Student Writing Intensive C-1

Student WritingIntensive Continuation Course C-1

Workbook

Group C

By Bev and Bryan Rempel

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Student Writing Intensive Continuation Course C-1

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Student Writing Intensive Continuation Course C-1

Student Writing Intensive - Level C-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 ADVERBS – “LY”S ..................................................................................................................................... 10 DAY TWO – W HO/W HICH 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 -- SENTENCE OPENERS ................................................................................. 21 DAY ONE – SENTENCE OPENER / DRESS-UP EXERCISE.............................................................................. 23 DAY TWO - SENTENCE OPENER / DRESS-UP EXERCISE .............................................................................. 24 DAY THREE - SENTENCE OPENER / DRESS-UP EXERCISE ........................................................................... 25 DAY FOUR – SENTENCE OPENER / DRESS-UP EXERCISE ............................................................................ 26 WEEK THREE ............................................................................................................................................ 26 WEEK THREE ............................................................................................................................................ 27 DAY ONE – DECORATIONS......................................................................................................................... 27 DAY TWO.................................................................................................................................................. 30 DAY THREE............................................................................................................................................... 31 The Topic/ Clincher Rule and Review ................................................................................................ 31 WEEK FOUR .............................................................................................................................................. 37 WEEK FOUR .............................................................................................................................................. 38 CURRENT EVENTS SUMMARY .................................................................................................................... 38 BAD VIBES ................................................................................................................................................. 41 WEEK FIVE................................................................................................................................................. 46 WEEK FIVE................................................................................................................................................. 47 W RITING FROM PICTURES.......................................................................................................................... 47 DAY TWO – PICTURE ONE ......................................................................................................................... 50 PICTURE TWOPICTURE THREE................................................................................................................... 51 PICTURE THREE ........................................................................................................................................ 52 WEEK SIX ................................................................................................................................................... 53 MORE W RITING FROM PICTURES ............................................................................................................... 53 WEEK SEVEN ............................................................................................................................................ 61 VOCABULARY ENHANCEMENT .................................................................................................................... 61 BASIC ESSAY – HISTORICAL FIGURE - OUTLINES ........................................................................................ 66 WEEK EIGHT ............................................................................................................................................. 71 HISTORICAL FIGURE ESSAY ....................................................................................................................... 71 WEEK NINE ................................................................................................................................................ 78

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Student Writing Intensive Continuation Course C-1

GREEK & LATIN W ORD ROOTS .................................................................................................................. 78 ADJECTIVAL TEETER-TOTTERS .................................................................................................................. 81 ADVERBIAL TEETER-TOTTERS ................................................................................................................... 83 CLINCHER - STARTERS .............................................................................................................................. 85 PERSONAL INTERVIEW ............................................................................................................................... 86 WEEK 10..................................................................................................................................................... 91 W RITING PERSONAL INTERVIEW ................................................................................................................. 91 WEEK 11..................................................................................................................................................... 99 TRIPLES.................................................................................................................................................... 99 EXPANDED ESSAY - RESEARCH ............................................................................................................... 103 RESEARCH REPORT TOPIC CHART (AN EVENT) ........................................................................................ 106 WEEK TWELVE ....................................................................................................................................... 107 FUSED OUTLINES FOR EXPANDED ESSAY ................................................................................................. 107 WEEK THIRTEEN .................................................................................................................................... 112 W RITING THE EXPANDED ESSAY – BODY .................................................................................................. 112 WEEK FOURTEEN ................................................................................................................................... 117 W RITING THE EXPANDED ESSAY – INTRO & CONCLUSION ......................................................................... 117 WEEK FIFTEEN ....................................................................................................................................... 122 IMITATION OF AN AUTHOR‟S STYLE ........................................................................................................... 122

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 “C” level Courses.

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Student Writing Intensive Continuation Course C-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

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 C-1

Foreword The writing system developed by Dr. J.B. Webster spans over half a century of classroom implementation and development. From a one-room 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 Method 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 SightSound 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 SoundSight 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 C 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 C-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 C 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 C 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 C-1

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

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

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

1.

The ―-ly‖ adverb Watch for these imposters of “-ly” adverbs; they are actually adjectives. ghastly, kingly, ghostly, ugly, silly, lovely, 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 like 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!

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Student Writing Intensive Continuation Course C-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 ____________________ traveled 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. But 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 and ________________ 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.

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Student Writing Intensive Continuation Course C-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 incredibly immediately impatiently innocently instantly intently intensely interestingly inwardly inconveniently increasingly 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 nicely notably

obviously openly occasionally obligingly partially patiently physically playfully plainly pointedly positively possibly potentially powerfully primarily proudly properly quickly rapidly readily relentlessly reassuringly reproachfully restfully rigidly safely scarcely sedately seemingly separately serenely seriously slyly smoothly solemnly soothingly sharply sheepishly smugly snidely silently simply softly

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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

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Student Writing Intensive Continuation Course C-1

Day Two – Who/Which Clause 2.

who/which (People/things) Whom/ whose

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 like a parent or brother or sister, and read it out loud to them.

While it may sound strange, the practice will remind you to always have at least one “who/which” in every paragraph you write!

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Student Writing Intensive Continuation Course C-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 are __________________________ ______________________________________________________________________ ," 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!" said the poet, and got up and opened the door. Before him stood a little boy who was ______________________________________________, 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!" said 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," said the poet who__________________________ . "What is your name?"

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Student Writing Intensive Continuation Course C-1

Day Three – Strong Verbs 3.

Strong Verb (Strong Image or Feeling) 1 More advanced in this course: Dual Verbs Test – I _____________.

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

Brainstorm a list of replacement verbs for these banned verbs!

At least five for each banned verb.

Eat/Ate

Look

Go/Went

Think/Thought

Take/Took

Tell/Told

1

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 C-1

Assignment: On the next page is the second half of a Hans Christian Anderson Fairy Tale. 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 Dual Verbs. While inserting all these “Strong Dual 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 it may sound strange, the practice will remind you to always have at least one “strong dual verb” in every paragraph you write!

