Our

4th

Grade Writ,ng Guide

The Elements of Good Writing

The Grade 4 FCAT Writing Test will require you to omplete one writing
assignment. You will be provided a "Writing Folder" ~ontaining a writing prompt, a
planning sheet, and lined paper on which to write yo~r essay.
What you are required to write will be based on th~ prompt in your Writing Folder.
A prompt is something that encourages you. A prompt makes you think and causes
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you to respond. The prompt on the writing test will ,have two parts- a writing
situation and directions for writing:

* Writing Situation- The writing situation introduces you tp the subject which you will write
about. It identifies the topic or theme which you must maks the central theme of your written
response.
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* Directions for Writing- The writing situation will be followed by specific directions for writing
your essay. The directions for writing will also provide some clues to help you get started by
asking you to think about something to write about.

Writing Situation:
We all have favorite activities that we like to do.

Directions for Writing:

Before you begin writing, think about what you most enjoy ~bout you favorite activity.
Now explain why you like to do this favorite activity.

The writing test will require that you complete eit~er a narrative or an expository
.

writing.

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Essential Elements ini Writing

What makes a good writer? Whatever type of assignm~nt you are asked to
complete, your work should have the following four essential elements:
!

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WRITING
CONVENTIONS

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L~<:i~!i,---

FOCUS
Focus refers to how well you keep your writing focuseo on a main idea, theme, or
point. This means you should clearly identify the topic'you are writing about new the
beginning of your essay. Everything else should then relate in some way to the topic.
Think about your topic as an umbrella that covers the rest of your essay.
!

The focus of your. essay will be provided by the writing prompt. The writing .
situation will suggest some theme or topic. The directions of the prompt will assign
a specific writing task. Before you write your answer, read the words of the prompt
carefully so that you understand what you are supposed to do. Your writing should
stay focused and avoid giving information that does nqt relate to your writing topic.
You will be penalized for including information beyond the focus of your essay.
Planning your essay before you start writing will help keep your writing focused.

ORGANIZATION:
Organization refers to the logical flow of your essay. Your writing should not just
ramble from one thought to another. The order in which you present your ideas
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must be logical so that your reader can follow what you have written without
becoming confused. Your essay should have a clear beginning, middle, and end. In
addition, each point should clearly relate to the nex~.
Whatever type of writing you do, think about your ~ssay as a chain made up of many
!

links. Each sentence should be clearly connected to both the previous and the
following sentence. Pronouns and transitional phrases can help tie several sentences
together into a single paragraph. Each sentence in q single paragraph should also be
dealing with the same aspect of your topic.

Just as your sentences must be clearly connected, so should your paragraphs. For
example, you should introduce each main point, step, or event in a separate
i

paragraph. To guide you reader, use transitions between these paragraphs. A

transition signals to the reader that you are moving from one point to another.
Some common transitional phrases are moreover~ for example~ in conclusion~
therefore~

in addition~ or next. You will find a list of transitions that you can use in

your writing guide. Your writing should end with a clear conclusion. Often the
conclusion summarizes the main points of your writing.
fJ

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SUPPORT
.

Support refers to how well you use details to explain, clarify, or define your main
ideas.
! If you are writing a narrative, each event you,describe should include some

detail. Give detailed examples and illustrations. Tell about the who, what, .

when, where, how, and why of the event you are narrating. Be as specific as
you can.
! If you are explaining something in an expository: essay, give specific details to

support each part of your explanation. Put yourself in your reader's shoes.
Think about what your reader needs to know to be able to understand what
you are explaining or providing information about.

WRITING CONVENTIONS
Part of your essay's score wi II be based on your use of the conventions of standard
written English. Conventions are spelling, grammar, capitalization,
and punctuation.
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Conventions ensure that we understand one another correctly and without

difficulty. Your writing will be scored as a draft, but vou should avoid major errors.
Major errors include mistakes as:
! run-on sentences or fragments
! incorrect use of pronouns
! a subject and verb that are not in agreement
! confusing tense shifts between present, past, and future
! missing or incorrect punctuation
! a failure to capitalize

! the misspelling of common words

ORGANIZING YOUR WRITTEN RESPONSE

A good written

resp~nse is usually organ~zed into 3 parts:

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INTRODUCTION.
When we first meet a stranger, we introduce ourselves. Similarly, in writing, you
should begin with an introduction. The introduction Is where you tell your reader
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about your topic. Your introduction may be short, orr it could be your entire first
paragraph.

BODY
The body is the main part of your writing. The body gives your main ideas about the
topic, along with their supporting details. Here is where you try to be as detailed
and descriptive as possible.

CONCLUSION
When you leave someone, we say goodbye to let th~m know we are going~ At the end
of any writing piece, you should write a conclusion t:o end your writing. In your
conclusion, you may want to summarize your main id,eas. Here is where you wrap it
up.

THE WRITING PROCESS

DRAFTING

PREWRITING
In this stage you plan what you are

In this stage you write your ideas in

going to write about. You will have a

sentences and paragraphs. Follow your

prompt that will tell you what to write

prewriting plan to write a first draft.

about. Analyze the topic, identify the

Your writing needs a beginning, middle,

audience and purpose, brainstorm

and end (Introduction, Body, &

ideas, and organize information.

Conc1(.1sion).

REVISING & EDITING

PUBLISHING

In this stage you will read over your

On the FCAT Writing Test you will not

writing~

be able to complete this stage of

Make sure that you have

included all your major ideas. Revise

writing. In this stage you will write a

your draft by rewriting any sections

final ~opy of your writing. Your final

that don't make sense or poorly

copy should be neat and complete. Your

organized. Add details you may have

writing is now ready for you to share

left out. Edit your writing by checking

with a,n audience.

for errors in writing conventions, such

as spelling, grammar, punctuation, etc.

:.

CHARACTERISTICS OF:

..

. .

.;.

,. : .:.

" ..

..

:.: :.

..

.:

... ,.

. Characte.r.tsttcs. .,of a ;ftcttonaLNa.rrattve,

_..

.:~

.,:..

1 ! Tells an imagined story

! Focused on one event that appears to be
significant to the writer

! Orient the reader-establish the situation and

(;,

<:~
:~ ~?.

introduce narrator/character
Needs to include the elements of a
story (narrator and/or characters, setting,
organized event sequence- that unfolds naturally)
Movement through time with temporal

:.

; '.~.- .

. ...

