCE OPENERS (numbered in left margin) Minimum Rule: Use one of each in every paragraph. Maintain Variety: Use no more than two of the same in a row.  Subject  Prepositional  “-ly”  “-ing”  clausal opener www.asia  V.S.S.

DECORATIONS

(one per paragraph)

1. Question 2. Quotation/Conversation 3. 3 SSS (short staccato sentences) 4. Dramatic Opening/Close 5. Simile/Metaphor 6. Alliteration

FIVE PARAGRAPH ESSAY Introduction – Background Given Introduction – Three Topics Given Body Paragraphs (3) – Clear Topic Sentence Body Paragraphs (3) – Details Support Topic Body Paragraphs (3) – Clincher repeats/reflects topic Conclusion – Three Topics Restated Conclusion – Most significant/interesting – Why? Conclusion – Title repeats/reflects final clincher Correct grammar, spelling & punctuation

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Week Thirteen Basic Essay Model - continued Just like you did last week with the Clara Barton assignments, you will now repeat the same procedure with the Laura Secord body paragraphs you wrote earlier. In the space below, outline your introduction to the Laura Secord essay. Then write it out completely on page 94.

Introduction: Laura Secord

I. Provisional Title _______________________________________ 1. Time/Place ______________________________________ 2. People __________________________________________ 3. ________________________________________________ 4.Historical Background ______________________________ 5. ________________________________________________ 6. Three Topics _____________________________________ 7. ________________________________________________ 8. ________________________________________________ 9. Clinch with Title __________________________________

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Week Fifteen Interview Essay – Primary Research

Watch entire Disc 5: NEW: Invisible which clause (usually followed by a “be” verb) Add dual “ly” to checklist Add invisible “-ing” opener {4} bracket with shift key, usually works well when first words are adjectives any #4 will become a “Participle” Review Basic Essay Model (on page 88) Weak point was in the conclusion – The most significant thing! – Use word Most, greatest, primarily, principally,

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Research Assignment Notes from Disc 5: Primary Research Investigation Yourself Biographical Essay about a Real person Brainstorm Possible Topics Abbreviations & Symbols Interview Process 1. Decide who you will interview 2. Interview General sense of possible topics Zero in on 3 topics you want Use note-taking words from pictures Write notes on the topics Plan your paper – make rough outline Anything that isn‟t a topic goes into background info The most significant thing? 3. Write a 5 paragraph essay with a checklist

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Possible Topics for Primary Interview Birth Place ______________

Family __________________

Childhood _______________

Special Interests __________

Friends _________________

Adolescence _____________

Heroes/Heroines __________

Education _______________

Sports/Hobbies ___________

Careers _________________

Crises/Problems __________

Hopes/Dreams ___________

_______________________

_______________________ Most Interesting _______________________ Topics

Fill in the boxes of your Interview Topics _______________________ _______________________ with the 3 Most Interesting to you. Add the details below each topic. _______________________ _______________________

Most Interesting Topic 1

Detail

Most Interesting Topic 2

Detail

Most Interesting Topic 3

Detail

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Ask these questions to make your outline: Who? What? When? Where? Why? How?

Create an outline below for the Most Interesting topic (1) you have learned about the person you are interviewing. Asking the questions to the left will help you obtain more details about the topic. Tomorrow write out the complete paragraph on page 110.

Best/worst? Problems/Solutions?

Most Interesting –Topic 1

I. _____________________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. _______________________________________________ 6. _______________________________________________ Clincher _______________________________________________ _________________________________________________

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Basic Three Topic Essay Checklist Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph)

DRESS-UP (underlined)

III

“ly” word who/which {INVISIBLE} strong dual verb quality dual adjective adverbial clause www.asia because

DECORATIONS

(one per paragraph)

1. Question 2. Quotation/Conversation 3. 3 SSS (short staccato sentences) 4. Dramatic Opening/Close 5. Simile/Metaphor 6. Alliteration

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Congratulations on your successful completion of the Student Intensive Continuation Course “B” Part 1. As you are aware, this is 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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