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Student Writing Intensive Continuation Course C-1

THE SAUCY BOY (part 2) "My name is Cupid," he answered. "Don't you (know) ___________________me? There lies my bow. I shoot with that, you know. Look, the weather is (getting) _________________ fine again- the moon is shining."

"But your bow is spoiled," (said) _______________________ the old poet.

"That would be unfortunate," (said)_________________ the little boy, taking it up and (looking)________________ at it. "Oh, it's quite dry and isn't damaged at all. The string is quite tight; I'll try it." So, drawing it back, he (took)______________________ an arrow, aimed, and shot the good old poet right in the heart. "Do you (see) ___________________ now that my bow was not spoiled?" he (said) ____________________, and, loudly laughing, ran away. What a naughty boy to shoot the old poet like that, who had (taken) ___________________ him into his warm room, had been so good to him, and had given him the nicest cider and the best soup!

The good old man lay upon the floor crying; he was really shot in the heart. "Oh!" he cried, "what a naughty boy this Cupid is! I shall (tell) _______________________ all the good children about this, so that they take care never to play with him, lest he hurt them."

And all good children, both girls and boys, whom he (told) ___________________ about this, were on their guard against wicked Cupid; but he deceives them all the same, for he is very deep.

When the students (come) ____________________ out of class, he walks beside them with a book under his arm, and wearing a black coat. They cannot recognize him. And then, if they (take)___________________ him by the arm, believing him to be a student too, he sticks an arrow into their chest. And when the girls go to church to be confirmed, he is amongst them too. In fact, he is always after people. He sits in the large chandelier in the theatre and blazes away, so that people think it is a lamp; but they soon find out their mistake. He (walks) _____________________ about in the castle garden and on the promenades. Yes, once he shot your father and your mother in the heart too. Just (ask) ____________________ them, and you will hear what they say. Oh! he is a bad boy, this Cupid, and you must never have anything to do with him, for he is after every one. Just (think) _____________________, he even shot an arrow at old grandmother; but that was a long time ago. The wound has long been healed, but such things are never forgotten.

Now you (know) ________________________ what a bad boy this wicked Cupid is.

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Student Writing Intensive Continuation Course C-1

Day Four – Quality Adjectives 4.

Quality Adjective 2 Advanced Class: Dual Quality Adjectives

Test - The _______ and ______ 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.

2

Good

Bad

Nice

Pretty

Big

Small

Fun

Happy

Strongly recommend the purchase and use of a Thesaurus to assist in brainstorming “quality adjectives.”

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Student Writing Intensive Continuation Course C-1

Assignment: On the next page is another Hans Christian Anderson Fairy Tale.

You will notice it has many blank spaces scattered throughout the story. These are for you to replace the banned or weak adjectives in front of the blank with Quality Dual Adjectives in the story to give a stronger image of feeling where there is no adjective. While inserting all these “Quality Dual Adjectives” may be a little “over the top,” the exercise is intended to give you practice in placing Quality Dual Adjectives in your paragraphs. Remember, you are not allowed to repeat a quality adjective in this exercise, so you will need a thesaurus to help you.

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 “quality dual adjective” in every paragraph you write!

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Student Writing Intensive Continuation Course C-1

The Cat and the Fox It happened that the __________and ____________cat met Mr. Fox in the woods. She thought, "He is intelligent and well experienced, and is highly regarded in the world," so she spoke to him in a friendly manner, "Good-day, my dear Mr. Fox. How is it going? How are you?

How are you getting by in these______________

and ________ times?"

The ________ and __________fox, filled with arrogance, examined the ___________ and ____________cat from head to feet, and for a long time did not know whether he should give an answer. At last he said, "Oh, you poor beard-licker, you speckled fool, you hungry mouse hunter, what are you thinking? Have you the nerve to ask how I am doing? What do you know?

How many __________ and _____________tricks do you understand?"

"I understand only one," answered the cat, modestly.

"What kind of a _________ and _______________trick is it?" asked the fox.

"When the ________ and ____________ dogs are chasing me, I can jump into a _______ and ____________ tree and save myself."

"Is that all?" said the fox. "I am master of a hundred __________ and ______________tricks, and in addition to that I have a sackful of cunning. I feel sorry for you.

Come with me, and I will teach you how one escapes from the __________ and ______________dogs."

Just then a hunter came by with four __________ and ____________dogs. The ______________________cat jumped nimbly up a ________________________tree, and sat down at its top, where the _____________________branches and foliage completely hid her.

"Untie your __________and _____________ sack, Mr. Fox, untie your sack," the cat shouted to him, but the ____________________dogs had already seized him, and were holding him fast.

"Oh, Mr. Fox," shouted the cat. "You and your hundred tricks are left in the lurch. If you had been able to climb like I can, you would not have lost your ___________and _____________life."

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Student Writing Intensive Continuation Course C-1

Day Five – Adverbial Clause 5.

Adverbial Clause (middle)

www.asia.buw (because, unless, whereas) whereas is the inverse of “if” means the opposite

Assignment: On the next page is an Aesop’s Fable, “Androcles.” You will notice it has many 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

when

as

if

while

since

although

where

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Student Writing Intensive Continuation Course C-1

Week Two Stylistic Technique Review – Creating Variety in Style -- Sentence Openers

Watch DVD # 1 of Level C of the Student Writing Intensive Continuation Course, from the end of the Sentence Opener Review, to the point where Andrew talks about “Decorations.” Pause the DVD and start your review in this Workbook. (If Andrew starts talking about Decorations, 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 C-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

as the sun went down.

As if winter had arrived,

if

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 C-1

Day One – Sentence Opener / Dress-Up Exercise Use the model on page 22 as an example of how to complete the exercises on the next 4 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

…________________________________

(1) Subject

(3) __________________ “-ly”

_________________________________.

“-ly” and a “because” clause

The dog chased the cat.

