Before
we start to teach
narrative writing (高二下)
1 (50mins)
2/15
Writing with exact verbs
Worksheets
2 (50mins)
2/22
Writing with exact nouns
Worksheets
3 (50mins)
2/29
Writing with exact adverbs
Worksheets
4 (50mins)
3/7
Writing with exact adjectives
Worksheets
5 (50mins)
3/14
Writing with exact propositional phrases
Worksheets
6 (50mins)
3/21,28
Varying sentence types
Worksheets
7 (50mins)
4/3,11
The basic elements of a good narrative
opening, middle, ending
dialogue, voice.(worksheets)
8 (50mins)
4/18,25
Pre-writing
graphic organizer /outlining
A lesson from the textbook
9 (50mins)
5/2,9
Drafting
Adding more details
(worksheets)
10 (50mins)
5/16,23
Writing & revision
Self-revision/peer revision
(revision checklist)
11 (50mins)
5/30
A proofreading guide
(1) Sentence structure
Worksheets
(Run-ons, fragments…)
12(50mins)
6/7
A proofreading guide
(2) Agreement
Worksheets
13 (50mins)
6/14
A proofreading guide
(3) Punctuation and capitalization
Worksheets
14 (50mins)
6/21
Self and peer proofreading
Final copy
A proofreading guide
15 (50mins)
7/23
Explanations of grading
Sharing
16~20(50mins)
暑假期間
7/30~8/17
A picture-oriented story
Pre-writing → drafting→ writing→
revision→proofreading→ publishing
PPT & Worksheets
Writing Good Sentences 句子要多樣化
One type of sentence
I like to look at the stars. I always look for the North Star.
Once I saw a shooting star. I thought it was beautiful.
Different types of sentences
Have you ever noticed how many brilliant stars you can see? Look for the North Star. Once I saw a shooting star. It was so beautiful!
Writing Different Types of Sentences 1-6. Rewrite this science article. Change each underlined statement to a question, a command, or an exclamation. The word in parentheses will tell you which kind of sentence to write.
Revising
When the sun goes down, the night lights come up. This is a beautiful sight to see. (Exclamation) First, you might spend some time looking at the moon. (Command) Moonlight is sunlight reflected off the moon. Then you can move on to the twinkling lights in the sky.(Command) The twinkling lights are stars. Some of the stars we see are more than 2.5 million light years away. (Exclamation) You may notice pinpoints of light that do not twinkle. (Question) They are planets. The night sky is so beautiful. (Question)
1.___________________________________________________________________________________________________________________________
2.___________________________________________________________________________________________________________________________
3.___________________________________________________________________________________________________________________________
4.___________________________________________________________________________________________________________________________
5.___________________________________________________________________________________________________________________________
6.______________________________________________________________
From: English Workbook Plus (Houghton Mifflin)
Sentence Fluency
If you begin your sentences in different ways, your writing will sound more interesting.
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◆ Read each personal narrative. Circle the first word in each sentence. Draw a star next to the narrative that has more variety in the way the sentences begin.
Narrative 1
I looked for Aunt Linda as I stepped off the train. I wondered where she was. I saw her standing outside the station, I raced over to her, and we hugged.
Aunt Linda exclaimed, ‘‘You’re growing like a weed!” We walked to the parking lot and climbed into her car. We talked about all sorts of things as we drove. I looked out the window at all the tall buildings.
We pulled up in front of my aunt’s apartment building. I carefully climbed the stairs to her apartment. I didn’t want to fall. I was so tired! I knew I needed a nap.
Narrative 2
As I stepped off the train, I looked for Aunt Linda. Where was she? Finally, I saw her standing outside the station. It was so good to see her! We raced toward each other and hugged.
‘‘You’re growing like a weed!’’ Aunt Linda exclaimed. Then we walked to the parking lot and climbed into her car. We talked about all sorts of things. I asked her about the tall buildings we were passing, and she told me their names.
Soon, my aunt pulled the car up in front of her building. Carefully, I climbed the stairs to her apartment. The last thing I needed was to fall! Boy, was I tired? A nap was certainly in store for me.
★ To vary the way your sentences begin, you can start with different subjects, add introductory or transition words, or rearrange sentence parts.
From: Daily 6-Trait Writing (Evan-Moor)
Sentence Fluency
Complex sentences help your writing flow. A complex sentence is an independent clause and a dependent clause joined by a subordinating conjunction.
Subordinating Conjunction
after because until when while before
◆ Underline the complex sentences. Circle the subordinating conjunctions.
While we were making popcorn last week, my grandfather told me a funny story about the first time he made popcorn himself.
Because there were no microwave ovens back then, popcorn was usually cooked in a pot on the stove.
So, Grandpa went to the barn and grabbed some ears of popping corn that his family grew. After removing the dried kernels from the cob, he poured some oil into the bottom of a pot. Then he put the pot on the stove and turned it on. He made sure the oil got hot before he dropped the corn into it. Then he carefully shook the pot to keep the kernels from burning. However, grandpa had forgotten an important step. He hadn’t put the lid on the pot. He didn’t realize this mistake until popcorn started flying all over the kitchen. Thankfully, Grandpa’s trusty dog Gobber came running when he heard the noise. Gobber was more than happy to help clean up.
Sentence Fluency
Make your writing flow by combining short, choppy (斷斷續續) sentences into
compound sentences.
◆ Underline any pairs of sentences that sound choppy or don’t flow naturally together.
The citizens of Seaside must support the efforts of the Piping Plover Committee. The piping plover is a beautiful little bird. Its future is threatened. It faces special dangers on our beaches during its nesting season. Someone taking a walk on the wrong part of the beach could destroy a plover’s nest and eggs. Pets allowed to roam free on the beach kill birds. We all want to be able to walk anywhere on the beach. The plover pays the price for our actions. What can we do? Respect the fenced nesting areas of the birds. Always supervise your pets. We can follow these simple rules. We can lose the piping plover forever. The choice is up to you. Make the right one.
From: Daily 6-Trait Writing (Evan-Moor)
Sentence Fluency
Begin Sentences in different ways. Use different type of words and phrases to add variety to your writing.
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◆. Read each pair of sentences. Rewrite the underlined sentence so it begins in a different way.
Example: I left the playground. I followed the muddy tracks that headed into the forest.
Following the muddy tracks, I headed into the forest.
1. I heard strange high-pitched noises coming from the bushes. I trembled in my boots! ____________________________________________________________
2. I saw a tiny raccoon suddenly rocket past me. I felt silly for being scared. ____________________________________________________________
3. I returned to my house and immediately called my best friend. I told her what had happened. ____________________________________________________________
4. After I finished my breakfast, I went to my office.
____________________________________________________________
5. When we completed our flying training, we went to the next base.
____________________________________________________________
6. The student finished his homework; then he went to town to see a movie.
____________________________________________________________
7. The pilot attained cruising speed, and he checked his heading.
____________________________________________________________
From: Daily 6-Trait Writing (Evan-Moor)
Ideas
Good writers elaborate on ideas and details to make their writing clearer and more interesting
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◆. Read the two versions of this personal narrative. Underline the details in the revision that show how the writer elaborated on his ideas.
First Draft
Last summer, I spent time with some relatives. They live in an apartment in the town where my uncle goes to college. Before he went to college, my uncle had a good job, but he decided that he wanted to do something else. He was nervous about going to college, but now he likes what he is learning. He told Aunt Joan and me a lot of stories. I learned interesting stuff from him last summer, and now I want to learn more.
Revision
Last summer, I spent a week with my Uncle Richard and Aunt Joan in their cozy, little apartment. They live just down the street from Hart College, where Uncle Richard goes to school. Until two years ago, my uncle was a construction worker. It was a good, steady job. But then he decided that he wanted to be a history teacher and inspire curious, young students. At first, he was nervous about going to college, but soon he was enjoying it too much to be nervous.
Uncle Richard told my aunt and me stories about what he was studying, such as ancient Greece, the Roman Empire, and the Egyptian pharaohs. Pretty soon, she and I both wanted to read more about these fascinating, fun topics. I learned a lot from Uncle Richard. What I really learned, though, was that the more you learn, the more you want to find out!
From: Daily 6-Trait Writing (Evan-Moor)
Ideas
Use vivid sensory details to develop your setting and to make your reader feel as if he or she is there.
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Read the description of this setting for a story. Then use your imagination to answer the questions. Your answers should give details that develop the setting.
Felix spent hours in his new bedroom. The walls were a bright color, which he loved. Air came from the room next door. Sounds came from the kitchen downstairs, too, and a smell filled the room. Some stuff was piled on the dresser, and more stuff was piled on the bed. Shelves on the wall held Felix’s prized collection. Felix moved the stuff from the bed and sat down. He wrapped himself in his favorite blanket and called out to his brother in the next room, ‘‘Hey, Pete, turn that music down!”
