Grade 11

Grammar and Composition
Composition Practice
Grade 11
Acknowledgments Grateful acknowledgment is given authors, publishers, and agents for permission to reprint the following copyrighted material. Every effort has been made to determine copyright owners. In the case of any omissions, the Publisher will be pleased to make suitable acknowledgments in future editions. p. 3 from Covered Wagon Women: Diaries & Letters from the Western Trails 18401890 edited & compiled by Kenneth L. Holmes. Copyright 1990 by Kenneth L. Holmes. Published by The Arthur H. Clark Company. p. 8 from Away Goes Sally by Elizabeth Coatsworth. Copyright 1934 by The Macmillan Company. Published by The Macmillan Company. p. 21 from The Caine Mutiny Court-Martial by Herman Wouk. Copyright 1954 by Herman Wouk. Used by permission of Doubleday, a division of Bantam Doubleday Dell Publishing Group, Inc. p. 29 from Max Perkins, Editor of Genius by A. Scott Berg. Copyright 1978 by A. Scott Berg. Used by permission of the publisher, Dutton, an imprint of New American Library, a division of Penguin Books USA Inc. p. 46 from Elements of Argument: A Text and Reader by Annette T. Rottenberg. Copyright 1985 by St. Martins Press, Inc. Published by St. Martins Press. Reprinted by permission of the author. p. 52 from The Death of the Moth and Other Essays by Virginia Woolf. Copyright 1942 by Harcourt Brace Jovanovich, Inc. Published by Harcourt Brace Jovanovich, Inc.
Glencoe/McGraw-Hill
Copyright 2001 The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Writers Choice. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Printed in the United States of America. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240 ISBN 0-07-823291-0 1 2 3 4 5 6 7 8 9 055 04 03 02 01 00
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Contents
Unit 1
Personal Writing
1.1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Writing to Discover I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Writing to Discover II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Writing in a Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Writing to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Writing a Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Writing a College Application Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Writing About Literature: Writing About Nonfiction . . . . . . . . . . . . . . . . . . 7 Writing About Literature: Writing About Poetry . . . . . . . . . . . . . . . . . . . . . . 8
Unit 2
The Writing Process

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.7 2.8 2.9 2.9 2.10 2.11 Writing: A Five-Stage Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Prewriting: Finding Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Prewriting: Questioning to Explore a Topic. . . . . . . . . . . . . . . . . . . . . . . . . 11 Prewriting: Audience and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Prewriting: Observing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Drafting: Achieving Unity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Drafting: Organizing an Essay I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Drafting: Organizing an Essay II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Drafting: Writing with Coherence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Revising: Using Peer Responses I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Revising: Using Peer Responses II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Editing and Presenting: Completing Your Essay . . . . . . . . . . . . . . . . . . . . . 20 Writing About Literature: Analyzing a Character in a Play . . . . . . . . . . . . . 21
Unit 3
Descriptive Writing
3.1 3.1 3.2 3.3 3.4 3.5 3.6 Creating Vivid Description I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Creating Vivid Description II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Using Sensory Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Creating a Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Writing a Character Sketch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Describing an Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Writing About Literature: Writing About Mood in a Play. . . . . . . . . . . . . . 28
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Contents
Unit 4
Narrative Writing
4.1 4.2 4.3 4.4 4.5 Characters in Biographical Narratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Writing a Biographical Sketch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Structuring the Long Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Writing About Literature: Identifying Theme in a Narrative . . . . . . . . . . . 32 Writing About Literature: Responding to Narrative Poetry . . . . . . . . . . . . 33
Unit 5
Expository Writing
5.1 5.2 5.3 5.4 5.4 5.5 5.6 5.7 5.8 5.9 Writing Expository Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Explaining a Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Analyzing Cause-and-Effect Connections . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Writing an Essay to Compare and Contrast I . . . . . . . . . . . . . . . . . . . . . . . 37 Writing an Essay to Compare and Contrast II. . . . . . . . . . . . . . . . . . . . . . . 38 Analyzing Problems, Presenting Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . 39 Using Time Lines and Process Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Building a Reasonable Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Writing About Literature: Comparing and Contrasting Two Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Writing About Literature: Comparing and Contrasting Two Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 6
Persuasive Writing
6.1 6.2 6.3 6.4 6.4 6.5 6.6 6.7 6.8 Stating Your Case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Sifting Fact from Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Evaluating Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Inductive and Deductive Reasoning I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Inductive and Deductive Reasoning II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Recognizing Logical Fallacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Writing and Presenting a Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Writing a Letter to an Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Writing About Literature: Evaluating a Speech . . . . . . . . . . . . . . . . . . . . . . 52
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
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Name ...................................................................................... Class .................................................. Date ................................
1.1
Writing to Discover I
Key Information In personal writing you may express your thoughts, feelings, and experiences for yourself or others. A life map, chart, or personal time line can help you find experiences from your life to generate writing ideas.
I A. Charting Significant Events
The left-hand column in the chart below lists general areas in which any writer might find ideas. Fill out the middle and right-hand columns for at least three areas as you recall significant events in your life. You may list more than one item in each column.
Area of Experience School Family Trips/Vacations Current Events Friendships Games/Sports

Copyright The McGraw-Hill Companies, Inc.
Place/Time
Event
I B. Creating a Life Map
On a separate sheet of paper, map out the events from the chart in chronological order. Examine your life map, and write answers to the questions below.
1. Do you see a pattern of causes and effects? Any other type of pattern? ______________________
______________________________________________________________________________ ______________________________________________________________________________
2. What specific events from the life map are part of the pattern(s) you identify?________________
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Writers Choice: Composition Practice, Grade 11, Unit 1
Name ...................................................................................... Class .................................................. Date ................................
1.1
Writing to Discover II
Key Information Patterns connect events like a path that often cannot be seen until it has been traveled. Sometimes one event can cause a string of reactions resulting in a great accomplishment. Through personal writing you can gain a better understanding of your own path.
Planning Your Writing
Select an event or chain of events that represents part of a pattern in your life. Brainstorm for interesting details to include in a personal writing assignment. Record your ideas in the graphic organizer below. Write the experience to be described on the trunk of the tree and supporting details on each of the branches. Add as many branches as you need. Consider how the experience affected you and how you felt and reacted at the time.
Name ...................................................................................... Class .................................................. Date ................................
1.2
Writing in a Journal
Key Information A diary or journal lets you record information, impressions, feelings, and events. What you write in your journal is your choice.
I A. Identifying Features of a Journal
Read this excerpt from the diary of Ruth Shackleford, who traveled from Missouri to California with her family in 1865. Then answer the questions that follow.
Literature Model
lark County, Missouri, May 1, 1865. This morning we started from Clark in company with two other families. . . . I feel very sad and low spirited on account of Frankie being sick and seeing them part with their friends. . . . We travelled today over very rough, muddy roads. The children and I rode in At's horse wagon, the cattle being unruly and it raining. Frank's team stalled twice; had to pry the wagon out with fence rails. . . . May 2 . . . We had a big time getting the unruly cattle yoked. It is still cloudy and the roads are awful muddy. Every now and then the women and children have to get out and walk through
a mud hole. We are camped tonight by a house in a lot; turned the cattle in the lot and fed them. The wind being very high, we liked never to get supper [we thought we'd never get supper ready], it being the first time we have cooked out of doors. May 3 A beautiful morning. We all slept in our wagons. Frankie was sick all night with a pain in his side. I feel very uneasy about him. . . . We passed through Memphis, a very pretty little town. We stopped there while Frank got two iron rods made to put in his wagon; paid $1 for them. Circuit court was in session. Ruth Shackleford, from Covered Wagon Women
1. Why do you think Shackleford is keeping a journal?
______________________________________________________________________________
2. What does she record in her journal?
______________________________________________________________________________ ______________________________________________________________________________
I B. Keeping a Travel Journal
Imagine you are keeping a journal during a trip. After choosing a situation from the list below, jot down some images or phrases that come to mind. On a separate sheet of paper, write a one-paragraph entry for your journal.
1. seeing a city, landform, or well-known monument for the first time 2. a day of travel by car, train, bus, or plane 3. encountering severe weather conditions
Name ...................................................................................... Class .................................................. Date ................................
1.3
Writing to Learn
Key Information People use primarily three basic learning styles: visual (seeing), auditory (hearing), and tactile (doing or manipulating). Analyzing your primary learning style and keeping a learning log will help you get more out of the time you spend studying.
I A. Describing Learning Styles
Read the following excerpt from a geography textbook. Then, in the space provided below, explain how people with different learning styles would best learn and remember the information presented.
Literature Model
ook [at a time zone map, and you can see that] moving east, you lose time. Moving west, you gain time. However, if you were to keep moving west, you would eventually lose time at the International Date Line. Suppose, for example, that you traveled west from Greenwich, starting at 12 noon on Thursday, and returned in 24 hours. You would be traveling as fast as the Earth is rotating. You would gain an hour in each of the 24 time zones you
entered. You would seem to be returning the same day you left. However, in Greenwich it is 1 day later. To avoid such confusion, an imaginary line was established at 180 longitude. At this line, called the International Date Line, the day changes. The calendar date on the east side of the International Date Line is 1 day earlier than it is to the west. McGraw-Hill World Geography
1. a visual learner__________________________________________________________________
______________________________________________________________________________
2. an auditory learner ______________________________________________________________
______________________________________________________________________________
3. a tactile learner _________________________________________________________________
______________________________________________________________________________
I B. Keeping a Learning Log
Evaluate your understanding of the International Date Line. Imagine the lines below are part of your learning log, and use them to summarize the material above in your own words. Read your summary, and then list facts or concepts you need to clarify. Use a separate sheet of paper if necessary.
Name ...................................................................................... Class .................................................. Date ................................
1.4
Writing a Letter
Key Information Your purpose and your audience should influence the language and tone of your personal letters.
I A. Planning to Write
Imagine that you have spent a month of your summer vacation visiting the family of a former neighborhood friend who now lives some distance away. During the vacation your hosts took you sightseeing, to a baseball game, to the beach, and to a theme park. In the space provided, make two lists. One list will include items you want to mention in a letter to your friend. The other list will include items you want to say in a letter to your friends parents. The purpose of both letters is to thank your hosts for their hospitality. Think about the differences in language and tone for these two audiences. Friend ___________________________________ ___________________________________ ___________________________________ ___________________________________ Parents _______________________________________ _______________________________________ _______________________________________ _______________________________________
I B. Writing a Letter
Write a letter of thanks either to your friend or your friends parents. Use the appropriate list from Part A to help you decide what to include in the letter.
Name ...................................................................................... Class .................................................. Date ................................
1.5
Writing a College Application Essay