(4) ________________

…_______________________________

________________ “-ing”, “-ed”

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

(5) www.asia adverbial clause When _______________________________,

when

when _________________________________.

While _______________________________,

while

while _________________________________.

Where ______________________________,

where

where _________________________________.

Since _______________________________,

since

since _________________________________.

As__________________________________,

as

as ____________________________________.

As if ________________________________,

if

as if __________________________________.

Although ____________________________,

although

although ______________________________.

(6) ___________________________. v.s.s.

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Student Writing Intensive Continuation Course C-1

Week Three Day One – Decorations

Watch DVD # 1 of Level C of the Student Writing Intensive Continuation Course, from the beginning of the Decorations” review to the end of the Topic/Clincher Rule Review. Pause the DVD and start your review in this Workbook. (If Andrew starts talking about Unit IV “Note Taking – Key Facts”, you’ve gone too far. Turn off the DVD. We will get to that section next week! )

Decorations (on yellow sheet) 1. Question 2. 3 SSS – Short Staccato Sentences 3. Dramatic Openings and Closings 4. Alliteration 5. Simile or Metaphor 6. The Quotation / Conversation Minimum Rule – Each in every paragraph AS POSSIBLE! 4 Sentences = 4 openers 5 Sentences = 5 openers 8 Sentences = some repeated, NO MORE THAN 2 OF THE SAME OPENER IN A ROW Questions & Commands (make reader think – don’t use too many) Mark in margin with the letter “Q” circled or if typed use [ ] 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?

Are dogs better pets than cats?

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Student Writing Intensive Continuation Course C-1

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    – 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. The mauraded. 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. But 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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Student Writing Intensive Continuation Course C-1

Simile – compares using “like” or “as” Compare 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 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 – “…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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Student Writing Intensive Continuation Course C-1

Day Two

By checking the boxes, identify whether the following are similes or metaphors. BEWARE, there are some trick ones in here!

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

 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 The Topic/ Clincher Rule and Review

TOPIC SENTENCE

Must R ep ea t o r r e f l e ct t w o to three k ey w o rd s

1.

2.

3.

4.

details, examples, facts, explanations of topic

5.

CLINCHER SENTENCE

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 C-1

Sir Alexander Fleming

By Mary L. Bushong

From his beginnings on a sheep farm in a remote part of Scotland, Alec Fleming went on to become a celebrated doctor and researcher in London, England. It was through his efforts that millions of lives were eventually saved.

Alexander Fleming was born in Scotland on August 6, 1881. The second youngest of eight children, he and his siblings enjoyed roaming the countryside around their farm as they grew up.

Their quiet lives were broken up when Alec was about 14. That was when his father died. His eldest brother took over the family farm. Another brother, Tom, was a doctor and was establishing a new practice in London. He was soon joined by five of his siblings, including Alec.

After finishing school, Alec tried working at a shipping company, but he did not like it. In 1900, when the Boer War broke out, he and two brothers joined a Scottish regiment, but they never made it to the Transvaal. Alec received a small inheritance from an uncle and decided he wanted to go to medical school. He got the highest score on his examinations and the choice of any of the medical schools.

Alec Fleming chose St. Mary's and stayed there for most of his career. At first he studied to be a surgeon, but then he decided to study bacteria. His early years in Scotland had helped him to develop a love for living things. He knew that some types of bacteria caused many deaths. He was sure there had to be something simple in nature which would help save lives.

He served in a field hospital in France during World War I, where many men died from infections in their wounds. He returned to St. Mary's in 1918, after the war. Three years later, he discovered that an enzyme, lysozyme, found in some animal tears and saliva, was a mild antibiotic. It was not until 1928 though, that he made his great discovery.

Dr. Fleming was studying the staphylococcus bacteria, grown on culture plates. He removed the cover of one plate and set it aside, forgetting to cover it again. Then he went away on a two week vacation. On his return, he was cleaning up the lab. In the forgotten culture plate was a blob of mold. That was not too unusual, except that it had killed off all the staph bacteria near it. That was very unusual. Dr. Fleming immediately began to grow more and test it. He was unable to grow enough to really test, but he did publish a paper describing it and named it penicillin. Then he set it aside again to work on other things.

It was not until World War II broke out, that other scientists remembered Fleming's paper. Fleming had kept samples of the mold, and when he was approached by a team of Oxford University scientists, he gave them some of the samples. Howard Florey and Ernst B. Chain worked together with the United States Department of Agriculture to manufacture and purify large amounts of the mold. The new antibiotic drug saved the lives of thousands of soldiers as well as civilians.

In recognition of his work, Dr. Alexander Fleming was knighted in 1944. The following year, he won the Nobel Prize with Florey and Chain. He enjoyed being in the spotlight and was idolized by many for his part in the new discovery. When he died from a heart attack in 1955, he was mourned all over the world and buried in St. Paul's Cathedral in London.

Most people give credit to Dr. Fleming's research abilities and his gift of observation for his success, but Sir Alexander Fleming called his discovery "the greatest fortune." His modest claims are summed up in his own words, "One sometimes finds what one is not looking for."

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Student Writing Intensive Continuation Course C-1

Write a “Key Fact Outline” for your first paragraph, of a two paragraph report on Sir Alexander Fleming found on page 32. Remember to limit your notes to Key Facts that are interesting or important to you. You will then write out the paragraph on page 34, being sure to include all the items on the checklist on page 37.

Key Facts

Key Skill: Limiting Your Notes Paragraph I - Sir Alexander Fleming

I. Topic ____________________________________________ 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ 4. ____________________________________________ 5. ____________________________________________ 6. ____________________________________________ 7. ____________________________________________ Clincher ______________________________________

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Student Writing Intensive Continuation Course C-1

Sir Alexander Fleming

COMPOSITION CHECKLIST Composition is double spaced DRESS-Ups (24 points)

I

Minimum Rule: One per paragraph

(underlined and indicated in right hand margin)

II

“ly” word who/which strong “dual” verb quality “dual” adjective

2

2

2

2

2

2

2

2

adverbial clause www.asia.

