A Writer's Workshop: Crafting Sentences, Building Paragraphs

A Writer’s Workshop: Crafting Sentences, Building Paragraphs About the Author Preface: About This Book UNIT ONE: PREPARING FOR SUCCESSChapter 1: The Writing Process How Do We Begin to Write? What to Ask at the Start of a Writing Project STEPS IN THE WRITING PROCESS Discovering Ideas: Prewriting Conservation in Context: Keep a Paperless Journal or Blog Organizing Ideas Drafting Conservation in Context: Try Paperless Drafting Revising Revision Priority Checklist Collaborative Revising Editing Proofreading STUDENT MODEL: “The Trail of Blood” by Kyle Burnett Diagnostic Writing Assignments Chapter SummaryChapter 2: The Reading Process Is There a More Effective Way to Read? Prereading: Preparing to Understand Connections: Linking New to Previous Knowledge Reading: Processing Ideas Linking New to Previous Knowledge Reading: Focusing and Recording Main Ideas Conservation in Context: Take Green Notes Postreading: Retaining Ideas Chapter Summary UNIT TWO: CRAFTING SENTENCES: UNDERSTANDING HOW THEY WORKChapter 3: Subjects, Verbs, and Other Sentence Parts What Are We Trying to Achieve and Why? Identifying the Parts of Speech Recognizing Verbs and Subjects in Simple Sentences Identifying Verbs Recognizing Subjects Conservation in Context: Identifying Subjects and Verbs in Context Chapter SummaryChapter 4: Verbs: Forms and Tenses What Are We Trying to Achieve and Why? Present Tense Past Tense Future Tense Helping Verbs Common Helping Verbs Modals Perfect Tenses Progressive Tenses Irregular Verbs Verb Tense Sequences and Unneeded Tense Shifts Chapter SummaryChapter 5: Subject-Verb Agreement What Are We Trying to Achieve and Why? Intervening Words Verbals: Incomplete Verbs Compound Subjects Indefinite Pronouns Or, Either/Or, Neither/Nor Relative Pronouns as Subjects Linking Verbs Changing the Order of Subjects and Verbs Collective, Plural, and “False Plural” Nouns with Verbs Chapter SummaryChapter 6: Nouns What Are We Trying to Achieve and Why? What a Noun Looks Like Kinds of Nouns How Nouns Function Problem Nouns Chapter SummaryChapter 7: Pronouns What Are We Trying to Achieve and Why? Referring to the Antecedent Agreeing in Number with the Antecedent Choosing Proper Pronoun Case Solving Common Problems with Pronoun Case Remaining Consistent in Person Chapter Summary Chapter 8: Adjectives and Adverbs What Are We Trying to Achieve and Why? Adjectives Comparative and Superlative Forms Adverbs Irregular Adjective and Adverb Forms Overuse of Modifiers Dangling and Misplaced Modifiers Chapter SummaryChapter 9: Conjunctions and Prepositions What Are We Trying to Achieve and Why? Conjunctions Prepositions Chapter SummaryChapter 10: Phrases What Are We Trying to Achieve and Why? Prepositional Phrases Infinitive Phrases Participial Phrases Gerund Phrases Absolute Phrases Appositive Phrases Chapter SummaryChapter 11: Clauses and Sentence Types Clauses Main Clauses Subordinate Clauses Sentence Types Simple Compound Complex Compound-complex Summary: A Writer’s Basic Sentence GrammarChapter 12: Coordination and Subordination What Are We Trying to Achieve and Why? Coordination Coordinating Words Coordinating Phrases Coordinating Clauses Avoiding Excessive Coordination Subordination Subordinating Words Subordinating Phrases Using Adverb Clauses Using Adjective Clauses Avoiding Excessive Subordination Chapter SummaryChapter 13: Parallelism Making Series Parallel Making Lists and Outlines Parallel Making Pairs Parallel Chapter Summary UNIT THREE: DEALING WITH COMMON SENTENCE PROBLEMSChapter 14: Run-ons, Comma Splices, and Sentence Fragments What Are We Trying to Achieve and Why? Run-on Sentences and Comma Splices Conservation in Context: Use Workbook Lines Sentence Fragments Chapter SummaryChapter 15: Commas What Are We Trying to Achieve and Why?The Big Three Comma Categories Introducing Main Clauses Setting Off Nonessential Word Groups Dividing Main Clauses Secondary Comma CategoriesAvoiding Unneeded CommasChapter SummaryChapter 16: Other Punctuation and MechanicsSemicolonColonDashParenthesesQuotation MarksApostropheCapitalizationHyphenUnderlining and ItalicizingChapter SummaryChapter 17: Spelling and Sound-alike Words What Are We Trying to Achieve and Why?Some Suggestions for Help with SpellingA Review of Vowels and ConsonantsSome Useful Spelling PatternsSound-alike WordsChapter SummaryChapter 18: ELL Concerns What Are We Trying to Achieve and Why? Count and Noncount Nouns Articles Verbs Prepositions Adjective OrderChapter Summary UNIT FOUR: BUILDING PARAGRAPHSChapter 19: Introducing the Paragraph What Is a Paragraph? Writing a Topic