Key Information A good college application essay reveals what is unique about you. Before writing, think about your personality traits, accomplishments, and skills. Aim for clarity as well as creativity.
I A. Highlighting Personality Traits
A common type of college application question asks you to describe yourself. Below are examples from essays in which students were asked to describe themselves based on an adjective. Choose the excerpt that comes closest to something you might write, making slight revisions if you wish. Then add at least two sentences of your own to personalize the essay.
1. I am very superclastic. Superclastic means adventurous around new people in new situations as
well as always looking at the familiar with new eyes.____________________________________ ______________________________________________________________________________ ______________________________________________________________________________
2. I could use words that were very broad and subject to a wide range of interpretations. I considered
words such as industrious, accomplished, and motivated. _________________________________ ______________________________________________________________________________ ______________________________________________________________________________

3. Unfortunately, I am doomed to see eighteen solutions to every problem, six sides to every square,
because Im very analytical. ________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

4. I guess what I fear most is being described as ordinary. __________________________________
______________________________________________________________________________ ______________________________________________________________________________
I B. Preparing to Write a Self-Descriptive Essay
List some adjectives that you think best describe yourself, including one of your own creation. Jot down examples, experiences, or other details you could use to back up this assessment of yourself.
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G A B O U T L I T E R AT U R E
1.6
Writing About Nonfiction

Key Information Writing about what you have read is one way of organizing your thoughts and deepening your understanding of the information. You can respond to nonfiction by recording your reactions in a readerresponse journal. As you develop your response, you may want to write another article with a different perspective, write a research paper on the same topic, or fashion your thoughts into a poem, short story, or script.
Responding to an Article
Read the excerpt below. Respond to the information presented by describing your initial reactions on the journal page that follows. If necessary, read the excerpt more than once.
Literature Model [Bill and Kathy Magee are the founders of] Operation Smile, a non-profit organization that dispatches medical teams to developing countries to perform free corrective surgery on disfigured children. The things they deal with are misfortunes that brand the spirit as much as the flesh: cleft lips and palates, congenital hand and foot deformities, burns and facial tumors. . . . [Operation Smile] resembles a mini-Peace Corps, with a $2 million annual budget, 14,000 volunteers, and chapters in a dozen U.S. cities and four countries. To date, the Magees have launched 32 medical missions to nine countries,
including China, Vietnam, Colombia, Ghana, and Kenya, where a total of 4,800 children have been treated. The moneythe existing missions require about $1.5 million in cash and $1 million in supplies each yearcomes from private contributions and corporate gifts or just from bursts of inspiration. For example, the cost of the Panama mission was offset in part by $6,500 raised by teenagers in Greensboro, N.C., who organized a bowlathon. Richard Lacayo, No One Will Ever Laugh at Me Again, People magazine
Quotation or paraphrase from text
What text makes me think of
Name ...................................................................................... Class .................................................. Date ................................
1.7
Writing about Poetry

Key Information Readers may respond to the same poem in different ways. Some are moved emotionally; others take a more intellectual approach, analyzing the literary elements of the poem. You can enrich your responses by writing about your reactions to a poem, by finding out more about the poet, or by creating a poem of your own.
I A. First Response
On the lines provided, describe your first response to the poem below. What images came to mind as you read the poem? What words or features did you like?
Literature Model
wift things are beautiful: Swallows and deer, And lightning that falls Bright-veined and clear, Rivers and meteors, Wind in the wheat, The strong-withered horse, The runner's sure feet.
And slow things are beautiful: The closing of the day, The pause of the wave That curves downward to spray, The ember that crumbles, The opening flower, And the ox that moves on In the quiet of power. Elizabeth Coatsworth,Swift Things Are Beautiful
I B. Extending Your Response
Read the poem again, and then complete the activities below.
1. Paraphrase the main idea or message of this poem. _____________________________________
______________________________________________________________________________
2. Add images of your own to illustrate that swift things are beautiful. ______________________
______________________________________________________________________________
3. Add images of your own to illustrate that slow things are beautiful. _______________________
______________________________________________________________________________
4. If you were to add two more stanzas to this poem, what would their first lines be? ____________
______________________________________________________________________________
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Name ...................................................................................... Class .................................................. Date ................................
2.1
Writing: A Five-Stage Process

Key Information The writing process consists of five stages: prewriting, drafting, revising, editing/proofreading, and publishing/presenting. Writers progress from one stage to the next and accomplish specific tasks within each stage. Writers often go back to earlier stages to rework their material.
I A. Understanding the Components of the Writing Process
Fill in the following flow chart by first writing the name of each stage in the writing process. Then under each stage, write the letters of the tasks that writers do in that stage.
Stage 5: FINISH
Tasks a. correct grammar, spelling, mechanics b. write first version
Stage 1: START
Stage 4:
c. set neatly in final form d. research topic e. organize material f. improve content, structure, flow
Stage 2:
Stage 3:
g. find topic h. identify audience and purpose
I B. Using the Writing Process
Imagine that you are writing an essay or speech and you get stuck for the reasons described below. To which earlier stage of the process would you return? Write your answers in the spaces provided.
1. You are having trouble deciding what information to put in and what to leave out because you are
not sure of your purpose. Go back to ___________.

2. You think of a new piece of evidence that would strengthen your position. Go back to ___________. 3. You are running for local office and discover that you have prepared your speech for tomorrow
nights audience instead of tonights. Go back to ___________.

4. You notice that your paper is full of typographical errors. Go back to ___________. 5. Your friend reads your essay and gives you suggestions to make it flow better. Go back to
___________.
Name ...................................................................................... Class .................................................. Date ................................
2.2
Prewriting: Finding Ideas

Key Information When you need a writing topic, freewriting can help. Begin writing about a word or subject and allow yourself to move freely from one idea to the next. To help you get going in the freewriting process, you can use a writing starter like the ones in Part A, below. When you have decided on a topic, you can use a tree diagram to explore different ways of thinking about the topic.
I A. Using Writing Starters
Use one of the following starters to freewrite on the lines below. You may continue on another sheet of paper if you need more room.
1. If I were a famous . . . 2. Americans love to . . . 3. The first thing I see when I wake up is . . . 4. A perfect day would be . . .
I B. Using a Tree Diagram
Take one of the topics that emerged from your freewriting above, and use the tree diagram below to explore it further. Write a word or a brief phrase to designate the topic at the base of the tree. Then write specific ideas about the topic in the branches that grow out of the trunk.
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Name ...................................................................................... Class .................................................. Date ................................
2.3
Prewriting: Questioning to Explore a Topic

Key Information To generate ideas for your writing, you can ask four different types of questions: personal, creative, analytical, and informational. Each type of question serves a different purpose in the search for information and perspective on a topic.
I A. Exploring a Subject
You are preparing to write a character sketch of a close friend or relative. Complete the chart below by identifying the type of question provided. Then choose your subject, and briefly answer each question.
Question 1. What kinds of clothes does the person like to wear? 2. What do I like about this person? 3. When I think about this persons habits, what patterns of behavior become evident? 4. How does this person resemble a famous character or famous person?
Type
Answer
I B. Identifying Questions to Generate Detail

The details about spring in each of the following sentences were generated by different types of questions. Identify the type of question that was most likely used with a P for personal, C for creative, A for analytical, or I for informational. ______ 1. After natures long inertia in the winter, the sudden activity in the spring is like the molecules in a pot of boiling liquid. ______ 2. In the spring I feel enthusiastic about the most mundane activities. ______ 3. Some flowers bloom when their sensors measure the lengthened day of spring, while others bloom in response to increased temperature. ______ 4. By midspring in the country, the temperature can reach 75. ______ 5. Streets that were drab and lifeless only weeks before have become almost tropical, exotic places with abundant color and vigorous life. ______ 6. The combination of increased temperature and moisture provides an environment suitable for plant growth.
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Name ...................................................................................... Class .................................................. Date ................................
2.4
Prewriting: Audience and Purpose

Key Information Before you can start to write about a topic, consider your audience. Keep in mind the reader's or listeners identity, needs, and interests. Is your audience the general public or a highly specialized group? What is the average age of its members? How much does the audience know about your topic? After identifying the nature of your audience, decide whether your purpose in writing about your topic is to explain, entertain, describe, persuade, or narrate.
I A. Adjusting Purpose to Fit the Audience
For each topic listed in the chart, write two possible audiences and two corresponding purposes for presenting the topic to those audiences.
Topic the local newspaper roller-skating mall walking learning to drive
Audience a. b. a. b. a. b. a. b.
Purpose a. b. a. b. a. b. a. b.
I B. Writing for Your Audience
Choose one of the topics above in Part A. Describe briefly the kinds of details (factual, descriptive, fantastic), the tone (serious, poetic, humorous, casual), and the choice of words (technical, simple, slang) that you would use for each of the audiences you selected.
Topic: Audience a. b. Details Tone Word Choice
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Name ...................................................................................... Class .................................................. Date ................................
2.5
Prewriting: Observing
Key Information To create a sharp, vivid description, start by observing sensory details: sight, smell, hearing, touch, and taste. Then go beyond simple sensory details to record your own associations, impressions, and observations from different perspectives.
I A. Recording Sensory Observations
Examine the following observation chart. In the first column is a list of subjectspeople, animals, objects, places, or situationsthat are under observation. In the second column is space for notes recording the sensory information learned from observation. Record details from as many of the five senses as possible for each category.
Subject a rainy day in the city the window of a toy shop lunch with a friend in a restaurant inside a movie theater a favorite pet
Sensory Impressions
I B. Developing Observations
Choose one of the scenes from the chart above to focus on further. Think about your own associations, emotions, and impressions in regard to the scene. Then imagine the scene from a different perspective: inside the toy shop, for instance, or outside the movie theater during the daytime. Record these additional impressions on the lines below.
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Name ...................................................................................... Class .................................................. Date ................................
2.6
Drafting: Achieving Unity

