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92 Workshop Resources: Writing, Listening, and Speaking

Differentiating Support and Practice

For All Students

The Prompts sheet provides options for students at all levels.

It includes topics for research papers related to the workplace

and the school environment, as well as to a variety of content

areas. Revising: Evaluate Research Papers is framed to be

used by all students for both peer- and self-evaluation.

ETEACHING An important option for use of the masters in

this book is repetition and reinforcement for students who

require it.

For Learners Having Difficulty

For these students, a guided approach to the assignment may

be essential for success.

■

The group or class brainstorms research topics related

to literature (genre, writers, and so on).

■

Students choose a topic for research.

■

You guide students through the prewriting stage.

■

Students write their own drafts.

The Writer’s Model Think Sheet gives students a framework

for responding to “A Legend Is Born” in order to help them in

both reading comprehension and crafting their own research

papers. Writing: Draft Your Research Paper helps students

produce drafts that follow A Writer’s Framework in the Pupil’s

Edition.

For On-Level Learners

The graphic organizers on pages 93, 94, 95, 98, and 100 provide a

framework for a systematic progression through the prewriting,

writing, and revising stages.

For Advanced Learners

EXTENSION ACTIVITY To provide a challenge for these students,

encourage them to write a more demanding research paper.

For example, you might suggest that they investigate the

modern literature of another region in the world. What has

most influenced the literature? How does the literature reflect

the identity of the country? The challenge is to become familiar

with not only the literature but also the culture of the region.

KILLS EMPHASIS Advanced students can focus on selected skills,

such as analyzing several historical records of a single event,

examining critical relationships between elements of the

research topic; and including information from all perspectives

and taking into consideration the validity and reliability of

sources.

Prewriting: Research Paper

Prompts, p. 96

Revising: Evaluate Research

Papers, p. 99

Writing: Writer’s Model Think

Sheet, p. 97

Writing: Draft Your Research

Paper, p. 98

Prewriting: Topic/Questions/

Sources, p. 93

Prewriting: Record Information,

p. 94

Prewriting: Thesis/Organization,

p. 95

Writing: Draft Your Research

Paper, p. 98

Revising: Improve Your Research

Paper, p. 100

Writing a Research Paper

TEACHING NOTES

for COLLECTION 9 WRITING WORKSHOP

page 800

Prewriting: Topic/Questions/Sources

for PRACTICE & APPLY 1

page 810

GUIDED PRACTICE

NAME CLASS DATE

Collection 9 93

DIRECTIONS Use the following graphic organizer to formulate your research

questions and identify possible sources.

■

Keep in mind your purpose, audience, and tone.

CHOOSE A SUBJECT AND REFINE A TOPIC

My subject: My topic:

DEVELOP AND ANSWER RESEARCH QUESTIONS

Questions

Who? Specific sources/answers

Primary? Secondary?

What? Specific sources/answers

Primary? Secondary?

When? Specific sources/answers

Primary? Secondary?

Where? Specific sources/answers

Primary? Secondary?

Why? Specific sources/answers

Primary? Secondary?

How? Specific sources/answers

Primary? Secondary?

DIRECTIONS Use the sample cards below to (1) record source information

and (2) to take notes. Make your own note cards, using index cards, or make

copies of these.

Prewriting: Record Information

for PRACTICE & APPLY 1

page 810

GUIDED PRACTICE

NAME CLASS DATE

94 Workshop Resources: Writing, Listening, and Speaking

SAMPLE SOURCE CARD

Author and title: Source number:

Publication information:

Location:

Call number:

First three letters of author’s last name:

SAMPLE NOTE CARD

Heading: Source number:

Note

(direct quotation, paraphrase, summary):

Page number:

Prewriting: Thesis/Organization

for PRACTICE & APPLY 1

page 810

GUIDED PRACTICE

NAME CLASS DATE

Collection 9 95

DIRECTIONS Use the following graphic organizers to write a thesis statement

and to organize your ideas into a working outline. Continue on your own

paper or on a computer file if you need more room.

