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Unit 1 IDEAS AND CONTENT (PREWRITING): Writing to

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50
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
IDEAS AND CONTENT (PREWRITING): Writing to Instruct (How To)
Some paragraphs instruct readers how to do something. A how-to paragraph should:
1. State the process in a topic sentence.
2. Describe any materials needed.
3. Present the steps in chronological
order—the order of time.
A. Read the following how-to paragraph. Then answer the questions below.
Spice up your chips with homemade salsa dip. Make a quick trip to the
grocery store to get tomatoes, an onion, green chiles, cilantro, fresh lemons, and
salt. First, chop the vegetables into small pieces. (Before chopping the chiles,
you might put on rubber gloves. Hot chile juice can burn. Also, don’t touch
your eyes when handling peppers, and carefully wash your hands afterward.)
After chopping the vegetables, mix them well. Then add salt and lemon juice to
taste. Don’t be in a hurry to eat! The salsa will taste better if it sits for at least 30
minutes. Let those avors blend! Finally, serve the salsa with tortilla chips.
1. What process is the writer explaining? ________________________________________
____________________________________________________________________________
2. What ingredients are needed to make salsa? ___________________________________
____________________________________________________________________________
3. What is the first step in preparing salsa? ______________________________________
____________________________________________________________________________
4. What is the final step the writer describes? ____________________________________
____________________________________________________________________________
5. Do you think you could make salsa after reading these instructions?
Why or why not? ____________________________________________________________
____________________________________________________________________________
B. You can help your reader follow your instructions by using certain words. Some of
these words are before, first, after, next, then, and finally. Reread the paragraph in
Part A. Circle words that help readers follow the order of the steps.
CHALLENGE: Think of a simple activity you do well (serving a tennis ball, teaching your dog
a trick, repairing a bike tire). On the back of this sheet, write a topic sentence
for a how-to paragraph. Develop the paragraph by listing the materials
needed and explaining the steps in chronological order. Use at least two clue
words that will help your reader follow the steps.
Copyright 2015. Saddleback Educational Publishing.
All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
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Unit 1
51
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
IDEAS AND CONTENT (PREWRITING): Personal Interests
What kinds of things do you do well or find interesting?
Your personal interests are good subjects for writing. What
are your favorite things to do, read about, or think about?
Your personal likes and dislikes can be used to spark topic ideas.
A.
Explore your own interests by completing the following statements.
1. I think I could teach a class in ______________________________________________.
2. If I were in a waiting room, I would
most likely pick up a magazine about ________________________________________.
3. If I were in a library, I would most likely go to the _____________________ section.
4. When I have a spare hour or two, I like to ____________________________________.
5. If I could take a class in any subject, it would be ______________________________.
6. If I could live in any historical period, it would be _____________________________.
7. When I’m with my friends, we often talk about _______________________________.
8. If I won a trip anywhere in the world, I’d go to ________________________________.
B. Write three of your statements below. Then come up with a list of writing topics that
relate to your interest.
EXAMPLES:
_______________________________________________________________________________________________
TOPICS: _______________________________________________________________________________________
1. ______________________________________________________________________________
TOPICS: _____________________________________________________________________
_____________________________________________________________________
2. ______________________________________________________________________________
TOPICS: _____________________________________________________________________
_____________________________________________________________________
3. ______________________________________________________________________________
TOPICS: _____________________________________________________________________
_____________________________________________________________________
When I have a spare hour or two, I like to go shopping.
teen fashions, styles of the ’80s, money-saving tips, weird fads
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Unit 1
52
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
IDEAS AND CONTENT (PREWRITING): Personal Experiences
What am I going to write about? As writers begin to work, that’s the big question they
ask. Many subjects can be found in your own experiences. Explore your memories—both
good and bad. This exercise can help you generate a personal collection of writing topics.
Complete each web diagram by listing examples from your own life.
1.
2.
3.
CHALLENGE: Use one idea from above as the topic of a narrative paragraph. Imagine that
someone has asked you, “What happened?” On the back of this sheet, write a
paragraph that answers that.
HUMOROUS MOMENTS
THE BEST DAYS
THE WORST DAYS
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Unit 2
53
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
IDEAS AND CONTENT (PREWRITING): Brainstorming
Try looking at things in a different way! Let your mind
wander from thought to thought until you’ve created
a “storm” of ideas. You can brainstorm alone or in a
group. The following exercise works well with a partner.
Focus on some object in your home or classroom
that you’ve never before looked at carefully. View
the object from far away. Walk closer to it. Touch it.
Examine it from all angles. If appropriate, smell it.
Then answer the following questions.
1. What is the object? _________________________________________________________
2. Which senses can you use to experience it? ___________________________________
3. What is the object’s practical purpose? _______________________________________
____________________________________________________________________________
4. In what other way(s) might it be used? _______________________________________
____________________________________________________________________________
5. Who would be likely to use it? _______________________________________________
____________________________________________________________________________
6. What do you think it would say if it could talk? “______________________________
____________________________________________________________________________”
7. What tiny detail do you notice about the object that most people would miss?
____________________________________________________________________________
8. How would life be different if this object did not exist? _________________________
____________________________________________________________________________
CHALLENGE: Use the object and the ideas it sparked to write a paragraph. You might tell
a story, persuade your readers to buy something, compare and contrast two
things, or create an image. Write your paragraph on the back of this sheet.
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Unit 2
54
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
IDEAS AND CONTENT (PREWRITING):
Tone (Formal or Informal?)
Before you write, think about both your purpose and your audience. This will help you
judge how formal the tone of your writing should be.
A.
Decide what tone best suits each of the following types of writing. Next to each item
below, write F for formal or I for informal.
1. _____ letter requesting a job
interview
2. _____ letter to a pal who has
moved away
3. _____ party invitation to a
picnic and hayride
4. _____ research paper for history
class
5. _____ welcoming speech to a new
second-grade class
6. _____ advertisement selling life
insurance
B. Read each of the following items and decide whether the writer’s tone is formal or
informal. Again, write F for formal or I for informal.
1. _____ The yapping pup had not had a lick of training.
2. _____ The defiant canine is lacking basic obedience training.
3. _____ I regret to inform you that you must vacate the premises.
4. _____ Sorry! You’re out of here!
CHALLENGE: Write formal or informal after each item. Then, on the back of this sheet,
rewrite the item so that it has the OPPOSITE tone.
2. Dear valued friend,
Ms. Margo C. McGuire and I would
sincerely appreciate your presence at a
summer barbecue on the evening of July
the 12th, in the year 2008. Festivities begin
promptly at 8 o’clock
p.m. and will continue
until guests feel compelled to depart. Ms.
McGuire and I look forward to sharing the
evening with you. Please respond promptly
with your acceptance or regrets.
Sincerely,
Ms. Janine D. Lomax
____________________
1. Hi there!
Summer’s just around the
corner, and I wondered if
you’re hunting for new camp
counselors. I’m a whiz with
kids and a super swimmer and
hiker. Dudes, you wouldn’t
be sorry if you put me on the
payroll! Don’t let me down,
now. I’ll be waiting!
Take it easy!