2

2

“because” clause (or whereas, unless) SENTENCE OPENERS (24 Points)

2

2

 Subject

2

2

 Prepositional

2

2

 “-ly”

2

2

 “-ing”, “-ed” (participle)

2

2

 clausal opener - www.asia.wub

2

2

 V.S.S. DECORATIONS (22 Points)

2

2

1. Question

11

11

2. Quotation/Conversation

11

11

3. 3 SSS (short staccato sentences)

11

11

4. Dramatic Opening/Close

11

11

5. Simile/Metaphor

11

11

6. Alliteration Topic & Clincher (20 Points)

11

11

10

10

Totals

Minimum Rule: Use one of each in every paragraph where possible.

Maintain Variety: Use no more than two of the same in a row.

Indicated by circled numbers in left hand margin

Minimum Rule: One decoration per paragraph Indicated in Right Hand Margin

Sentences repeat or reflect the same key words - highlighted

Title (10 Points)

repeats key words of the final sentence

10

Total Score

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100

37

Student Writing Intensive Continuation Course C-1

Week Four Current Events Summary

Watch DVD # 1 of Level C of the Student Writing Intensive Continuation Course, from the beginning of Unit IV “Note Taking – Key Facts” to the beginning of Unit V, “Writing From Pictures.” This will present the assignment “A Current Event Article Summary.” The Article is titled “Bad Vibes.”

If Andrew starts to talk about “Writing From Pictures” you have gone too far. Turn off the DVD. We will get to that section next week!

Assignment: Current Events Article Summary The Article Andrew refers to, “Bad Vibes”, is on pages 39 & 40. Follow along as he reads the article, and complete the one paragraph Key Fact outline on page 41. Then write out your paragraph in the space provided on page 42.

Feel free to “Write in Your Book!”

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Bad Vibes Vibrating Video Game Controls May Cause Industrial-Style Injuries

By Melinda T. Willis, www.ABCNews.com 02/03/02 Feb. 1 — Video gamers risk more than virtual injury when they play for

prolonged periods — the extended use of vibrating game controls could put them at risk for the same injury experienced by operators of power tools like jackhammers.

A letter published in this week's British Medical Journal describes the case of a 15-year-old British boy who developed what is known as hand-arm vibration syndrome, or HAVS, from the vibration feature on his video game control. Many newer hand held game controls have this feature, which vibrates or "rumbles" in concert with events on the screen, creating a more realistic effect.

Prior to the report, HAVS was recognized only as an occupational hazard more commonly seen in people exposed to excessive levels of vibration from operating hand held power tools such as chain saws or jackhammers.

The syndrome results from the destruction of the small vessels that supply blood to the hand. Symptoms include poor circulation, numbness, and increased sensitivity to heat and cold.

Game Over?

The researchers state that the boy in the current report played video games for up to seven hours a day. While they acknowledge that this exceeds the manufacturer's recommendations, they also note that it is not an unusual occurrence. According to the Minneapolis, Minn., based National Institute on Media and the Family, a non-profit organization conducting ongoing research on the effects of the electronic media on children, 84 percent of teens play electronic games and the average teen plays for one hour at a sitting. The average for boys alone nears 1 1/2 hours. "I don't know that there is a clear algorithm for what safe limits of usage are," says Dr. Michael Rich, a pediatrician at Children's Hospital in Boston, Mass., who has studied the effects of media on child and adolescent health and behavior. "I haven't seen anything like that and I would bet that no one has done the research."

The authors of the current paper would like to see the game systems come with warnings stating that developing HAVS is a risk associated with play. Other doctors are concerned about the strength of the vibrations to begin with.

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"I think that probably the more reasonable response to this... on a societal level, is to say calm down the vibrations," adds Rich. "The vibrations are obviously too intense to cause this kind of damage regardless of the number of hours played."

'Nintendonitis' Experts say that this unusual side-effect of extensive game play sounds plausible. "[The report] sounds real. I haven't played these games, but I've felt the vibrations and they're pretty intense," says Rich. "I wasn't aware that the intensity of the vibration was such that it would cause [HAVS], but it makes reasonable sense."

While the authors of the report state that this is the first time that video gamerelated HAVS has been documented, there have been reports of other incidents associated with playing video games either on the computer or other game systems.

"Mechanical damage to fingers or the palm [have been reported] and then there's sort of a tendonitis, like a tennis elbow, that people have described," says Rich.

This video game associated tendonitis has been described by some as "Nintendonitis."

Over-development of the arm, back and shoulder muscles on one side of the body at the expense of the other have also been noted. And mechanical injuries are not the only problem.

"There have been reports in the literature of kids having seizures from playing video games," says Dr. Miriam Bar-on, professor of pediatrics at Loyola University in Chicago and chair of the American Academy of Pediatrics Committee on Public Education. "Video game epilepsy is almost becoming a diagnosis unto its own."

Experts are also concerned that the full physical consequences of video game playing have not yet been seen.

"I think as kids are spending considerable amounts of time playing these games that we are going to see a lot of the injury or illness that people have seen in industry with a lot of the different types of repetitive use syndrome," adds Bar-on.

"I am just waiting for the first case report of the development of carpal tunnel syndrome from using one of these video game platforms. I think it's just a matter of time."

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Student Writing Intensive Continuation Course C-1

Bad Vibes Paragraph COMPOSITION CHECKLIST Composition is double spaced DRESS-Ups (24 points)

I

Minimum Rule: One per paragraph

(underlined and indicated in right hand margin)

II

“ly” word who/which strong “dual” verb quality “dual” adjective

2

2

2

2

2

2

2

2

adverbial clause www.asia.

