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Introduction to Composition
Robert Taggart
®
055711 1/5/05 11:56 AM Page i
Table of ContentsTo the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
UUnniitt 11:: SSeenntteenncceessLesson 1: What Is a Sentence? . . . . . . . . . . . . . . . . . . . . 3Lesson 2: Types of Sentences . . . . . . . . . . . . . . . . . . . . 10Lesson 3: Problems with Sentence Structure . . . . . . . 15
UUnniitt 22:: PPaarraaggrraapphhssLesson 4: The Parts of a Paragraph . . . . . . . . . . . . . . . 31Lesson 5: Topic Sentences . . . . . . . . . . . . . . . . . . . . . . 33Lesson 6: Supporting Sentences . . . . . . . . . . . . . . . . . 42Lesson 7: The Concluding Sentence . . . . . . . . . . . . . . 51Lesson 8: Types of Paragraphs . . . . . . . . . . . . . . . . . . . 58Lesson 9: Editing Paragraphs . . . . . . . . . . . . . . . . . . . . 64
UUnniitt 33:: EEssssaayyssLesson 10: The Parts of an Essay . . . . . . . . . . . . . . . . . 73Lesson 11: The Introductory Paragraph . . . . . . . . . . . 78Lesson 12: Supporting Paragraphs: Relevance . . . . . . 90Lesson 13: Supporting Paragraphs: Organization
and Coherence . . . . . . . . . . . . . . . . . . . . . . 95Lesson 14: The Concluding Paragraph . . . . . . . . . . . . 110
UUnniitt 44:: TThhee WWrriittiinngg PPrroocceessssLesson 15: Generating Ideas . . . . . . . . . . . . . . . . . . . . 127Lesson 16: Outlines . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Lesson 17: Writing the First Draft . . . . . . . . . . . . . . . 140
UUnniitt 55:: EEddiittiinngg EEssssaayyssLesson 18: How to Edit . . . . . . . . . . . . . . . . . . . . . . . . 153Lesson 19: Proofreaders’ Marks . . . . . . . . . . . . . . . . . 155
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Introduction to Composition
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UNIT 1Sentences
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LESSON 1: What Is a Sentence?
GOAL: To learn to recognize and write complete sentences
WORDS TO KNOW
SSeenntteenncceess
A sseenntteennccee is a group of words that forms a complete thought.Every sentence has two parts. These parts are the subject and thepredicate.
The ssuubbjjeecctt is the part of the sentence that tells who or whatdoes or is something. The subject always contains a noun or apronoun. Read this sentence:
Jessie ran.
Who ran? The answer is Jessie. Jessie is the subject of thesentence.
The pprreeddiiccaattee is the part of the sentence that tells what thesubject does or is. The predicate always contains a verb.
Look at the example again:
Jessie ran.
What did Jessie do? The answer is ran. The verb ran is thepredicate of the sentence.
If a group of words does not have both a subject and apredicate, it does not make a sentence.
Lesson 1: What Is a Sentence? • Introduction to Composition
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ccoommpplleettee pprreeddiiccaatteeccoommpplleettee ssuubbjjeeccttffrraaggmmeenntt
pprreeddiiccaatteesseenntteenncceessiimmppllee pprreeddiiccaattee
ssiimmppllee ssuubbjjeeccttssuubbjjeecctt
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A sentence may have more than one subject and/or more thanone predicate.
Look at these examples:
Margo and Jason left. two subjects: Margo, Jason
Beth skipped and jumped. two verbs: skipped, jumped
Tomas and Brad ran and swam. two subjects: Tomas,Brad; two predicates:ran, swam
It is important to know what is and is not a sentence. Whenyou write, you must use complete sentences. Learning torecognize complete sentences in what you read will help youwrite complete sentences.
■ PRACTICE 1: What Is a Sentence?Underline the subject or subjects in each sentence once.Underline the predicate or predicates twice.
11.. Hugh reads.
22.. He writes.
33.. Elena and Helen dance.
44.. Mr. Lavoie teaches.
55.. Ms. Rush jogs.
66.. Sara and Rachel ran and hid.
Unit 1: Sentences • Introduction to Composition
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FFrraaggmmeennttss
A sentence must tell a complete thought, and it must have asubject and a predicate. Otherwise, the group of words is not asentence. An incomplete sentence is called a sentence ffrraaggmmeenntt..