Sam Sibone
____________________
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Unit 3
55
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
IDEAS AND CONTENT (PREWRITING):
Deciding on Point of View
Before writing, you have to decide how you will present your message. Through whose
eyes will the reader view the details? Most often, you will write from one of the following
points of view:
1. First-person point of view uses pronouns like I, me, my, we, and our.
The rst-person point of view is a personal account in which the narrator
takes part.
EXAMPLE: In my opinion, our school is best in the state. I am proud
to be a Portsmouth Penguin!
2. Third-person point of view uses pronouns like they, he, she, and their.
The narrator is not a part of the writing but tells about the subject.
EXAMPLE: Students at Portsmouth say their school is number one.
They are proud to be Penguins!
Tell whether each sentence is written from the
first-person point of view or third-person point
of view. Write 1st or 3rd on the line.
1. _____ As I looked into the barber shop mirror,
I knew I could not face my friends!
2. _____ The Japanese samurai faced death bravely
because they were highly trained warriors.
3. _____ One autumn night I found out why the
owl is said to be wise.
4. _____ We survived the car crash, but it changed
my life forever.
CHALLENGE: On the back of this sheet, rewrite this paragraph from a different point of view.
I love the new Greek restaurant on 54th Street. Last weekend I ate there
for the rst time, and I especially enjoyed the lemon-avored chicken soup.
A garlicky spread turned my plain piece of bread into something special.
Gobs of sweet honey made my dessert a sticky treat. When I returned
there this weekend, I found a line of people waiting for a table. It seems I’m
not the only diner who has fallen in love with Dimitri’s.
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Unit 3
56
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
IDEAS AND CONTENT (PREWRITING): Deciding on Verb Tense
As a writer, you must decide what verb tense to use
in a piece of writing. You may write in the past tense.
I decided to phone Sarah. My fingers twitched
nervously as I punched the buttons.
Or you may write in the present tense.
I decide to phone Sarah. My fingers twitch
nervously as I punch the buttons.
Important hint: Whichever tense you choose, stick to it!
Avoid shifting tenses throughout the written piece.
A.
Rewrite each sentence so that the tenses of the boldface verbs match.
1. The golfer makes her shot and then followed the ball with her eyes.
_____________________________________________________________________________
2. The champ entered the ring, goes to his corner, and nodded to the crowd.
_____________________________________________________________________________
3. Chico whistled for his dog Ranger, and Ranger bounds to his side.
_____________________________________________________________________________
4. Everywhere Chico goes, Ranger followed him.
_____________________________________________________________________________
B. Decide whether you will write each item below in the past tense or present tense. Then
complete each sentence by adding verbs of that tense. The first one has been done for you.
1. ___________ The snow ________ silently and soon ___________ the ground with white.
2. ___________ The fans ____________________ into the stadium and
____________________ to their seats.
3. ___________ Dinosaurs ____________________ huge creatures that
____________________ the earth ages ago.
CHALLENGE: On the back of this sheet, write a paragraph about an exciting day. Make sure
you stick to the same verb tense from beginning to end!
present falls
blankets
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Unit 4
57
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
LAUGH OUT LOUD! Misplaced and Dangling Modifiers
Misplaced modifiers and dangling modifiers can make a mess of meaning! Sometimes
speakers and writers send a very different message from the one they intended to send.
These silly errors—sometimes called bloopers—can make people laugh out loud! Read
each blooper below. Then rewrite it to convey its intended meaning.
1. Sports announcer at a San Diego Padres baseball game:
Winfield goes back to the wall. He hits his head on the wall and it rolls off! Now it’s
rolling toward second base!
____________________________________________________________________________
____________________________________________________________________________
2. Line written on an accident report:
The cause of the accident was a guy in a small car with a big mouth!
____________________________________________________________________________
____________________________________________________________________________
3. In the classified ads:
For sale: large dining room set perfect for big family made of solid oak.
____________________________________________________________________________
____________________________________________________________________________
4. Another ad:
Holiday bazaar—hundreds of gifts for the hard-to-find person.
____________________________________________________________________________
5. Sign in a pet store: We will sell goldfish to anyone in a glass bowl.
____________________________________________________________________________
6. Road sign: Drive slower when wet.
______________________________________________________
______________________________________________________
7. Sign in a clothing store: Huge pants sale!
______________________________________________________
______________________________________________________
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Unit 4
58
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
IDEAS AND CONTENT (PREWRITING): Review
A. Each of the following topics is too general to be well-developed
in one paragraph. Narrow each subject to make it much more
specific. Be sure your topic is focused enough to develop in
just one paragraph!
1. weekends ___________________________________________
2. fashion facts ______________________________________
3. making money ___________________________________
4. do-it-yourself projects ________________________________
B. Select one of the narrowed topics you wrote in Part A.
1. Write a topic sentence for a paragraph on that topic.
___________________________________________________________________________
___________________________________________________________________________
2. What is your purpose for writing the paragraph?
a. to inform c. to persuade e. to entertain
b. to instruct d. to describe
3. What verb tense did you use in your topic sentence?
a. written in the present tense b. written in the past tense
4. From what point of view is your topic sentence written?
a. first person b. third person c. second person
C. The writer shifts verb tense in the following sentences. First cross out the incorrect verb.
Then write the correct verb form on the line after the sentence.
1. In 1901, President William McKinley was shot
by an assassin and dies in a Buffalo, New York,
hospital. ______________________
2. The killer, Leon Czolgosz, said he was against
all government and has always wanted to kill
a great leader. ______________________
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Unit 5
40
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
DEVELOPING PARAGRAPHS: Comparing and Contrasting
An effective way to develop a paragraph is to compare or contrast two things. By
comparing (pointing out similarities) and contrasting (pointing out differences), writers can
help readers understand their ideas.
A.
Read the following paragraph, which compares and contrasts two extreme sports.
the sky Is the lImIt
Both sky diving and sky surng take nerve and skill! In both activities,
jumpers leap from an airplane. Similarly, they rely on parachutes to take
them safely to the ground. Sky surfers, however, wear a snowboard
strapped to their feet. They need tremendous leg strength to control the
board as they drop feet rst into the face of the wind currents. Sky divers
generally drop head rst, soaring like an eagle in search of prey. Sky divers
often jump solo, thrilled by the awesome solitude. Sky surfers, however,
always jump in teams of two or more, with one jumper wearing the board
while a team member lms the surfer’s stunts. They can then relive the
experience and share the thrill with friends.
In the circles below, write similarities and differences between sky diving and sky surfing.
Three details have been listed to get you started.
SKY DIVING BOTH SKY SURFING
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
B. Writers use certain words to clue readers that they are comparing or contrasting two
things. Decide which words introduce differences and which introduce similarities. Write
D for differences and S for similarities.
drop head first take nerve and skill use more equipment
C.
Reread the paragraph on sky surfing. Circle words that clue the reader that the
writer is either comparing or contrasting.
CHALLENGE: On the back of this sheet, write a paragraph comparing and contrasting two
activities. Make sure your paragraph has a topic sentence and at least three
sentences of support. Remember to use clue words!
1. ____ both
2. ____ but
3. ____ similarly
4. ____ however
5. ____ also
6. ____ likewise
7. ____ in comparison
8. ____ although
Copyright 2015. Saddleback Educational Publishing.