■

Sort all note cards, using the headings to group all cards with similar

information.

■

Analyze the information on the cards, noting different interpretations about

any significant points of your research.

■

Arrange cards according to your main idea and main points.

WRITE A THESIS STATEMENT

Thesis statement

(your main idea about your topic and the main points you plan to cover):

ORGANIZE YOUR IDEAS (Check one.)

Chronological order Logical order Order of importance

OUTLINE

I. Main point:

A. Subpoint: 

1. 

2. 

B. Subpoint: 

C. Subpoint: 

D. Subpoint: 

Prewriting: Research Paper Prompts

for PRACTICE & APPLY 1

page 810

RETEACH

NAME CLASS DATE

96 Workshop Resources: Writing, Listening, and Speaking

DIRECTIONS Choose your own topic for your research paper, or use one of

the following prompts.

WORKPLACE

Research the works of a writer who has had an interesting work history.

What did the writer borrow from his or her own working experience in

writing the works? Research the history of the occupation as well as the

background of the writer. Share your research paper with someone who

is familiar with the writer’s work.

SCHOOL

Write a research paper about the types of literature taught in school. What

are the most popular books taught in school? Research the reasons why those

books continue to be taught. Give some historical background about the most

popular books in the classroom. Direct your research paper to an audience

of peers.

LANGUAGE ARTS

Investigate your favorite genre of literature. What distinguishes the genre

from other genres? Write a research paper examining the unique aspects of

the genre as evidenced in its more notable works. Track down the important

influences of the genre. Direct your research to an audience of peers.

SCIENCE

Research the works of your favorite science fiction writer to see what he or

she thinks about the future. Describe the world of the future as it is depicted

in the works of the writer. Is the outlook bleak or bright? Speculate on the

possible reasons for such an outlook for the future. Share your paper with

others interested in science fiction.

HISTORY

Research the literature of a historical event, such as the U.S. Civil War. Collect

the best-known works and writers of the event. How did the event change the

literature and writers during and after the event? Share your paper with your

history class and teacher.

Writing: Writer’s Model Think Sheet

for PRACTICE & APPLY 2

page 816 page XXX

RETEACH

NAME CLASS DATE

Collection 9 97

DIRECTIONS Complete the graphic organizer below to get a better under-

standing of the structure of a research paper. Use additional paper if

necessary.

■

Re-read “A Legend Is Born.” The notes in the margin will help you identify

important elements of a research paper.

■

As you respond to the questions, think about the use of language, the

organization of information, and the strategies used for developing ideas

and elaborating on them.

QUESTIONS RESPONSES

1. What about the topic

grabs the reader’s

attention?

2. How clear is the thesis

statement about the

main points the paper

will cover?

3. What is the most

convincing piece of

evidence for one of the

main points? Why is it

convincing?

4. Which quotations and/or

citations seem important?

Why?

5. Does anything else catch

your interest or seem

important? In what way?

DIRECTIONS Complete the graphic organizer below, and use it to help you

write your first draft. Use additional paper if necessary.

Writing: Draft Your Research Paper

for PRACTICE & APPLY 2

page 816

TEMPLATE

NAME CLASS DATE

98 Workshop Resources: Writing, Listening, and Speaking

CONCLUSION

BODY

INTRODUCTION

Attention-getting statement:

Your thesis statement:

Background information:

Summary of main points:

Thesis restatement:

An insight or dramatic statement:

First main point: Second main point: Third main point:

Support: Support: Support:

Synthesis of different perspectives:

NAME CLASS DATE

Collection 9 99

DIRECTIONS Use the following questions to evaluate your research paper

or that of one of your classmates.

■

Make brief notes to answer the questions.

■

Rate the parts of the paper. The lowest score is 1, and the highest is 4.

■

Make at least three suggestions for improving the paper.