2

2

“because” clause (or whereas, unless) SENTENCE OPENERS (24 Points)

2

2

 Subject

2

2

 Prepositional

2

2

 “-ly”

2

2

 “-ing”, “-ed” (participle)

2

2

 clausal opener - www.asia

2

2

 V.S.S. DECORATIONS (22 Points)

2

2

1. Question

11

11

2. Quotation/Conversation

11

11

3. 3 SSS (short staccato sentences)

11

11

4. Dramatic Opening/Close

11

11

5. Simile/Metaphor

11

11

6. Alliteration Topic & Clincher (20 Points)

11

11

Sentences repeat or reflect the same key words - highlighted

10

10

repeats key words of the final sentence

10

Totals

Minimum Rule: Use one of each in every paragraph where possible.

Maintain Variety: Use no more than two of the same in a row.

Indicated by circled numbers in left hand margin

Minimum Rule: One decoration per paragraph Indicated in Right Hand Margin

Title (10 Points)

Total Score

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Student Writing Intensive Continuation Course C-1

Assignment: Current Events Article Summary Just like you did with “Bad Vibes” article with Andrew on the DVD, now find a similar article and repeat the process you used to outline the article and re-write it on the following pages. Complete the checklist on page 46 for this assignment.

Key Facts

Current Events Article

I. Topic ____________________________________________ 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ 4. ____________________________________________ 5. ____________________________________________ 6. ____________________________________________ 7. ____________________________________________ Clincher ______________________________________

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Student Writing Intensive Continuation Course C-1

Current Events Article COMPOSITION CHECKLIST Composition is double spaced DRESS-Ups (24 points)

I

Minimum Rule: One per paragraph

(underlined and indicated in right hand margin)

II

“ly” word who/which strong “dual” verb quality “dual” adjective

2

2

2

2

2

2

2

2

adverbial clause www.asia.

2

2

“because” clause (or whereas, unless) SENTENCE OPENERS (24 Points)

2

2

 Subject

2

2

 Prepositional

2

2

 “-ly”

2

2

 “-ing”, “-ed” (participle)

2

2

 clausal opener - www.asia

2

2

 V.S.S. DECORATIONS (22 Points)

2

2

1. Question

11

11

2. Quotation/Conversation

11

11

3. 3 SSS (short staccato sentences)

11

11

4. Dramatic Opening/Close

11

11

5. Simile/Metaphor

11

11

6. Alliteration Topic & Clincher (20 Points)

11

11

Sentences repeat or reflect the same key words - highlighted

10

10

repeats key words of the final sentence

10

Totals

Minimum Rule: Use one of each in every paragraph where possible.

Maintain Variety: Use no more than two of the same in a row.

Indicated by circled numbers in left hand margin

Minimum Rule: One decoration per paragraph Indicated in Right Hand Margin

Title (10 Points)

Total Score

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Student Writing Intensive Continuation Course C-1

Week Five Writing from Pictures

Now...something completely different….Writing From Pictures – Unit V Generally a three paragraph composition.

Use paragraph follows the TOPIC / CLINCHER Rule Difference: We don have to tell the story, but describe the sequence of events Remember: This is FICTION – we do not have to plan details or facts Each paragraph will attempt to describe a picture.

Watch DVD # 1 of Level C 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 on the next page!

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Student Writing Intensive Continuation Course C-1

Picture #1

Picture #2

Picture #3

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Student Writing Intensive Continuation Course C-1

Topic Sentence of the Picture - Presents 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 he/she feeling?

What is he/she thinking?

Why is he/she doing this?

How is he/she doing this?

When is he/she doing this?

Where is he/she doing this?

What happened before the picture?

Is there anything happening outside the picture?

Is there any history that effects the picture?

What happened before/ after this 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!

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Student Writing Intensive Continuation Course C-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 that effects the picture?

I. Central Fact ______________________________________ 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ 4. ____________________________________________ 5. ____________________________________________ 6. ____________________________________________ 7. ____________________________________________ 8. ____________________________________________ Clincher/Central Fact ___________________________

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Student Writing Intensive Continuation Course C-1

Picture Two

Who is in the picture?

What is he feeling?

What is he thinking?

Why is he doing this?

How is he doing this?

When is he doing this?

Where is he doing this?

What happened before the picture?

Is there anything happening outside the picture?

II. Central Fact _____________________________________ 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ 4. ___________________________________________ 5. ___________________________________________ 6. ___________________________________________ 7. ___________________________________________ 8. ___________________________________________ Clincher/Central Fact ___________________________

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Student Writing Intensive Continuation Course C-1

Week Seven Vocabulary Enhancement

Watch the first section of DVD #2 where Andrew covers some Latin and Greek word roots. Stop when Andrew discusses the grammar and the “-ed” sentence opener from the previous lesson.

In particular, in preparation for SAT tests, www.vocabulary.com has assembled their top 108 words which make the greatest impression on SAT markers.

These will be included in this series of workbooks over six sessions. Once you have completed the crossword puzzles for each set of vocabulary words, you will be expected to use at least 2 vocabulary words in each paragraph you write.

Have fun, and by all means use a dictionary to decipher the meanings of these words.