Look at these examples:
The boiling water.
Were singing and laughing.
These groups of words do not tell a complete thought. Theseare fragments. They are missing something. In the first sentence,there is no verb. In the second sentence, there is no subject.
It is important that you be able to recognize fragments. Youwill be able to check your writing for them and fix them.
■ PRACTICE 2: FragmentsSome groups of words below are complete sentences, and someare fragments. For each complete sentence, write sentence on theline. For each fragment, write a complete sentence using thefragment. Here is an example:
Eats cereal. Sharon eats cereal. or He eats cereal. or Mr. Kemp’s giant white dog eats cereal.
11.. The fast car. __________________________________
____________________________________________
22.. The dog sleeps all day. __________________________
____________________________________________
33.. The little boy cried. ____________________________
____________________________________________
Lesson 1: What Is a Sentence? • Introduction to Composition
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44.. Laughed through the whole movie. __________________
____________________________________________
55.. That little red house on the corner. __________________
____________________________________________
CCoommpplleettee SSuubbjjeeccttss aanndd SSiimmppllee SSuubbjjeeccttss;; CCoommpplleettee PPrreeddiiccaatteess aanndd SSiimmppllee PPrreeddiiccaatteess
You know that a sentence must express a complete thought andhave two parts: a subject and a predicate.
You know that the subject of a sentence tells who or what doessomething. Look at this sentence:
The girl with long hair ran.
What is the subject of the sentence? The simple subject is girl.The complete subject is the girl with long hair.
■ The ssiimmppllee ssuubbjjeecctt is the main word in the complete subject.
■ The ccoommpplleettee ssuubbjjeecctt contains the simple subject and anywords that describe the simple subject.
You know that a predicate tells what the subject does or is.Look at this sentence:
The girl with long hair ran in the relay race.
Unit 1: Sentences • Introduction to Composition
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Fragments occur more often when people speakthan when they write. Why do you think this is?Write your ideas on another sheet of paper.
THINK ABOUT IT
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Introduction to Composition
WALCH PUBLISHING
Teacher’s Guide
®
Table of ContentsTo the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viIntroduction to Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viiiClassroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixUse Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
UUnniitt 11:: SSeenntteenncceessUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
UUnniitt 22:: PPaarraaggrraapphhssUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
UUnniitt 33:: EEssssaayyssUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
UUnniitt 44:: TThhee WWrriittiinngg PPrroocceessssUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
UUnniitt 55:: EEddiittiinngg EEssssaayyssUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Assessment Rubric for Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Tables and Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Student Book Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
© 2005 Walch Publishing Teacher’s Guide • Introduction to Composition
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© 2005 Walch Publishing Teacher’s Guide • Introduction to Composition
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Unit 1 analyzes sentence structure. Students learn to identify subjects, predicates, clauses, andtypes of sentences. This helps students thoughtfully build their own sentences. Students learn torecognize faulty sentence structure, such as fragments, run-on sentences, lack of parallel structure,and misplacement of modifiers, and apply sentence-building skills to correct such problems.