Sentence Developing Body Paragraphs STUDENT MODEL: “My Hyperactive Dog” by Phonepraseut Mounivong Writing a Concluding Sentence STUDENT MODEL: “Staying Fit” by Hyuk Sun Organizing Body Paragraphs Conservation in Context: Organize Paragraphs On-screen Choosing a TitleChapter SummaryChapter 20: Revising Paragraphs The Revision ProcessFirst DraftSecond DraftFinal DraftProofreadingSTUDENT MODEL: “Ouch” by Crystal LocknerConservation in Context: “Track” Your EditsChapter SummaryChapter 21: Describing a Place (Description) What Are We Trying to Achieve and Why? Linking to Previous Experience: What You Already Know about Description Developing Skills in Describing Learning from a Student Model: A Descriptive Paragraph STUDENT MODEL: “A World Full of Fun” by Kamiasha Moses Writing a Descriptive Paragraph Conservation in Context: Describe a local public outdoor space . . . Alternate Assignments Linking to Future ExperienceChapter SummaryChapter 22: Telling a Story (Narration) What Are We Trying to Achieve and Why? Linking to Previous Experience: What You Already Know about Telling Stories Developing Skills in Narrating STUDENT MODEL: “Close Call” by Andrew Lucht Learning from a Student Model: A Narrative Paragraph STUDENT MODEL: “The Chase” by Brian Rodriguez Writing a Narrative ParagraphConservation in Context: Tell a story about a moment you felt connected to the natural world (or separated from it). Alternate Assignments Linking to Future ExperienceChapter SummaryChapter 23: Writing with Examples (Illustration) What Are We Trying to Achieve and Why? Linking to Previous Experience: What You Already Know about Using Examples Developing Skills in Using Examples STUDENT MODEL: “The Sharks of Steel” by Mikel King Learning from a Student Model: An Illustration Paragraph STUDENT MODEL: “Another Way to Ruin My Day” by Nalin Weerasekara Writing an Illustration ParagraphConservation in Context: Illustrate the ways in which you show environmental awareness (or wish you did).Conservation in Context: What are ways in which your campus shows a commitment to conservation? Alternate Assignments Linking to Future ExperienceChapter SummaryChapter 24: Discovering Causes and Effects What Are We Trying to Achieve and Why? Linking to Previous Experience: What You Already Know about Causes and Effects Developing Skills in Working with Causes and Effects STUDENT MODEL: “Missing the Target” by Daniel Hedge Learning from a Student Model: An Effects Paragraph STUDENT MODEL: “Hurray for America!” by Takako Kurokami Writing a Causes or Effects Paragraph Alternate AssignmentsConservation in Context: Build a chain of causes or effects of global climate change . . .Linking to Future ExperienceChapter SummaryChapter 25: Explaining How to Do and Understand Processes What Are We Trying to Achieve and Why? Linking to Previous Experience: What You Already Know about Process Explanations Developing Skills in Working with Process Explanations STUDENT MODEL: “Tsunamis, the Killer Waves” by Aasim Alhussani Learning from a Student Model: A Process Paragraph STUDENT MODEL: “Sharing with Family” by YanZheng Bai Writing a Process Explanation Paragraph Conservation in Context: Write a paragraph explaining how to calculate or reduce your carbon footprint . . . Alternate Assignments Linking to Future ExperienceChapter SummaryChapter 26: Exploring Similarities and Differences (Comparison and Contrast) What Are We Trying to Achieve and Why? Linking to Previous Experience: What You Already Know about Comparing and Contrasting Developing Skills in Comparing and Contrasting STUDENT MODEL: “A Way of Life” by Shane Smith Learning from a Student Model: A Contrast Paragraph STUDENT MODEL: “Worlds Apart” by Katherine Priest Writing a Comparison or Contrast Paragraph Conservation in Context: Compare or contrast two outdoor activities, two natural spaces, or an outdoor space and an indoor space. Conservation in Context: Compare or contrast your attitude toward conservation with that of a classmate, friend, parent, teacher, or celebrity. Alternate Assignments Linking to Future ExperienceChapter SummaryChapter 27: Creating and Explaining Groups (Classification) What Are We Trying to Achieve and Why? Linking to Previous Experience: What You Already Know about Classifying Developing Skills in Classifying STUDENT MODEL: “Ukrainian Holiday” by Sergey Kobzar Learning from a Student Model: A Classification Paragraph STUDENT MODEL: “Cowboys” by Billy Higgins Writing a Classification Paragraph Alternate Assignments Conservation in Context: Write a paragraph that addresses and classifies aspects of (or solutions to) an environmental issue. For