1. In what time period and location could the story take place?
_____________________________________________________________
2. What color could the walls of Felix’s room be? Why does Felix love that color?
_____________________________________________________________
3. What kind of ‘‘stuff” is in the room? What kind of collection is on the shelves?
_____________________________________________________________
4. What might the air coming through the window feel like?
_____________________________________________________________
5. What sounds can Felix hear? What kind of smells might be filling the room?
_____________________________________________________________
From: Daily 6-Trait Writing (Evan-Moor)
Using Exact Verbs
Owned
The woman and her son had only a poor shack and a horse
1-10. Replace each underlined verb in this story with a more exact one from each pair of words in the box. Be sure the exact verb fits the meaning of the sentence. Cross out the weak verb and write the exact verb over it.
left returned demanded commented
cracked broke kicked poked
strolled galloped nurse teach
exclaimed sighed marched bicycled
earn grab won carried
Revising
A poor young man named Pavel rode his only horse to work every morning and came home with supper every night. One day the horse got loose and ran away, and the villagers cried, ‘‘What bad luck!”
‘‘Maybe it’s good. Maybe it’s bad,” stated Pavel. ‘‘Who knows? ’’
The next day, Paver’s horse came into his yard with four wild horses chasing it, and the villager said, ‘‘What good luck! The horses will help you get money.”
‘‘Maybe it’s good. Maybe it’s bad,” stated Pavel. ‘‘ Who knows? ’’
The next day, one wild horse hit Pavel and broke his leg, and the villagers cried, ‘‘What bad luck! Now your mother must help you.”
The next day, soldiers came into the village and took every healthy man off to meet the king, but they did not take Pavel. Was it good luck or bad luck?
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
Using Exact Nouns
poppies
Vibrant red flowers carpeted the field.
1-10 Replace each underlined noun in this journal entry with a more exact noun from each pair of words in the box. Be sure the meaning of the noun you choose fits the meaning of this sentence.
Friends kids
Mount Pine Lake Vista
songs adventures
canoe sailboat
ocean creek
jackets shoes
breeze oxygen
deer camel
cliff riverbank
apples carrots
Revising
Every summer some children and I go to camp at the lake. We look forward to many exciting things every summer. Paddling a boat on the water is a real challenge. The morning air is chilly, so everyone wears warm clothes. The air feels cool and refreshing as we race along the rapids. From time to time someone spies animals on the shore. At noontime we make our way to the edge and climb ashore. We listen to the song of a cardinal as we munch on the fruit that we brought for lunch. I can’t think of a more perfect summer day!
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
Writing with Prepositions
Without preposition phrase
Rabbits nibble grass.
With preposition phrase
Rabbits nibble grass in the meadow.
Elaborating Sentences 1-8. Rewrite the paragraph. Elaborate each sentence with a prepositional phrase from the box, or create your own.
Into a huge pile
under the trees
through the park
for the ducks
after lunch
with the long neck
about the warm weather
in the morning
to the swan
Revising
Everyone was excited. We played outside. We rode our bikes. Mom brought a bag of corn and birdseed. The beautiful white swan swam toward us. I threw some of the corn. We watched the squirrels scamper. We raked our leaves and jumped in them.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
Writing with Exact Adjectives
Read this paragraph from a draft of an autobiography. Then rewrite it on the lines below, adding adjectives from the list. (You may also add your own adjectives, if you prefer.) Use at least ten adjectives.
Adjectives
fresh red long delicious clean rusty hot
golden old rough gray bright green dirt
Each day I rode my bike down the road to Aunt Lily’s house. She was usually waiting on the porch, enjoying the sunshine while she worked. Some days she shelled peas or scrubbed potatoes. Sometimes she peeled apples before she cooked them into pies. She wore her apron, and her hair was braided. She loved farm life, and she passed that love to me.
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______________________________________
____________________________________________________________________________
_______________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
Writing with Exact Adverbs
Use accurate adverbs to enhance your verbs and make the action more vivid.
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◆. Read Lucy’s narrative. Fill in the blanks with adverbs from the box.
Adverbs
feverishly selfishly somewhat nervously clearly
halfheartedly generously completely ruthlessly cleverly
When I awoke this morning, my stomach lurched __________. Our school’s mock trial competition was today, and I had been practicing ____________ all month. In our fictional case, Joe Warner, ex-employee of the famous TV producer Arnie Chambers, was charged with vandalism. I was supposed to defend him. Had Warner ____________ destroyed Chambers’ office when Chambers ____________ stole his script and produced a new show with it? The other team’s lawyers thought their case was airtight. ‘‘They’re in for a surprise,” I thought. I was ___________ convinced of Warner’s innocence. But how could I convince the jury? Could I ___________ present my case and bring home the trophy?
From: Daily 6-Trait Writing (Evan-Moor)
98學測佳作 川震 18.5 作者:張鎬哲
(A) It was a sunny morning. In a village on the outskirts of Sichuan, the sun was shining gloriously in the deep, blue sky while the farmers were working very hard in their farm fields. In the nearby houses, women were chatting about their daily lives, with their children running around them, playing happily. The whole village formed a picture of peace and harmony. But then it happened all of a sudden. The whole ground began to tremor, making all the people in the village jump with fright. Trees started to fall down, crushing onto the ground. The houses collapsed under the great force of the earthquake, killing every person who didn’t manage to escape in time. Debris and fallen stones were everywhere, and beneath them were many injured people screaming and crying, asking for help. The earthquake had turned the once beautiful village into a flaming purgatory.
The news of the outbreak of the earthquake in Sichuan had spread throughout the world immediately. The hell-like scene was broadcast all around the world, making everyone who had seen it stunned and frightened. Search teams were distributed to the earthquake-struck areas immediately, trying to help the survivors and the injured. Meanwhile, phone calls were also pouring into organizations such as the Red Cross, asking to donate daily necessities to the quake-struck areas. People around the world united as one, trying to provide the quake-struck villagers with care and support. With the plentiful help offered by them, the village in Sichuan is sure to come back to its original, peaceful state.
提示:
請根據右方圖片的場景,描述整個事件發生的前因後果,文章請分兩段,第一段說明之前發生了什麼事情,並根據圖片內容描述現在的狀況;第二段請合理說明接下來可能會發生什麼事,或者未來該做些什麼。
(B) But one day a change came over the woods and the pond. Warm air, soft and kind, blew though the trees. The ice, which had softened during the night, began to melt. Patches of open water appeared. All the creatures that lived in the pond and in the woods were glad to feel the warmth. They heard and felt the breath of spring, and they stirred with new life and hope. There was a good, new smell in the air, a smell of earth waking after its long sleep. The frog, buried in the mud at the bottom of the pond, knew that spring was here.
(E.B. White The Trumpet of the Swan) (Setting; Sensory details)
Voice
A story can be told from different points of view. Your point of view affects the voice you use when you write.
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Travis and Aunt Heather each wrote a personal narrative about the same situation. Read the narratives. Then answer the questions.
Travis
My birthday is going to be a real bummer. First, I found out that Mom and Dad have to work all day, so I’ll be spending the day with Aunt Heather. But then I saw her at the grocery store last night.
‘‘What are we going to do for my birthday?” I asked her.
“Umm, I don’t know,” Aunt Heather said. She frowned a little bit.
“But Mom and Dad said we could do something really fun!”
“I know, but I think I caught a cold,” she said with a sniffle.
1. What does Travis think will happen on his birthday?
_____________________________________________________________
2. What kind of voice does he use in his narrative? ______________________
Aunt Heather
I ran into Travis at the grocery store today! He asked me what we were doing for his birthday.
“Umm, I don’t know,” I told him as I tried not to smile.
“Mom and Dad said we could do something really fun,” he whined.
“I know, but I think I caught a cold.” I faked a sniffle. I think he believed me! I can’t wait until Saturday when Travis finds out we’re having a surprise birthday party for him!
3. What does Aunt Heather know will happen on Travis’s birthday?
_____________________________________________________________
4. What kind of voice does she use in her narrative? _____________________
From: Daily 6-Trait Writing (Evan-Moor)
Voice
Be creative by telling a story from a different point of view.
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A. Look at the pictures.
B. Imagine the story from the cat’s point of view. Imagine it is telling the story to another cat. Finish this conversation between the cats. Remember to start a new paragraph each time someone new speaks.
‘‘Boy, am I glad to be back!” said the black cat.
‘‘Where have you been?” asked a white cat.
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Ideas
Use dialogue to develop your characters. Make them come alive through what they say and think
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◆ . Read these two versions of a scene from a story. Which version gives you a clearer picture of the characters?
Version 1
Veronica tugged at the hood of the little boy’s sweatshirt. Veronica told him to show down. She called him by his nickname. Squeak. The boy, who was her stepbrother, didn’t like that.
Veronica sighed. She wondered if her stepbrother would ever accept her as his big sister. She called him by his real name, Gerald, but reminded him that his mom calls him Squeak. Her stepbrother told her that she wasn’t his mother. Veronica could see the tears in the boy’s eyes, yet she felt herself getting angry anyway.