>r>J~s:o~~l':eipbsit9rY'

. ~o.,. ,. .;,,,,,.iff"". .

:" ::

PH:l.~.P:Il:: .... ~s~y

! States an opinion or point of view

! 'Includes an organizational structure that lists
reasons that support/prove the opinion
! Descriptive details
! Concrete proof
! F~cts

!~>:.:;: .: .:;. :

Includes others who have the same

opinion( quote)
! Includes comparisons
! An anecdote that supports the topic
!
! Uses linking words and phrases that connect
__ .. w_or<:I?IPhFas_e_s
m _ . . O()iJ'lion artd re(l~Ons
l
. .. ....
. . . ................._
. .
! Dialogue
- - -
! Uses precise and domain- specific yocal>l.Jiary
! Descriptions of actions, thoughts and feelings to
to inform or explain the topic

! Presents reasons in order of importance

develop experiences, events or reactions of~
! May include an opposing viewpoint
characters
! Provides a conclusion related to the
! Use concrete word, phrases and sensory details to
opinionlexplanation
convey experiences and events
!~ Provide a sense of closure
! Conclusions that follow from the narrated
experiences
! Is reflective

:-: .. ,.1,..

\ . .

-~

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; BEGINNING
Write what your subject is about.

MIDDLE
(Choose 4 or 5 ideas or add your own)

Describe your subject.

Write why you like it or
don't like it.
Write how it works.
Write something you know about it.
Write something interesting.
Write something surprising.
Write something exciting.
Write where it lives (or is).
Write something you have learned.
Describe how it makes you feel.

Tell ~what your story is about.

-----:----------------MIDDLE
(Chotse 4 or 5 ideas or add your own)
Describe where you were.
Tell what happened first.
Tell what happened next.
Tell what happened after that.
Describe something you saw.
Tell how something made
you feel.
Tell so,m~thing exciting.
Tell who was with you.
Tell why something happened.
Tell what happened last.
----~------------------

ENDING
Write the most important thing
you can say about your subject.

www.melissaforney.com 2006 Melissa Forney

Writing to EXPLAIN

ENDING
Write the most important thing
you :can say about your story.

www,melissaforney.com 2006 Melissa Forney

-----------------------Writing to TELL A STORY

Great Grabbers/Hooksl
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Every piece of writing should have a beginning that captures the reader's attention.
Here are a variety of grabbers that are written to ~he same piece of writing.
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Great Grabbers:
~

A command to the reader- Never try to

ou~smart

A question- What made me try to catch a sk~nk?

a skunk.

A quotation/dialogue- "What on earth is that terrible stink?" my sister

gagged.
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An Action - I had never run so fast in my life. Unfortunately, it wasn't fast

enough.

A sound effect- "PSFST!" I smelled the skurk's spray almost as soon as I

heard it.

~ A theme statement -It was a battle with nature. Nature won.

~

A thought- As I walked through the woods, I imagined how a skunk

might be forced to protect itself.

Hooks For All Gen

Have you ev~r

been to a cave? I have.

' s~pie, my instructor

Idiom

Skiing is as
told me.

Definition

A mall is a bt.1nch of stores under a roof.

I can tell U that is it more than that.
In the thick \1\{00ds of northeast Maine,'
learned the value of preparation.
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Setting

Quotation
Exaggeration (hyperbole}

e~

{{Block that

ck!" screamed my mom.

I have a hu

red cousins.

~~
Alliterative phrase

Sally sells sea shells ...

Thanks to Thomas I am alive to tell this

tale.

Words in capitals, bold or

italics

NO TRESPAS~ING.

Talk directly to the reader

You probably don't want to hear about

how I lost all my front teeth.

Exclamation

School's Out' School's Out! Summer

vacation ....

Noise (onomatopoeia}

Pop! Pop! Pop! My brother was trying

out our new popcorn machine.

Sentence fragments

Blueberries oy the trillions. Trout

jumping out 9f the brook. Vermont
vacation, here I come!

sentence

Many categories of hooks are common to both narrative and expository writing, its function
differs in expository: (1} to give background information/historical information, (2}tell how
an author became interested or feels about the subject, (3} why the topic is important, (4}
reveals a plan of presentation and/or (5} sets tone and mood.

GRAe,~ER IS AN OPENING SENtENCE I~ AI .

CAPIURES THE RE~DER'S ATTENIION. THE GRAe.~ER CAN eE:

G.RAe.&JSR - A
A

~UMOROUS SIAT~NT

l-ast Tuesddy I was so hungry I could have eaten a buttered skunk:..

A SI-IOCKING STATMN"'f

Believe. it or not, my lfth grade teacher has purple hair and a tattoo,
\

D!AL.OGU

"Wil, stop mak:.ing that strange noise!" my mother warned.

ONOMATOP01A

Slurp. I drained the last of the l~monade in one humongous gulp.

A RI-4TORICAL QUESTION

Can you imagine how awesome it would be to be. a dolp~in trainer?

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A SCENARIO

- Imagine--fhis:-YoL(re home alone-and-an

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ent?rrnous hurricdne is on its way. --

AN OPINION

Going horseback riding is the,best way to spend a saturday afternoon.

A COMPARISON

My

cat Boo is great, but he doesn't have the personality that my dog

Sdm has.

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Take Away Endings

An ending is a powerful thing -.it leaves the reader
with the
last thought of
.
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the piece . So often, we forget how powerful these final words can be.

>- The lesson I learned ...

>- I learned a. valuable lesson ...
>- For the rest of my Iif e ...
>- From that day on ...
:>-. I'll always remember .. .
)> You can be sure that .. .

> Be careful when you .. .

)>

>

Learn from my example ...

... has changed my ljfe

Circular ending - when beginning with an impacti:ng line, repeat the line at the
end of the writing. (e.g., ... because I see it through Grandpa's eyes.)

Emotional statement- end by making a statement that sums up a feeling

described in a narrative or expository paper. (e.g., "You must .change your
life." Or "And that was always enough."
Surprise ending - a surprise ending does not have to be shocking. It can be
anything unusual or a new '('JOY of looking at something.

-:,

Endin9s
Tell how you feel about the event.
Tell what you learned from the e_p_isode.
Tell what was accom_elished.
Use a universal word such as: all, everyone,
every day, everything, world, etc.
Make a comparison.
Circle back to the hook to use ,the same form.
,,

Endings

.,

Reminder Statement

Finality or Eventuality

Quotation concerning topic

Author's feelings .