All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
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Unit 5
41
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
DEVELOPING PARAGRAPHS: Cause and Effect
Writers sometimes show a cause-and-effect relationship between ideas.
EXAMPLES:
Many Native Americans died because the Europeans brought new diseases.
Since they didn’t understand the diseases, the natives thought the gods were angry.
A. The following clue words show a cause-and-effect
relationship. Circle the clue words hidden in the
puzzle. They may go up, down, across, backward,
or diagonally. Check off each word as you find it.
___ BECAUSE ___ AS A RESULT
___ SINCE ___ SO
___ THUS ___ THEREFORE
___ DUE TO ___ THEN
___ AFTER ___ CONSEQUENTLY
B. Use the events listed in the box to correctly complete the diagram.
Rock inside Earth heats up Heat melts rock Volcano erupts
Pressure pushes rock upward Heat builds pressure
________________________________
________________________________ ________________________________
________________________________ ________________________________
CHALLENGE: On the back of this sheet, write a paragraph about volcanic eruptions. Base
your paragraph on the diagram in Part B. Use information from the effect
box to write your topic sentence. Then use details from the cause boxes to
develop your supporting details.
O T H E N F T R O T K L
E H V A A F T E R H R M
J E Z S I B E C A U S E
A R B A I M O P A S I J
R E G R Z N A R D O A D
G F I E R D C X G N Y C
C O N S E Q U E N T L Y
R R H U J O K E O G T V
E E N L J N E C T W Q L
J Y O T M Y T S S O S H
EFFECT
➝
CAUSE
➝
EFFECT
➝
CAUSE
➝
EFFECT
CAUSE
CAUSE
CAUSE
CAUSE
➝
➝
➝
➝
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Unit 6
42
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
DEVELOPING PARAGRAPHS: Putting Detail Sentences in Order
How do you organize a paragraph? One of the most common ways is to list details in
order of time. It makes sense to use chronological, or time, order when the paragraph tells
how to do something or what happened.
One detail listed in each item is not in chronological order. Circle the out-of-place detail.
Then draw an arrow to show where it belongs in the sequence of events. The first one
has been done for you.
1. Planting a new lawn
•Dig out the old grass.
•Till the soil and add fertilizer.
•Water the freshly planted seeds thoroughly.
•Roll the soil until it is smooth and level.
•Spread the seeds.
2. The Boston Tea Party
•Colonists decided to protest high taxes on tea.
•They made plans to dump a shipload of tea into Boston Harbor.
•Wearing their costumes, they boarded the ship.
•They seized the boxes of tea.
•They dressed up like Native Americans.
•They tossed the boxes into the water.
3. What makes it rain?
•Water in the ocean evaporates and forms water vapor.
•The water vapor turns into clouds.
•The falling water goes into lakes, rivers, and underground.
•
Winds move the water-filled clouds away from the ocean and over the land.
•Rain, ice, or snow falls from the clouds.
4. The long climb
•Josh and Megan filled their packs with food, water, and other supplies.
•They started up the trail to the top of the waterfall.
•Panting and sweating, they reached the summit.
•They stopped halfway up and shared a sandwich.
•They washed the sandwich down with water.
•The trail got steeper near the top.
CHALLENGE: Words such as first, then, second, next, and after help readers follow the order
of details. On the back of this sheet, rewrite one of the items from above in
paragraph form. Add clue words that make the sequence clear.
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Unit 6
43
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
DEVELOPING PARAGRAPHS: Using Transitions
Good writers use words and phrases that help tie one sentence, point, or idea to another.
These words and phrases, called transitions, are like signposts. They help readers follow
the writer’s thoughts. Read the following paragraph. Notice how the italicized transitions
serve as a guide to meaning.
Some people describe Dr. Miller as unemotional. She is at her
office six days a week, however, caring for her patients. She also
makes after-hours house calls to the elderly. Consequently, I would
call Dr. Miller one of the most caring people I know.
A. Circle the transitional words hidden in
the puzzle. Words may go up, down, across,
backward, or diagonally. Check off each word
as you find it.
___ THEREFORE ___ HOWEVER ___ NOW
___ FURTHERMORE ___ FINALLY ___ THUS
___ FORTUNATELY ___ OTHERWISE ___ THEN
___ CONSEQUENTLY ___ ALSO ___ YET
B. Underline the transitional words and phrases you find in each item. Then think about
the relationship between ideas that the transition shows. On the line that follows the
sentence, write compare, contrast, time, explain, or result to identify the relationship. The
first one has been done for you.
1. Rather than spreading seed, the landscaper planted pregrown grass. Consequently,
the yard was instantly a lush, green lawn. _______________
2. Pecos Bill was a tall-tale hero who tamed bear cubs, wild horses, and cyclones.
In the same manner, Paul Bunyan became known for superhuman deeds.
____________________
3. First, Pecos Bill climbed on a cyclone’s back. Then he wrapped his rope around it
and squeezed out all the rain. ____________________
4. Paul Bunyan had a huge appetite. One time, for example, he ate 3,000 flapjacks at one
sitting. ____________________
CHALLENGE: On the back of this sheet, write two sentences about a real or imaginary hero.
To guide your reader, use a transitional expression from
the hidden word puzzle from Part A in each sentence.
SHOWS RESULT
➝
➝
SHOWS CONTRAST
SHOWS ADDITION
➝
result
E R O M R E H T R U F T
M U F N R E V E W O H H
B T I E S A N O A E P E
M K N Y R E O J N W A R
V L A M O A W C L M C E
L Y L E T A N U T R O F
S L L C L A Y H S E V O
D L Y S L X U Z J T L R
E N O G N S R L H E W E
Y L T N E U Q E S N O C
E S I W R E H T O T E Y
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Unit 7
44
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
DEVELOPING PARAGRAPHS: Review
A. Read the paragraph. Then follow the four instructions.
Although the planet Venus is right next to Earth in our
solar system, it is a different kind of place. Like Earth, Venus
is surrounded with clouds. The clouds of Venus, however,
are not made up of water. They are swirling mists of a chemical
called sulfuric acid. A second big difference between Earth and Venus
is the temperature. Scientists have found that Venus is very hot—about
900 degrees F. On the planet Mercury, it is very hot during the day and very
cold at night. The differences between Earth and Venus would, indeed,
make this neighboring planet an unlikely place for Earthlings to live!
1. Underline the topic sentence that states the main idea of the paragraph.
2. Draw a line through the one detail sentence that does not support the main idea.
3. Circle a transitional word or phrase the writer uses to guide the reader.
4. Circle the letter of the method the writer uses to develop the paragraph.
a. facts and figures c. compare and contrast
b. example d. cause and effect
B. Read the following list of supporting details. Then write a topic sentence that makes sense.
(name of your city, apartment building, street, country, or planet)
• The ground shakes as the Earth’s crust
moves.
• Sometimes buildings crumble, injuring or
killing the people inside them.
•
Bridges can collapse.
• Gas and water mains can break.
• Entire cities have been nearly
destroyed.
TOPIC SENTENCE: _________________________________________________________________
________________________________________________________________________________
CHALLENGE: On the back of this sheet, write a paragraph that begins with the following
topic sentence.