Key Information To achieve unity in your written work, first make sure that you have clearly stated the main idea in your topic sentence. Then make sure that all the details, facts, and examples you use support the main idea.
Writing Unified Paragraphs
The following sets contain information about a subject for a paragraph. Each set, however, contains one irrelevant detail that does not belong in the paragraph. Draw a line through the irrelevant detail in each set. Then use the remaining information to write a paragraph. Be sure to state the main idea clearly in your topic sentence. SET A SUBJECT: the characteristics of a good auctioneer 1. a sense of humor to hold the audience's attention 2. sharp eyes to spot bidders signals 3. a clear, carrying voice 4. comfortable shoes 5. the ability to deal with large audiences 6. a talent for showmanship 7. the ability to think quickly in a fast-paced auction
SET B SUBJECT: a navy fliers rescue by dolphins 1. a navy flier is shot down over the ocean 2. he loses blood and waits for an air-sea rescue 3. dolphins were considered sacred by ancient Greeks 4. a school of dolphins drives off sharks 5. dolphins circle the flier until the rescue plane arrives 6. sharks triangle-shaped fins were seen to infest the entire area
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Name ...................................................................................... Class .................................................. Date ................................
2.7
Drafting: Organizing an Essay I

Key Information Five techniques that you can use to organize the information you have gathered into an essay are compare and contrast, order of importance, pro and con, spatial order, and chronological order.
Selecting an Organizing Technique
Each set below contains a statement of purpose and a description of the data that will be used in an essay. Select the best organizing technique for the purpose and data given in each set by writing compare and contrast, order of importance, pro and con, spatial order, or chronological order. SET 1 Purpose: To give a balanced view of the benefits and dangers of nuclear power Data: Historical facts about accidents in nuclear power plants; statistics on safe and unsafe performance; explanation of problems of waste disposal; facts about low air pollution from nuclear power Organizing Technique: _______________________________________________________________ SET 2 Purpose: To provide instructions for putting a bicycle together Data: Suggestions for common household tools that can be used; descriptions of each step in putting the bicycle together; diagrams Organizing Technique: _______________________________________________________________ SET 3 Purpose: To describe an old house in which a crime takes place Data: Details of the houses location in relation to neighboring houses and to the nearby town; description of the exterior appearance of the house; details of the locations of rooms and furnishings within the house Organizing Technique: _______________________________________________________________ SET 4 Purpose: To argue that a busy intersection needs the installation of a traffic light rather than a stop sign Data: Eyewitness accounts of motorists confusion at the intersection; police statistics on the number of cars that have been caught speeding through the intersection; statistics and descriptions of traffic accidents that have occurred at the intersection Organizing Technique: _______________________________________________________________ SET 5 Purpose: To describe common characteristics and differences among four siblings Data: Descriptions and examples of physical appearance, temperament, likes and dislikes, work habits Organizing Technique: _______________________________________________________________
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2.7
Drafting: Organizing an Essay II

Key Information An essay comprises three parts. The introduction presents a general picture of the essays subject and purpose. The body presents a long, close-up view of the subject consistent with the general picture presented in the introduction. The conclusion presents a new view of the material.
Understanding the Parts of an Essay
Read the following short text on ultrasound. Then answer the questions below.
a. Two and a half million pulses of sound per second are fired through the skin, and the echoes that bounce off the bodys internal structures are converted rapidly into a visual map. b. This is the miracle of the ultrasound transducer, which already has changed medicine and promises to play a role in a wide range of human activity. c. In medicine, the list of ultrasounds uses grows longer every year. d. Ultrasound provides clear views of the brain, heart, arteries, liver, and other internal organs, as well as easier and less painful treatments for kidney stones, eye tumors, and glaucoma. e. Ultrasound is also used to seal plastic packaging and to clean minute crevices in jewelry and laboratory equipment. f. In the future, fishermen could use ultrasound to locate schools of fish deep below the oceans surface. g. All kinds of equipment could be inspected with ultrasound for cracks and other flaws. h. Ultrasound enables us to see things that we could never see before.
______ 1. Which sentences are part of the introduction? ______ 2. Which sentence is intended to capture the audiences attention? ______ 3. Which sentence states the main idea? ______ 4. Which sentence sets up the organizing technique? ______ 5. Which sentences are part of the body? ______ 6. Which sentence provides an overview, or conclusion?
7. What organizing technique is used? ____________________________________________ 8. What new perspective does the conclusion offer? _________________________________
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2.8
Drafting: Writing with Coherence

Key Information Coherent writing is writing that develops connections between sentences and paragraphs. Transitional words and phrases, pronoun references, and repeated words and images will help to make your written work a coherent piece.
I A. Using a Transitional Statement
The two following paragraphs could be found together as part of an essay. However, their logical connection is weak. Add a sentence at the beginning of the second paragraph to serve as a transition from the first paragraph. The science of devising and breaking secret ciphers and other secret codes is called cryptography. Cryptographers who specialize in the breaking rather than the making of codes are known as cryptographic analysts. Their work is as challenging as a game of chess but far more difficult to master than most games of skill. In fact, secret codes that are based on a code book that lists code words with their decoded meanings are almost impossible to break. The code book is the key. Therefore, the captain of a naval vessel threatened with capture must always jettison his lead-bound code book.
Secret ciphers, which encipher the actual letters in a message, are of two basic types substitution and transposition. In substitution ciphers, each letter of the alphabet stands for another letter. For example, A could stand for Z, B could stand for Y, C for X, and so on. You could quickly set up this substitution system yourself by printing the alphabet twice, first in the normal order and then, right below, in reverse order. In a transposition cipher, the letters of the message are scrambled in a systematic way. Here is a simple example of transposition: Each word is written backward is changed to drawkcab nettirw si drow hcae. Guided by clues rooted in the nature of the English language, cryptographic analysts can and do break these ciphers, no matter how complex the systems by which they are enciphered. Of course, recipients of such an enciphered message do not need to carry a heavy code book; they need only to memorize the encoding system. HINT: If you can decipher this cryptographic question, it will give you a hint about the transitional sentence for the second paragraph: Dsrxs rh vzhrvi gl wvxrksvi, z xlwv yzhvw lm z xlwv yllp li z xrksvi?
I B. Identifying Words That Develop Connections
Underline the transitional words and phrases, pronoun references, and repeated words and images in the sentences of the two paragraphs above.
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2.9
Revising: Using Peer Responses I

Key Information A peer reviewer can give you an objective reading of your work. In a successful peer review, the writer and the reviewer understand their different roles.
Describing the Roles of the Writer and the Reviewer
The box below includes the tasks of both the writer and the peer reviewer. Choosing the correct tasks for each person, write a paragraph describing the role of the writer in the review process and another paragraph describing the role of the reviewer.
Tasks 1. directs criticism at the writing 2. seeks fresh insights into the work 3. tries to bring out the writers best work 4. questions confusing comments 5. asks for suggestions 6. begins with praise 7. seeks to understand the writers intentions 8. takes careful notes 9. directs criticism at the writing 10. decides on all final changes 11. seeks to understand the writers meaning 12. suggests specific solutions 13. listens with an open mind
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2.9
Revising: Using Peer Responses II

Key Information Reviewers read a written work at least twicefirst, to get an overall impression of the piece and, second, to examine its content, coherence, and flow. Reviewers should not be concerned with misspelled words or grammar problems but should ask themselves questions about the clarity of the thesis, the strength of the supporting evidence, and the expression of the argument.
Reviewing a Written Piece
You are asked to review the following paragraph, written by a classmate. Read the paragraph at least twice, and then answer the questions below.
Model
umor is not always easy to define. Psychologists have identified many sources of humor, from repetition to sudden incongruities of behavior. Sometimes when you arent trying to be witty, you come up with something that makes everyone laugh. Other times, you find that your best jokes fall flat. Comedians say that their most effective lines occur to them when they are doing something else, like shopping for groceries or taking the dog to the vet. When they let their subconscious do the work, they think of their most successful jokes. The best humor is usually spontaneous. What one person finds funny another person will not find funny at all.
1. Briefly describe your first impression of the paragraph.
______________________________________________________________________________ ______________________________________________________________________________
2. Does the opening make you want to keep reading? Can you suggest a better one?
______________________________________________________________________________
3. What is the main idea of the paragraph? Where is it stated?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

4. Which sentences in the paragraph do not support the topic sentence?
______________________________________________________________________________ ______________________________________________________________________________
5. Ask two questions that will elicit new supporting details, facts, or examples.
______________________________________________________________________________ ______________________________________________________________________________
6. Is the ending strong? Can you suggest a better ending?
______________________________________________________________________________ ______________________________________________________________________________
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2.10
Editing and Presenting: Completing Your Essay