Endin!j&
Predictions

Summary Statement

An invitation to the reader

Reference to more on the topic

E*arnr>fes
Be sure to loo~ for the tell-tale rings
on the tree ...
Remember that not all snakes are ...
The last thing you need to know is
where to find ...
The last thinq :to do is deliver it to ...
"Let us all joinj in preserving the ... "
"I owe my sucqess to ... "
"I hope you wHI be inspired by this
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to ...
The thing I liked best about Girl
_Scout camp ... '
I knew then I would always be happy
in ...
This valuable information helped me
realize my goal...

E*arnr>fes
The next time:,you go diving, you will
know how to ... ;
In no time at dll, you will be able to
reach ...
To survive, they must ........... , and ...
No matter how you look at it, the last
thinq you wantl..
Next time you :are surrounded by
darkness ... lookup and imagine ...
So, if you find 'yourself in an
argument about policy, try ...
For more detaOs ...
Send a self-adaressed postcard to ...

Show Not Tell

Show Not Tell

--------------~~-------------To create an interesting story, the writer needs to show

not tell the reader about people, places; artd things they
are writing about.
C:F1 Showing creates me11tal pictures in the ~eader' s mind.
c-..E{ When readers get a clear pictu~ they are more engaged
in the writer's story.

! Telling Sentence

(:2

! It was an unusual cat.

! Showing Sentence

With y(!llow eyes glowing red, long,

black fur that stood on end, a mouth
ful~ ofs~arp pointed -teeth that emitted
a yowl-like a tiger, I knew that the
. sinall animal before me was no ordinary

"

,.

...:.

,_;::r:

cat.

F;
1'

:-!. :': ..: ' i;.;: .

.Show Don't Tell.

.

'.:~ i:

:.~... '

Sh:ow Don't Tell

03~<~

Telling Sentence

The pizza was delicious; .

Showing Sentei1ces- A showing PARAGRAPH

Mushro01ns and pepperoni sausage formed thick
layers on top of one another while the white
ntozzarella cheese bubbled over the bright red
tomato sauce. Each time I took a bite I planned it
so that I got a taste of every luscious ingredient.
My taste buds celebrated every single time! Oooh,
so good.

:>.

~--~------~03-------------To develop your stmy, begin by thinking about the main

character .. You want to SHOW the reader what that
character'is like.
Q-1 Writers reveal their characters through six means:
(..,3 What they say ...
<~5 What they think. ..
<03 What they do ....
C"S Description ...
('73 What the other characters say about them..
a '''''"-"=
1
<~3 How other characters read to them.. .
..-.
(\i{

~~
;;; ~~~;
:;t;. .o

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Showing-Not-Teqing
Telling Sentence: My room was m~ssing.
Showi~Se~ence~): ~~~~~~~~~~~~~~~~~~~~~-

Telling Sentence: The man was old.

Showi~Se~~ce~): ~~~~~~~~~~~~~~~~~~~~~-

Telling Sentence: The lady is rich.

Showi~Se~ence~): ~~~~~~~~~~~~~~~~~~~~~,

Telling Sentence: The house was spooky.

Showing Sentence(s): ~~~~~~~~~~---:~~~~~~~~~~-

Telling Sentence: The morning is cold.

Showing Sentence(s):

. Telling Sentence: The afternoon was warm.

Showing Sentence(s):

Telling Sentence: It was morning.

Sh6wing5entence~): ~~~~~~~~~~~~~~~~~~~~~~

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Magnified Moments

Use your senses to mak,:e a moment myour essay come alive.

1st sentence:
What is in .the picture?
Include details
Be gin with verb or action phrase
Example~

Covering her eyes tightly~ the young girl waited for her :friend to hide.
sentence:
Hands or feet
One sense (see~ touc~ taste, smell~ hear)
2nd

Example~

Her feet were tucked up on her chair and she could;hear her friend's
footsteps.
sentence:
Thoughts

3rd

Example~

.
.
.
She was thinking of the different plac.es her friend.could be hidillg.

4th sentence: . .
Next exact move
Example:
Slowly~ she uncovered her eyes.
Final result:
Covering her eyes ~ghtly, the young gi..rl waited fo:r her friend to hide. Her
feet were tucked .up under her chair and she could hear her friend's
footsteps. She was thinking of the different places her friend could be
,

hiding. Slowly, she uncovered her eyes.

Don't forget to:

*Focus on one idea

*Focus on the character's thoughts, feelings, appearance, outside

setting, and actions.

*Use sensory details- smell, taste, hear; see, feel

Tiransittiion:s For N.arr.ative wri'timg Chairt

Later
In the moming
So:on
After that
Th,en
On Saturday
Now
Today

Under tbe bridg:e

At school
At sea
Back at the Ranch
In New York
In the back of tbe so.fa

Along. the wan

a.eyond the fence
At the left
at the right
11:1 the center
On the siide
Straight a.head
. Nearby
.ln. theforegroulnd
11111 the backgrciund

Next week:
lmm:ediate
S!UddenEy
,Durin:g

Before
.After
-At leng<th
Previously

&ampler

Example:

In the morning we went tubing at the pond~

He searched everywhere in the house... In the

Laura loaned me her tube.. Later .that nigh.t,. we

garage~

all went to the movlies.. I bought Laura popcorn

dad"s ttJol boxett;.Nothing. Suddenly he

to pay her back for /ettlng me use her swim

mm.embere.d his mom$s junk boN. Under the half

tube..

used spools or thread, he found his magic ro.ck.

,under the st()rage bins, between his

ADDITIONS

COMPARISONS

-Like

Similarly
In a similar fashion
As with
Just as

JlQtb.