Revising: Evaluate Research Papers

for PRACTICE & APPLY 3

page 818

PEER- AND SELF-EVALUATION FORM

How does the opening get the reader’s Rating 1234

attention?

Suggestion:

How does the thesis identify the topic and Rating 1234

main idea and indicate the order in which

Suggestion:

the points will be covered?

Which main point could use more support? Rating 1234

Suggestion:

How adequately is credit given for each source Rating 1234

of information?

Suggestion:

How is the thesis restated in the paper’s Rating 1234

conclusion?

Suggestion:

Are complex sentences used to relate ideas? Rating 1234

Suggestion:

NAME CLASS DATE

100 Workshop Resources: Writing, Listening, and Speaking

Revising: Improve Your Research Paper

for PRACTICE & APPLY 3

page 818

THINK SHEET

DIRECTIONS Use the rubric in this chart to help you improve your paper.

QUESTIONS DO THIS CHANGES YOU MADE

Does the introduction Bracket the sentence(s)

create interest in the topic? that may interest the reader.

Does it include a clear thesis

statement and the main

Underline the thesis

points the paper covers?

statement.

Double-underline the

main points.

Does the body of the paper Number in the margin of

develop each main point the paper each main point

included in the thesis that develops the thesis.

statement?

Does the paper use direct Write DQ, P, or S in the

quotations, paraphrases, or margin to identify the kinds

summaries to support each of information used as

main point and subpoint? support.

Do parenthetical citations Highlight the information

document source informa- inside parentheses.

tion within sentences or

paragraphs?

Draw an arrow to the

information it documents.

Does the conclusion Draw a wavy line under the

summarize the research, summary of the research.

restate the paper’s thesis,

and include a final insight?

Circle the restatement of

the thesis.

Star the final insight.

Does the paper use several Highlight any short

short, choppy sentences sentences.

in a row?

Bracket any two or three

sentences that could be

combined into a complex

sentence.

Sample answers:

I think I know exactly how Jesse feels,

and that makes me want to keep reading.

The conflict was important. This kind of

situation could happen in a lot of different

settings and could be told from other

points of view.

I think the dialogue was especially

effective in developing the characters.

I got a good sense of the characters when

I read what they were actually saying.

When Jesse finally realizes that his

neighbor is a former All-Star player,

it is hinted that Jesse will settle into

his new environment without a problem.

I liked the language about basketball.

Examples such as “a basketball swishing

through the rim” made story—and the

sport—come to life.

Chapter 9

p. 97

❘

Practice & Apply 2

Writing:Writer’s Model Think Sheet

Students should be able to provide examples from

A Writer’s Model in the Student Edition when

appropriate and to give reasonable explanations

for their responses.

Sample answers:

“Stories of King Arthur and his glorious

kingdom of Camelot have been enchanting

listeners for over 1,000 years” grabbed my

attention because it makes me wonder

what is so enchanting about King Arthur

and Camelot.

The thesis statement clearly outlines that

the paper will cover how “an elaborate

and enduring legend developed around

Arthur by the combination of a bit of

history, a strong oral tradition, and writers

who picked up and expanded the story.”

The explanation about the Welsh monk,

which supports the third main point,

is a very convincing piece of evidence.

It supports the claim that the legend of

Arthur was developed by writers who

picked up and expanded the story.

The direct quotation from Matthews

and Stead in the introduction seems very

important because it questions so much

of the King Arthur legend.

The discussion of different interpretations

impressed me because it shows that the

research was thorough.

p. 104

❘

Think Sheet: Note Cards

Sample note cards:

Key writer: Sir Thomas Malory 2

• based story on the V

ulgate Cycle

• focused on the drama, action, characters

(John Matthews)

• epic masterpiece Le Morte d’Arthur

Key writer: Geoffrey of Monmouth 1

•T

he History of the Kings of Britain

• full-length account of Arthur’s life

• Arthur a king

• not a real history (David Day)

Listening & Speaking Workshop

Writing Workshop

Answer Key (continued)

Answer Key 165

ANSWER KEY

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