Version 2
Veronica tugged at the hood of the little boy’s sweatshirt. ‘‘Please slow down, Squeak.” She pleaded.
‘‘My name is not Squeak, and you can’t tell me what to do,” the little boy muttered, ‘‘because you’re not really my sister!” His voice rose to a shout.
Veronica sighed. She wondered if her stepbrother would ever accept her as his big sister, ‘‘OK, Gerald,” she said, ‘‘Your name’s not really Squeak, but that’s what your mom calls you.”
‘‘Yeah, but you’re not my mother, are you?”
Veronica could see the tears in Squeak’s eyes, yet she felt herself getting angry anyway. ‘‘No.” she sighed, ‘‘but I’m still a part of your family.”
From: Daily 6-Trait Writing (Evan-Moor)
Organization
Use transition words and phrases to help your reader follow the sequence of events in your narrative.
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Read this personal narrative. Then fill in the blanks with transition words and phrases that give clues to the order of events.
Transition Words and Phrases
suddenly then at first next before long finally
eventually after at last soon the next time before
My First Performance
The first time I played my guitar and sang in the school talent show, I was very nervous. ____________________ I went on, I stood backstage shaking. It was my turn to perform _____________________. While the audience was clapping, I slowly walked to the center of the empty stage. _________________ everyone stopped, I lifted my guitar and started strumming. ________________, I began to sing.
______________, my voice came out as a little squeak, but I decided to pretend that I was just standing in my bedroom playing for my biggest fan-my cat! ____________, my voice grew stronger. I decided to concentrate on what the words of the song meant. ‘‘This land is your land,” I sang with courage. _____________, I noticed that the audience was swaying to the tune and singing along. So I led them in another round of the chorus. _______________, the song was over. I took a bow as the audience cheered.
Being on stage turned out to be a lot of fun. ________________, I wouldn’t be as nervous!
From: Daily 6-Trait Writing (Evan-Moor)
A self revision checklist for a narrative
□ I have written a beginning that asks a question or sets a scene.
□ I used only important events and crossed out those irrelevant parts.
□ I put those events in a chronological order that makes sense.
□ I used specific details to describe what I saw, heard and felt.
□ I used words and phrases that sound like me telling the story.
□ I have written an ending that tells how things work out or shares feelings.
□ I have made good use of dialogue in my story.
□ I have used proper transitions in my narration.
□ I have written with a strong voice which clearly tells readers how I feel.
A self revision checklist for a picture-oriented story
□ I have written a strong beginning by introducing the characters and setting at the beginning of the story.
□ I have written a good middle by telling the readers what the problem is in the story.
□ I have put a good end to the story by making the solution to the problem clear.
□ I have generated details to describe the plot.
□ I have used dialogue to make the story sound real.
□ I have used proper transitions to make the story well-organized.
□ I have put all the events of the story in a logical time order.
A peer revision sheet for a personal narrative
Writer’s name__________ Date________
Reviewer’s name____________
□ Does the writer write a beginning that asks a question or sets a scene?
□ Does the writer use only important events and cross out those irrelevant parts?
□ Does the writer put those events in a chronological order that makes sense?
□ Does the writer use specific details to describe what he/she saw, heard and felt?
□ Does the writer use words and phrases that sound like him/her telling the story?
□ Does the writer write an ending that tells how things work out or shares feelings?
□ Does the writer make good use of dialogue in my story?
□ Does the writer use proper transitions in his/her narration?
□ Does the writer write with a strong voice which clearly tells readers how he/she feels?
★ I think the best part of the narrative is ___________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
★ To improve this paper, I think the writer could __________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
A proofreading guide for self-evaluation and peer evaluation
Sentence Structure
(句子結構)
☆ Avoid run on sentences. (兩個句子一定要有連接詞)
☆ Avoid sentence fragments. (句子一定要有主詞和動詞)
☆ Avoid ambiguous sentences. (避免語意不清的句子)
☆ Avoid stringy sentences. (避免一個句子超過兩個子句)
Word Usage
(用字遣詞)
☆ Use precise nouns and verbs that could exactly describe the situation.
(精準的名詞與動詞) e.g. say, shout, murmur, yell, whisper, utter, stammer
☆ Avoid Chinese expressions. (避免中式英文) e.g. I very like you.
Agreement
(一致性)
☆ Subjects and verbs should agree in number. (動詞要配合主詞的單複數)
☆ Pronouns should agree with their antecedent in number.
(代名詞要和原先的名詞一致)
☆ Pronouns should be used in the correct way. (主格受格使用要正確)
☆ Verb tenses should be kept consistent. (動詞時態要一致;記敘文用過去式)
☆ Voice should be kept consistent. (不要任意變換人稱;如”我”變成我們)
Punctuation &
Capitalization
(標點符號與大寫)
☆ Every sentence should begin with a capital. (每句句首須大寫)
☆ Every statement should end with a full period. (直述句結尾要有句點)
☆ Questions should end with question marks. (問句結尾有問號)
☆ Exclamations should have exclamation marks. (感歎句後須用感嘆號)
☆ Avoid using commas as conjunctions. Use semi-colons instead. (逗點不能作連接詞;分號可以作連接詞)
☆ Check for the punctuation errors that occur in dialogue.
(檢查對話中使用的標點符號有無錯誤)
Spelling
(拼字)
☆ Check for spelling errors . (拼字錯誤)
☆Check for wrong word forms. (檢查詞類變化錯誤)
Run-on Sentences & Rambling Sentences
★A run-on sentence is made up of two or more sentences that run together. Run-on sentences make your writing hard to read.
★Rambling sentences contain too many ands, buts and ors.
◆ Underline the rambling sentences. Draw a wavy line under the run-ons. Rewrite the passage, changing the rambling and run-on sentences to compound or simple sentences.
(A) The Common Crow
What is that large bird you hear cawing from the top of a tree it is probably a common crow. The common crow weighs about 20 ounces, and its body length is between 15 and 18 inches, and crows look solid black, but their dark features shine with deep blues and greens in the sunlight.
Crows travel in flocks, so they often feed together in the winter, hundreds of crows will gather where there is food and crows might raid another bird’s nest for eggs, or they might clean up garbage left by careless people. Farmers used to think crows were a nuisance because they eat young corn shoots, now most farmers understand that crows also eat insects that can harm crops.
(B) A cause-effect paragraph
◆ Find the two run-on and two rambling sentences and underline them. Then rewrite each one, using the correct punctuation to break them up.
Have you ever left out a cold glass of milk only to come back and find that it’s become warm and have you ever tried to drink a big mug of hot chocolate quickly before it cooled off in the winter air? Most of us know that liquid won’t stay hot or cold for long. But if you put hot soup in a thermos, it will stay warm, a thermos will also keep cold liquid cold how can a thermos do this? It’s called radiation! Inside a thermos is a silver mirror, this special kind of mirror can reflect energy. Icy liquid has cold energy so the thermos gives back cold energy and hot liquid has warm energy so the thermos gives back warm energy and that’s how a thermos works. The mirror inside the thermos may not be good for combing your hair or checking your teeth, but it can be very useful at lunchtime.
From: Daily 6-Trait Writing (Evan-Moor)
Verb Tense Consistency
Read this story. The paragraphs mix up the past, the present, and the future. The story takes place in the past. Circle any verbs that are not in past time. Then write the verbs correctly on the lines below.
I visited a strange garden yesterday. The bushes look like different animals. A giant green elephant watches the main path, I discovered a hidden path. I will follow the trail.
A strange noise sounds behind me. I turned around. The elephant moves! Then the giant plant faces in the other direction.
I decide to leave the weird garden, I try to find my way out. I looked everywhere. The paths twisted and turned.
I turn around again. The elephant watches me. I step farther into the garden. The elephant stared.
Finally, I uncover a hidden gate. I hurry toward it. The elephant appears in front of me. I raced out of the garden. Then I glance back. The garden is gone.
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
A peer revision checklist for a picture-oriented story
Writer’s name_______ Date_________
Reviewer’s name_________
□ Does the writer write a strong beginning by introducing the characters and the setting at the beginning of the story?
□ Does the writer write a good middle by telling the readers what the problem is in the story?
□ Does the writer put a good end to the story by making the solution to the problem clear?
□ Does the writer generate details to describe the plot?
□ Does the writer use dialogue to make the story sound real?
□ Does the writer use proper transitions to make the story well-organized?
□ Does the writer put all the events of the story in a logical time order?