Unlike
Whereas
On the other hand
However

I am a lot like my sister. We are -bo.th .

talented. My siste~ however, is nwre
talented in music whereas I am more
talented inart.

~~~

Again
To repeat
For-thisreason
To emphasize
Truly
In fact
As I said
Let me reiterate

Along with
For instance
Besides
For one thing
Again
Another

- ..

_..____

On the other hand

Or
Whereas
But
While

Dogs make good pets. They're loyal, they almost can talk to you. They can .do
things for you such as pull you in a sled, carry. things, and warn you of d(:mger.
Sut, cats are easier.to care for; .You don't have to walk or wash them; You can
lecrve them for several days;'andthey don't eat all the food at once. Besides,
they don't m1nd being alone.

INCIDENT

EMPHASIS

As a result
Because
Which caused
That resulted in

Yesterday it rained so hard the water

came up in our yard. As a result, all
the mulch in our garden wqshed away.

SUMMARIZATION

PROCEDURAL

Once
Just the other day
.~ l remember -~__, ~
. When I was ..
Occasionally
Sometimes
Never

CAUSElEFFECT

ALTERNATIVES

,,

1do not think we should have recess at the same time as the kindergartemirs. We

are bigger and we always get in trouble if we knock them over or don't give
them the swings. We should always share the playground with the fifth
graders.
In fact, none of the big kids should be on the playground with the kindergartners.
Big kids should be with big kids.

First .
Second
Third-
Last
Now
Then
Until
The last thing
Finally

if you want to make a great sandwich, try

this one. First, tear up a pita bread,
Then, slice a tomato very thin. Cut the
pita bread open along one side. Next,
put lettuce, tomato slices in the pita.
The last thing is add a pickle, right in
the middle of the sandwich.

Finally
All in all
The lastthing
At last
On the whole
Ultimately

The last thing you might do when you

try to use transitions is read your piece
aloud. If you hear a place where it
sounds choppy or disconnected, that is
probably where you need a transition.

--- - :--

- .

Similes
Let's talk about similes. What a funny word. Doesn't it look like the
word "smiles'! to you?,, Well, let me tell you, if you use good similes in your
writing, your teacher will be all smiles! Using similes in our writing is cool!
So what is a simile?

.
.
A simile is when w.e m~~e ~ ~~point b.,;l. compt1rinj two thinjs.
We use the words \\li~e" or \\t1sn to join those two thinjs.
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Let's see some examples of similes. I've underlined th~m in these sentences below:

Affer 5iHin8 in fAe 5Uh all day, our car ~a5 a5 Aof o.5 an oven.
TAe new boy. in our c:_(CJ.SS runs a5 fa5f a5 t;t cAeefaA.
My new pillow fee/5' l-ike o. soff mo.rshmallow.
Our feo..cAer drives like a

NASCA'R racer in hiS new sporfs co.r.

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See how easy similes are to write? Each simile makeS' a point.: just how hot the car
was, how fast the boy is, how soft the pillow feels, and how the teacher drives.
;-

Similes are as .easy as falling off a log!

When I write similes, I feel like a writing maniac!
My te.acher is as happy as a pig in the sunshine when

;r' write similes!

I

Sorry ...I get carried away when it comes to simile:S. t0ot only are they delightful to
write, but they pdd sparkle to your writing. Use your imagin.ation to finish these similes:

.d
\'
II
,.,

'ii

t-'ly c;.f'5 fur is G\S

,.

:J

TAe bub.bles we blew Aovered overnetAd I; ke

!'

])(;\shir p!tAys baskefb(;\11 like

i

.;

The prfncipo.f wtAS as mo.d as

Whtin ne sinas in fne shower. my brofner Sounds like
Tnis ctAndy f(;\sfe_s, iusf ,/ike
-..

Try to add a-simile or two to your writing every time you write.
_.;

.. ..... .. ---

As agile as a monkey

As alike as two peas in a pod

As big as a bus
As big as an elephant
As black as. pitch
As brave as a lion
As bright as day
As busy as a beaver
As busy as a bee
As clean as a whistle
As clear as a bell
As clear as crystal
As clear as mud
As cold as ice
As cool as a cucumber
As cute as a button
~.
As cunning as a fox
As dead as a doornail
As delicate as a flower
As different as night and day
As dry as a bone
As dry as dust
As dull as dishwater
As easy as A.~.C.
~
Aseasyaspie
~
As fit as a fiddle
As flat as a pancake
As free as a bird
As fresh as a daisy
As gentle as a lamb
As good as gold
As happy as a lark
As happy as a pig in a mud puddle
As hard as nails .
As hoarse as a crow

As hungry as a bear
As hungr{as a wolf
As innocent as a lamb
As large as life
As light as a fiather
As light as air
As loud as a fire alarm
As mad as a hatter

As mad as a hornet
As neat as a pin
As nutty as a fruitcake
As old as. the hills
As pale as death
As plain as day
As pleased as punch
As poor as a church mouse
As poor as dirt
As pretty as a picture
As proud as a peacock
As pure as snow
As pure as the driven snow
As quick as a wink
As quick as lightning
As right as rain
As scarce as hen's teeth
As sensitive as a flower
As sharp as a needle
As sharp as a razor
As shiny as silver.
As sick as a dog
As silent as the dead
As-silent as the grave
As silly as a goose
As slippery as.an eel
As slow as molaSses

As slow as a snail
As slow as a tortoise
As smooth as silk
As snug as a bug in a rug
As soft as a baby's bottom
As solid as a rock
As solid as the ground we stand on
As sound as a bell _
As sour as vinegar
As steady as a rock
As sticky as jam
As stiff as a board
As still as death
As straight as an arrow
As strong as an ox
As stubborn as a mule
As sturdy as an oak
As sure as death and taxes
As sweet as honey
As tall as a giraffe
As tight as a drum
As thick as a brick
As thin as a rail
As thin as a toothpick
As timid as a rabbit
As tough as leather
As tough as nails
As tough as old boots
As tricky as a box of monkeys
Aswel<;ome as a skunk at a party
.As white as a ghost
As white as o sheet
As white as snow