Lesson 1: What Is a Sentence?Goal: To learn to recognize and write complete sentences
WORDS TO KNOW
ccoommpplleettee pprreeddiiccaattee the part of the sentence that contains the simple predicate and all the wordsthat describe it
ccoommpplleettee ssuubbjjeecctt the part of the sentence that contains the simple subject and all the words thatdescribe it
ffrraaggmmeenntt an incomplete sentence
pprreeddiiccaattee the part of a sentence that tells what the subject does or is
sseenntteennccee a group of words that forms a complete thought and has a subject and apredicate
ssiimmppllee pprreeddiiccaattee the verb of the subject of the sentence
ssiimmppllee ssuubbjjeecctt the main word in the complete subject
ssuubbjjeecctt the part of a sentence that tells who or what does or is something
Lesson 2: Types of SentencesGoal: To learn to recognize and write different types of sentences
WORDS TO KNOW
ccllaauussee a group of words that has a subject and an accompanying verb and that is usedas part of a sentence
ccoommpplleexx sseenntteennccee a sentence that is made up of one independent clause and at least onedependent clause
ccoommppoouunndd sseenntteennccee a sentence that is made up of two or more independent clauses joined by asemicolon or by a comma followed by a conjunction
Unit 1: Sentences
Teacher’s Guide • Introduction to Composition © 2005 Walch Publishing
2
ddeeppeennddeenntt ccllaauussee a clause that does not express a complete thought and therefore cannot standalone as a sentence
iinnddeeppeennddeenntt ccllaauussee a clause that expresses a complete thought and that can stand alone as asentence
ssiimmppllee sseenntteennccee a sentence that tells one complete thought and has one complete subject andone complete predicate
Lesson 3: Problems with Sentence StructureGoal: To recognize and correct problems with sentence structure
WORDS TO KNOW
ccoommmmaa sspplliiccee two or more sentences written together with only a comma joining them
mmooddiiffiieerr a word or phrase that describes something else
ppaarraalllleell ssttrruuccttuurree the state in which related words in a sentence appear in the same grammaticalform
rruunn--oonn sseenntteennccee two or more sentences written together without any punctuation or joiningwords
NNootteess oonn AApppplliiccaattiioonn AAccttiivviittyy iinn SSttuuddeenntt TTeexxtt
AAddddiittiioonnaall AAccttiivviittyy SSuuggggeessttiioonnss■ Write some sentence fragments on the board. They may come from actual papers that students
have turned in (in this case, the examples should remain anonymous). Ask students to rewritethe sentences so that they are complete sentences.
■ Choose a variety of sentences from a novel or a textbook that students are using in class. Writethe sentences on the board. Have students identify the complete subject, simple subject,complete predicate, and simple predicate.
AAccttiivviittyy SSkkiillllss AApppplliieedd PPrroodduucctt
SSeenntteenncceess iinn tthhee NNeewwss gathering information, analyzing sentences, information, critical thinking, reasoning explanations
© 2005 Walch Publishing Teacher’s Guide • Introduction to Composition
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■ Challenge students to rearrange the order of subject and verb in some sample sentences takenfrom a novel. Talk about which sentence students prefer, and why.
■ Have students identify dependent and independent clauses in sentences you write on the board.
TTeeaacchhiinngg TTiipp■ Remind students that the simple predicate is the verb of a sentence. You may choose to
substitute the word verb for simple predicate when you are talking about sentences.
■ You may want to review the math term parallel, which refers to two straight lines that neverintersect, such as train rails. The symbol for parallel is two short, vertical, parallel lines. Havingan image of the term parallel may help students remember that with parallel construction, theparts of a sentence run on smooth rails going the same way.
DDiiffffeerreennttiiaattiioonn■ Visual, spatial, and logical learners may benefit from a lesson in diagramming sentences.
■ Students may want to create their own kind of visual representation of sentences, such as a webor another type of diagram.
■ On large sheets of paper, write subjects and predicates, one sentence part to a sheet. Hand outthe sheets to students. Have classmates tell students where to stand to make logical sentences.
■ Have students draw a picture or a diagram to represent parallel structure, a sentence fragment,or a run-on sentence.
Teacher’s Guide • Introduction to Composition © 2005 Walch Publishing
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Idea WebWrite your topic in the center circle. Then write details in the smaller circles. Add and delete linesand circles as needed.