There is no place like _____________________________, the place I call home.
Include at least three sentences of support. After your paragraph, tell whether you used
facts and figures, examples, comparison and contrast, or cause and effect to develop your
paragraph.
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Unit 7
45
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
IDEAS AND CONTENT (PREWRITING): Determining Purpose
Before writing, it’s important to think about why you are writing. What do you want your
readers to gain from your work? What purpose will your writing accomplish?
COMMON PURPOSES FOR WRITING:
EXAMPLES:
• to describe or explain ...........travel guide, assembly instructions
• to entertain ...........................humorous poem, mystery story
• to inform ...............................news story, science report
• to persuade ..........................political campaign speech, ad
A.
Each sentence below is the first sentence of a paragraph.
On the line after each sentence, write describe, entertain,
inform, or persuade to show the writer’s purpose.
1. The deeper we dove, the more beautiful and
mysterious the undersea world became. ________________________
2. In the 1800s, the Cherokee tribe made one of
the saddest journeys in American history. ________________________
3. My brother Devin (better known as Devin
the Devil) was up to his tricks again! ________________________
B. For each subject, write topic sentences that suggest two different purposes.
1. subject: bird feeders
a. how to build a bird house (inform) _________________________________________
_________________________________________________________________________
b. why people should buy bird houses (persuade) _____________________________
_________________________________________________________________________
2. subject: tornadoes
a. the causes of tornadoes (inform) ___________________________________________
_________________________________________________________________________
b. experiencing a tornado (describe) _________________________________________
_________________________________________________________________________
3. subject: dogs
a. a humorous experience with a dog (entertain) ______________________________
_________________________________________________________________________
b. why people should adopt a homeless dog (persuade) ________________________
_________________________________________________________________________
CHALLENGE: Develop one of the ideas from Part B into a paragraph. Write your paragraph
on the back of this sheet. Identify your purpose for writing.
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All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
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Unit 8
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Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
IDEAS AND CONTENT (PREWRITING): Narrowing Your Topic
When you plan your paragraphs, remember this saying:
“Don’t bite off more than you can chew.” Many subjects
are too broad to be covered in one paragraph. The subject
automobiles, for example, is too general. Narrow a topic
so you can support it fully with specific details.
automobiles ➜ early automobiles ➜ my grandfather’s rst car
A.
Circle the topic in each group that is narrow enough to develop
in a single paragraph.
1. cooking foreign cooking making a pizza ethnic restaurants
2. senior citizens retirement homes a visit with Grandpa
3. my favorite website computers the Internet
4. winter the seasons snow building a snow fort
5. school my school the worst school rule school rules
6. an unforgettable character my favorite book my favorite mystery
7. my family brothers and sisters advantages of being the oldest child
8. cats my cat Spooky how Spooky the cat got her name
B. Narrow each of the following subjects to a topic suitable for one paragraph. Write the
more specific topic on the line. The first one has been done for you.
1. TV ➞ TV commercials ➞ _____________________________________________________
2. books ➞ children’s books ➞ ___________________________________________________
3. horror films ➞ Frankenstein ➞ _______________________________________________
4. occupations ➞ jobs for teens ➞ _______________________________________________
5. biking ➞ bike safety ➞ ______________________________________________________
6. hobbies ➞ photography ➞ ____________________________________________________
7. presidents ➞ Abraham Lincoln ➞ _____________________________________________
8. driving ➞ teenage drivers ➞ __________________________________________________
CHALLENGE: On the back of this sheet, write a paragraph based on one of the topics on this
worksheet. Make sure your topic is narrow enough!
the worst TV commercial I’ve seen
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Unit 8
47
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
IDEAS AND CONTENT (PREWRITING): Writing to Persuade
Writers sometimes aim to persuade. They want their readers to
accept their opinion about something. In a persuasive paragraph,
the topic sentence should clearly state the writer’s opinion.
EXAMPLES:
Parker Starkweather is the best choice for city council!
In my opinion, the minimum wage is too low.
A. Check the sentences that would likely begin a persuasive paragraph.
1. _____ Believe it or not, tropical fish make great companions.
2. _____ In my opinion, e-mail will never replace the old-fashioned phone call.
3. _____ When I moved to Minnesota, I found out just how cold winter can be!
4. _____ Scientists believe there may have been life on Mars.
5. _____ Every tax dollar spent on space exploration is a dollar well-spent!
B. Writers must be able to back up their opinions with good reasons. You can support your
opinion with facts and figures, examples, and cause and effect relationships. Think about
persuasive details you might use to develop one of the topics in the box. Then use the
details to fill out the web-diagram below.
electing a class officer the value of the Internet legal driving age
violence on the screen curfews for teens a terrific product
CHALLENGE: Artists can also use their work to persuade. Political cartoons, posters, and ad
pictures express opinions. On the back of this sheet, create a cartoon, poster, or
ad that reflects the opinion you expressed in Part B.
detail detaildetail
TOPIC SENTENCE
EM ROF ETOV
. . . ESUACEB
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Unit 9
48
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
IDEAS AND CONTENT (PREWRITING): Writing to Inform
A paragraph that informs shares information with the reader. A paragraph about the
childhood of a famous person, for example, would be informative.
A.
Remember to limit your topic so you can present specific details.
Circle the topic in each pair that would be most appropriate for
an informative paragraph.
1. fads of the 1920s / the Roaring Twenties
2. King Tut / mummies
3. diseases / chicken pox
4. the solar system / meteorites
5. nutrition / Vitamin C
One good way to begin an informative paragraph is with a clear definition.
EXAMPLES:
Vincent Van Gogh was a Dutch painter known for his use of bold, vivid color.
The garter snake is the most common harmless snake in the United States.
B. Write definition statements for five of the topics in the box. Make sure that each
definition could serve as a topic sentence for an informative paragraph. (Use a dictionary
or an online resource if you need help with facts.)
1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
4. _____________________________________________________________________________
5. _____________________________________________________________________________
CHALLENGE: Choose one of the definition statements you wrote in Part B. On the back
of this sheet, write three details you would use to develop the definition as a
topic sentence.
asteroids
Isaac Newton
the pyramids
broccoli
the blue whale
Shirley Temple
the Grand Canyon
hibernation
James Bond
arachnids
Alcatraz Island
Frankenstein
volcanoes
the lunar eclipse
the Liberty Bell
William Shakespeare
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Unit 9
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Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
my bus stop
1. What do you see?
2. What do you hear?
3. What do you smell?
4. What might you touch?
5. What is one small detail that
is special about the place?
IDEAS AND CONTENT (PREWRITING): Writing to Describe
A descriptive paragraph needs specific details to create a picture in the reader’s mind.
Like other types of paragraphs, a descriptive paragraph must have a topic sentence and
supporting details.
A.
Each topic listed below is too general. Narrow it down to a topic suitable for one
paragraph. Ask yourself: Could I create a clear picture for my reader in four or five
sentences? The first one has been done for you.
1. my town ➞ ____________________ 4. the ocean ➞ ______________________
2. Italian food ➞ ____________________ 5. spring ➞ ______________________
3. my house ➞ ____________________ 6. trees ➞ ______________________
Clear description creates not only a visual picture,
but a complete image. You can help your reader understand
your experience by using more than one sense to describe.