As wise as Solomon
As wise as an owi

A List of'. "Like Similes

clings like a leech
cooks like a chef
cries like a baby
cuts like a knife
dances like a professional
draws like an artist
dresses like a model
drives like a maniac
drives like an old lady
eats like a horse
.feels like velvet
flies like the wind.
floats like a boat
irritates like-sandpaper
itches like crazy

jumps like a frog

keeps a secret like a yc;tult
laughs like a hyena
looks like a giant
love is like a red, red rose ;
plays guitar like a rock star
plays like an athlete

pokes along like a snail

roars like a lion
runs like a rocket
runs like the wind
screeches like an owl
searches like a bloodhound
sings like an angel
~ing.s like a diva

slept like a baby

smells like money
smells like rain
smiles like a Cheshire cat .
snores like a buzz saw
'\
soars like an eagle
sounds like trouble
spells like a dictionary
stretches like a rubber band .
swims like a fish '
tastes like ambrosia
walks like a model
watches like a hawk
wiggles like a worm
works like a dog

METAPHORS
Metaphors are figures of speech that compare two things, but do not .
use the words "'like'' or "'as".
There was no rush and so we sent the letter ?nail mail.
Michael clamed up and refused to say anyth ing.
1

At a flick of a switch, the house came alive with music.

The car slowed as it approached the hairpin turn.
1work so hard during the day that I become :a couch potato at night..
Her eyes lit up when she saw that her friend w.as safe.
The birch tree danced in the breeze.
The fog was a blanket covering the valley floor.
The stars were diamonds sparkling in the sky .
.

Her heart was overflowing with kindness.

She was so shy she kept her id.eas bottled up inside her.
His bark is worse than his bite.
The air conditioning was so strong that the room became an icebox.
That car is a dinosaur. It's time to get a new one .
. The toddler. was a clinging vine near his mdther.
The children
grew up near a lake and were:fish
in the water.
.
.
The tree branches were fingernails scratching my bedroom window.
The growing boy's stomach was a

.bottoml~ss

pit.

Her porcelain skin contributed to her beauty.

The young girl blossomed as she gained rnore confidence.
.
toe sky with
The sunset;pa.inted
..
. red and.
. orange~
.
.:

:'

Th'e white s'moke rose lazUy from the campfire.

His fingers danced over the keyboard as he played his favorite music.
When it came to science, she was a walking encyclopedia.
The night is growing old and there is still so much to do,

.. - --=-....- _,. ...

n.o.olcorinw~r

the horizon as we set out to

go fishing.

ONOMATOPOEIA
I

Onomatopoeic words are words t~at resemble the sound they refer to; for
example, a cow moos. Many poets, comic strip :writers, and children's authors
use them regularly. The following is a list of m:;wmatopoeic words that you
could incorporate in your writing.

ah choo
arf arf
baa
bang
bark
beep
blabber
blink
- bong
bonk
boo
boom
bow wow
bump
burp
buzz
caw
chirp
choo choo
chug
clang
clank
clap
clash
clatter
click
clink
clip clop
clomp
cluck

conk
coo
crack
crackle
crash
creak
cdnkle
croak
crunch
cuckoo
ding a ling
ding dong
drip
drop
eek
.fizz
flip flop

honk
hoot
howl
huffn puff
hum
hurrah
jabber
jangle
jingle
kerchoo
klomp
knock
meow
moan
moo
murmur
neigh

giggle
gon~

grate
grind
.:::groan
growl
grunt
bee haw
hiccup
hiss

oink
oops
ooze
patter
ping
pitter patter
plop
pop

pow
purr
quack
rat a tat
rattle
ri~g

ring a ling
rip
roar
rumble-,
rush
: . rustle
screech
shriek
sigh
sizzle
slurp
smack
smash
snap
sniffle
snort
.'splash
splat
sputter
squeak
squeal
squish
stomp

swish
tick tock
thud
thump
tinkle
toot
twang
tweet
twitter
varoom
whack
whish
whiz
whoop
wpoope_e
woof woof
WOW

yahoo
. yikes
zap
zing
zip
zonk
zoom

'/

-'

Interesting:

::.-

r-:F-

~I d-t want fu
go!O!O she

ZZZZ Boring:

"Said" Synonyms

..1 don!Ot want to

go!O!O she said.
!0

whimpered
;,

>:._:i;;;A9n~~~~$~~ft~~s~i ::B~~.~B9\t~~:;{~~i4 :,;,.,~,~si.~i.!~~;\y:;~ :fJ;t~;~~!~~.ji~~@ .~/,~~#RI4Jrl~~,:: . ):F{O:'P~a~;J;:~.;

I

acknowledged
conceded
concurred
consented
seconded

reacted
remarked
replied
responded
retorted
returned

bickered
contended
contested
contradicted
countered
debated
denied
disputed

cha lleriged
grilled
inquired
interrogated
pried
probed
queried
questioned
quizzed
requested

bawled
bemoaned
bewailed
b.lubbered
!
gr1eved
groaned
howled
IC1mented
moaned
mourned

clarified
described
detailed
illustrated
interpreted
paraphrased
summarized
translated

bantered
jested
jived
joshed
kidded

cackled
chortled
chuckled
giggled
howled roared
snickered
sniggered
snorted

charged
commande
d decreed
demanded
directed
instructed

agreed
assured
ensured
guaranteed
pledge
swore
vowed

brooded
recalled
recollected
reflected
reminisced

.bawled
bellowed
blared
blurted
cried
xclaimed
hollered
:roared
shouted
shrieked
shrilled
squealed
wailed
.
yelled
.
Yowled

advised
hinted
implied
inferred
insinuated
intimated
offered
proposed
recommended

breathed
buzzed
hissed
mumbled
murmured
muttered

'

The meaning suggested by the perfect word evokes

a specific feeling... - -

Feeling/Tone Words
admiring
affectionate

harsh

ang

_anXIOUS

calm
cavaliercold
confident
confused
critical
disres ectful
doubtful
enthusiastic
fearful
fli pant

MDCPS- Division of Language Arts/ Reading, Jan. 2011

loving
istrustful
mysterious
:peaceful
-questioning
respectful
sad
ser1ous
sill
somber
sym atheticthreaten in
;

Powerful Adjectives
hazardous
sensational
bizarre
savage
boisterous
enlightening
exquisite
intriguing
frantic
blistering
hilarious
nauseous
splendid
slender
lengthy
immense
mighty
delicate
tranquil
melancholy
leisurely
compassionate
vacant
solitary
ravenous
wily, cunninq
exceptional
. .::
weary
me.smerizinq
obscure
polite
absent-minded
brisk
rnrnr dP.nt

dangerous
good

..

.',

strange
wild
hyper
educational
fine
interesting
wild
hot
funny
dizzy, sick