example . . . Linking to Future ExperienceChapter SummaryChapter 28: Defining Terms (Definition) What are We Trying to Achieve and Why? Linking to Previous Experience: What You Already Know about Defining Developing Skills in Defining STUDENT MODEL: “Explorers: Searching for a Better Life” by Jhonnatan PerccaLearning from a Student Model: An Extended Definition ParagraphSTUDENT MODEL: “Escaping the Darkness” by Cynthia UrlockerWriting an Extended Definition ParagraphAlternate Assignments Conservation in Context: Write an extended definition of an environmental topic. Consider the following terms: endangered species, global warming, reef bleaching, acid rain, mountain-top mining . . . Linking to Future ExperienceChapter Summary Chapter 29: Writing Persuasively (Argument)What Are We Trying to Achieve and Why? inking to Previous Experience: What You Already Know about Persuasion Developing Skills in Persuasive Writing STUDENT MODEL: “Wanted: Housewives and Other Career Professionals” by Amy Myers Learning from a Student Model: A Persuasive Paragraph STUDENT MODEL: “The Right to Die with Dignity” by Erin Berg Writing a Persuasive Paragraph Alternate Assignments Conservation in Context: Write an argument that deals with a larger environmental issue like global climate change, air or water pollution, species extinction, habitat destruction . . . Conservation in Context: Decide on a simple energy-saving measure and promote it to a friend or family member . . . Linking to Future Experience Chapter Summary UNIT FIVE: INTRODUCING THE ESSAYChapter 30: Developing Essays from Paragraphs Defining the Essay Linking to Previous Experience: Transitioning from Paragraph to Essay STUDENT MODEL (PARAGRAPH): “The Sharks of Steel” by Mikel King STUDENT MODEL (ESSAY): “The Sharks of Steel” by Mikel King Writing Introductory Paragraphs Writing Body Paragraphs Writing Concluding Paragraphs Conservation in Context: Choose Recycled Paper Creating Coherence Selecting a Title Linking to Future Experience Chapter Summary Chapter 31: Model Student Essays What Are We Trying to Achieve and Why? Description STUDENT MODEL: “Back to the Garden” by Michael Wolfe Narration STUDENT MODEL: “I Thought I Could” by Hannah Barnes Illustration (Using Examples) STUDENT MODEL: “Fear in My Early Years” by Yunkyung Clare Bae Cause-and-Effect STUDENT MODEL: “Driven to Drive in Midlife” by Nahid Talebizadeh Process Description STUDENT MODEL: “Learn to Clean” by Nalin Weerasekara Comparison-Contrast STUDENT MODEL: “Under Attack” by Erin Stanley Classification STUDENT MODEL: “Making the Most of Reading” by Esther Cho Definition STUDENT MODEL: “Arowana” by Phonepraseut Mounivong Persuasion STUDENT MODEL: “He Was My Friend” by Katie Sturgeon Working Online Conservation in Context: Expand Your Conservation- Themed Paragraph into an Essay UNIT SIX: POLISHING STYLEChapter 32: Varying Sentences What Are We Trying to Achieve and Why? Varying the Length of Sentences Varying the Type of Sentences Working with Functional Sentence Types Varying the Beginnings of Sentences Inverting Sentences Conservation in Context: Sentence Variety Chapter SummaryChapter 33: Choosing Effective Words What Are We Trying to Achieve and Why? Using Specific and Concrete Language Writing Concisely Choosing Language for Tone Conservation in Context: Word Choice Chapter Summary UNIT SEVEN: LEARNING FROM PROFESSIONAL READINGS Linking to Previous and Future Experience: Why Reading Professional Models Is Useful Description “Guavas” by Esmeralda Santiago “Heaven and Earth in Jest” by Annie Dillard Narration “Salvation” by Langston Hughes “The Struggle to Be an All-American Girl” by Elizabeth Wong “The Heroes the Healing: Military Medicine from the Front Lines to the Home Front” by Neil Shea Illustration “English Is a Crazy Language” by Richard Lederer “What Really Scares Us?” by David Ropeik Cause and Effect “Insight: Overfishing Is Creating a Jellyfish Plague” by Debora Mackenzie “Gilded Age, Gilded Cage” by Leslie T. Chang Process Description “How to Surf” by Santa Barbara Surfing “Earth in the Beginning” (with photo essay) Comparison and Contrast “Patriotism or Nationalism” by Joseph Sobran “Spider-Man 2 Movie Review: Rami Snares Us in His Web Once More” by Rebecca Murray Classification “Doublespeak” by William Lutz “A Healthy Drink? Try Plain Water” by Temma Ehrenfeld Definition “Ambition” by Perri Klass “Instant Expert: Climate Change” by Fred Pearce Persuasion “Nobel Lecture 2007” by Al Gore “The Semantics of Murder” by Amir Taheri Credits Index Abbreviations and Symbols for Revising and Editing Your Writing Improvement Chart Conservation Checklist