B.
Each word below appeals to one of the following senses.
Complete the chart by writing each word in the correct category.
sour beeping sparkling frigid fragrant handsome
slimy slender delicious silent sweltering earsplitting
SIGHT HEARING TASTE SMELL TOUCH
C. Add two descriptive words of your own to each category in Part B.
CHALLENGE: Think of a place that you really like or especially dislike. Picture yourself
there. On the back of this sheet, answer these questions:
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Unit 10
37
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
DEVELOPING PARAGRAPHS: Stating the Main Idea
The first sentence in a paragraph often states the main idea. We call this the topic
sentence. All the details in the paragraph relate to the main idea.
A.
Underline the topic sentence that states the main idea of this paragraph.
The ancient Maya had some unusual ideas about beauty. They thought
that sloping foreheads were lovely, so they strapped cradle boards against
a baby’s forehead. Pressure from the boards molded the infant’s soft skull
bones almost to a point. The Maya also found crossed eyes attractive.
They would hang a bead from a lock of hair between a child’s eyes. As a
child focused on the dangling bead, its eyes would cross.
B. Read each list of details. Then circle the letter of the sentence that best states
the main idea.
1. Details:
• Benito Pablo Juarez was born
in 1806.
• He came from a poor family and
worked hard to get an education.
• Juarez became the president of
Mexico in 1861 and again in 1867.
• He once said, “Let the people and
government respect the rights of all!”
Main idea:
a. Benito Pablo Juarez was one of Mexico’s greatest leaders.
b. Education is important for success.
c. Mexico has had many great leaders.
Main idea:
a. There are many different ways to raise money.
b. Our garage sale was a huge success.
c. There are many good ways to spend $600.00.
CHALLENGE: The paragraph below is lacking a topic sentence. On the back of this sheet,
write a topic sentence that states the paragraph’s main idea.
Lola does her chores cheerfully. She has something good to say about
everybody—even our grouchy boss at Burger World. A smile constantly
lights her face.
• We sold some things for more
than our asking price.
• By evening, we were exhausted,
but $600.00 richer!
2. Details:
• When we began our garage sale at 9:00
A.M.
,
customers were lined up and waiting.
• By noon, all the biggest items had been
sold.
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Unit 10
38
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________
DEVELOPING PARAGRAPHS: Using Relevant Details
You know that the topic sentence in a paragraph states the main idea. A sentence that
does not relate to that main idea does not belong in the paragraph.
A.
Circle the two illustrations that do not relate to the main idea of this topic sentence:
Certain occupations require great courage as well as skill.
B. Circle the letter of the item that does not support the topic.
1. topIc: a camping trip
a. setting up the tent c. hearing noises in the woods
b. lighting the campfire d. shopping at the mall
2. topIc: Fourth of July fun
a. fireworks b. sunburns c. barbecues d. parades
3. topIc: characters on the bus
a. the whining toddler c. the broken seat
b. the humming man d. the wisecracking bus driver
4. topIc: the pet shop
a. puppies b. parakeets c. candles d. canaries
C. Read the paragraph. Then underline the topic sentence that expresses the main idea.
Finally, draw a line through the one sentence that does not develop the main idea.
Cinco de Mayo, which means the Fifth of May, celebrates a Mexican victory
over the French. In 1862, France was trying to take over Mexico. Less than 20
years earlier, Mexico had been at war with the United States. When French troops
attacked the town of Pueblo, Mexican soldiers and farmers fought side by side.
They held back an army three times larger. Although France took over Mexico the
following year, Cinco de Mayo honors the patriots of 1862.
CHALLENGE:
On the back of this sheet, write a paragraph about one of the boldface
topics from Part B or another topic of your choice. State your main idea
clearly in a topic sentence. Be sure that every detail sentence supports
the main idea.
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Unit 11
39
Beginning Writing 1 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
DEVELOPING PARAGRAPHS: Using Facts and Examples
It’s important to support your paragraph’s topic
sentence with specific details. Writers often use facts
and figures or examples to develop their main idea.
A.
Underline the topic sentence in each paragraph.
Then write facts/figures or examples to show
how the main idea is developed.
1. The great white shark is one of the world’s most powerful and efficient hunters.
Up to five rows of razor-sharp teeth line its huge jaw. An adult may reach a length of
18 feet and a weight of 3,500 pounds. The largest recorded great white was 21 feet
long and 7,000 pounds! The great white can see its prey from 30 to 40 feet away. It
can follow the smell of blood and easily track its next meal.
METHOD OF DEVELOPMENT: _____________________________________
2. Most often the great white shark will not threaten humans. A group of Florida
deep-sea divers faced a great white while filming undersea life. As it circled them,
the divers stayed calm. They knew that humans are not a shark’s favorite menu item.
Because a shark is more likely to attack a lone swimmer, the divers stayed
close together. The great white circled again. Then it moved on.
METHOD OF DEVELOPMENT: _____________________________________
B. A topic sentence can be developed in more than one way. Before each topic sentence, write
FF for facts and figures or EX for examples to tell how you would most likely develop the
main idea.
1. _____ Some unusual characters live in my apartment building.
2. _____ Fair-weather states are the fastest-growing places in America.
3. _____ Baseball’s Babe Ruth was a record-breaker!
CHALLENGE: Choose one of the topic sentences below. On the back of this sheet, write a
paragraph using facts and figures or examples to develop the idea. Write at
least three detail sentences to support your topic sentence.
TOPIC SENTENCES: Football (or any sport) can be very dangerous.
The year 2007 was one to remember!
Ignoring safety rules can get a biker in trouble.
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Unit 11
46
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
GETTING STARTED (PREWRITING): Selecting Topics
Before you write, make sure the topic you choose is appropriate to your assignment.
• Make sure you can handle the topic. If you don’t intend to do research, be sure
you can support the main idea with your own knowledge and experience.
A. Put a checkmark (✓) by topics you could write about without researching outside sources.
1. _____ a ski trip
2. _____ the eruption of Mount
St. Helens
3. _____ why mountains erupt
4. _____ the childhood of
Abraham Lincoln
5. _____ a lunchroom disaster
6. _____ how to make a two-layer cake
7. _____ the inventions of Thomas Edison
8. _____ my sister’s stamp collection
9. _____ the life cycle of a butterfly
10. _____ a moonlight walk
• Don’t choose a topic that is too narrow. You should be able to think of at least
three important points to develop your topic sentence.
B. Put a plus (+) by topics that are broad enough to develop into an interesting paragraph.
Put a minus (–) by those that would probably be too limited to provide interesting details.
1. _____ How to open a can
2. _____ My new pencil sharpener
3. _____ My new hobby
4. _____ How to mail a letter
5. _____ What I ate for breakfast
6. _____ Disaster at the breakfast table
• Don’t choose a topic that is too broad. For example, you could not fully cover
“Pollution” in one paragraph. If, however, you limited the topic to “Saving
energy at home,” you could do the subject justice by presenting specific details.