Advanced Vocabulary – Top SAT Words Session #1

abstract

devious

indifferent

aesthetic

diligent

inquisitive

benevolent

discernible

meticulous

capricious

dogmatic

pertinent

complacent

eccentric

plausible

conciliatory

fallacious

reticent

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Student Writing Intensive Continuation Course C-1

Clues to SAT #1 Crossword ACROSS: 1 -- without interest or concern; not caring; neutral 4 -- regaining goodwill or favor; tending to placate 5 -- self-satisfied; unconcerned; content to a fault 9 -- pertaining to a sense of beauty in nature and art 11 -- asserting opinions in a dictatorial manner 12 -- questioning; eager to learn; given to examination 16 -- ability to perceive something obscure or concealed; discriminating 17 -- unconventional; deviating from accepted practice DOWN: 2 -- deceptive; logically unsound; misleading 3 -- subject to changing one's mind without much thought; erratic; whimsical 6 -- having the appearance of truth, reliability or reason 7 -- departing from the most direct way; circuitous; roundabout 8 -- disposed to be quiet or not speak freely; reserved 10 -- taking or showing extreme care about minute details; painstaking; thorough 13 -- thought of apart from concrete realities, specific objects or actual instances 14 -- relevant; relating directly and significantly to the matter at hand 15 -- expressing goodwill or kind feelings to others 16 -- constant and earnest in effort and application; persistent in doing something

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Student Writing Intensive Continuation Course C-1

Used by Permission

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Student Writing Intensive Continuation Course C-1

Resume watching DVD #2 from where Andrew discusses grammar starting with the “-ed” sentence opener and concluding with the “Invisible Who/Which” clause Pay particular attention to the following as Andrew discusses them: The “-ed” sentence opener and its variations The treatment of “irregular verbs” The “Invisible “-ing” sentence opener The Invisible “who/which clause” Continue watching the DVD #2 until the end of the review of “Helpful Rules for Better Writing”. A copy

can be found on the CD-Rom that came with your DVD set.

Tomorrow we will dive into the Basis Essay, so we’ll take a break here!

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Student Writing Intensive Continuation Course C-1

BASIC ESSAY MODEL TITLE I. GRAB ATTENTION / INTRODUCE SUBJECT 1. Background info 2. State three topics 3. (topics are points that support your thesis) 4.

5. Thesis statement (main point of the essay) II. TOPIC SENTENCE A 1.

2. details, examples, facts, 3. explanations of topic 4.

5 (- 7).

CLINCHER A III. TOPIC SENTENCE B 1.

2. details, examples, facts, 3. explanations of topic 4.

5 (- 7).

CLINCHER B IV. TOPIC SENTENCE C 1.

2. details, examples, facts, 3. explanations of topic 4.

5 (- 7).

CLINCHER C

I

Question to answer in Conclusion: What is the value?

What is the meaning?

What is the long term significance?

What is the reason for it?

How can we use this information?

MY

V. CONCLUSION Restate the topics – how have they supported the thesis?

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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Student Writing Intensive Continuation Course C-1

Basic Essay – Historical Figure - Outlines

Resume watching DVD#2 from the beginning of the “Basic Essay Model” through to the “Homework Assignment.”

We will be writing an essay over the next week about an historical figure of your choosing, who you may be studying in one of your core subjects like History or Social Studies.

On page 67 you will fill out the information from the four different sources which you have chosen to use to gather the information for your essay. This information will be included in your “Bibliography” as described by Andrew on the DVD. On pages 68-70 you will gather the details you need from each of your four sources to fuse together into the individual paragraph outlines you have chosen for each topic.

We will write from those outlines next week!

Now choose your historical person and get started with your research!

The subject person for my essay is ..............................................

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Student Writing Intensive Continuation Course C-1

Source #1 Author: ...................................................................................

Title: .......................................................................................

Publisher: ................................................... City .....................

Date of Publication: .................................... Pages..................  Book  Magazine  Newspaper  Internet  CD-Rom  Lecture Internet URL: ...........................................................................................

Type:

Source #2 Author: ....................................................................................

Title: ........................................................................................

Publisher: .................................................... City ......................

Date of Publication: ..................................... Pages ..................  Book  Magazine  Newspaper  Internet  CD-Rom  Lecture Internet URL: ...........................................................................................

Type:

Source #3 Author: ....................................................................................

Title: .......................................................................................

Publisher: ................................................... City ......................

Date of Publication: .................................... Pages ..................  Book  Magazine  Newspaper  Internet  CD-Rom  Lecture Internet URL: ..........................................................................................

Type:

Source #4 Author: ....................................................................................

Title: .......................................................................................

Publisher: ................................................... City ......................

Date of Publication: .................................... Pages ..................  Book  Magazine  Newspaper  Internet  CD-Rom  Lecture Internet URL: ...........................................................................................

Type:

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Student Writing Intensive Continuation Course C-1

TOPIC A:________________________________________

Source 1

Source 2

Source 3

I. _____________________ I. ______________________ I. ______________________ 1. ___________________

1. ____________________

1. ____________________

2. ___________________

2. ____________________

2. ____________________

3. ___________________

3. ____________________

3. ____________________

4. ___________________

4. ____________________

4. ____________________

5. ___________________

5. ____________________

5. ____________________

6. ____________________

6. ____________________

Source 4

6. Fused ____________________ Outline

7. ____________________

7. ____________________ 7. ____________________ Topic A.________________

I. ______________________ 8. ____________________

8. ____________________ 8. ____________________ 1.____________________

1. ____________________ 2.____________________ 2. ____________________ 3.____________________ 3. ____________________ 4.____________________ 4. ____________________ 5.____________________ 5. ____________________ 6.____________________ 7.____________________ Clincher ______________

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Student Writing Intensive Continuation Course C-1

TOPIC B:________________________________________

Source 1

Source 2

Source 3

I. _____________________ I. ______________________ I. ______________________ 1. ___________________

1. ____________________

1. ____________________

2. ___________________

2. ____________________

2. ____________________

3. ___________________

3. ____________________

3. ____________________

4. ___________________

4. ____________________

4. ____________________

5. ___________________

5. ____________________

5. ____________________

6. ____________________

6. ____________________

Source 4

6. Fused ____________________ Outline

7. ____________________

7. ____________________ 7. ____________________ Topic B.________________

I. ______________________ 8. ____________________

8. ____________________ 8. ____________________ 1.____________________

1. ____________________ 2.____________________ 2. ____________________ 3.____________________ 3. ____________________ 4.____________________ 4. ____________________ 5.____________________ 5. ____________________ 6.____________________ 7.____________________ Clincher ______________

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Student Writing Intensive Continuation Course C-1

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

DRESS-UP (underlined)

I

II

III

IV

“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 - Attention Getter 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 Vocabulary – use 1 new vocabulary word in each paragraph Correct grammar, spelling & punctuation Bibliography – attached to essay and organized like sample on DVD

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V

Student Writing Intensive Continuation Course C-1

Week Nine Greek & Latin Word Roots

Watch DVD #3 from the beginning through to the end of the discussion on “Teeter Totters.” (before Andrew starts reading sample student

essays.)