★ I think the best part of the story is _________________________
______________________________________________________
______________________________________________________
______________________________________________________
★ To improve the story, I think the writer should ________________
_______________________________________________________
_______________________________________________________
Characters
Created by Mark Warner - Teaching Ideas for Primary Teachers -http://www.teachingideas.co.uk
1
2
3
4
5
6
7
8
9
1
tiger
headmaster with a secret
a man who lives forever
a small monkey
a child who is always grumbling
a giant snake
a girl with X-ray eyes
an enormous werewolf
a blind beggar
2
an abandoned baby
an injured bird
the last of the pirates
children from the future
a living statue
a screaming ghost
a flying worm
a living shadow
the oldest woman in the world
3
the cheerful puppet
monster in the swimming pool
giant spiders
a secret agent
a mad professor
a swarm of bees
a wounded shark
the abominable snowman
an Egyptian mummy
4
the artist who painted the future
the best fisherman in the world
a knight in shining armour
an octopus
a security guard
a police inspector
a truly remarkable grandfather
the driver of a train
the owner of a huge ship
5
a team of mountain climbers
the richest man in the world
a dwarf
a cat burglar
an amazing animal trainer
a school bully
a mysterious newcomer
a slave
a computer nerd
6
a gold prospector
a very lonely child
a powerful black witch
a great inventor
a man on the run
a war hero
a boy who liked to dream
a lighthouse keeper
a creepy reporter
7
a surgeon with an iron hand
a robot
a castaway
a very small man
a miser
an airline hijacker
a top security prisoner
a drunk
a newspaper reporter
8
a talking cat
a shapeless creature of the dark
the enthusiastic salesman
a mind traveller
the prince of the gypsies
two terrified lions
a tribe of Eskimos
Thundermen from Mars
a circus clown
9
burglars
a giant baby
a one-armed teacher
a mounted policeman
the strongest man in the world
a slime monster
a master of disguise
a top class stuntman
the man who held the world to ransom
Teenagers: writing: consequences
(From Craig Wright) 牛津大學出版社資深編輯
Type: reference material
Play a game of consequences to practice writing skill with your students.
Consequences is one of my favorite classroom writing activities. Group writing, reason to read and usually hilarious.
Hand out a sheet of paper to each student.
They are to write one sentence after your cue.
Fold the paper forward so the sentence cannot be seen, pass the paper to their right, or so that all students receive a different piece of paper for each cue.
A love (scary, adventurous, or martial arts ......) story
CUES
1. Write a sentence to describe a man. Give him a name. What does he look like? What is his character like?
2. Fold the paper. Pass it to your right.
3. Now write ‘met’ and write a sentence to describe a woman. Give her a name. What does she look like? Etc.
4. Fold the paper. Pass it to your right.
5. Now write where they met. Describe the place. Remember to use good adjectives.
6. Fold the paper. Pass it to your right.
7. What did the man say? Write it down.
8. Fold the paper. Pass it to your right.
9. What did the woman say? Write it down.
10. Fold the paper. Pass it to your right.
11. What happened in the end?
12. Fold the paper. Pass it to your right.
13. Now open the paper and read the love story.
The students will be motivated to read what has been written and that can be the end of it. Students could also choose a story and work on it – improve the links, grammar, vocabulary etc. All sorts of topics can be covered and teacher can decide on the prompts. This activity never fails to make my students (adults and children) enjoy the result of the writing process.
項目
等級
細目
內容
5
4
3
2
1
0
主題清楚切題,並有具體完整的相關細節支持
內容適切表達題目要求
主題清楚,並有具體的相關細節支持;內容符合題目要求
主題不夠清楚切題或突顯,部份相關敘述不完整
內容大致符合題目要求,但未完全達意
主題不明,大部份相關敘述發展不全或和主題無關
內容未能符合題目要求,大多難以理解
主題不明,相關敘述發展不全或和主題無關
內容未能符合題目要求,完全難以理解,
文不對題或沒寫
組織
5
4
3
2
1
0
重點分明,有開頭,發展及結尾,前後連貫,轉承語使用得當,組織甚佳
重點安排,前後發展比例,轉承語使用適當,組織大致良好
重點安排不妥,前後發展比例與轉承語使用欠妥, 組織尚可
重點不甚明確,前後不連貫,組織不甚嚴謹
沒有重點,前後段落沒有關係,沒有組織
未按題示寫作或未答題
文法
句構
4
3
2
1
0
全文幾無文法錯誤, 能夠活用句型,句型結構有變化
文法錯誤少,且未影響語義, 正確使用句型
文法錯誤較多,且影響語義表達,能夠運用的句型有限
文法錯誤極多,以至於嚴重影響語義表達, 能夠運用的句型極少
全文文法錯誤嚴重,導致語意不明,文不對題或未寫
字彙
拼字
4
3
2
1
0
用字精確得宜,且幾無拼字錯誤,能夠活用字彙
字詞稍嫌單調重複,用字偶有不當,少許拼字錯誤,但不影響語義表達
用字拼字錯誤多, 影響語義表達,運用的字彙有限
能夠運用的字彙頗有限,拼字有過多錯誤,嚴重影響語義表達
只寫出或抄襲與題意有關的零碎字,文不對題或沒寫
體例
2
1
0
格式標點符號幾無錯誤
格式,標點,大小寫等有錯誤,但不影響文意之表達
違背基本的體例或格式,標點大小寫錯誤甚多,文不對題或沒寫
Total score:____________________
(Based on大考中心分項式評分指標及寫作能力測驗級分說明)
(B) Making comments on narrative writing
一、Content:
□ A good story with a strong beginning, middle and end. It is focused on the topic with vivid, relevant and detailed description of the plot.
□ A story with a beginning, middle and end, but with loosely related ideas and details. Specific details are not given.
□ A plain story with few details and little description.
□ The story is too short. More details are needed.
二、Organization :
□ Powerfully organized with smooth transitions.
□ Logical progression of the story with proper transitions.
□ Few transitional devices, with a weak progression of the story.
□ Lacks logical progression of the story, which makes the story poorly-organized.
三、Grammar/Sentence structure:
□Few grammar errors. □Sentence structure varies.
□Occasional grammar errors. □Few variations of sentence structure.
□Too many grammar errors. □Lacks variations of sentence structure.
四、Word usage / Spelling:
□ Word choice is excellent. □Few spelling errors.
□ Word choice is adequate. □Some spelling errors.
□ Word choice is o.k. □ Errors occur but commonly used words are not misspelled.
□Many repetitions of the same words. □Commonly used words are misspelled.
五、Conventions:
□The basic conventions are used correctly. □ Capitalization and punctuation are used correctly.
□ Errors in basic conventions. □ Capitalization is misused.
□ Punctuation is misused.
A Worksheet for Writing a Narrative
Name______________ No_____________ Class_______ Date________
Topic:_______________________________________________________________
Proper transitions for writing narrative paragraphs
1. 時間:now, then, early, late, last night, soon, a few years later, one day, recently, lately, meanwhile, in the meantime, as, when, while, after, before, until, during the summer, by Sunday, in the past, on one occasion, once, from then on, at that moment, sooner or later, temporarily, for the time being , at present, nowadays, at the same time, at a time
2. 順序: (at) first, originally, in the beginning, second, next, then, later, afterwards, after that, finally, at last, in the end
3. 結果: consequently, therefore, as a result, accordingly, hence, in consequence
4. 轉折 however, despite (this), in spite of, though, even if; even so, for all I know, as far as I know, to the best of my knowledge
5. 結論: in brief, to be brief (short), in a word, in sum, on the whole, in conclusion, summing up, in a nutshell
A Worksheet for Writing an Exposition
Name______________ No_____________ Class_______ Date________
Topic:_______________________________________________________________
Proper transitions for writing expository paragraphs
1. 次序: first of all, to begin with, the former…the latter, then, next, last but not least, firstly, secondly, thirdly, lastly
2. 舉例:for instance, such as, that is , in other words, most important of all, above all, take… for example;
take--- as an example
3. 結果: consequently, therefore, as a result, accordingly, hence, in consequence
4. 轉折 however, despite (this), in spite of, though, even if; even so, for all I know, as far as I know, to the best of my knowledge
5. 結論: in brief, to be brief (short), in a word, in sum, on the whole, in conclusion, summing up, in a nutshell
6. 比較: while (whereas), some…others, instead, oppositely, on the contrary, in contrast, compared with,
7. 讓步: despite, in this way, even if, though, even so, for all I know, to the best of my knowledge, as far as I know
模擬試卷作文專用卷
Name______________ No_____________ Class_______ Date________
內容 (5)
組織 (5)
文法句構 (4)
字彙拼字 (4)
體例 (2)
總分
1. 內容不切題 2. 內容太少,字數不足 3. 缺opening 4. 沒有details(細節)
5. 缺結論句6. 舉一個實例會更好 7. 太多and, or, but 8. 不相關敘述太多
9. 缺轉承語,文章連貫性不足 10. 時態要一致 11. 拼字錯誤太多
12. 注意搭配詞正確性, 如:_________ 13. 中式英文太多 14. 主動詞不一致
15. 逗點不能當連接詞 16. 標點錯誤 17. 加一個對話會更好 18. 寫完要檢查
1 (50mins)
2/15
Writing with exact verbs
Worksheets
2 (50mins)
2/22
Writing with exact nouns
Worksheets
3 (50mins)
2/29
Writing with exact adverbs
Worksheets
4 (50mins)
3/7
Writing with exact adjectives
Worksheets
5 (50mins)
3/14
Writing with exact propositional phrases
Worksheets
6 (50mins)
3/21,28
Varying sentence types
Worksheets
7 (50mins)
4/3,11
The basic elements of a good narrative
opening, middle, ending
dialogue, voice.(worksheets)
8 (50mins)
4/18,25
Pre-writing
graphic organizer /outlining
A lesson from the textbook
9 (50mins)
5/2,9
Drafting
Adding more details
(worksheets)
10 (50mins)
5/16,23
Writing & revision
Self-revision/peer revision
(revision checklist)
11 (50mins)
5/30
A proofreading guide
(1) Sentence structure
Worksheets
(Run-ons, fragments…)
12(50mins)
6/7
A proofreading guide
(2) Agreement
Worksheets
13 (50mins)
6/14
A proofreading guide
(3) Punctuation and capitalization
Worksheets
14 (50mins)
6/21
Self and peer proofreading
Final copy
A proofreading guide
15 (50mins)
7/23
Explanations of grading
Sharing
16~20(50mins)
暑假期間
7/30~8/17
A picture-oriented story
Pre-writing → drafting→ writing→
revision→proofreading→ publishing
PPT & Worksheets
Writing Good Sentences 句子要多樣化
One type of sentence
I like to look at the stars. I always look for the North Star.