C. Underline the one topic in each group that is narrow enough for a paragraph.
1. special effects / how the movies make men fly / movies I have seen
2. a touchdown to remember / college football / the San Francisco Giants
3. food / restaurants / my favorite restaurant
CHALLENGE: On the back of this sheet, narrow each broad subject below by making it
more specific: houses, bugs, novels, family, fish.
Copyright 2015. Saddleback Educational Publishing.
All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
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Unit 12
47
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
GETTING STARTED (PREWRITING): Recognizing Your Audience
Before you write, think about who your readers are likely to be. This will help you
determine the tone and style of your writing. Consider the interests of your particular
audience. Are you writing for teachers or for teenaged friends? Are you writing for
preschool children or for prospective employers?
AS YOU PLAN YOUR WRITING, ASK YOURSELF:
•
Who are my readers?
•
Is my subject appropriate for this audience?
•
What tone—formal or informal, humorous or serious—is appropriate for this audience?
•
How much or how little does the audience know about my subject?
A. Write a letter to match each topic in the first column with a likely audience listed in the
second column. (You may use a letter more than once.)
1. _____ the purpose of the 19th Amendment
2. _____ how to have an awesome weekend
3. _____ why I’m right for the job
4. _____ Lulu Bear’s trip to the hospital
5. _____ why I should be elected class president
a. classmates
b. teachers
c. employers
d. children
B. Imagine you are describing some simple thing to readers who have absolutely no
knowledge of that thing. For each topic, write a descriptive sentence that involves
several senses.
1. Describe a snowstorm to a person who have never left the tropics.
____________________________________________________________________________
____________________________________________________________________________
2. Describe a sunset to a person who is blind.
____________________________________________________________________________
____________________________________________________________________________
3. Describe thunder to a person who is deaf.
____________________________________________________________________________
____________________________________________________________________________
CHALLENGE: Choose one title and write a paragraph directed at the teachers in your school.
Then write a second paragraph directed at your fellow students. If you keep
your audience in mind, your paragraphs may differ in content and will surely
differ in style! Write on the back of this sheet.
TOPICS: •Down With the Dress Code! •Thoughts on Homework
•Secrets of Success •A Movie I T
hink You’d Enjoy
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Unit 12
48
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
GETTING STARTED (PREWRITING): Recognizing Your Purpose
Your paragraphs will be stronger if you are clear about your purpose before you write.
Suppose you are writing a paragraph about the legal driving age in your state. If your
purpose was to inform, what details would you likely include? If you are writing to
persuade, what details would you include? As you plan your writing, ask yourself:
• What is my reason for writing?
• What effect do I want my writing to have?
A. Read the list of topics. Using choices from the box, write the most likely purpose next
to each topic. The first one has been done for you.
to inform to compare/contrast to persuade to describe to entertain
1. how your city got its name ___________________________________
2. the wacky adventure of Detective Duck ___________________________________
3. consumer choices: hybrid car vs. SUV ___________________________________
4. Waikiki sunset ___________________________________
5. Amber Aguero for class president ___________________________________
B. Think about the broad topic, “city life.” On the lines below, write three different topic
sentences for three different purposes.
1. PURPOSE: to persuade readers to visit your city
TOPIC SENTENCE: _______________________________________________________________
_____________________________________________________________________________
2. PURPOSE: to compare your city with another city
TOPIC SENTENCE: _______________________________________________________________
_____________________________________________________________________________
3. PURPOSE: to describe the most beautiful (or ugliest ) spot in your city
TOPIC SENTENCE: _______________________________________________________________
_____________________________________________________________________________
CHALLENGE: On the back of this sheet, use one of the sentences you wrote in Part B as the
topic sentence of a paragraph. Keep your purpose in mind as you add details
to your paragraph.
to inform
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Unit 13
49
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
GETTING STARTED (PREWRITING): Generating Writing Topics
Student writers sometimes complain that they have nothing to write about. If you’re living
in this world, you have something to say about it! The things you see, smell, taste, hear,
and touch are there to describe. Look in a newspaper or magazine for articles that spark
your interest. Check inside your own head. There are memories, opinions, and ideas in
there! The exercises on this page should help you collect some writing ideas.
A.
Look around! Think about things you see every day—such as the sun coming through
the fog or a line of people at the movie theater. List six interesting scenes you’ve already
seen today.
1. _______________________________ 4. _______________________________
2. _______________________________ 5. _______________________________
3. _______________________________ 6. _______________________________
B. Read with interest! Scan headlines and interesting articles in a newspaper or
magazine. On the lines below, list six topics that you found exciting, weird, or in
some way interesting.
1. _______________________________ 4. _______________________________
2. _______________________________ 5. _______________________________
3. _______________________________ 6. _______________________________
C. Get inside your head! What are your own hopes, dreams, and opinions? What unique
memories could you share? Answer the following questions.
1. What is something you believe in and could persuade others to believe?
____________________________________________________________________________
____________________________________________________________________________
2. What experience stands out in your mind from this past year?
____________________________________________________________________________
____________________________________________________________________________
3. What one thing do you wish would happen to you tomorrow?
____________________________________________________________________________
____________________________________________________________________________
CHALLENGE: On the back of this sheet, write a paragraph based on one of the ideas you
generated above.
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Unit 13
50
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
GETTING STARTED (PREWRITING):
Plan Ahead: Diagramming and Outlining Ideas
Writers who begin their paragraphs without planning ahead may find themselves
rambling. A little preplanning can make your writing more manageable and the final
results a lot clearer. Practice two simple ways to plan a paragraph:
• Try making a web diagram of your paragraph before you write. Write the main idea in
a center circle. In surrounding circles add several details that support the main idea.
EXAMPLE:
Complete the web diagrams with details. Make sure each detail supports the idea stated
in the center circle. Add more outer circles if you need to.
• You can also plan a paragraph by making a simple outline showing your main idea
and supporting details.
EXAMPLE: I. The day my appliances turned against me
a. computer glitch caused history r
eport to disappear
b. micr
owave over-zapped lunch into a pile of ashes
c. vacuum blew dust out instead of sucking it in
d. cell phone erased text message fr
om boyfriend
CHALLENGE: On the back of this sheet, make simple outlines for paragraphs on two topics
of your choice.
a terrIfyIng aIrplane flIght
took off in snowstorm
“fasten seatbelt” sign flashed
rough landing
terrible turbulence
captain’s voice over loudspeaker
MY DREAM JOB
OUR HOLIDAY CELEBRATION
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Unit 14
58
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
1. Choose a topic.
2. Do the research. Find information
and take notes.
3. Write an outline.
4. Write a rough draft. Then proofread, revise,
and write a final copy of the report.
5. Write a bibliography—a list of the sources
you used for information.
When you choose a report topic, ask yourself the following questions: Is the topic limited
enough to cover in two or three pages? Will it be easy for you to find enough information
on your topic?
A.
Answer the following questions in complete sentences.
1. What is the purpose of a report? _____________________________________________
_____________________________________________________________________________
2. Would the United States be a good topic for a report? Why or why not?
_____________________________________________________________________________
_____________________________________________________________________________
3. If you were writing a report on the bald eagle, what are two places you might look
for information? ______________________________________________________________
_____________________________________________________________________________
4. What is a bibliography? _____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
B. Put a checkmark by each item that would be called a report.
WRITING A REPORT: What Is a Report?