Below you will find the Greek and Latin word roots discussed in this class. Try your own combinations on the next page to create words, along with your “creative” definition of the word.

Prefix

Root

Suffix

eu (good)

biblio

mania

a (no/not)

anthrop (man)

phobia

micro mega (volume) caco (bad)

graph/gram scop/skept (seeing) phon (sound)

cide log/logo/logos (words/idea)

tele (far)

miso (hate)

macro (size)

philo (love)

hetero (different)

arch (power/rule)

homo (same)

demo (people)

olig (a few)

gen/geno (type of people)

poly (many)

gyn (women)

Your created Word

Your definition

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Student Writing Intensive Continuation Course C-1

Session #2 SAT Vocabulary Builder: Use the clues on the next page defining the words below to complete the crossword on page 80.

Try using at least one new vocabulary word per paragraph in your next assignments

candid morose ostentatious querulous repudiate squander

inevitable novice precocious quiescent soporific theoretical

lethargy obscure prevaricate repose spontaneous virulent

Clues to SAT #2 Crossword: ACROSS: 3 - to speak falsely or misleadingly so as to avoid the truth; to lie 5 - carping; characterized by or full of complaints 7 - a beginner; person who is new to a work place or situation 9 - frank or outspoken; free from reservation or disguise 10 - to spend or use extravagantly, lavishly or wastefully 13 - hypothetical; existing only in principle; not practical 15 - to reject with disapproval, condemnation or denial 16 - unusually advanced or mature development or talent 17 - actively poisonous; intensely noxious; deadly DOWN: 1 - hard to perceive; nebulous; meaning not clear or plain 2 - sullenly ill-humored (person); expressing gloom; glum 4 - characterized by a pretentious show in order to impress 5 - being at rest; quiet or still; in active or motionless 6 - anything causing or tending to cause sleep; drowsy 8 - unable to be avoided, evaded or escaped; certain 11 - a natural impulse or tendency; without premeditation 12 - state of being dull, listless, drowsy or unenergetic 14 - state of being at rest; dignified calmness; sleep

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Student Writing Intensive Continuation Course C-1

Used by permission

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Student Writing Intensive Continuation Course C-1

Adjectival Teeter-totters

Who/which clause

Dual Quality Adjectives

noun Action verb phrase

whose mustache bobbed up & down The surly, even rude

inspector made us giggle uncontrollably The surly, even rude inspector, whose mustache bobbed up and down, made us giggle uncontrollably.

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Student Writing Intensive Continuation Course C-1

ADJECTIVAL TEETER-TOTTERS PRACTICE Now try making some of your own teeter totters!

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Student Writing Intensive Continuation Course C-1

Clincher - Starters

Continue watching DV #3 from “Reading Student Essays” to the end of the DVD. We will end this week by gathering information about a real person we will interview. Next week we will write the five paragraph essay on the person we have interviewed.

Clincher – Starters Thus…

Therefore …

Hence….

Transitional Words Consequently… Clearly…

Arguably…

Undoubtedly… Not Surprisingly…

Clausal As a result…

As a consequence…

It becomes clear that…….

Without a doubt……

However…..

Nevertheless…..

Nonetheless…..

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Student Writing Intensive Continuation Course C-1

Personal Interview

We will finish this week (week 9) with you conducting your interview of the person who will be the subject of your next 5 paragraph essay as described by Andrew on the DVD. You can use page 87 to determine which topics you may apply to the person you are interviewing, and chose the three most important or interesting. On pages 88-90 you can do your key idea outlines for each topic.

Next week (week 10), take one day for each of the body paragraphs, and then one day for the introduction and another for the conclusion.

Make sure you include everything on the checklist on page 98, paying special attention to the new vocabulary, and techniques taught on this DVD. In particular try adding a “Teeter Totter” in each paragraph; and remember to BOLD your KEY Topic Words in each paragraph.

Have fun, and be sure to read your essay to someone once you have completed it.

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Student Writing Intensive Continuation Course C-1

Possible Topics for Your Personal Interview Birth Place ______________

Family __________________

Childhood ______________

Adolescence ____________

Education _______________

Early Career ____________

Later Career ____________

Special Interests __________

Sports/Hobbies __________

Careers ________________

Crises/Problems __________

Hopes/Dreams___________

Joys/Successes __________

Heroes/Heroines__________

Friends_________________

______________________

_______________________

_______________________

______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

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

Most Interesting Topics _______________________

Most Interesting Topic 1

Detail

Detail

Detail

Detail

Detail

Detail

Detail

Detail

Detail

Most Interesting Topic 2

Detail

Detail

Detail

Most Interesting Topic 3

Detail

Detail

Detail

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Student Writing Intensive Continuation Course C-1

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

DRESS-UP (underlined)

I

II

III

IV

V

“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

Teeter Totters (adverbial & adjectival) one per paragraph Introduction - Attention Getter Introduction – Background Given Introduction – Three Topics Given Body Paragraphs (3) – Clear Topic Sentence

Topic KEY WORDS IN BOLD 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

Vocabulary – use 1 new vocabulary word in each paragraph Correct grammar, spelling & punctuation Bibliography – attached to essay and organized like sample on DVD

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Student Writing Intensive Continuation Course C-1

Week 11 Triples

“TRIPLES” Watch DVD #4 from the beginning, to the end of the discussion of “Triples.” If Andrew starts discussing the essay assignment, you’ve gone too far.