Introduction to Composition
WALCH PUBLISHING
Table of Contents
© 2005 Walch Publishing Introduction to Composition
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TToo tthhee SSttuuddeenntt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
AAccttiivviittyy 11Sentence Vocabulary . . . . . . . . . . . . . . . . . . . . . . 1
AAccttiivviittyy 22Subject + Predicate = Sentence . . . . . . . . . . . . . . 2
AAccttiivviittyy 33Sentence Fragments . . . . . . . . . . . . . . . . . . . . . . 3
AAccttiivviittyy 44Dividing Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
AAccttiivviittyy 55Word Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
AAccttiivviittyy 66Group Sentences . . . . . . . . . . . . . . . . . . . . . . . . . 6
AAccttiivviittyy 77Acting It Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
AAccttiivviittyy 88Order of Subject and Predicate . . . . . . . . . . . . . 8
AAccttiivviittyy 99Diagramming Sentences . . . . . . . . . . . . . . . . . . . 9
AAccttiivviittyy 1100Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
AAccttiivviittyy 1111Clause or Not? . . . . . . . . . . . . . . . . . . . . . . . . . . 11
AAccttiivviittyy 1122Independent and Dependent Clauses . . . . . . . 12
AAccttiivviittyy 1133Compound Sentences . . . . . . . . . . . . . . . . . . . . 13
AAccttiivviittyy 1144Complex Sentences . . . . . . . . . . . . . . . . . . . . . . 14
AAccttiivviittyy 1155Adding Complexity . . . . . . . . . . . . . . . . . . . . . . 15
AAccttiivviittyy 1166Running On . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
AAccttiivviittyy 1177Quick Fixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
AAccttiivviittyy 1188Another Option . . . . . . . . . . . . . . . . . . . . . . . . . 18
AAccttiivviittyy 1199Correcting by Joining . . . . . . . . . . . . . . . . . . . . 19
AAccttiivviittyy 2200Make It Complex . . . . . . . . . . . . . . . . . . . . . . . . 20
AAccttiivviittyy 2211Simplify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
AAccttiivviittyy 2222Expert Solutions . . . . . . . . . . . . . . . . . . . . . . . . 22
AAccttiivviittyy 2233Comma Splices . . . . . . . . . . . . . . . . . . . . . . . . . 23
AAccttiivviittyy 2244Parallel Structure . . . . . . . . . . . . . . . . . . . . . . . . 24
AAccttiivviittyy 2255Placement of Modifiers . . . . . . . . . . . . . . . . . . . 25
AAccttiivviittyy 2266Parts of a Paragraph . . . . . . . . . . . . . . . . . . . . . 26
AAccttiivviittyy 2277Cooking Up a Paragraph . . . . . . . . . . . . . . . . . . 27
AAccttiivviittyy 2288Magazine Mix-up . . . . . . . . . . . . . . . . . . . . . . . 28
AAccttiivviittyy 2299Focus on Topic Sentences . . . . . . . . . . . . . . . . . 29
AAccttiivviittyy 3300Paragraph Purpose . . . . . . . . . . . . . . . . . . . . . . 30
AAccttiivviittyy 3311Topic Sentences at the Movies . . . . . . . . . . . . . 31
AAccttiivviittyy 3322Clarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
AAccttiivviittyy 3333Supporting Sentences . . . . . . . . . . . . . . . . . . . . 33
AAccttiivviittyy 3344Brainstorming Is Fun . . . . . . . . . . . . . . . . . . . . 34
AAccttiivviittyy 3355Organizing Supporting Sentences . . . . . . . . . . 35
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Table of ContentsAAccttiivviittyy 3366
Writing Interesting Supporting Sentences . . . 36
AAccttiivviittyy 3377Sticking to the Topic . . . . . . . . . . . . . . . . . . . . . 37
AAccttiivviittyy 3388Ending with a Question . . . . . . . . . . . . . . . . . . 38
AAccttiivviittyy 3399Ending with an Opinion . . . . . . . . . . . . . . . . . . 39
AAccttiivviittyy 4400Summarizing in a Concluding Sentence . . . . . 40
AAccttiivviittyy 4411Restate, but Don’t Repeat! . . . . . . . . . . . . . . . . 41
AAccttiivviittyy 4422Your Opinion About Concluding Sentences . . 42
AAccttiivviittyy 4433Concluding Ads . . . . . . . . . . . . . . . . . . . . . . . . . 43
AAccttiivviittyy 4444Bringing the Pieces Together . . . . . . . . . . . . . . 44
AAccttiivviittyy 4455Types of Paragraphs . . . . . . . . . . . . . . . . . . . . . 45
AAccttiivviittyy 4466Cause-and-Effect Paragraphs . . . . . . . . . . . . . . 46
AAccttiivviittyy 4477List Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . 47
AAccttiivviittyy 4488Narrative Paragraphs . . . . . . . . . . . . . . . . . . . . 48
AAccttiivviittyy 4499Opinion Paragraphs . . . . . . . . . . . . . . . . . . . . . 49
AAccttiivviittyy 5500Group Editing I . . . . . . . . . . . . . . . . . . . . . . . . . 50
AAccttiivviittyy 5511Group Editing II . . . . . . . . . . . . . . . . . . . . . . . . . 51
