92 Workshop Resources: Writing, Listening, and Speaking
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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.
R
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 Writers 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.
S
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: Writers 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
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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
1.
Who? Specific sources/answers
Primary? Secondary?
2.
What? Specific sources/answers
Primary? Secondary?
3.
When? Specific sources/answers
Primary? Secondary?
4.
Where? Specific sources/answers
Primary? Secondary?
5.
Why? Specific sources/answers
Primary? Secondary?
6.
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
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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: 
1. 
2. 
C. Subpoint: 
1. 
2. 
D. Subpoint: 
1. 
2. 
Prewriting: Research Paper Prompts
for PRACTICE & APPLY 1
page 810
RETEACH
NAME CLASS DATE
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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: Writers Model Think Sheet
for PRACTICE & APPLY 2
page 816 page XXX
RETEACH
NAME CLASS DATE
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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
1.
How does the opening get the reader’s Rating 1234
attention?
Suggestion:
2.
How does the thesis identify the topic and Rating 1234
main idea and indicate the order in which
Suggestion:
the points will be covered?
3.
Which main point could use more support? Rating 1234
Suggestion:
4.
How adequately is credit given for each source Rating 1234
of information?
Suggestion:
5.
How is the thesis restated in the paper’s Rating 1234
conclusion?
Suggestion:
6.
Are complex sentences used to relate ideas? Rating 1234
Suggestion:
NAME CLASS DATE
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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
1.
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.
2.
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?
3.
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.
4.
Do parenthetical citations Highlight the information
document source informa- inside parentheses.
tion within sentences or
paragraphs?
Draw an arrow to the
information it documents.
5.
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.
6.
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:
1.
I think I know exactly how Jesse feels,
and that makes me want to keep reading.
2.
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.
3
.
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.
4.
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.
5.
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:
1.
“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.
2.
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.”
3
.
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.
4.
The direct quotation from Matthews
and Stead in the introduction seems very
important because it questions so much
of the King Arthur legend.
5.
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 Arthurs life
Arthur a king
not a real history (David Day)
Listening & Speaking Workshop
Writing Workshop
Answer Key (continued)
Answer Key 165
Copyright © by Holt, Rinehart and Winston. All rights reserved.
ANSWER KEY
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