Once I saw a shooting star. I thought it was beautiful.
Different types of sentences
Have you ever noticed how many brilliant stars you can see? Look for the North Star. Once I saw a shooting star. It was so beautiful!
Writing Different Types of Sentences 1-6. Rewrite this science article. Change each underlined statement to a question, a command, or an exclamation. The word in parentheses will tell you which kind of sentence to write.
Revising
When the sun goes down, the night lights come up. This is a beautiful sight to see. (Exclamation) First, you might spend some time looking at the moon. (Command) Moonlight is sunlight reflected off the moon. Then you can move on to the twinkling lights in the sky.(Command) The twinkling lights are stars. Some of the stars we see are more than 2.5 million light years away. (Exclamation) You may notice pinpoints of light that do not twinkle. (Question) They are planets. The night sky is so beautiful. (Question)
1.___________________________________________________________________________________________________________________________
2.___________________________________________________________________________________________________________________________
3.___________________________________________________________________________________________________________________________
4.___________________________________________________________________________________________________________________________
5.___________________________________________________________________________________________________________________________
6.______________________________________________________________
From: English Workbook Plus (Houghton Mifflin)
Sentence Fluency
If you begin your sentences in different ways, your writing will sound more interesting.
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◆ Read each personal narrative. Circle the first word in each sentence. Draw a star next to the narrative that has more variety in the way the sentences begin.
Narrative 1
I looked for Aunt Linda as I stepped off the train. I wondered where she was. I saw her standing outside the station, I raced over to her, and we hugged.
Aunt Linda exclaimed, ‘‘You’re growing like a weed!” We walked to the parking lot and climbed into her car. We talked about all sorts of things as we drove. I looked out the window at all the tall buildings.
We pulled up in front of my aunt’s apartment building. I carefully climbed the stairs to her apartment. I didn’t want to fall. I was so tired! I knew I needed a nap.
Narrative 2
As I stepped off the train, I looked for Aunt Linda. Where was she? Finally, I saw her standing outside the station. It was so good to see her! We raced toward each other and hugged.
‘‘You’re growing like a weed!’’ Aunt Linda exclaimed. Then we walked to the parking lot and climbed into her car. We talked about all sorts of things. I asked her about the tall buildings we were passing, and she told me their names.
Soon, my aunt pulled the car up in front of her building. Carefully, I climbed the stairs to her apartment. The last thing I needed was to fall! Boy, was I tired? A nap was certainly in store for me.
★ To vary the way your sentences begin, you can start with different subjects, add introductory or transition words, or rearrange sentence parts.
From: Daily 6-Trait Writing (Evan-Moor)
Sentence Fluency
Complex sentences help your writing flow. A complex sentence is an independent clause and a dependent clause joined by a subordinating conjunction.
Subordinating Conjunction
after because until when while before
◆ Underline the complex sentences. Circle the subordinating conjunctions.
While we were making popcorn last week, my grandfather told me a funny story about the first time he made popcorn himself.
Because there were no microwave ovens back then, popcorn was usually cooked in a pot on the stove.
So, Grandpa went to the barn and grabbed some ears of popping corn that his family grew. After removing the dried kernels from the cob, he poured some oil into the bottom of a pot. Then he put the pot on the stove and turned it on. He made sure the oil got hot before he dropped the corn into it. Then he carefully shook the pot to keep the kernels from burning. However, grandpa had forgotten an important step. He hadn’t put the lid on the pot. He didn’t realize this mistake until popcorn started flying all over the kitchen. Thankfully, Grandpa’s trusty dog Gobber came running when he heard the noise. Gobber was more than happy to help clean up.
Sentence Fluency
Make your writing flow by combining short, choppy (斷斷續續) sentences into
compound sentences.
◆ Underline any pairs of sentences that sound choppy or don’t flow naturally together.
The citizens of Seaside must support the efforts of the Piping Plover Committee. The piping plover is a beautiful little bird. Its future is threatened. It faces special dangers on our beaches during its nesting season. Someone taking a walk on the wrong part of the beach could destroy a plover’s nest and eggs. Pets allowed to roam free on the beach kill birds. We all want to be able to walk anywhere on the beach. The plover pays the price for our actions. What can we do? Respect the fenced nesting areas of the birds. Always supervise your pets. We can follow these simple rules. We can lose the piping plover forever. The choice is up to you. Make the right one.
From: Daily 6-Trait Writing (Evan-Moor)
Sentence Fluency
Begin Sentences in different ways. Use different type of words and phrases to add variety to your writing.
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◆. Read each pair of sentences. Rewrite the underlined sentence so it begins in a different way.
Example: I left the playground. I followed the muddy tracks that headed into the forest.
Following the muddy tracks, I headed into the forest.
1. I heard strange high-pitched noises coming from the bushes. I trembled in my boots! ____________________________________________________________
2. I saw a tiny raccoon suddenly rocket past me. I felt silly for being scared. ____________________________________________________________
3. I returned to my house and immediately called my best friend. I told her what had happened. ____________________________________________________________
4. After I finished my breakfast, I went to my office.
____________________________________________________________
5. When we completed our flying training, we went to the next base.
____________________________________________________________
6. The student finished his homework; then he went to town to see a movie.
____________________________________________________________
7. The pilot attained cruising speed, and he checked his heading.
____________________________________________________________
From: Daily 6-Trait Writing (Evan-Moor)
Ideas
Good writers elaborate on ideas and details to make their writing clearer and more interesting
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◆. Read the two versions of this personal narrative. Underline the details in the revision that show how the writer elaborated on his ideas.
First Draft
Last summer, I spent time with some relatives. They live in an apartment in the town where my uncle goes to college. Before he went to college, my uncle had a good job, but he decided that he wanted to do something else. He was nervous about going to college, but now he likes what he is learning. He told Aunt Joan and me a lot of stories. I learned interesting stuff from him last summer, and now I want to learn more.
Revision
Last summer, I spent a week with my Uncle Richard and Aunt Joan in their cozy, little apartment. They live just down the street from Hart College, where Uncle Richard goes to school. Until two years ago, my uncle was a construction worker. It was a good, steady job. But then he decided that he wanted to be a history teacher and inspire curious, young students. At first, he was nervous about going to college, but soon he was enjoying it too much to be nervous.
Uncle Richard told my aunt and me stories about what he was studying, such as ancient Greece, the Roman Empire, and the Egyptian pharaohs. Pretty soon, she and I both wanted to read more about these fascinating, fun topics. I learned a lot from Uncle Richard. What I really learned, though, was that the more you learn, the more you want to find out!
From: Daily 6-Trait Writing (Evan-Moor)
Ideas
Use vivid sensory details to develop your setting and to make your reader feel as if he or she is there.
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Read the description of this setting for a story. Then use your imagination to answer the questions. Your answers should give details that develop the setting.
Felix spent hours in his new bedroom. The walls were a bright color, which he loved. Air came from the room next door. Sounds came from the kitchen downstairs, too, and a smell filled the room. Some stuff was piled on the dresser, and more stuff was piled on the bed. Shelves on the wall held Felix’s prized collection. Felix moved the stuff from the bed and sat down. He wrapped himself in his favorite blanket and called out to his brother in the next room, ‘‘Hey, Pete, turn that music down!”