A report gives information on a selected topic. Sometimes your teacher may assign
the report topic. Other times, you may be asked to choose a topic yourself.
WRITING A REPORT INVOLVES THE FOLLOWING STEPS:
1. _____ a funny story you heard
from your brother
2. _____ an advertisement for a
laptop computer
3. _____ information about how
a hybrid car operates
4. _____ a poem about the sea
5. _____ information about
Mount Rushmore
6. _____ a story about a shopping trip
7. _____ information about Hurricane
Katrina
8. _____ information about the famous
baseball player Babe Ruth
CHALLENGE: Imagine your teacher has asked you to write a two- to three-page report. On
the back of this sheet, list three topics you would like to write about.
Copyright 2015. Saddleback Educational Publishing.
All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
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Unit 14
59
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
WRITING A REPORT: The Report Introduction
A typical report has three parts: a one-paragraph introduction, a body of at least three
supporting paragraphs, and a one-paragraph conclusion. The report introduction serves
the same purpose as a paragraph’s topic sentence. It presents the main idea and sparks
interest. The introductory paragraph does not need to be long. Usually, two or three
sentences will serve the purpose.
A.
Write T or F to show whether each statement is true or false.
1. _____ A report has an introduction, a body, and a conclusion.
2. _____ The introduction tells what the report is about.
3. _____ The introduction is usually two or three paragraphs long.
4. _____ The body is usually made up of only one paragraph.
5. _____ A report begins with a conclusion and ends with an introduction.
B. Which introduction in each pair most clearly presents the topic and serves to interest
the reader? Circle the letter of the best introduction.
1. a. Among the heaviest of all land mammals is the hippopotamus. Although its
name means “river horse,” this gigantic beast is not related to the horse at all.
To study the hippopotamus, we’ll journey to the swamps, streams, and marshes
of tropical Africa.
b. Many animals live in Africa. These include the elephant, lion, hippopotamus,
and zebra. I am going to write about one of them.
2. a. The 1930s were among the toughest economic times American workers have
seen. Factories shut down and banks closed. There were few jobs. This was the
Great Depression.
b. This report is about people losing their jobs and not being able to pay
their bills. That is a terrible thing, as you can well imagine. I would sure
hate it if my family had no income, and we had to give up our home and
live on the streets!
3. a. This report is about dreams.
b. Where do elephants fly and shoppers
wear pajamas to the mall? In dreams!
Understanding dreams—both the happy
ones and nightmares—requires looking
at what happens as people sleep.
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Unit 15
60
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
WRITING A REPORT: The Body of the Report I
There are three parts to a report: the introduction, the body, and the conclusion. The
body of the report includes paragraphs of information about the subject. Each paragraph
begins with a topic sentence. The other sentences in the paragraph give details to
support the topic sentence.
The topic sentences below could begin paragraphs in the body of a report about alligators.
Read the detail sentences that follow. Ask yourself which topic sentence each detail
sentence would support. Mark the letter of the topic sentence next to the detail sentence.
The first one has been done for you.
TOPIC SENTENCES
a. Alligators are large animals
with a lizard-like appearance.
b. Alligators are powerful hunters.
c. Alligators are often mistaken for
crocodiles, but are different from them in some ways.
DETAIL SENTENCES
1. _____ The alligator has a much larger, broader snout than the crocodile.
2. _____ Alligators eat small animals that live in or near water.
3. _____ Large male alligators have been known to attack pigs, dogs, and cattle.
4. _____ The tough skin of the alligator is a dull gray and dark olive color.
5. _____ Luckily, alligators seldom attack humans.
6. _____ Alligators have a different tooth pattern than crocodiles.
7. _____ The alligator’s short, stout legs are used for walking but not for swimming.
8. _____ Alligators are much less active and less savage than crocodiles.
9. _____ The alligator’s bulging eyes stick up above its skull.
10. _____ For the most part, alligators and crocodiles inhabit different regions.
11. _____ With its mighty jaws, the alligator grabs its prey and drags it under the water.
12. _____ Most adult alligators range from 5 to 12 feet in length.
CHALLENGE: On the back of this sheet, begin a paragraph with one of the topic sentences
from above. Use information from the detail sentences to support the idea
and complete the paragraph.
c
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Unit 15
61
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
WRITING A REPORT: The Body of the Report II
A. Write a letter to match each topic sentence with a detail sentence that would appear
in the paragraph.
TOPIC SENTENCES
1. _____ Many young adults gain
experience by working as
interns.
2. _____ Young people can earn good
pay working as restaurant
servers.
3. _____ Volunteers choose to lend a
hand for many reasons.
4. _____ A bike rider’s clothing can
prevent disaster.
5. _____ The kitchen is one of the
most dangerous rooms in
the house.
DETAIL SENTENCES
a. Pots and pans on the stove will be safer
with their handles turned toward the
back.
b. Volunteers can learn new skills and
make new friends while helping others.
c. TV stations often employ inexperienced
trainees who learn the business working
behind the scenes.
d. A friendly employee may receive big tips
from happy customers.
e. Even a short trip can end in a bad fall,
so it’s important to wear a helmet at
all times.
B. Select an animal that interests you. On the lines below, write a paragraph that could
appear in the body of the report. Begin the paragraph with a topic sentence. Then write
at least three sentences of supporting details. (Use a library book, textbook, Internet
information, encyclopedia volumes, or an electronic encyclopedia for information.)
TOPIC SENTENCE: ____________________________________________________________
________________________________________________________________________________
DETAIL SENTENCES: __________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Unit 16
62
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
WRITING A REPORT: The Report Conclusion
The conclusion of a report should refer back to the introduction. The concluding
paragraph usually restates the subject, sums up the information, and leaves the reader
with an interesting statement.
You might recognize the following introduction from an earlier exercise. Reread the
introduction and compare it with the report’s conclusion. Circle a letter to answer
each question that follows.
INTRODUCTION
The 1930s were among the toughest economic times American workers have ever
seen. All over the country, factories shut down and banks closed. There were very
few jobs. This was the Great Depression.
CONCLUSION
The Great Depression nally ended as World War II factories hired workers to
build tanks and make guns. The era of hardship, however, would remind future
generations that a “bust” can follow a “boom.” The Great Depression taught many
Americans to appreciate times of plenty and plan ahead for leaner years.
1. What is the topic of the report?
a. different generations throughout American history
b. saving for the future
c. the Great Depression
2. The writer related the topic to modern readers by saying that
a. World War II ended the Great Depression.
b. the Great Depression taught future generations to plan ahead
f or bad economic times.
c. the Great Depression was really terrible.
3. How do the introduction and conclusion compare in length?
a. They are about the same length.
b. The conclusion is much shorter than the introduction.
c. The conclusion is much longer than the introduction.
CHALLENGE: Below is the introductory paragraph of a report. On the back of this sheet,
write a concluding paragraph that restates the subject and leaves the reader
with an interesting summary.
INTRODUCTION
Most people have missed school or work because of a cold. They’ve suffered
the runny nose, sore throat, and fever of the illness. What exactly is a cold, and
what can be done to avoid or cure one?