Key Information Editing involves examining the construction of the sentences and paragraphs; proofreading involves searching for errors in capitalization, punctuation, and spelling.
Editing and Proofreading a Paragraph
Read the following paragraphs first to edit them and then to proofread them. Use correct proofreading marks to indicate changes. Note that all proper names have been spelled correctly. (If you wish, you may refer to pages 91 and 92 of your textbook.)
Model When Lady Mary Montagu traveled to turkey from England in 1717 she wasnt planning to save thousands of lives. She was simply a curious tourist observing people and customs. The local method for avoiding smallpox, a disease that is desimating people back home, especially fascinated herinjections of small doses of the smallpox virus. The injection resulted in a few days of illness , but afterward the patient will no longer be suggestible to the disease. Upon returning home, Montagu experimented with this procedure and published a report of her findings; however, his discovery of what we now call innoculation did not receive much attention. In 1796 physician Edward Jenner became interested in Montagus findings. His similar studies and publications made smallpox vaccinations a widely accepted practice. Reducing the death rate in England by two thirds. In the 1970s the World Health Organization declared the disease evaluated.
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2.11
Analyzing a Character in a Play

Key Information Begin an analysis of a character in a play by freewriting or by creating a cluster diagram to focus on his or her character traits.
Freewriting About a Character in a Play
Read the following lines from a play about a fictitious Navy court-martial during World War II. Fill in the cluster diagram with adjectives or phrases about Greenwald.
Literature Model MARYK: I don t like the way youre handling me. GREENWALD: Good. That makes us even. MARYK: Hows that? GREENWALD: I dont like handling you. MARYK: What? Well, then, maybe Id better GREENWALD: (Crossing to desk and taking papers from briefcase) Maryk, Id rather be prosecuting you than defending you. I told you that the first time we met. Nevertheless, Im defending you. If its humanly possible to win an acquittal in this case Im going to win you an acquittal. If you want a prediction, I believe Im going to get you off. But you cant help me. So just leave me be. . . . MARYK: (staring at him) Greenwald, is there something eating you? GREENWALD: I dont know. (Paces in silence for a moment. Halts) Im a . . . good lawyer, Maryk, and Im a pretty poor flyer. Took quite a shellacking at flight school from snotty ensign instructors four or five years younger than me. I didnt like it. Baby-faced kids couldnt do such things to Greenwald the hot-shot lawyer. I used to daydream about a court-martial coming up on that base. And some poor joe would need defending. And Id step in, and take over, and twist the Navys arm, and make it holler Uncle. Nowheres my dream come true. You know something? I dont look forward to twisting the Navys arm. Not one bit. Herman Wouk, from The Caine Mutiny Court-Martial
Greenwald
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3.1
Creating Vivid Description I

Key Information When you write descriptions, organize sensory details in one of the following ways: To show how details relate to one another in space, use spatial order. To show that some details are more important than others, use order of importance. To organize details according to the order in which you experienced them, use order of impression.
I A. Understanding Spatial Order
The sentences in the following description are out of order. Read the topic sentence below; it will be sentence 1. Then rearrange the supporting sentences in logical spatial order, and write the appropriate numbers on the lines provided for sentences 28. Topic sentence: ______ 1. In spite of its enormous size, the room had an intimate air. Supporting sentences: ______ 2. Both this balcony and the wall below it were lined with book-filled shelves. ______ 3. Beyond the rug, along the right-hand wall, a small fireplace flanked by two reclining chairs formed a cozy corner. ______ 4. From this corner, your eye traveled to the rear wall, which was broken by the kitchen door and a hallway to the rest of the house. ______ 5. Centered so that it seemed to fill the doorway, the dining table glittered with crystal and china. ______ 6. To the right of the table, two couches, several straight-backed chairs, and a coffee table were grouped hospitably on a handsome Navaho rug.
______ 7. There was even space in front of the shelves for a library table and several chairs. ______ 8. At the right of the hallway, a stairway rose to the balcony.
I B. Using Order of Impression
Use the setting above as the basis for a paragraph describing how the room would impress you if you were entering it for the first time. Use order of impression, concentrating on those details an observer would be most likely to notice. You may omit one or two details you think are insignificant and add people to the scene to make it more effective. Use additional paper if necessary.
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3.1
Creating Vivid Description II

Key Information Two ways to organize descriptive writing are order of importance and order of impression. Order of importance indicates the relative importance of each detail to the main idea of the description. Order of impression presents the details in the order in which they are noticed.
I A. Recognizing Order of Importance
The six sentences below explain why an artist chose a particular apartment as a combination studio and living space. Renumber the sentences to express a logical order of importance, placing what you consider the most important reason first. ______ 1. The wall of shelves might provide some storage space for supplies. ______ 2. The eastern exposure promising morning sunlight was just what she had been looking for. ______ 3. Whats more, huge windows were complemented by a skylight. ______ 4. The tiny bedroom offered the bonus of privacy, which she had been willing to sacrifice in order to have good studio light. ______ 5. The main room was large enough for a work space and to show prospective clients finished paintings. ______ 6. Even the kitchen would do, although it was dingy, and its window faced a brick wall.
I B. Using Order of Impression
Imagine that you are the mother of the young artist who just rented the apartment described above. Describe your first visit to your daughters apartment in a letter to a friend. Use order of impression, beginning with your entrance to the apartment through the kitchen door.
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3.2
Using Sensory Details

Key Information Descriptive writing creates a clear and vivid impression through sensory details that appeal to sight, hearing, smell, taste, and touch. Carefully chosen sensory details sharpen the focus on your subject and draw the reader into your writing.
Using Contrasting Sensory Details
Create two contrasting impressions by selecting different sensory details to fill out the descriptions below. The opening and closing sentences are provided. In the first description, complete the paragraph using details that create a positive impression. In the second, complete the paragraph using details that create a negative impression. You may wish to use some of the vivid adjectives provided in the box below.
1. When I arrived home from school yesterday, I noticed a red convertible parked in front of the building.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What a birthday present that turned out to be!
2. When I arrived home from school yesterday, I noticed a red convertible parked in front of the building.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What a birthday present that turned out to be!
chugging pinging quiet sluggish creaky pitted rusty smooth dusty plush scratchy squeaky knocking purring shimmering threadbare lumpy quicksilver sizzling wheezy
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3.3
Creating a Mood
Key Information The mood of a piece of writing gives the reader an overall feeling about a scene or event. Mood is created through carefully selected details and vivid language.
Identifying Mood
Read each of the following passages carefully. Below each model identify the mood created in the passage, and support your assessment with three specific examples of details and language that create the mood.
Literature Model 1
he passage grew dark too suddenly, the walls crowded in, and the roofs crouched down. To me, staring timidly there in the dark passage in a strange town, the swarthy man appeared like a giant in a cage surrounded by clouds, and
the bald old man withered into a black hump with a white top; two white hands darted out of the corner. . . . Dylan Thomas, from The Peaches
Literature Model 2
n enormous brass band seemed to explode right at Mirandas ear. She jumped, quivered, thrilled blindly and almost forgot to breathe as sound and color and smell rushed
together and poured through her skin and hair and beat in her head and hands and feet and pit of her stomach. Katherine Anne Porter, from The Circus
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3.4
Writing a Character Sketch

Key Information A character sketch describes a persons appearance, behavior, and underlying personality by showing readers how the person looks, speaks, moves, thinks, acts, and affects others.
I A. Analyzing a Character Sketch
Read the following passage. On the lines below write the sentences and phrases Gustave Flaubert uses to describe the characters appearance, behavior, movement, speech, and effect on others. Some sentences and phrases describe more than one aspect of the character.
Literature Model
er face was thin and her voice sharp. At twenty-five, people had taken her for forty. After she had reached fifty, she had ceased to show any signs of increasing age; and, with her silent ways, her erect carriage and deliberate
movements, she gave the impression of a woman made of wood, going through her work like an automaton. Gustave Flaubert, from A Simple Heart
1. Appearance:
______________________________________________________________________________ ______________________________________________________________________________
2. Behavior:
______________________________________________________________________________ ______________________________________________________________________________
3. Underlying personality:
______________________________________________________________________________ ______________________________________________________________________________
I B. Expanding a Character Sketch
On the lines below, write two or three sentences to continue the character sketch above. You may wish to describe what the character thinks, what she says, and how she dresses.
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3.5
Describing an Event
Key Information Describing an event requires that movement of the action through time and space be clear, logical, and believable. It is also important to have a clear and consistent vantage point from which to describe the action.
I A. Identifying Vantage Point
For each of the following passages, write whether the narrator is a distant observer of the action, a close observer of the action, or a participant in the event.
Model 1
rom across the field, I saw the steer chasing the boy around and around the tree. At first the boy managed to keep 180 of the circle between him and the steer. Gradually, however, the boy became slower than the steer, and the distance between them began to close. Suddenly a barking dog ran toward them from somewhere behind the barn, and the steer lumbered in the direction of the dog. The boy scrambled up the tree, gasping for air.
Vantage point: ______________________________________________________________________

Model 2
I
heard the branches crack and looked up to see that she had lost her balance and was falling toward the trunk. She swayed on the slender tree limb and clutched at the thin branches, trying to regain her balance. Suddenly, the bees were all around her. They hesitated for an instant and then attacked. She screamed and brushed frantically at her head and body. I screamed too and kept my eyes fixed upward from my frozen position under the tree. Then she fell through the branches to the ground.
Vantage point: ______________________________________________________________________

I B. Changing the Vantage Point
Choose one of the passages above, and rewrite it from a different vantage point. Use a perspective that will make the event dramatic and effective for your readers. Use additional paper if necessary.
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3.6
Writing About Mood in a Play