Below you will find examples of a variety of types of triples as excerpted from Dr. Webster’s teacher manual. Below them you can try some of your own.

Sentence Styles “The Triple Extension” Word Repetition: The peasants felt oppressed by barons, oppressed by bishops and oppressed by the merchants.

Discontent swept the nation. Discontent divided the classes. Discontent ultimately fomented revolution.

Now you try making up two of your own.

1. _______________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. _______________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Student Writing Intensive Continuation Course C-1

Phrase Repetition (prepositional) The poor laboured under harsh conditions, during long hours, but for low wages.

Now you try making up two of your own.

1. _______________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. _______________________________________________________________ _________________________________________________________________ _________________________________________________________________

Triple “-ing” Openers Labouring from dawn to dusk, receiving little for their produce and bending under their burdens, the peasants were prepared for radical change.

Agitating, complaining, yet profiting, the merchants were determined to control the government.

Now you try making up two of your own.

1. _______________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. _______________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Student Writing Intensive Continuation Course C-1

Clausal Repetition: Who-Which and “-ly” The merchants resented restrictions which gradually became typical of mercantilism, which substantially enriched the aristocracy but which undeniably lowered profits.

Peasants felt oppressed by lords who regularly enjoyed privileges, who frequently exercised little social responsibility yet who distinctly resented absolute monarchy.

Fundamentally, predictably yet constantly the peasants resented their rulers.

Primarily, repeatedly and tragically the peasants felt oppressed.

Now you try making up two of your own.

1. _______________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. _______________________________________________________________ ________________________________________________________________ ________________________________________________________________

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Student Writing Intensive Continuation Course C-1

Triple Verbs The intellectuals longed for a new society, promoted general unrest and inspired mob violence.

The intellectuals inspired, urged and applauded the street mobs of Paris.

Parisians had been, remained and would continue indifferent to religion.

Now you try making up two of your own.

1._______________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2._______________________________________________________________ ________________________________________________________________ ________________________________________________________________

Triple Adjectives – note “but, yet, and” The affluent, ignorant but decadent queen suggested that the suffering, urban yet working poor who laboured under harsh, inhuman and brutal conditions should eat cake since bread could not be purchased in Paris.

Merchants disliked the numerous, frustrating and strangling restrictions on trade.

Now you try making up two of your own.

1._______________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2._______________________________________________________________ ________________________________________________________________ ________________________________________________________________ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

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Student Writing Intensive Continuation Course C-1

Research Report Topic Chart (An Event) Sources

Source #1

Source #2

Source #3

Source #4

Source #5 (Optional)

Topics

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Student Writing Intensive Continuation Course C-1

Week Twelve Fused Outlines for Expanded Essay This week you will create 5 body paragraphs from your fused outlines; one for each day! Use the same procedure we have done on previous assignments!

TOPIC A:________________________________________

Source 1

Source 2

Source 3

I. _____________________ I. ______________________ I. ______________________ 1. ___________________

1. ____________________

1. ____________________

2. ___________________

2. ____________________

2. ____________________

3. ___________________

3. ____________________

3. ____________________

4. ___________________

4. ____________________

4. ____________________

5. ___________________

5. ____________________

5. ____________________

6. ____________________

6. ____________________

Source 4

6. Fused ____________________ Outline

7. ____________________

7. ____________________ 7. ____________________ Topic A.________________

I. ______________________ 8. ____________________

8. ____________________ 8. ____________________ 1.____________________

1. ____________________ 2.____________________ 2. ____________________ 3.____________________ 3. ____________________ 4.____________________ 4. ____________________ 5.____________________ 5. ____________________ 6.____________________ 7.____________________ EXCELLENT RESOURCES INC. Š THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAClincher L STUDENT AND IS NON-REPRODUCIBLE

107 ______________

Student Writing Intensive Continuation Course C-1

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

DRESS-UP (underlined)

1 1

I

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

II

III

IV

V

VI

VII

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

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”, “-ed”, participle clausal opener www.asia V.S.S.

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

DECORATIONS (any one per paragraph – none repeated - 7 for full marks – indicate yours in appropriate box) 1. Question

2

2. Quotation/Conversation

2

3. 3 SSS (short staccato sentences)

2

4. Dramatic Opening/Close

2

5. Simile/Metaphor

2

2

6. Alliteration

2

Teeter Totters (adverbial & adjectival) one per paragraph Triple Extensions (one per paragraph – any type)

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Body Paragraphs (5) – Clear Topic Sentence

1

1

1

1

1

Body Paragraphs (5) - Topic Key Words (BOLDED)

1

1

1

1

1

Body Paragraphs (5) – Details Support Topic

1

1

1

1

1

Body Paragraphs (5) – Clincher repeats/reflects topic

1

1

1

1

1

Introduction - Attention Getter

3

Introduction – Background Given

3

Introduction – Five Topics Given (each Topic bolded)

5

Conclusion – Five Topics Restated (each Topic bolded)

5

Conclusion – Most (bolded) significant/interesting – Why?

5

Conclusion – Title repeats/reflects final clincher

5

Vocabulary – use 1 new vocabulary word in each paragraph

1

1

1

1

1

Correct grammar, spelling & punctuation

1

1

1

1

1

Bibliography – attached to essay and organized like sample on DVD

1

1

1

1

Added Page

5

Your Grade = your total points (__________) divided by 2 =

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%

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Student Writing Intensive Continuation Course C-1

Week Fifteen Imitation of an Author’s Style

Watch the entire DVD #5 on Imitating an Author’s Style.

This week we will write two short stories based on your choice of the Aesop’s Fables found below and on the following page.

Before writing, choose the two authors’ styles you will imitate and re-write each story in your chosen style.

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Student Writing Intensive Continuation Course C-1

Congratulations on your successful completion of the Student Intensive Continuation Course “C” 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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