good
thin
long
huge
strong
soft
quiet/calm
sad
slow
kind
empty
alone
hungry
clever
outstanding
tired
interesting
unclear

eccentric

odd, unusual

distinguished
jagged ~

famous

gory
amusing
eerre
flamboyant
gregarious
humdrum
headstrong
immature
impertinent
lanky
loquacious
meandering
melancholy
nonchalp.nt
opulent
perplexed
placid ,
quick-witted
rambunctious
reliable
shrewd'
sleek
splendid
dilapidated
..
timid
untidy
valiant
vigorous
warmhearted
zany
zealous
1

..

courteous
forgetful
fresh, breezy
chubby, obese

rough, pointy

disgusting

i
1

funny

weird, spooky

'

'

showy, flashy

I
I

outgoing. social

boring

stubborn

childish
rude. disrespectful
skinny, slender
wordy, talkative
winding, twisting
sad, depressed
easygoing, unconcerned
'

wealthy, rich
confused, disorganized
peaceful, calm
intelligent
stubborn, unruly
trustworthy, dependable
cunning, sly
smooth
good
old

shy
messy, sloppy
brave
energetic, active
kind, loving
foolish, silly
enthusiastic, eager

..

My Powerful

Adj~ctives

Powerful Adjective

Meaning

accuse

To blame someone

acqu1re

To gain or get

anticieate
1
appease
assemble
assist
astonish
baffle
capture
clench
coax
collapse
conceal
conceal
consent
cuddle
dangle
dawdle
deny
depart
devour
discover
dispute
'drench
embark
embrace
escort
explore
flabbergast
flee
glance
glisten
. grrmace
halt
hinder

To wait for

hoist

To ra1se; to lift up

I hover:

. To hang fluttering

To quiet; to calm
To gather into one place

To puzzle or confuse someone

To catch or seize
To grasp firmly
To persuade by constantly asking
To fall down
To hide
To hide or keep out of sight
To agree to
To hold closely and tenderly
To hang loosely
To waste time
To refuse or not allow
To leave
To eat
To find out
To argue
To wet; to soak
To go aboard
To hug
To go with
To search; to examine closely
To.a!7'pz~; to surprise

To run away
To give a quick look
To shine
To make faces
To come or bring to a stop
to delay or obstruct

To talk rapidly

jabber
I
.
jumble

~o _aid or help

To surprise

To throw violently

hurl

-~ '

the a1r

1n

To mix in a confused pile or mass

To pull or drag along

lug
mend:
mull

nudge
observe
omit '
I permit
perplex
pivot
posses
. pounce
proclaim
propel
purchase
retrieve
reveal.:
savor
sccitter
shimmer
shriek i
shudder
stampede
startle.
stoop. .
stroll ,

To fi"x
i

To think; to ponder over ideas

To touch or push gently
To watch or

~amine

closely

To leave out
To allow
To confuse
To turn
To own
To jump on

To announce publically
To push or drive forward
To buy
To find and bring back
To make known
To taste or smell with pleasure

struggl!e
stumble
suggest
-swivel
wriggle:
..

''
'

To spread out
To shine
To scream or yell
To tremble from fear
To run wildly
To surpri?e
:

.. ..

To.bend ove~
To walk leisurely
To put forth great effort
to trip when walking or running
to imply or hint at something
To turn swiftly around
To twist or move uneasily

!
I

...
My Vivid Verbs
Vivid Verb

Meaning
. '

..

.._,'

...___'

.,.. .:.

i
'

'

nAdd to the

suddenly
angrily

quickly
excitedly
swiftly

verb"~ Adverbs

anxiously
loudly.
finally

lately _.
carefully
sadly
proudly
gradually
gracefully

neatly
surely
smoothly.
curiously thoughtful Jy
noisily

probably

boisterously
slowly
decidedly
front i cal ly
creatively
nervously

'

Instead of Very use:

extremely

q~eply

truly
.

enormously profoundly

. ::

?,reposition Worrd List

about
after
against
before
beside
by.
for
rnsr d e*
up*
near
through
under
throughout
below

above
along
Around
Behind
Between
du.ring
off
Outsi d e *
from
of
to
with
onto
out*

..

I
I!

I
i

I
II

'

I
I

J
I

J
i

,,

across
among
at
beneath
beyond
except
on
upon
rn
over
toward
without
into
Past

Encourage the use of prepositional[ phrases in their daily

sentence writing in order .to promote more complex and
detailed sentences.
The boy strolled along the winding path
in the
park.
Challenge your students to begin their sentences with a
preposi.tiq:t;ta.l. phrase for sen.tence variety. . . ..

Along the winding path, the boy strolled

park
*These. prepositions can cls~64and alone as adv~rbs.

'

i'

..

Add Color to Your Writing

ORANGE

BLUE

RED

YEl.LOW

red violet
brick red
candy apple
fruit punch
ruby red
cherry
crimson
scarlet

canary
buttery
daffodil
dandelions
straw
lemon
saffron

copper
tangerine
I peach
melon
pumpkin
apricot
carrot

azure
turquoise
sapphire
cerulean
indigo
royal
sky blue
robin egg

GREEN

BROWN

chestnut
tan
rust
coffee
walnut
mahogany
burnt sienna
chocolate

PURPLE
violet
plum
lavender
amethyst
orchid ,,
,

GREY

ivy
lime
olive
emerald
chartreuse
Granny Smith
spring green
PINK

BLACK

White

salmon
rose
blush
hot pink

jet
ink
coal
ebony

snow
chalk
bone
pearl

silver
ash
dust
steel

Red

Color Symbolism Chart

Passion, power,
heat ,love, danger, fire,
.. ..
blood war, violence
:

W~~~ ~@[p)[p)Om1@~~D @[p)~OMO~MD

[fu@[p)@D

~Mm1~G1JOm1@D

~@\\!AYJ@[[@O~@D O~~[fl)@~~D [}i)@{Z@[[@ -_

Blue

Tranquility, harmony, or:der, loyalty,

cold, depression, sadness

Orange Warmth, vibrancy, flamboyance, energy

Green Nature, good luck, renewal,
inexperience, jealousy, yvealth
Purple Royalty, ceremony, arrogance,
mourning, mystery
Gray
Security, reliability, modesty; maturity,
i

sadness, boredom
Brown Earth, outdoors, comfort, simplicity,
stability
W[h)o~

[?)(ill[f011tJD ~~@@IT1)~0IT1)@~~D [p)@~@D 0IT1)IT1)@~IT1)~D

~orrul:1[fD mCIDIT"IT"ocm~

Black

'
i

Power, elegance, fear, evil, mourning,

death, mystery

Use Your

Sen~es

--Sensory Word List ,

_,

Sight
bleary
blurred
brilliant
colorless
dazzling
dim
dingy
faded
faint
flashy
gaudy
glance
gleaming
glimpse
glistening
glittering
gloomy
glossy
glowing
gnmy
hazy
indistinct
misty
peer
radiant
shadowy
shimmering
shiny
smudged
sparkling
streaked
striped
tarnished
twinkling

Sound

Touch

Taste

Smell

bellow
blare
buzz
cackle
cheer
clamor
clang
crackle
creak
grumble
gurgle