1. In what time period and location could the story take place?
_____________________________________________________________
2. What color could the walls of Felix’s room be? Why does Felix love that color?
_____________________________________________________________
3. What kind of ‘‘stuff” is in the room? What kind of collection is on the shelves?
_____________________________________________________________
4. What might the air coming through the window feel like?
_____________________________________________________________
5. What sounds can Felix hear? What kind of smells might be filling the room?
_____________________________________________________________
From: Daily 6-Trait Writing (Evan-Moor)
Using Exact Verbs
Owned
The woman and her son had only a poor shack and a horse
1-10. Replace each underlined verb in this story with a more exact one from each pair of words in the box. Be sure the exact verb fits the meaning of the sentence. Cross out the weak verb and write the exact verb over it.
left returned demanded commented
cracked broke kicked poked
strolled galloped nurse teach
exclaimed sighed marched bicycled
earn grab won carried
Revising
A poor young man named Pavel rode his only horse to work every morning and came home with supper every night. One day the horse got loose and ran away, and the villagers cried, ‘‘What bad luck!”
‘‘Maybe it’s good. Maybe it’s bad,” stated Pavel. ‘‘Who knows? ’’
The next day, Paver’s horse came into his yard with four wild horses chasing it, and the villager said, ‘‘What good luck! The horses will help you get money.”
‘‘Maybe it’s good. Maybe it’s bad,” stated Pavel. ‘‘ Who knows? ’’
The next day, one wild horse hit Pavel and broke his leg, and the villagers cried, ‘‘What bad luck! Now your mother must help you.”
The next day, soldiers came into the village and took every healthy man off to meet the king, but they did not take Pavel. Was it good luck or bad luck?
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
Using Exact Nouns
poppies
Vibrant red flowers carpeted the field.
1-10 Replace each underlined noun in this journal entry with a more exact noun from each pair of words in the box. Be sure the meaning of the noun you choose fits the meaning of this sentence.
Friends kids
Mount Pine Lake Vista
songs adventures
canoe sailboat
ocean creek
jackets shoes
breeze oxygen
deer camel
cliff riverbank
apples carrots
Revising
Every summer some children and I go to camp at the lake. We look forward to many exciting things every summer. Paddling a boat on the water is a real challenge. The morning air is chilly, so everyone wears warm clothes. The air feels cool and refreshing as we race along the rapids. From time to time someone spies animals on the shore. At noontime we make our way to the edge and climb ashore. We listen to the song of a cardinal as we munch on the fruit that we brought for lunch. I can’t think of a more perfect summer day!
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
Writing with Prepositions
Without preposition phrase
Rabbits nibble grass.
With preposition phrase
Rabbits nibble grass in the meadow.
Elaborating Sentences 1-8. Rewrite the paragraph. Elaborate each sentence with a prepositional phrase from the box, or create your own.
Into a huge pile
under the trees
through the park
for the ducks
after lunch
with the long neck
about the warm weather
in the morning
to the swan
Revising
Everyone was excited. We played outside. We rode our bikes. Mom brought a bag of corn and birdseed. The beautiful white swan swam toward us. I threw some of the corn. We watched the squirrels scamper. We raked our leaves and jumped in them.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
Writing with Exact Adjectives
Read this paragraph from a draft of an autobiography. Then rewrite it on the lines below, adding adjectives from the list. (You may also add your own adjectives, if you prefer.) Use at least ten adjectives.
Adjectives
fresh red long delicious clean rusty hot
golden old rough gray bright green dirt
Each day I rode my bike down the road to Aunt Lily’s house. She was usually waiting on the porch, enjoying the sunshine while she worked. Some days she shelled peas or scrubbed potatoes. Sometimes she peeled apples before she cooked them into pies. She wore her apron, and her hair was braided. She loved farm life, and she passed that love to me.
_____________________________________________________
______________________________________
____________________________________________________________________________
_______________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
Writing with Exact Adverbs
Use accurate adverbs to enhance your verbs and make the action more vivid.
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◆. Read Lucy’s narrative. Fill in the blanks with adverbs from the box.
Adverbs
feverishly selfishly somewhat nervously clearly
halfheartedly generously completely ruthlessly cleverly
When I awoke this morning, my stomach lurched __________. Our school’s mock trial competition was today, and I had been practicing ____________ all month. In our fictional case, Joe Warner, ex-employee of the famous TV producer Arnie Chambers, was charged with vandalism. I was supposed to defend him. Had Warner ____________ destroyed Chambers’ office when Chambers ____________ stole his script and produced a new show with it? The other team’s lawyers thought their case was airtight. ‘‘They’re in for a surprise,” I thought. I was ___________ convinced of Warner’s innocence. But how could I convince the jury? Could I ___________ present my case and bring home the trophy?
From: Daily 6-Trait Writing (Evan-Moor)
98學測佳作 川震 18.5 作者:張鎬哲
(A) It was a sunny morning. In a village on the outskirts of Sichuan, the sun was shining gloriously in the deep, blue sky while the farmers were working very hard in their farm fields. In the nearby houses, women were chatting about their daily lives, with their children running around them, playing happily. The whole village formed a picture of peace and harmony. But then it happened all of a sudden. The whole ground began to tremor, making all the people in the village jump with fright. Trees started to fall down, crushing onto the ground. The houses collapsed under the great force of the earthquake, killing every person who didn’t manage to escape in time. Debris and fallen stones were everywhere, and beneath them were many injured people screaming and crying, asking for help. The earthquake had turned the once beautiful village into a flaming purgatory.
The news of the outbreak of the earthquake in Sichuan had spread throughout the world immediately. The hell-like scene was broadcast all around the world, making everyone who had seen it stunned and frightened. Search teams were distributed to the earthquake-struck areas immediately, trying to help the survivors and the injured. Meanwhile, phone calls were also pouring into organizations such as the Red Cross, asking to donate daily necessities to the quake-struck areas. People around the world united as one, trying to provide the quake-struck villagers with care and support. With the plentiful help offered by them, the village in Sichuan is sure to come back to its original, peaceful state.
提示:
請根據右方圖片的場景,描述整個事件發生的前因後果,文章請分兩段,第一段說明之前發生了什麼事情,並根據圖片內容描述現在的狀況;第二段請合理說明接下來可能會發生什麼事,或者未來該做些什麼。
(B) But one day a change came over the woods and the pond. Warm air, soft and kind, blew though the trees. The ice, which had softened during the night, began to melt. Patches of open water appeared. All the creatures that lived in the pond and in the woods were glad to feel the warmth. They heard and felt the breath of spring, and they stirred with new life and hope. There was a good, new smell in the air, a smell of earth waking after its long sleep. The frog, buried in the mud at the bottom of the pond, knew that spring was here.
(E.B. White The Trumpet of the Swan) (Setting; Sensory details)
Voice
A story can be told from different points of view. Your point of view affects the voice you use when you write.
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Travis and Aunt Heather each wrote a personal narrative about the same situation. Read the narratives. Then answer the questions.
Travis
My birthday is going to be a real bummer. First, I found out that Mom and Dad have to work all day, so I’ll be spending the day with Aunt Heather. But then I saw her at the grocery store last night.
‘‘What are we going to do for my birthday?” I asked her.
“Umm, I don’t know,” Aunt Heather said. She frowned a little bit.
“But Mom and Dad said we could do something really fun!”
“I know, but I think I caught a cold,” she said with a sniffle.
1. What does Travis think will happen on his birthday?
_____________________________________________________________
2. What kind of voice does he use in his narrative? ______________________
Aunt Heather
I ran into Travis at the grocery store today! He asked me what we were doing for his birthday.
“Umm, I don’t know,” I told him as I tried not to smile.
“Mom and Dad said we could do something really fun,” he whined.
“I know, but I think I caught a cold.” I faked a sniffle. I think he believed me! I can’t wait until Saturday when Travis finds out we’re having a surprise birthday party for him!
3. What does Aunt Heather know will happen on Travis’s birthday?
_____________________________________________________________
4. What kind of voice does she use in her narrative? _____________________
From: Daily 6-Trait Writing (Evan-Moor)
Voice
Be creative by telling a story from a different point of view.
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A. Look at the pictures.
B. Imagine the story from the cat’s point of view. Imagine it is telling the story to another cat. Finish this conversation between the cats. Remember to start a new paragraph each time someone new speaks.
‘‘Boy, am I glad to be back!” said the black cat.
‘‘Where have you been?” asked a white cat.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Ideas
Use dialogue to develop your characters. Make them come alive through what they say and think
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◆ . Read these two versions of a scene from a story. Which version gives you a clearer picture of the characters?
Version 1
Veronica tugged at the hood of the little boy’s sweatshirt. Veronica told him to show down. She called him by his nickname. Squeak. The boy, who was her stepbrother, didn’t like that.
Veronica sighed. She wondered if her stepbrother would ever accept her as his big sister. She called him by his real name, Gerald, but reminded him that his mom calls him Squeak. Her stepbrother told her that she wasn’t his mother. Veronica could see the tears in the boy’s eyes, yet she felt herself getting angry anyway.