AAccttiivviittyy 5522Editing Paragraphs . . . . . . . . . . . . . . . . . . . . . . 52
AAccttiivviittyy 5533Five Questions . . . . . . . . . . . . . . . . . . . . . . . . . . 53
AAccttiivviittyy 5544More Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
AAccttiivviittyy 5555Parts of an Essay . . . . . . . . . . . . . . . . . . . . . . . . 55
AAccttiivviittyy 5566Introductory Paragraphs . . . . . . . . . . . . . . . . . 56
AAccttiivviittyy 5577Grand Openings . . . . . . . . . . . . . . . . . . . . . . . . 57
AAccttiivviittyy 5588Great Expectations . . . . . . . . . . . . . . . . . . . . . . 58
AAccttiivviittyy 5599Granny’s Stories . . . . . . . . . . . . . . . . . . . . . . . . 59
AAccttiivviittyy 6600Getting Attention . . . . . . . . . . . . . . . . . . . . . . . 60
AAccttiivviittyy 6611Keep It Short . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
AAccttiivviittyy 6622Relevance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
AAccttiivviittyy 6633Logical Organization . . . . . . . . . . . . . . . . . . . . . 63
AAccttiivviittyy 6644How-To Know-How . . . . . . . . . . . . . . . . . . . . . . 64
AAccttiivviittyy 6655Spatial Order . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
AAccttiivviittyy 6666Guess Who? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
AAccttiivviittyy 6677Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . 67
AAccttiivviittyy 6688Comparison and Contrast . . . . . . . . . . . . . . . . 68
AAccttiivviittyy 6699Order of Importance . . . . . . . . . . . . . . . . . . . . . 69
AAccttiivviittyy 7700Convince Me . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
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AAccttiivviittyy 7711Concluding Paragraphs . . . . . . . . . . . . . . . . . . . 71
AAccttiivviittyy 7722Questions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
AAccttiivviittyy 7733Why Do You Think So? . . . . . . . . . . . . . . . . . . 73
AAccttiivviittyy 7744Brainstorming Ideas . . . . . . . . . . . . . . . . . . . . . 74
AAccttiivviittyy 7755Narrowing the Topic . . . . . . . . . . . . . . . . . . . . . 75
AAccttiivviittyy 7766Web Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
AAccttiivviittyy 7777You Try It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
AAccttiivviittyy 7788Weaving a Web . . . . . . . . . . . . . . . . . . . . . . . . . 78
AAccttiivviittyy 7799Outline Basics . . . . . . . . . . . . . . . . . . . . . . . . . . 79
AAccttiivviittyy 8800Outline Fill-In . . . . . . . . . . . . . . . . . . . . . . . . . . 80
AAccttiivviittyy 8811Outline Exercise . . . . . . . . . . . . . . . . . . . . . . . . . 81
AAccttiivviittyy 8822Topic Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
AAccttiivviittyy 8833Sentence Outline . . . . . . . . . . . . . . . . . . . . . . . . 83
AAccttiivviittyy 8844Outline Survey . . . . . . . . . . . . . . . . . . . . . . . . . . 84
AAccttiivviittyy 8855Creating a Topic Sentence from an Outline . . 85
AAccttiivviittyy 8866First Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
AAccttiivviittyy 8877Strong Support . . . . . . . . . . . . . . . . . . . . . . . . . 87
AAccttiivviittyy 8888Drawing to a Close . . . . . . . . . . . . . . . . . . . . . . 88
AAccttiivviittyy 8899Writing the Concluding Paragraph . . . . . . . . . 89
AAccttiivviittyy 9900All Together Now . . . . . . . . . . . . . . . . . . . . . . . 90
AAccttiivviittyy 9911Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
AAccttiivviittyy 9922Mechanical Errors . . . . . . . . . . . . . . . . . . . . . . . 92
AAccttiivviittyy 9933Mechanical Fix-It . . . . . . . . . . . . . . . . . . . . . . . . 93
AAccttiivviittyy 9944Grammar Problems . . . . . . . . . . . . . . . . . . . . . . 94
AAccttiivviittyy 9955Grammar Cure . . . . . . . . . . . . . . . . . . . . . . . . . . 95
AAccttiivviittyy 9966Structural Weaknesses . . . . . . . . . . . . . . . . . . . 96
AAccttiivviittyy 9977Strengthen the Structure . . . . . . . . . . . . . . . . . 97
AAccttiivviittyy 9988Mark It Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
AAccttiivviittyy 9999Finishing Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
AAccttiivviittyy 110000Polish It Off . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
UUnniitt 55:: EEddiittiinngg EEssssaayyss
UUnniitt 44:: TThhee WWrriittiinngg PPrroocceessss
© 2005 Walch Publishing Unit 1: Sentences • Introduction to Composition
1
Match each word on the left with its meaning on the right. Write the letter of the definition on the line.