hiss
howl
hush
jabber
mumble
murmur
mutter
rant
rave
roar
rumble
rustle
screech
shriek
shrill
sizzle
snarl
squawk
squeal
swish
thud
thump
whimper
yelp

balmy
biting
bristly
bumpy
chilly
coarse
cold
cool
crawly
creepy
cuddly
dusty
feathery
feverish
fluffy

app~tizing

furry

refreshing
npe

acrid
ambrosial
aroma
aromatic
foul-smelling
fragrant
malodorous
moldy
musty
odiferous
odor
odorless
perfumed
pungent
putrid
rancid

fuzzy

rott~n

rank

gooey
greasy
gritty
hairy
hot
ICY

limp
lumpy
moist
oily
powdery
prickly
scratchy
shivery
silky
slimy
slippery
spongy
springy
squashy
sticky
sweaty
velvety

bitter
bland
creamy
del<ectable
delicious
flavt;:>rful
flavorless
gmgery
luscious
nauseating
palatable
peppery
piq~ant

salty
i
savory
scrumptious
sharp
sourI
. spicy
spoiled
stale
sugary
swe~t

tangy

tastdess
tasty
unappetizing
unnpe
vmegary
yummy
zesty
:

'
'

redolent
reeking
scent
scented
smell
spicy
sweet
waft
whiff

..

DESCRIBING PEOPLE
APPEARANCE I

HAIR
Auburn
Balding
Black
Braided
Brittle
Curly
Dry
Fine
Frizzy
Golden blonde
Gray
Light brown
Long
Oily
Red
Rusty
Sandy blonde
Shoulder length
Silver
Smooth
Soft
Straight
Wavy
Wiry

. Clean
Clumsy
Dangerous
Dirty
Gentle
Graceful
Healthy
eerte
flamboyant
Rough
Scruffy
Sickly
untidy
Wealthy

"

I
I
I

Fearl~ss

Forgiving
Fri~ndly

Ti~y

Disheveled
Elegant
Sporty
formal.
Casual
Exhausted
Bizarre
Eccentric
distinquished

.,

Tight-lipped.

Brav
Cautious
Courteous
Curious
I

MOUTH
NOSE
Dry
Bony
Perfectly formed
Bumpy
Small
Crooked
Turned up
Large
Turned down
.
.. Pug. :. ...
Wide
Wet
Roman
Poufy
Straight
Puckered
Upturned
Thin-lipped
Flaring nostrils
~-

EYES

PERSONAUTY

Shrewd
Honest.
gregarious
Loud
Mea'n
Rude
Sensitive
Solitary
Timid
Trusting
Truthful
Enthusiastic
'
Boisterous
C?ptim!istic
Thoughtful
Compassionate
!.
cunr\Ing

EARS

BODY TYPE.

Hidden
i
Lar,ge
Long
Medium
Rid
Small
stickirg ~ut

Thin
Slender
Pudgy
Plump
Corpulent
Mighty
Muscular
Athletic
Puny
Dilapidated
lanky

'
<"""'

'

Black
Bloodshot
Blue
Brown
Green
Hazel
Round
Slanted
Small
Speckled
Sparkly
Twinkling
Piercing
Teary
Bright
Tired
Bulging
Huge
Distant

:
I

I
l

.I
'

WRITING SKILLS THAT ADD MAGIC

TO YOUR WRITING!
Onomatopoeia- These are the sound effect words or descriptive words that add an element of sound to your writing.
Onomatopoeia makes things "come alive" for the reader and helps him feel like he's right there in the middle of the action.
Pop! Crash! Drip! Jingle!
.
The wind whispered and sang outside my window, lulling me to sleep.

Vivid Verbs- Vivid verbs are verbs you can picture. They create rich "mind movies" in the imaginations of your readers.
Scooted. Dragged. Flopped. Bolted. Twisted.
!
Amelia rocketed to the nurse's station and blurted, "Someone's been hurt!"

Alliteration -Alliteration means two or more words together which begin with the same letter sound. Alliteration "tickles your
ears" and can add beauty to your writing.
Beautiful, bold, breakfast buffet

:
frhe snake slithered across the slimy rock.

Dialogue- This means conversation. Dialogue makes your reader fe~l connected to the speakers you are writing about. We let the
reader know someone is speaking by using quotation marks.
''Throwing the basketball from the free throw line is challenging," Coach said.
"Will you teach me?" Benjy asked.
i

Similes -Similes are when we compare two things using the words "like" or "as" to connect them.
"Let George move the piano because he is as strong as an Ox."
Marissa drives her convertible like a maniac when she's angry.

Metaphor- Metaphors are direct comparisons of two things without using the words "like" or "as."
Let George move the piano because he is an ox.

Marissa is a maniac when she is angry.

Transitional phrases and sentences - Transitional phrases and sentences form smooth "bridges" when we change from
one topic or thought to the next
The first step is easy!
Ifyou think that's bad, listen to what happens next.

This is my favorite part.

'You won't believe what happened next.

Adjectives- These are words that describe nouns and help the read~r form menta!'pictures of what we are writing about.
Carlos tossed out the muddy, scratched baseball from the dugout.
Frienda shook her shining, black mane and tail in the briliiant gleaming sunlight.

Grabbers- Writers use grabbers to get the reader's attention at the-peginning of a writing piece. Grabbers can be a single word,
a phrase, or a sentence or two that pu1ls the reader into your story.
C-R-E-A-Kl! That sound sent cold chills up my spine as the door to the basement slowly began to swing open during
the thunderstorm.

~
There's a killer in the ocean that is far worse than any gr.ed) white shark: it destroys its victims with a slow, lingering
~ath.TheHller'snameiso~

Zingers- Zingers are just like grabbers, but they are used at the very end to add a little "something extra" to your writing. Azinger
could be a song lyric, a line from a poem, a catchy phrase, or il' direct comment, among other things.
Thanks, Dad, for saving my life!
Shame on you, oil companies!

Sizzling vocabulary- These pizzazzy words add drama, beauty,;and maturity to your writing.

Flamboyant. Precipitous. Sinewy. Aroma. Skedaddle. Plethora.

Voice -When you add your own personality to your writing, it gives your writing a unique tone We call this voice. You don't want to
overdo it: a little goes a long way. Try writing with your natural voice so you sound like the real you.

You think I care what she thinks? No way. She can go her way and I'll go mine.
Alligators are living, breathing, eating machines. Running into one in the water could be your worst nightmare. VVhoo!

Passion- Writing with intensity and enthusiasm impresses the reader and lets her know that this topic is important to you. This is
one of the best qualities to showcase in your writing.
I realized that night that because ofmy own carelessness, I might die and so might my little sister. How could I have been