Version 2
Veronica tugged at the hood of the little boy’s sweatshirt. ‘‘Please slow down, Squeak.” She pleaded.
‘‘My name is not Squeak, and you can’t tell me what to do,” the little boy muttered, ‘‘because you’re not really my sister!” His voice rose to a shout.
Veronica sighed. She wondered if her stepbrother would ever accept her as his big sister, ‘‘OK, Gerald,” she said, ‘‘Your name’s not really Squeak, but that’s what your mom calls you.”
‘‘Yeah, but you’re not my mother, are you?”
Veronica could see the tears in Squeak’s eyes, yet she felt herself getting angry anyway. ‘‘No.” she sighed, ‘‘but I’m still a part of your family.”
From: Daily 6-Trait Writing (Evan-Moor)
Organization
Use transition words and phrases to help your reader follow the sequence of events in your narrative.
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Read this personal narrative. Then fill in the blanks with transition words and phrases that give clues to the order of events.
Transition Words and Phrases
suddenly then at first next before long finally
eventually after at last soon the next time before
My First Performance
The first time I played my guitar and sang in the school talent show, I was very nervous. ____________________ I went on, I stood backstage shaking. It was my turn to perform _____________________. While the audience was clapping, I slowly walked to the center of the empty stage. _________________ everyone stopped, I lifted my guitar and started strumming. ________________, I began to sing.
______________, my voice came out as a little squeak, but I decided to pretend that I was just standing in my bedroom playing for my biggest fan-my cat! ____________, my voice grew stronger. I decided to concentrate on what the words of the song meant. ‘‘This land is your land,” I sang with courage. _____________, I noticed that the audience was swaying to the tune and singing along. So I led them in another round of the chorus. _______________, the song was over. I took a bow as the audience cheered.
Being on stage turned out to be a lot of fun. ________________, I wouldn’t be as nervous!
From: Daily 6-Trait Writing (Evan-Moor)
A self revision checklist for a narrative
□ I have written a beginning that asks a question or sets a scene.
□ I used only important events and crossed out those irrelevant parts.
□ I put those events in a chronological order that makes sense.
□ I used specific details to describe what I saw, heard and felt.
□ I used words and phrases that sound like me telling the story.
□ I have written an ending that tells how things work out or shares feelings.
□ I have made good use of dialogue in my story.
□ I have used proper transitions in my narration.
□ I have written with a strong voice which clearly tells readers how I feel.
A self revision checklist for a picture-oriented story
□ I have written a strong beginning by introducing the characters and setting at the beginning of the story.
□ I have written a good middle by telling the readers what the problem is in the story.
□ I have put a good end to the story by making the solution to the problem clear.
□ I have generated details to describe the plot.
□ I have used dialogue to make the story sound real.
□ I have used proper transitions to make the story well-organized.
□ I have put all the events of the story in a logical time order.
A peer revision sheet for a personal narrative
Writer’s name__________ Date________
Reviewer’s name____________
□ Does the writer write a beginning that asks a question or sets a scene?
□ Does the writer use only important events and cross out those irrelevant parts?
□ Does the writer put those events in a chronological order that makes sense?
□ Does the writer use specific details to describe what he/she saw, heard and felt?
□ Does the writer use words and phrases that sound like him/her telling the story?
□ Does the writer write an ending that tells how things work out or shares feelings?
□ Does the writer make good use of dialogue in my story?
□ Does the writer use proper transitions in his/her narration?
□ Does the writer write with a strong voice which clearly tells readers how he/she feels?
★ I think the best part of the narrative is ___________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
★ To improve this paper, I think the writer could __________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
A proofreading guide for self-evaluation and peer evaluation
Sentence Structure
(句子結構)
☆ Avoid run on sentences. (兩個句子一定要有連接詞)
☆ Avoid sentence fragments. (句子一定要有主詞和動詞)
☆ Avoid ambiguous sentences. (避免語意不清的句子)
☆ Avoid stringy sentences. (避免一個句子超過兩個子句)
Word Usage
(用字遣詞)
☆ Use precise nouns and verbs that could exactly describe the situation.
(精準的名詞與動詞) e.g. say, shout, murmur, yell, whisper, utter, stammer
☆ Avoid Chinese expressions. (避免中式英文) e.g. I very like you.
Agreement
(一致性)
☆ Subjects and verbs should agree in number. (動詞要配合主詞的單複數)
☆ Pronouns should agree with their antecedent in number.
(代名詞要和原先的名詞一致)
☆ Pronouns should be used in the correct way. (主格受格使用要正確)
☆ Verb tenses should be kept consistent. (動詞時態要一致;記敘文用過去式)
☆ Voice should be kept consistent. (不要任意變換人稱;如”我”變成我們)
Punctuation &
Capitalization
(標點符號與大寫)
☆ Every sentence should begin with a capital. (每句句首須大寫)
☆ Every statement should end with a full period. (直述句結尾要有句點)
☆ Questions should end with question marks. (問句結尾有問號)
☆ Exclamations should have exclamation marks. (感歎句後須用感嘆號)
☆ Avoid using commas as conjunctions. Use semi-colons instead. (逗點不能作連接詞;分號可以作連接詞)
☆ Check for the punctuation errors that occur in dialogue.
(檢查對話中使用的標點符號有無錯誤)
Spelling
(拼字)
☆ Check for spelling errors . (拼字錯誤)
☆Check for wrong word forms. (檢查詞類變化錯誤)
Run-on Sentences & Rambling Sentences
★A run-on sentence is made up of two or more sentences that run together. Run-on sentences make your writing hard to read.
★Rambling sentences contain too many ands, buts and ors.
◆ Underline the rambling sentences. Draw a wavy line under the run-ons. Rewrite the passage, changing the rambling and run-on sentences to compound or simple sentences.
(A) The Common Crow
What is that large bird you hear cawing from the top of a tree it is probably a common crow. The common crow weighs about 20 ounces, and its body length is between 15 and 18 inches, and crows look solid black, but their dark features shine with deep blues and greens in the sunlight.
Crows travel in flocks, so they often feed together in the winter, hundreds of crows will gather where there is food and crows might raid another bird’s nest for eggs, or they might clean up garbage left by careless people. Farmers used to think crows were a nuisance because they eat young corn shoots, now most farmers understand that crows also eat insects that can harm crops.
(B) A cause-effect paragraph
◆ Find the two run-on and two rambling sentences and underline them. Then rewrite each one, using the correct punctuation to break them up.
Have you ever left out a cold glass of milk only to come back and find that it’s become warm and have you ever tried to drink a big mug of hot chocolate quickly before it cooled off in the winter air? Most of us know that liquid won’t stay hot or cold for long. But if you put hot soup in a thermos, it will stay warm, a thermos will also keep cold liquid cold how can a thermos do this? It’s called radiation! Inside a thermos is a silver mirror, this special kind of mirror can reflect energy. Icy liquid has cold energy so the thermos gives back cold energy and hot liquid has warm energy so the thermos gives back warm energy and that’s how a thermos works. The mirror inside the thermos may not be good for combing your hair or checking your teeth, but it can be very useful at lunchtime.
From: Daily 6-Trait Writing (Evan-Moor)
Verb Tense Consistency
Read this story. The paragraphs mix up the past, the present, and the future. The story takes place in the past. Circle any verbs that are not in past time. Then write the verbs correctly on the lines below.
I visited a strange garden yesterday. The bushes look like different animals. A giant green elephant watches the main path, I discovered a hidden path. I will follow the trail.
A strange noise sounds behind me. I turned around. The elephant moves! Then the giant plant faces in the other direction.
I decide to leave the weird garden, I try to find my way out. I looked everywhere. The paths twisted and turned.
I turn around again. The elephant watches me. I step farther into the garden. The elephant stared.
Finally, I uncover a hidden gate. I hurry toward it. The elephant appears in front of me. I raced out of the garden. Then I glance back. The garden is gone.
From: Houghton Mifflin Reading Practice Book (Houghton Mifflin)
A peer revision checklist for a picture-oriented story
Writer’s name_______ Date_________
Reviewer’s name_________
□ Does the writer write a strong beginning by introducing the characters and the setting at the beginning of the story?
□ Does the writer write a good middle by telling the readers what the problem is in the story?
□ Does the writer put a good end to the story by making the solution to the problem clear?
□ Does the writer generate details to describe the plot?
□ Does the writer use dialogue to make the story sound real?
□ Does the writer use proper transitions to make the story well-organized?
□ Does the writer put all the events of the story in a logical time order?