Key Information A playwrights use of lighting, scenery, sound effects, characterization, and dialogue create a dramatic mood or emotional climate for a play. When you write about mood, consider all of these ele-
I A. Identifying Dramatic Mood
The descriptions of the opening moments of two plays appear below. Read them carefully, and then identify the mood that has been established for each play.
1. lighting: glaring, with a reddish-orange tinge
scenery: a very small office that is sparsely furnished with a desk and two chairs sound effects: only the dialogue characterization: two men, both grim-faced and tense, facing each other dialogue: FIRST MAN: [shouting and pounding on desk top] You lied to me. I backed you with ten thousand dollars, and now I get nothing! SECOND MAN: It isnt over yet, you fool! I told you these things take time. [now shouting] I told you it would be awhile before it all came together. Mood: ________________________________________________________________________
2. lighting: soft and pink
scenery: a living room decorated with floral patterns and a few touches of lace; also an oldfashioned radio on a table
sound effects: a love song of the 1940s plays softly characterization: a boy and girl, about seventeen years old, dressed properly for the 1940s, dancing slowly without speaking Mood: ________________________________________________________________________
I B. Writing About Dramatic Mood
Choose one of the plays above. Write a brief paragraph explaining how the elements that are provided, as well as other elements you may supply from your imagination, contribute to creating the mood in the opening moments of the play. Use additional paper if necessary.
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4.1
Characters in Biographical Narratives

Key Information A writer uses four strategies to reveal character: physical description, the characters thoughts or words, the characters actions, and the writers opinion. Instead of telling the reader what to think about a character, a skillful writer shows the reader what the character is like.
Identifying Strategies That Reveal Character
Read the following selection about Max Perkins, one of the most influential editors of early twentieth-century American literature. Identify the strategy A. Scott Berg uses in the numbered sentences to reveal the character of Max Perkins. On the corresponding numbered lines below the model, write physical description, characters thoughts or words, characters actions, or writers opinion. What does this commentary reveal about Perkins? Write your overall impression of Perkins in a sentence or two.
Literature Model (1) Perkins took off his sopping raincoat and revealed an unpressed, pepper-and-salt, threepiece suit. Then his eyes shot upward and he removed his hat, under which a full head of metallic-grey hair was combed straight back from a V in the center of his forehead. (2) Max Perkins did not care much about the impression he gave, which was just as well, for the first one he made on this particular evening was of some Vermont feed-and-grain merchant who had come to the city in his Sunday clothes and got caught in the rain. (3) As he walked to the front of the room, he seemed slightly bewildered, and more so as Kenneth McCormick introduced him as "the dean of American editors." Perkins had never spoken to a group like this before. (4) Every year he received dozens of invitations, but he turned them all down. . . . (5) The first thing you must remember, he said, without quite facing his audience, an editor does not add to a book. At best he serves as a handmaiden to an author. A. Scott Berg, from Max Perkins: Editor of Genius
1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________ 4. ______________________________________________________________________________ 5. ______________________________________________________________________________
Overall Impression: ________________________________________________________________ _________________________________________________________________________________
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4.2
Writing a Biographical Sketch

Key Information To narrow the focus of your biographical sketch, decide which aspect of a historical figures life or personality you want to present. Then select only those details that fall within the focus you have chosen; discard the rest.
Narrowing the Focus
You are writing a biographical sketch about the personality of Dwight Eisenhower, thirtyfourth president of the United States and commander of the Allied forces in World War II. Read each of the following details and indicate on the line below whether it should be included in the sketch. If the detail does belong, explain what it reveals about Eisenhowers personality. If it does not belong, suggest a focus within which the detail would work.
1. Eisenhower trained tank battalions in the army during World War I. 2. Eisenhower refused to sit down before his wedding ceremony because he did not want to crease the pants of his uniform. 3. Eisenhower was raised in Abilene, Kansas, and was the third of seven sons in a poor family. 4. Eisenhowers high school classmates expected that he would become a history professor at Yale. 5. While in high school, Eisenhower held a part-time job at the creamery where his father worked as a mechanic. 6. Eisenhower reluctantly agreed to run for president on the Republican ticket. 7. The Department of Health, Education, and Welfare was created during Eisenhowers presidency. 8. To enforce the 1954 Supreme Court order to end segregation, Eisenhower sent federal troops to Little Rock, Arkansas, in 1957. 9. Eisenhowers warm smile and congenial manner made him popular all over the world. 10. Eisenhowers mother taught her son to value frugality. She grew vegetables and fruit in a garden plot surrounding their house, keeping what the family needed and selling the rest.
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4.3
Structuring the Long Narrative

Key Information Developing a time line of a persons life can help reveal highlights, trends, and overall direction.
I A. Developing a Time Line
Use the information from the sentences below to develop a time line of the life of Harriet Tubman, an antislavery activist. Events that are linked to specific dates should be written above the time line; events or conditions that span several years should be written in boxes below it.
1. In 1820 Harriet Tubman was born into slavery on a plantation in Maryland, where she remained until her escape in 1849. 2. In 1825 at the age of five, Harriets owner hired her out to a local family to work as a weaver. 3. At the age of seven, in 1827, Harriet was hired out to another family and was so badly mistreated that she tried to run away.
4. Finally, in 1849, at the age of twenty-nine, Harriet escaped in the dead of night and fled north to Philadelphia, a haven for many runaway slaves. 5. She began working on the Underground Railroad in 1850, and from then until 1862, she helped more slaves escape than any other person in the movements history and earned the name Moses. 6. In 1854 she rescued two of her brothers from a plantation in Maryland. 7. In 1857 she rescued her parents from Maryland and brought them to Auburn, New York, to live. 8. In 1908 she built a home for sick and elderly African Americans in Auburn, New York, where she herself died in 1913. I B. Understanding Highlights and Trends
Refer to the time line you developed to answer the following questions.
1. What are Harriet Tubmans major achievements? ______________________________________ 2. What do these achievements have in common? ________________________________________ 3. What events in Tubmans early life influenced her later career? ____________________________ 4. What events led to her earning the name Moses? _____________________________________
Writers Choice: Composition Practice, Grade 11, Unit 4 31
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4.4
Identifying Theme in a Narrative

Key Information The theme, or controlling idea, of a narrative usually is not stated directly. You can determine the theme by examining the setting, characters, plot, and the point of view from which the narrative is told. Each of these elements may reflect the theme.
Examining Narrative Elements to Determine Theme
Examine the notes below on the setting, characters, plot, and point of view of The Necklace, a story by Guy de Maupassant. Then answer the questions below to help you determine the theme of the story. Use a separate sheet of paper if necessary.
Setting The setting is Paris in the late 1800s. Characters The main characters are a young couple without much money. The wife is beautiful but discontented because she cant buy the clothes, house, and furnishings of a wealthy woman. The husband, a minor clerk in a government ministry, does not care about money. Plot The husband brings home a ticket to a fancy ball, but the wife needs an expensive dress and jewelry before she will go. She buys the dress and borrows a beautiful diamond necklace from a wealthy friend. At the ball, her stunning beauty and fashionable dress make her the center of attention, and she is wild with joy. When the couple return home, they discover she has lost the necklace. Too proud to admit the loss, they use their lifes savings and borrow a large amount of money to replace the necklace, and the wife returns the necklace to the unsuspecting friend. Over the next ten years the couple work to pay off the debt of 36,000 francs, and the wife loses her youth and beauty. One day she encounters the friend from whom she borrowed the necklace and tells her the whole story. The friend, in shock, replies that the borrowed necklace was an imitation worth only 500 francs. Point of View The story is told from the point of view of a narrator who knows the characCopyright The McGraw-Hill Companies, Inc.
ters thoughts, actions, and words but is not a character in the story.
1. At the beginning of the story, what are the wifes values?
______________________________________________________________________________ ______________________________________________________________________________
2. Which events in the plot are caused by decisions made by the characters? Which are beyond the characters control?
______________________________________________________________________________ ______________________________________________________________________________
3. At the end of the story, how do you think the wife regards the values she had at the beginning of the story?
______________________________________________________________________________ ______________________________________________________________________________
4. What is the theme of the story? State it on the line below. Check yourself by asking Does this theme apply to all people, not just the characters in the story?
______________________________________________________________________________
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4.5
Responding to Narrative Poetry

Key Information To interpret a narrative poem, begin by jotting down your impressions of the characters, setting, plot, point of view, and theme.
Examining Mood in a Narrative Poem
The following stanza sets the mood for the opening of a narrative poem about the final stages of a war between the Greek god, Saturn, ruler of Earth and Sky, and his children. The poem begins after Saturns children have gained the upper hand and deposed their once mighty father. Read the stanza and answer the questions below.
Literature Model
eep in the shady sadness of a vale Far sunken from the healthy breath of morn, Far from the fiery noon, and eves one star, Sat gray-haird Saturn, quiet as a stone, Still as the silence round about his lair; Forest on forest hung about his head Like cloud on cloud. No stir of air was there, Not so much life as on a summers day
Robs not one light seed from the featherd grass, But where the dead leaf fell, there did it rest. A stream went voiceless by, still deadened more By reason of his fallen divinity Spreading a shade. . . . John Keats, from Hyperion
1. Name the character in this scene and identify what he is doing. ___________________________ 2. Describe the vale (valley) in which the character is located._______________________________ 3. What do the behavior of the character and the mood of the valley have in common? __________
______________________________________________________________________________
4. Use one or two words to describe your own impression of each of the following elements that establish the scene. Then write an example from the stanza to support each impression.
Sound: ________________________________________________________________________ Movement:_____________________________________________________________________ Lighting: ______________________________________________________________________ Mood: ________________________________________________________________________

5. Examine the last three lines of the stanza. How has the characters situation influenced the setting?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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5.1
Writing Expository Paragraphs