so STUPID as tCi play with matches?

We all live on this Earth together, so we need to be careful'p;here we throw our garbage and dump our toxins. Do you
realize that animals sometimes suffer because humans are THOUGHTLESS?

Dialogue &Quotation Marks

'

Dialogue refers to a speaker's exact words. Dialogue brings life to a piece

of writing. It can make your writing more interesting, but it is important to
use proper punctuation. Here are the rules to fol 1ow for using quotation

marks:
1

}- Use quotation marks (" ... ") around the exact words spoken:

."What shall I write about today?"

.}- Commas and periods are always placed insi~e the closing quotation
marks.
I.

11

"I love writing make-believe stories, said $ally. Jack replied, 'T do
too."
I

}- Sometimes you say who is talking before the exact words. Sometimes
I

you say who is talking after the exact worc;Js.

''My story is going to have dialogue, 11 said Sally.

Jack asked, "Can you show me how to use cfialogue?"
}- You can use synonyms for "said".

"Of course I will," responded Sally.

The first word of a sentence

came, I had no
When lunchtime
-.
'

I like Fr:iday's, but Sunday is my

favorite:
of the week.
Why is the Summer season your
favori season of the
~watched Jimmy eat my peanut
butter
ch.
Names, including initials, of
So all I
was half of
individuals
Rosema~y's candy bar and one of
cookies.
The first word in the
Sincerely,
complimentary closing of a letter Ms. Hai~es, Chairperson
Names of the days of the week,
months of the
All names of holidays (excluding
iti
The pronoun I

Titles which precede names

Chairp~rson

Smith
Ms. Smi:th, the chairperson of the
wi II address us at noon.
The first word and all nouns in a Dear Ms.- Mohamed:
salutation
My dear Mr. Sanchez:
Very truly yours,
The first word and all the words in The Day of the Jackal
titles of books articles works What Color ~s Your _earachute?
of art etc. excluding short
A Tale df Two Cities
prepositions, conjunctions, and
Exception:
articles
Do not capitalize little words within titles such as a,
I

an, the, but,I as, if, and, or, nor, or prepositions,

regardless

o'f their length.

Punctuation marks are the road signs placed along/ the highway of our
communication--to control speeds, provide directiqns, and prevent head-on
collisions.

A Period (.)

Use a period at the

end of a sentence
that makes a
statement.

I know that you love

to help rescue dogs

and cats in need.

A Question
Mark (?)

Use at the end of a

What middle school
sentence or phrase
to indicate a direct will you be attending?
uestion.

An
Exclamation

Use after a
sentence that
expresses a strong
emotion.

No way, not mel

se a .comma -before a ~
coordinator (and, but, yet,
or, nor, for, so) that links '
two main clauses.
Use a comma between,
words, phrases, or
clauses that appear in :a
series of three or more.

You may be disappointed

if you fail, but you are
doomed if you don t try.

Mark
(!)
A comma
( I

'

'

For lunch today I had a

delicious sandwich, bag
of crunchy chips
chocolate cookie and a
drink.
Use a pair of commas to The cookie, of course,
set off words, phrases,
was the favorite part of
or clauses that interrupt my lunch.
I

a sentence.

 Extra Goodies
to go tor the:_ (;Jo(d!

. ~

s1mi!es

basy as a bee

aUIteration

repeating initio( oonsonant ~Hs seasffeHs. :

..l

onomaiopoela

variety
start

of

sentences

of sentence

te.9 SaUy
.

soonds - i.e. 1 Buzz! Ding-dong!

?

start with a verb~ .adjective, etc~

5 W's

detai[ in sentence

sentence answers

vocaba(ary

avoid overused words - i.e."~ nice, big said,

.L
e1c.

sensory words

tooch, srnei(, taste, etc.

+eding words

Cannoyect overjoyed, etc.)

statistics

use numbers and mathematical terms -

Le., 201o, 3/4

ot, 537

- ' .

Editor's Checklist
1

~Capitalization

Rulesl

./ Dialogue Rulesl
./ Check homophones
there
place

vi' Watch

they're
they are

their
ownership

apostrophes

They show possession or make contractions

./ Check. commas

Add or delete? Rules?

./ Check sentences
Run-on? Fragment? Short and boring?
,

. I

./ Check Pronouns
he
him
' his
subject . object . . poss~ssive

"Writing Goodies Checklist"

Use as many goodies as you can in your writing. Use this

checklist to help you.
~

Great Grabber
Focus
' Transitions
'Similes/ Metaphors/Onomatopoeia/Idioms
~Personification/ Alliteration/Repetition
'Dialogue
v" Sensory Words
, ,
~ Magnified Moments/Imagery
'Vivid Verbs/Powerful Adjectives
'Sentence Variety
'Specific Details: 5 W'$.(Who,.What, Why, When, Where)
'Statistics
' "LY" Words
'Voice
,;-Mature Words
~Great Ending (Take Away Ending)

FCAT Writes Student Rubric

Score: 6 = '!Wow!"
Writing is focus.ed, on topic
Lots of elaboration and details.
Organized, with ~ strong beginning
and ending
Excellent vocabulary

Score: 5

Different types of sentences

Lots of voice and personality .
4th grade .conventions

="Very Good!"

Writing is foc!-]sed, on topic

Good elaboration and details
Organized, with . a good beginning
and ?nding

Good voC(abulary
Different types of sentences
Some voice and personality
4th grade:conventions

Score: 4 := "Good!"

Most of writing is fo"cused, on.topic

Some elaboration and q~tails
("Showing sentences")
Organized, with a beginning and
ending

Vocabulary is OK
4th grade, conventions

Score: 3 = "OK"

,,

Most of your writing is on topic

List with some details, but no
elaboration ("Telling Sent~nces")

Some. organization
Limjted ~ocabulary

4th

Score: 2 = "Pretty Bad"

Slightly on topic
List (no elaboration or details}
No organization (Where is the
beginning? Where is the ending?)

grade words might be misspelled

Score: 1

="Bad"

Barely addresses the topic

. Very short, immature (Think:
grade writing)

Mistakes in basic conventions make it

hard to" read

Fell asle,ep!

1st

Score: 0

Offtopic
Can't read it