★ I think the best part of the story is _________________________
______________________________________________________
______________________________________________________
______________________________________________________
★ To improve the story, I think the writer should ________________
_______________________________________________________
_______________________________________________________
Characters
Created by Mark Warner - Teaching Ideas for Primary Teachers -http://www.teachingideas.co.uk
1
2
3
4
5
6
7
8
9
1
tiger
headmaster with a secret
a man who lives forever
a small monkey
a child who is always grumbling
a giant snake
a girl with X-ray eyes
an enormous werewolf
a blind beggar
2
an abandoned baby
an injured bird
the last of the pirates
children from the future
a living statue
a screaming ghost
a flying worm
a living shadow
the oldest woman in the world
3
the cheerful puppet
monster in the swimming pool
giant spiders
a secret agent
a mad professor
a swarm of bees
a wounded shark
the abominable snowman
an Egyptian mummy
4
the artist who painted the future
the best fisherman in the world
a knight in shining armour
an octopus
a security guard
a police inspector
a truly remarkable grandfather
the driver of a train
the owner of a huge ship
5
a team of mountain climbers
the richest man in the world
a dwarf
a cat burglar
an amazing animal trainer
a school bully
a mysterious newcomer
a slave
a computer nerd
6
a gold prospector
a very lonely child
a powerful black witch
a great inventor
a man on the run
a war hero
a boy who liked to dream
a lighthouse keeper
a creepy reporter
7
a surgeon with an iron hand
a robot
a castaway
a very small man
a miser
an airline hijacker
a top security prisoner
a drunk
a newspaper reporter
8
a talking cat
a shapeless creature of the dark
the enthusiastic salesman
a mind traveller
the prince of the gypsies
two terrified lions
a tribe of Eskimos
Thundermen from Mars
a circus clown
9
burglars
a giant baby
a one-armed teacher
a mounted policeman
the strongest man in the world
a slime monster
a master of disguise
a top class stuntman
the man who held the world to ransom
Teenagers: writing: consequences
(From Craig Wright) 牛津大學出版社資深編輯
Type: reference material
Play a game of consequences to practice writing skill with your students.
Consequences is one of my favorite classroom writing activities. Group writing, reason to read and usually hilarious.
Hand out a sheet of paper to each student.
They are to write one sentence after your cue.
Fold the paper forward so the sentence cannot be seen, pass the paper to their right, or so that all students receive a different piece of paper for each cue.
A love (scary, adventurous, or martial arts ......) story
CUES
1. Write a sentence to describe a man. Give him a name. What does he look like? What is his character like?
2. Fold the paper. Pass it to your right.
3. Now write ‘met’ and write a sentence to describe a woman. Give her a name. What does she look like? Etc.
4. Fold the paper. Pass it to your right.
5. Now write where they met. Describe the place. Remember to use good adjectives.
6. Fold the paper. Pass it to your right.
7. What did the man say? Write it down.
8. Fold the paper. Pass it to your right.
9. What did the woman say? Write it down.
10. Fold the paper. Pass it to your right.
11. What happened in the end?
12. Fold the paper. Pass it to your right.
13. Now open the paper and read the love story.
The students will be motivated to read what has been written and that can be the end of it. Students could also choose a story and work on it – improve the links, grammar, vocabulary etc. All sorts of topics can be covered and teacher can decide on the prompts. This activity never fails to make my students (adults and children) enjoy the result of the writing process.
項目
等級
細目
內容
5
4
3
2
1
0
主題清楚切題,並有具體完整的相關細節支持
內容適切表達題目要求
主題清楚,並有具體的相關細節支持;內容符合題目要求
主題不夠清楚切題或突顯,部份相關敘述不完整
內容大致符合題目要求,但未完全達意
主題不明,大部份相關敘述發展不全或和主題無關
內容未能符合題目要求,大多難以理解
主題不明,相關敘述發展不全或和主題無關
內容未能符合題目要求,完全難以理解,
文不對題或沒寫
組織
5
4
3
2
1
0
重點分明,有開頭,發展及結尾,前後連貫,轉承語使用得當,組織甚佳
重點安排,前後發展比例,轉承語使用適當,組織大致良好
重點安排不妥,前後發展比例與轉承語使用欠妥, 組織尚可
重點不甚明確,前後不連貫,組織不甚嚴謹
沒有重點,前後段落沒有關係,沒有組織
未按題示寫作或未答題
文法
句構
4
3
2
1
0
全文幾無文法錯誤, 能夠活用句型,句型結構有變化
文法錯誤少,且未影響語義, 正確使用句型
文法錯誤較多,且影響語義表達,能夠運用的句型有限
文法錯誤極多,以至於嚴重影響語義表達, 能夠運用的句型極少
全文文法錯誤嚴重,導致語意不明,文不對題或未寫
字彙
拼字
4
3
2
1
0
用字精確得宜,且幾無拼字錯誤,能夠活用字彙
字詞稍嫌單調重複,用字偶有不當,少許拼字錯誤,但不影響語義表達
用字拼字錯誤多, 影響語義表達,運用的字彙有限
能夠運用的字彙頗有限,拼字有過多錯誤,嚴重影響語義表達
只寫出或抄襲與題意有關的零碎字,文不對題或沒寫
體例
2
1
0
格式標點符號幾無錯誤
格式,標點,大小寫等有錯誤,但不影響文意之表達
違背基本的體例或格式,標點大小寫錯誤甚多,文不對題或沒寫
Total score:____________________
(Based on大考中心分項式評分指標及寫作能力測驗級分說明)
(B) Making comments on narrative writing
一、Content:
□ A good story with a strong beginning, middle and end. It is focused on the topic with vivid, relevant and detailed description of the plot.
□ A story with a beginning, middle and end, but with loosely related ideas and details. Specific details are not given.
□ A plain story with few details and little description.
□ The story is too short. More details are needed.
二、Organization :
□ Powerfully organized with smooth transitions.
□ Logical progression of the story with proper transitions.
□ Few transitional devices, with a weak progression of the story.
□ Lacks logical progression of the story, which makes the story poorly-organized.
三、Grammar/Sentence structure:
□Few grammar errors. □Sentence structure varies.
□Occasional grammar errors. □Few variations of sentence structure.
□Too many grammar errors. □Lacks variations of sentence structure.
四、Word usage / Spelling:
□ Word choice is excellent. □Few spelling errors.
□ Word choice is adequate. □Some spelling errors.
□ Word choice is o.k. □ Errors occur but commonly used words are not misspelled.
□Many repetitions of the same words. □Commonly used words are misspelled.
五、Conventions:
□The basic conventions are used correctly. □ Capitalization and punctuation are used correctly.
□ Errors in basic conventions. □ Capitalization is misused.
□ Punctuation is misused.
A Worksheet for Writing a Narrative
Name______________ No_____________ Class_______ Date________
Topic:_______________________________________________________________
Proper transitions for writing narrative paragraphs
1. 時間:now, then, early, late, last night, soon, a few years later, one day, recently, lately, meanwhile, in the meantime, as, when, while, after, before, until, during the summer, by Sunday, in the past, on one occasion, once, from then on, at that moment, sooner or later, temporarily, for the time being , at present, nowadays, at the same time, at a time
2. 順序: (at) first, originally, in the beginning, second, next, then, later, afterwards, after that, finally, at last, in the end
3. 結果: consequently, therefore, as a result, accordingly, hence, in consequence
4. 轉折 however, despite (this), in spite of, though, even if; even so, for all I know, as far as I know, to the best of my knowledge
5. 結論: in brief, to be brief (short), in a word, in sum, on the whole, in conclusion, summing up, in a nutshell
A Worksheet for Writing an Exposition
Name______________ No_____________ Class_______ Date________
Topic:_______________________________________________________________
Proper transitions for writing expository paragraphs
1. 次序: first of all, to begin with, the former…the latter, then, next, last but not least, firstly, secondly, thirdly, lastly
2. 舉例:for instance, such as, that is , in other words, most important of all, above all, take… for example;
take--- as an example
3. 結果: consequently, therefore, as a result, accordingly, hence, in consequence
4. 轉折 however, despite (this), in spite of, though, even if; even so, for all I know, as far as I know, to the best of my knowledge
5. 結論: in brief, to be brief (short), in a word, in sum, on the whole, in conclusion, summing up, in a nutshell
6. 比較: while (whereas), some…others, instead, oppositely, on the contrary, in contrast, compared with,
7. 讓步: despite, in this way, even if, though, even so, for all I know, to the best of my knowledge, as far as I know
模擬試卷作文專用卷
Name______________ No_____________ Class_______ Date________
內容 (5)
組織 (5)
文法句構 (4)
字彙拼字 (4)
體例 (2)
總分
1. 內容不切題 2. 內容太少,字數不足 3. 缺opening 4. 沒有details(細節)
5. 缺結論句6. 舉一個實例會更好 7. 太多and, or, but 8. 不相關敘述太多
9. 缺轉承語,文章連貫性不足 10. 時態要一致 11. 拼字錯誤太多
12. 注意搭配詞正確性, 如:_________ 13. 中式英文太多 14. 主動詞不一致
15. 逗點不能當連接詞 16. 標點錯誤 17. 加一個對話會更好 18. 寫完要檢查