Key Information To write an expository paragraph, select your topic, determine the appropriate type of expository writing, and define your audience. Then you will be able to select the appropriate details and organization for your paragraph. Use transitions to link ideas in your paragraph.
I A. Planning Expository Writing
Imagine that you are going to write expository paragraphs about the topics below. For each topic, ask a question that interests you, and then indicate the type of expository writing you would use to answer that question. Choose from process explanation, cause and effect, compare and contrast, problems and solutions, and building a hypothesis.
1. volcanoes
______________________________________________________________________________ ______________________________________________________________________________
2. the Battle of Saratoga
______________________________________________________________________________ ______________________________________________________________________________
3. recycling programs in your community
______________________________________________________________________________ ______________________________________________________________________________
4. movies
______________________________________________________________________________ ______________________________________________________________________________
I B. Identifying Transitions
Read the model below. On the lines below the model, list four transitional words or phrases the writer has used.
Model
ome plants, lovely as they are, can be dangerous. For example, the innocent-looking buttercup can cause stomach upset if eaten. The rhododendron, a common household shrub, poses an even greater threat. It can cause death. Therefore, it is important for people to
know and recognize these poisonous plants and to keep them away from children and pets. Do not, for instance, keep lilies of the valley in a vase within reach of a baby. In addition, warn youngsters not to put acorns into their mouths.
34
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5.2
Explaining a Process
Key Information Explaining a process means telling how something works or how to accomplish a specific task. To write a clear and logical explanation, you need to arrange the steps in chronological order and to include all the information your audience needs to know.
I A. Analyzing the Steps in a Process
Read the paragraph below and then answer the questions that follow it.
Model
ivers and streams create new land forms through the process called deposition. As a river travels, it picks up sediment, which is made up of small particles of soil, sand, silt, and gravel. Whenever the water speed slows, the river begins to deposit sediment. Some of the sediment settles along the rivers banks and
stream bed; it may also form a low-lying flood plain on either side of the river. At the rivers mouththe place where a river enters a lake, a larger river, or the oceanthe rest of the rivers sediment is deposited and forms a delta, a fan-shaped area of fertile soil.
1. What process is described in the paragraph?
______________________________________________________________________________
2. List the three major steps in the process.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I B. Understanding Audience
Reread the paragraph above, and then decide how you might change it for each of the following audiences. Write the letter of the appropriate audience next to each numbered item.
a. a fourth-grade class b. a newspaper audience c. a college geology class
_____ 1. Make no changes. _____ 2. define silt, deposit, and flood plain _____ 3. delete definitions of sediment, river mouth, and delta
35
Name ...................................................................................... Class .................................................. Date ................................
5.3
Analyzing Cause-and-Effect Connections

Key Information There are three types of cause-and-effect relationships: several causes producing one effect; one cause producing several effects; and a causal chain in which each event in the chain is caused by an earlier one. Just because one event follows another in time doesnt mean it was caused by the earlier event.
I A. Identifying Causes and Effects
As you read the model below, look for cause-and-effect connections. Then answer the questions that follow.
Model
his island is the victim of its own success. People first started coming here because it was unspoiled and undiscovered. They liked the quiet and natural beauty, and they didnt mind the inconvenience of having hardly any shops, no movie theaters, and only one television station. They also liked the idea that the island was a well-kept secret. In fact, they liked it so much that some vacationers decided to build summer homes, and others even wanted to move here
permanently. This latter group opened stores and innseven a movie theater. To survive economically, they started to advertise. Their ad campaigns were surprisingly successful: hordes of tourists flocked to the now not-so-unspoiled beauty of this not-so-quiet island. The more people liked it, the more they changed it. Now our island is just like the places the original visitors were trying to get away from!
1. What kind of cause-and-effect relationship explains why people first came to the island?
______________________________________________________________________________
2. List the causes and effects of the islands initial popularity. _______________________________
______________________________________________________________________________
3. What kind of cause-and-effect relationship explains why the island changed? ________________
______________________________________________________________________________
I B. Analyzing a Cause-and-Effect Relationship
Imagine that you are one of the original visitors to the island described above. You are writing to the owner of the hotel where you have vacationed for years to explain why you have decided not to return. List the causes and effects you would include in your letter and the type of cause-and-effect relationship you would use. Causes:____________________________________________________________________________ ______________________________________________________________________________ Effects: ____________________________________________________________________________ ______________________________________________________________________________ Type of cause-and-effect relationship: ___________________________________________________ ______________________________________________________________________________
36
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5.4
Writing an Essay to Compare and Contrast I

Key Information When you write an essay to compare and contrast subjects, begin by identifying similarities and differences. Then, decide whether you will organize the information in your essay by feature or by subject.
I A. Identifying Similarities and Differences
Select one of the following topics or a topic of your own choice. Then, identify similarities and differences by completing the chart below. live music/recorded music suburban/urban neighborhoods poetry/songs dogs/cats two sports two movies
Feature 1. 2. 3. 4. 5.
First Subject
Second Subject
I B. Writing to Compare and Contrast
Use the information in your chart to write an essay that compares and contrasts. Decide whether you want to organize your essay by subject or by feature. Use additional paper if necessary.
37
Name ...................................................................................... Class .................................................. Date ................................
5.4
Writing an Essay to Compare and Contrast II

Key Information When you write an essay to compare and contrast, you can use a Venn diagram to sort the similarities and differences. Develop a thesis statement that expresses the essential similarities and differences between the two subjects. Use transitions and the repetition of key words and phrases to link ideas in your essay.
Sorting the Elements of a Compare-and-Contrast Essay
Read the following model and then complete the activities that follow.
Model
lthough many people confuse them, turtles and tortoises are not the same. Their most basic similarityand the reason for the confusion between themis their hard, bony shells that offer very good protection but restrict movement. The shells of most tortoises and turtles are covered by plates that look like scales. Tortoises and turtles lack teeth but instead have hard beaks. Tortoises usually eat only plants, but
turtles may be carnivorous, eating just meat, or omnivorous, eating both plants and meat. Tortoises live on land and have short, stumpy legs with claws, while turtles live mostly near or in water and have webbed feet or legs that act as paddles. Both tortoises and turtles may have long life expectancies. The giant Galpagos tortoise, for example, lives one hundred to two hundred years.
1. How is the model above organized, by feature or by subject?______________________________
______________________________________________________________________________
2. Create a Venn diagram that compares and contrasts tortoises and turtles.
3. On the lines below, list at least three transitions or repeated key words in the model above.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

38
Name ...................................................................................... Class .................................................. Date ................................
5.5
Analyzing Problems, Presenting Solutions

Key Information When writing an essay about a problem, begin by gathering information about the nature, extent, causes, and effects of the problem. Then brainstorm possible solutions to the problem. What are the advantages and disadvantages of each solution?
I A. Identifying Problems
Imagine that you own a small store that sells Whatzits produced by a nationwide company. Recently, you have had an unusually large number of customers returning Whatzits and demanding refunds. Below are some facts your manager gathered for a report on the complaints. Use the facts to write a letter to the president of Whatzit Products. Your letter should analyze the problem, explaining how the situation affects both your store and Whatzit Products. Use a separate sheet of paper.
Complaint 15 Whatzits lost their widgets.
Cause Each Whatzit had been dropped on a hard surface, usually by a small child.
Response Not covered by warranty; offered to sell customers a second Whatzit.
125 Whatzits stopped operating.
Inspection revealed faulty dimox glitches as the probable cause.
Customer given refund or new Whatzit in exchange for faulty Whatzit.
3 Whatzits are said to have caused sleeplessness and hair loss.
Hair loss confirmed; no cause identified.
Customer given refund.
I B. Presenting Solutions
Now imagine that you are a troubleshooter for Whatzit Products. The company president has given you the analysis of the problem written by the store owner and asked you to explore a variety of solutions. Write a memo to the president in response to her request. Use a separate sheet of paper if necessary.
39
Name ...................................................................................... Class .................................................. Date ................................
5.6
Using Time Lines and Process Diagrams

Key Information A process diagram can help you identify, explain, and illustrate the sequence of events that makes up a process.
I A. Developing a Process Diagram
Choose a simple series of actions that you can explain using a process diagram. You might select a dance routine, an exercise, or a simple cooking procedure.
1. List the important steps in the process.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

2. Decide which of the steps might benefit from visual illustration, and use diagrams, stick figures, or sketches to illustrate each of the steps. Dont worry about the quality of your drawing; imagine that you can hire a professional artist to do the final art work once you have decided on the basic design.
I B. Using a Process Diagram
Write a paragraph of instructions to accompany the process diagrams you created above. Begin by labeling the illustrations; then you can refer to them in your paragraph by saying as in step 1. Use additional paper if necessary.
40
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5.7
Building a Reasonable Hypothesis

Key Information The first step in building a hypothesis is to decide on the question you want to answer. Next, collect data and look for patterns. Then, considering the data, determine the most reasonable explanation. Finally, test your hypothesis, and accept, reject, or modify it as required.
Identifying a Hypothesis
The model below reports on a hypothesis that answers the question: What is causing the increased number of deaths of saguaro cactuses? As you read, look for evidence that seems to support the hypothesis, and then answer the questions that follow.
Model
cientists believe they have found the first plant species to be affected by damage to the ozone layer. An unusually large number of saguaro cactuses in Arizona have died after developing a condition called barkingthat is, a browned and thickened outer layer of the plants trunk and branches. Scientists have hypothesized that the thinned ozone layer no longer protects the saguaros from ultraviolet rays and that these rays are causing the barking and killing the cactuses. While collecting data, scientists ruled out several other causes for the increased incidence of bark-
ing and saguaro cactus death. These included the possibility that the barking was a water-conserving response or the result of frost damage. They discovered, however, that the saguaros first developed barking on the side that receives the most sunlight. Scientists will soon test their hypothesis by placing shields that block ultraviolet rays around healthy saguaros. Over the next few years, the shielded group will be compared with an unshielded group. If the hypothesis is correct, the shielded group will show little or no damage in comparison with the unshielded group.
1. What is the hypothesis?
______________________________________________________________________________ ______________________________________________________________________________
2. What steps in the hypothesis-building process have already been taken?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

3. How is the hypothesis being tested? What results would disprove the hypothesis?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
41
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5.8
Comparing and Contrasting Two Authors