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Unit 16
64
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
WRITING A REPORT: Finding Information: Using an Almanac
An almanac is a good source for report information. This reference book contains facts,
statistics, records, and various types of information for current and past years. You can
look up the topic you need in the almanac index.
Use an almanac to answer the following questions. Circle the letter of the answer.
1. Who was chosen as the National Basketball Association’s (NBA’s)
most valuable player in 2006?
a. Steve Nash b. Michael Jordan c. Shaquille O’Neal
2. What is the chief crop of Idaho?
a. pineapples b. potatoes c. walnuts
3. What is the wettest spot in the world?
a. Portland, Oregon b. Tripoli, Libya c. Mount Waialeale, Hawaii
4. What is the leading cause of death in the United States?
a. skin cancer b. accidents c. heart disease
5. What is the population of Norway?
a. between four and b. between four and c. less than
five million five billion two million
6. How many electoral votes did George Bush receive in the 2000 presidential election?
a. 271 b. 379 c. 430
7. Where did a major nuclear accident take place in 1979?
a. Tsuruga, b. Idaho Falls, c. Middleton,
Japan Idaho Pennsylvannia
8. Who was President Richard Nixon’s Secretary of State in 1973?
a. Henry Kissinger b. Madeleine Albright c. Condoleezza Rice
9. Which U.S. state consumes the most energy in a year?
a. Vermont b. Texas c. Arizona
10. Which country produces the majority of the world’s energy?
a. United States b. Saudi Arabia c. Venezuela
CHALLENGE: On the back of this sheet, write three questions someone could answer
by looking in an almanac. Then change papers with a classmate. Use an
almanac to find information that answers your classmate’s questions,
and write your answers.
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Unit 17
66
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
WRITING A REPORT: Taking Notes
What do you do when you’ve found some good sources of information for your report?
You need to read and take notes. Turn first to the table of contents and/or index. These
sections will help you locate the information you need.
A.
Use the following portion of an almanac index to answer the questions below.
Ice hockey, See Hockey, Ice
Iceland 113, 454, 498, 573
Ice skating, See skating
Idaho 540–41
Agriculture 136–37
Governor, state officials 98, 100
Population 378–380
Temperature, precipitation 221
Iditarod sled race 984
1. In what order are index topics arranged?
________________________________________
2. What letter would you look under to find information on ice hockey?
_______________
3. On what page would you find information on Alaska’s Iditarod sled race? ___________
4. How many pages contain information on Iceland? ________________________________
Next you will take notes on information you think you could use in your report. Here are
some note-taking tips: Include only information that relates to your topic. Do not write in
complete sentences unless you want to use a direct quote from the information. Be brief
and to the point. Feel free to abbreviate words. Use asterisks (*) or other marks to call
attention to the most important points.
B.
Suppose you’re writing a report on the history of basketball. Read the following selection.
On the back of this sheet, take notes on the information you could use for your report.
Basketball is an exciting team game that draw millions of American spectators
each year. Traditionally, basketball season in the United States lasts from early fall
until late spring. The best players combine teamwork, speed, and agility.
A game much like basketball was played by the ancient Mayas of Mexico. The
modern game of basketball was invented in 1891 by James Naismith, a teacher
at a boys’ school in Springeld, Massachusetts. Hoping to develop an indoor
sport for the cold winter months, Mr. Naismith nailed a peach basket to the wall
of the schoolroom. He divided his class into two teams and challenged them to
see which side could toss a soccer ball into the peach basket more often. Luther
Halsey Gulick, head of the school’s physical education department, added new
rules to Naismith’s game. From that start, basketball has grown to become a major
part of school athletic programs throughout the country.
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Unit 17
67
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
WRITING A REPORT: Getting Organized/Writing an Outline
Once a writer has taken notes, it’s time to make an outline of the report.
Study the sample outline below. Write T or F
to tell whether the statements following the
outline are true or false.
tItle: the hIStory of baSketball
I. Introduction
II. Body
1. The Mayas of Mexico
a. Game called pok-a-tok
b. Played in court similar to basketball court
c. Rock instead of ball
d. Rough sport, losers were sometimes killed
as sacrifices to gods
2. Early America
a. 1891, invented by teacher James Naismith
b. Teams of students threw soccer ball
through peach baskets
c. Game further developed by
Luther Halsey Gulick
3. Modern basketball
a. Compare court, equipment,
rules to earlier days
b. Recreational basketball
c. Professional basketball
III. Conclusion
1. _____ An outline must be written in complete sentences.
2. _____ The purpose of an outline is to organize the report.
3. _____ An outline shows the three main parts of the report: the introduction,
the body, and the conclusion.
4. _____ Each item in an outline is preceded by a numeral or letter.
5. _____ The three main parts of the outline—the introduction, body, and
conclusion—are labeled with lowercase letters.
6. _____ The body of this report will have six paragraphs.
7. _____ One of the paragraphs in the body will be about basketball in early America.
8. _____ The paragraphs will present the history of basketball in time order.
9. _____ On this outline, the student has written the entire introduction as it
will appear in the report.
10. _____ Once the outline is done, the writer knows what ideas the report will cover.
CHALLENGE: Imagine you are writing a report about tourist attractions in your city.
On the back of this sheet, make a simple outline of the report. As a guide,
use the sample outline above.
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Unit 18
70
Beginning Writing 2 • © Saddleback Educational Publishing • www.sdlback.com
name _________________________________________ date _________________________________
WRITING A REPORT: Writing a Bibliography
A bibliography is a list of sources. These include any books, reference books,
or periodicals the writer used to research a topic. Bibliographies list items in
alphabetical order.
Study the sample bibliography. Then underline the words that correctly complete each
sentence below.
Acuna, Luis. The Wildlife of South America. Boston: Worldwide Press, 2007.
“Anaconda.” Our World Encyclopedia, Vol. 1. New York: Educational Publishing
Company, 2006, pp. 45–46.
Martinez, Sonia. “River Serpents.” Traveler’s Guide, June 2006, Vol. 15, p. 14.
1. The bibliography entries are listed in ( alphabetical order
/
the order in
which the writer used them ).
2. When listing a book, first write ( the name of the book
/
the author’s last name ).
3. When listing an encyclopedia article, first write ( the name of the encyclopedia
/
the entry word ).
4. When listing a periodical article, first write ( the name of the article
/
the last name of the article author ).
5. “River Serpents” is the name of a ( periodical
/
periodical article ).
CHALLENGE:
Mavis wrote a report on penguins. She used the four sources named below. On
the back of this sheet, write a bibliography Mavis could include at the end of
her report. Be sure to alphabetize the entries.
Report Sources:
• World of Knowledge Encyclopedia, volume 14, pages 221–223, published in 2005
by Acme Press, which is in Lincoln, Nebraska.
• Arctic Animals by Mika Draper, published in 2003 by Northern Lights Publishing
Co. of Anchorage, Alaska.
• “The Bird in the Tuxedo,” a magazine article by I. M. Freazin, published in
Science Weekly, the January 2006 issue, Volume 15, p. 40.
• Life Science, by Joseph Echo, published in 2004, by School Time Texts, Inc.,
of New York City, New York.
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Unit 18
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