Key Information To compare and contrast two authors, examine such elements of their writing as topic, position, tone, word choice, and imagery. Also, consider the period when each author lived and wrote.
Comparing and Contrasting the Simple Life
Read each of the following models. The first is an excerpt from Henry David Thoreaus 1854 book, Walden. The second model is from a 1991 Time magazine article by Janice Castro. Compare and contrast the two examples by completing the chart that follows.
Literature Model 1
ur life is frittered away by detail. . . . Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumbnail. . . . Simplify, simplify. Instead of
three meals a day, if it be necessary, eat but one; instead of a hundred dishes, five; and reduce other things in proportion. . . . Why should we live with such hurry and waste of life? Henry David Thoreau, from Walden
Literature Model 2
n place of materialism, many Americans are embracing simpler pleasures and homier values. Theyve been thinking hard about what really matters in their lives, and theyve decided to make some changes. What matters is having time for family and friends, rest and recreation, good deeds and spirituality. For some people
that means a radical step: changing ones career, living on less, or packing up and moving to a quieter place. For others it can mean something as subtle as choosing a cheaper brand of running shoes or leaving work a little earlier to watch the kids in a soccer game. Janice Castro, Time
Feature Topic Position Tone and style Word choice and imagery When written
Thoreau
Castro
42
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5.9
Comparing and Contrasting Two Poems

Key Information Comparing and contrasting poems can help you explore your responses and increase the pleasure you find in poetry. Consider meter, rhyme, sound effects, line length, imagery, tone, theme, and overall effect.
I A. Comparing and Contrasting
Read each poem, and then fill in the chart that follows.
Literature Model 1 Im Nobody! Who are you? Are you Nobody too? Then theres a pair of us? Dont tell! Theyd advertise, you know! How dreary to be Somebody! How publiclike a frog To tell ones name the livelong June To an admiring bog! Emily Dickinson, Im Nobody Literature Model 2 Somebody being a nobody, Thinking to look like a somebody, Said that he thought me a nobody: Good little somebody-nobody, Had you not known me a somebody, Would you have called me a nobody? Alfred, Lord Tennyson, Somebody being a nobody
Feature
Im Nobody 1. 2. 3. 4. 5. 6.
Somebody being a nobody 7. 8. 9. 10. 11. 12.
Subject of poem Tone Figurative language (including puns) Theme Sound effects: rhyme and meter Overall effect and personal reaction
I B. Writing About Poetry
On the line below, write a sentence summarizing your feelings about and analysis of the two poems. Use it as the thesis statement of an essay comparing and contrasting the two poems. Continue the essay on a separate sheet of paper. Include quotations from the poems to illustrate your points.
Writers Choice: Composition Practice, Grade 11, Unit 5 43
Name ...................................................................................... Class .................................................. Date ................................
6.1
Stating Your Case

Key Information When you write to persuade, express your opinion clearly in a strong thesis statement. Always consider the attitudes and mood of your audience.
I A. Strengthening Thesis Statements
Each of the following thesis statements is weak because it is too general, does not offer a solution, or is a statement of fact rather than an opinion. Identify the defect in each thesis statement and then rewrite the statement to improve it.
1. Each person in this country eats an average of 61.6 pounds of refined sugar a year. 2. Americans should not work so hard. 3. Primary education in the United States needs to be improved. I B. Understanding the Audience
You want to persuade each of the following audiences to accept the given thesis. Write R if the audience would be receptive to the subject of the thesis statement, U if the audience would be unreceptive to it.
1. Thesis: Because of a lack of funds, special English classes for students who speak English as a second language will be sharply reduced.
______ Audience: Parents of students for whom English is a second language.

2. Thesis: The historic building should not be torn down and replaced with an office development.
______ Audience: Real Estate Developers

3. Thesis: The parking lot on the corner of Main and Elm should be turned into a Little League Baseball Field.
______ Audience: Local Little League Council

4. Thesis: The funding for music and art should be cut in order to balance the school budget.
______ Audience: High school band

5. Thesis: Potential drivers should not have to take both a written and a road test in order to receive their licenses.
______ Audience: State safety board

6. Thesis: Trash fees should be increased in order to offset the cost of recycling so that the town can continue the recycling program.
______ Audience: Local environmental group
44
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6.2
Sifting Fact from Opinion

Key Information To recognize the difference between fact and opinion, remember that facts can be proven or measured, whereas opinions are less concrete and are open to interpretation. However, informed opinions can be reliable because they are based on facts and the experience of experts. Uninformed opinions are unreliable because they are based on hearsay or instinct.
Identifying Reliable Evidence
Each of the following statements is either a fact or an opinion. If it is an opinion, it may be either an informed opinion based on the observations of an expert or an uninformed opinion based on hearsay or a hunch. For each statement, write F if the statement is a fact, I if it is an informed opinion, and U if it is an uninformed opinion. ______ 1. The human species has a huge capacity for cooperative behavior. ______ 2. Humans are two-legged primates who move from place to place carrying tools, food, and other possessions. ______ 3. A blue whale must be more intelligent than a human because the weight of the blue whales brain in proportion to its total body is greater than the weight of the human brain in proportion to the humans total body weight. ______ 4. Because scientific studies of other primates have consistently observed that they eat their food where they find it, we can conclude that humans are the only primates who gather food and bring it back to their home bases to consume it. ______ 5. According to many studies, humans seem to be the only primates who subject their food to a process of preparation. ______ 6. Neanderthal Man must have believed in an afterlife because he is known to have buried his dead.
______ 7. Although humans live longer today, the observations of psychologists suggest that they may not be happier. ______ 8. Humans are an inherently selfish species. ______ 9. Archaeologists have unearthed stone tools of Neanderthal Man in the Near East and Europe that were made 35,000 to 100,000 years ago. ______10. The dawn of art began with Cro-Magnon Man, whose cave paintings are the only art archaeologists have discovered from any of the premodern human groups.
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6.3
Evaluating Evidence
Key Information Using a variety of evidence will strengthen your persuasive argument. Facts, statistics, and observations are the most convincing types of evidence; opinions of experts are also effective. Examples, anecdotes, and analogies make your argument more vivid for the reader, and reasons help your audience follow the logic of your argument.
Identifying and Assessing Types of Evidence
The following argument was written by a medical scientist at Washington University. Read the excerpt, and then answer the questions below.
Literature Model
wo radioactive isotopes, polonium-210 and lead-210, are highly concentrated in particles in cigarette smoke. The major source of polonium is the phosphate fertilizer used in growing tobacco. In a person smoking one and one-half packs of cigarettes per day, the annual radiation dose is equivalent to that of 300 X-ray films of the chest. In contrast a person standing for 25 hours directly downwind of the Three Mile Island nuclear power plant following the accident received the equivalent of one chest X-ray.
. . . Caution and experience dictate that we remain vigilantly mindful of the potential hazards of nuclear power generation. But perhaps a little more emphasis should be placed on the real and present danger of cigarette smoking, which, according to the U.S. Surgeon General, will kill 129,000 Americans in 1982 and cause significant disability in many times this number. Mark S. Boguski, What a Cigarette Packs in Radiation
1. What facts does Boguski give to support his position?
______________________________________________________________________________ ______________________________________________________________________________
2. What examples or analogies does he use to show the dangers of cigarette smoking?
______________________________________________________________________________ ______________________________________________________________________________
3. What opinions does he offer? Are they reliable? Why or why not?
______________________________________________________________________________ ______________________________________________________________________________
4. Name the experts upon whose research or opinions this argument is based.
______________________________________________________________________________ ______________________________________________________________________________
5. Summarize Boguskis argument in a one-sentence thesis statement.
______________________________________________________________________________ ______________________________________________________________________________
46
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6.4
Inductive and Deductive Reasoning I

Key Information In induction one assembles a series of facts and then finds a relationship among them that can be stated as a conclusion or generalization. In deduction one begins with a general principle and arrives at a conclusion about a specific example.
Drawing Conclusions
Fill in the conclusion for each of the following. Then indicate if it is an example of inductive or deductive reasoning.
1. All sodium salts are water soluble substances. All soaps are sodium salts.
Therefore, _________________________________________________________________________
2. One result of combat anxiety is stuttering or muteness. People suffering from acute stage fright are unable to speak. Animals tend to become silent when frightened.
Therefore, _________________________________________________________________________
3. These shoes lasted three years. My mother and two of my friends have the same brand, and their shoes lasted three years.
Therefore, _________________________________________________________________________
4. Convertibles offer no protection from lightning. This car is a convertible.
Therefore, _________________________________________________________________________
5. House plants grow best in temperatures that range from 16 to 21 C. The temperature in our house falls to 11 C when we go on vacation and turn off the heat.
Therefore, _________________________________________________________________________
6. When the economy is strong, consumers tend to buy more. When the economy is weak, consumers tend to save money. This month the economy is weak.
Therefore, _________________________________________________________________________
7. After he rides a bicycle, he feels invigorated. After he goes swimming, he feels invigorated. After he runs, he feels invigorated.
Therefore, _________________________________________________________________________
8. The first piece of blue litmus paper turned pink when dropped in vinegar. The second and third pieces of blue litmus paper turned pink when dropped in vinegar. Vinegar is acidic.
Therefore, _________________________________________________________________________
9. Every time it rains for more than twelve hours, our basement floods. The weather forecast predicts that the rainstorm that arrived this morning will continue until tomorrow afternoon.
Therefore, _________________________________________________________________________
10. All people born in the United States are U.S. citizens. I was born in the United States.
Therefore, _________________________________________________________________________
47
Name ...................................................................................... Class .................................................. Date ................................
6.4
Inductive and Deductive Reasoning II

Key Information In inductive reasoning, try to avoid hasty generalizations, or conclusions that go further than the evidence permits. In deductive reasoning, avoid fallacies by making sure that both statements in the argument are true and that the specific example is linked with the correct group in the general statement.
I A. Identifying Hasty Generalizations
On the line next to each induction, write S if the inductive reasoning is sound, U if it is unsound. ______ 1. Three members of this years football team are on academic probation. Football players are not strong in academics. ______ 2. According to a survey taken in all homeroom classes, 80 percent of the students advocate changes in the exam schedule. Therefore, students are dissatisfied with the current exam schedule. ______ 3. I do not care for any of the five brands of ketchup I have tried. Therefore, the ketchup manufacturers do not spend enough effort on quality control. ______ 4. Since computers are so widely used in businesses today, students who plan to enter a career in business should have a strong working knowledge of computers. ______ 5. Ed did an excellent job as sophomore class treasurer and an excellent job as class secretary our freshman year. I support him for vice president of the junior class.
I B. Identifying Fallacies in Deductive Arguments
If the deductive argument below is free of fallacy, write OK on the line provided. If it contains a fallacy, explain what the fallacy is and suggest a correct argument.
1. All plants need moisture to survive. The cactus is a plant. Therefore, the cactus needs moisture to survive.
______________________________________________________________________________
2. All juniors in high school enjoy American literature. Martha is a junior in high school. Therefore, Martha enjoys American literature.
______________________________________________________________________________
3. Grocery shopping always gives her a dull headache. She has a dull headache now. Therefore, she must just have gone grocery shopping.
______________________________________________________________________________
4. The winner of the toss always has the choice of kicking or receiving. We won the toss. Therefore, we have our choice of kicking or receiving.
______________________________________________________________________________
5. Janet and Frederico are both interested in going to law school. I am interested in going to law school. Therefore, I am either Janet or Frederico.
______________________________________________________________________________
48
Name ...................................................................................... Class .................................................. Date ................................
6.5
Recognizing Logical Fallacies

Key Information Learning to recognize logical fallacies can help you avoid fallacies in your writing and help you evaluate the validity of what you hear and read. Some common fallacies are the red herring, circular reasoning, the bandwagon fallacy, the cause-and-effect fallacy, and the either/or fallacy.
I A. Identifying Fallacies
Write R for a red herring, C for circular reasoning, B for a bandwagon fallacy, C-E for a causeand-effect fallacy, or E/O for an either/or fallacy. ______ 1. Im going because everybody goes to Colorado to ski in the winter. ______ 2. It is raining, and therefore I am depressed. ______ 3. I buy these shoes because the best basketball players wear them. ______ 4. Im sure Sam will do a wonderful job because he is so capable. ______ 5. Its true that I wasnt watching the road at that particular moment, but I was thinking about what I would give to my mother for Mothers Day. ______ 6. If I dont do well on this test, I wont get into college.
I B. Writing Logical Fallacies
Complete the sentences below to create the designated fallacy.

1. Circular reasoning: We should control the funds because we
______________________________________________________________________________ ______________________________________________________________________________
2. Bandwagon fallacy: I should spend a certain percentage of my income on clothes because
______________________________________________________________________________ ______________________________________________________________________________
3. Cause-and-effect fallacy: The last time I slept with my head pointing north on the night before an exam I got an A on the exam. Therefore,
______________________________________________________________________________ ______________________________________________________________________________
4. Either/or fallacy: Either you participate in the election process or
______________________________________________________________________________ ______________________________________________________________________________
5. Red herring: Its true that he didnt fulfill his part of the bargain, but he
______________________________________________________________________________ ______________________________________________________________________________
49
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6.6
Writing and Presenting a Speech

Key Information You go through the same stages in writing a speech that you do in writing an essay. In drafting use a tone and language appropriate to the audience and the occasion.
Writing a Speech
Complete the activities below to write a short speech.

1. Select your position and audience. (Check one in each category.)
Position: _____ Roller-skating is among the most expensive, dangerous, and difficult-to-master solo sports to become popular in recent years. _____ Compulsory education to age twenty-one safeguards the right of all citizens to learn the basics necessary for responsible participation in the democratic process. Audience: _____ your classmates _____ a group of older people whose opinions you value
2. Collect evidence. List at least three points that support the topic you selected. a. ______________________________________________________________________________ b. ______________________________________________________________________________
c. ______________________________________________________________________________ 3. Choose appropriate tone and language. On the lines below, describe the tone and kind of language that will best suit the topic and audience you have chosen.
4. Write a persuasive paragraph based on the notes above. Use a separate sheet of paper if necessary.
50
Name ...................................................................................... Class .................................................. Date ................................
6.7
Writing a Letter to an Editor

Key Information An effective letter to the editor states a problem clearly, provides strong supporting evidence, and avoids disrespectful or overly casual language.
I A. Identifying Weaknesses in a Letter to an Editor
Underline the problematic sections in the letter below, and identify each error by writing one of the following in the space above it: unclear, unsupported opinion, disrespectful, or overly casual.
Model Dear Editor: Im writing about this mess with the city roads. I couldnt believe my eyes when I read that you clowns endorsed the cutbacks the governor is suggesting. Have any of you tried driving down Main Street after the spring thaw? The potholes must cause hundreds of thousands of dollars of damage every year. And Ill bet theres plenty of money in the budget for other things, like fancy lunches for the mayor and his cronies. Just last night I saw someone who looked awfully like our own attorney general having dinner at the most expensive restaurant in town. Its disgusting what politicians can get away with in this town. A Fed-Up Citizen
I B. Correcting Problems in a Letter to an Editor
On the lines below, suggest how the first three problems that you identified in the letter above might be corrected.
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
51
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6.8
Evaluating a Speech
Key Information When you analyze the text of a speech, examine its purpose, credibility, appropriateness, coherence, interest, and tone.
Analyzing the Text of a Speech

Literature Model . . . Even when the path is nominally open when there is nothing to prevent a woman from being a doctor, a lawyer, a civil servantthere are many phantoms and obstacles, as I believe, looming in her way. . . . You have won rooms of your own in the house hitherto exclusively owned by men. You are able, though not without great labor and effort, to pay the rent. You are earning your five hundred pounds a year. But this freedom is only the beginning; the room is your own, but it is still bare. It has to be furnished; it has to be decorated; it has to be shared. How are you going to furnish it, how are you going to decorate it? With whom are you going to share it, and upon what terms? These, I think are questions of utmost importance and interest. For the first time in history you are able to ask them; for the first time you are able to decide for yourselves what the answers should be. Virginia Woolf, from Professions for Women
Read the following excerpts from Virginia Woolf s address to a womens group in 1930. Then answer the questions below.
1. What is the main point of the excerpt? _______________________________________________
______________________________________________________________________________
2. What facts does Woolf offer? What opinions? How does she support her opinions?
______________________________________________________________________________ ______________________________________________________________________________
3. Woolf gave this address at a time when the womens movement was just getting under way. Describe the language and tone of the speech. How does it suit the audience and the occasion?
______________________________________________________________________________ ______________________________________________________________________________
4. What methods does Woolf use to provide coherence in the excerpt?
______________________________________________________________________________ ______________________________________________________________________________
5. What analogy does Woolf use for womens achievement in the professional world? How does she develop the analogy?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Grammar and Composition

The Writing Process

I A. Charting Significant Events

Area of Experience School Family Trips/Vacations Current Events Friendships Games/Sports

I B. Creating a Life Map

Writers Choice: Composition Practice, Grade 11, Unit 1

Planning Your Writing

Copyright The McGraw-Hill Companies, Inc.

Writers Choice: Composition Practice, Grade 11, Unit 1

I A. Identifying Features of a Journal

Copyright The McGraw-Hill Companies, Inc.

1. Why do you think Shackleford is keeping a journal?

Writers Choice: Composition Practice, Grade 11, Unit 1

I A. Describing Learning Styles

2. an auditory learner ______________________________________________________________

Writers Choice: Composition Practice, Grade 11, Unit 1

Copyright The McGraw-Hill Companies, Inc.

Writers Choice: Composition Practice, Grade 11, Unit 1

Writing a College Application Essay

I A. Highlighting Personality Traits

words such as industrious, accomplished, and motivated. _________________________________ ______________________________________________________________________________ ______________________________________________________________________________

because Im very analytical. ________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Writers Choice: Composition Practice, Grade 11, Unit 1

Writing About Nonfiction

Quotation or paraphrase from text

What text makes me think of

Writers Choice: Composition Practice, Grade 11, Unit 1

Writing about Poetry

I B. Extending Your Response

Writing: A Five-Stage Process

I A. Understanding the Components of the Writing Process

Tasks a. correct grammar, spelling, mechanics b. write first version

g. find topic h. identify audience and purpose

Copyright The McGraw-Hill Companies, Inc.

I B. Using the Writing Process

not sure of your purpose. Go back to ___________.

nights audience instead of tonights. Go back to ___________.

Writers Choice: Composition Practice, Grade 11, Unit 2

Prewriting: Finding Ideas

I A. Using Writing Starters

I B. Using a Tree Diagram

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Writers Choice: Composition Practice, Grade 11, Unit 2

Prewriting: Questioning to Explore a Topic

I B. Identifying Questions to Generate Detail

Writers Choice: Composition Practice, Grade 11, Unit 2

Prewriting: Audience and Purpose

I A. Adjusting Purpose to Fit the Audience

Topic the local newspaper roller-skating mall walking learning to drive

I B. Writing for Your Audience

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Topic: Audience a. b. Details Tone Word Choice

Writers Choice: Composition Practice, Grade 11, Unit 2

I A. Recording Sensory Observations

Writers Choice: Composition Practice, Grade 11, Unit 2

Drafting: Achieving Unity

Writing Unified Paragraphs

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Writers Choice: Composition Practice, Grade 11, Unit 2

Drafting: Organizing an Essay I

Selecting an Organizing Technique

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Writers Choice: Composition Practice, Grade 11, Unit 2

words such as industrious, accomplished, and motivated. _ ________________________________

because Im very analytical. ________________________

__

Overall Impression: _________________

__