11.. sentence _____
22.. simple subject _____
33.. complete predicate _____
44.. fragment _____
55.. complete subject _____
66.. simple predicate _____
77.. Underline the words from the list below that could be the simple subject of a sentence.
he they football television
popcorn skipped Julio sing
Anna sew we spaghetti
oil you scamper with
88.. Write the correct words on the lines to finish the following statement. The simple subject of a
sentence is usually a(n) _____________ or a(n) _____________.
99.. What part of speech must the simple predicate always be? ____________________
1100.. Underline the words from the list below that could be the simple predicate of a sentence.
will eat are skipped eagle
car ran is singing purple
wrote window listened understood
if have read suggest blurred
UNIT 1 • ACTIVITY 1SSeenntteennccee VVooccaabbuullaarryy
NAME:
aa.. a group of words that forms a complete thought
bb.. an incomplete sentence
cc.. the main word in the subject
dd.. part of the sentence that tells what the subject doesor is
ee.. the part of the sentence that tells who or what
ff.. the verb or verbs of the sentence
Unit 1: Sentences • Introduction to Composition © 2005 Walch Publishing
2
Write twelve sentences using the underlined simple subjects and simple predicates from Activity 1.Use one simple subject and one simple predicate to write a complete sentence. You may need to addmore words to complete the sentence.
EExxaammppllee:: Julio—simple subject; will eat—simple predicateJulio will eat at the party.
Write twelve sentences using the underlined simple subjects and simple predicates from Activity 1.
11.. _________________________________________________________________
22.. _________________________________________________________________
33.. _________________________________________________________________
44.. _________________________________________________________________
55.. _________________________________________________________________
66.. _________________________________________________________________
77.. _________________________________________________________________
88.. _________________________________________________________________
99.. _________________________________________________________________
1100.. _________________________________________________________________
1111.. _________________________________________________________________
1122.. _________________________________________________________________
UNIT 1 • ACTIVITY 2SSuubbjjeecctt ++ PPrreeddiiccaattee == SSeenntteennccee
NAME:
Introduction to Composition
WALCH PUBLISHING
Test Pack
Table of ContentsTo the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Testing Students Who Do Not Test Well . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Test-Taking Strategies for Power Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
PPrreetteesstt .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11
UUnniitt 11 TTeesstt:: SSeenntteenncceess .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 66
UUnniitt 22 TTeesstt:: PPaarraaggrraapphhss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1100
UUnniitt 33 TTeesstt:: EEssssaayyss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1144
UUnniitt 44 TTeesstt:: TThhee WWrriittiinngg PPrroocceessss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1177
UUnniitt 55 TTeesstt:: EEddiittiinngg .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 2200
PPoosstttteesstt .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 2222
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Student Record-Keeping Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Proofreaders’ Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Stategies for Standardized Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
© 2005 Walch Publishing Introduction to Composition Test Pack
iii
Read each group of words. If the words form a complete sentence, circle a. If they do not, circle b.
11.. The gurgling brook rushed over the rocks.
aa.. complete sentence
bb.. fragment
22.. Tammy seems to read at the speed of light.
aa.. complete sentence
bb.. fragment
33.. Rushing up and down the halls and around the furniture.
aa.. complete sentence
bb.. fragment
Underline the simple subject in each sentence.
44.. Maxine and Vivian wrote to their grandmother.
55.. The Johnson twins both like to play softball.
66.. Through the dark woods trudged the two hikers.
Underline the simple predicate in each sentence.
77.. The squirrel dashed up the oak tree.
88.. The children slid down the snowy hill on trash can lids.
99.. After the game, the boys bought lunch.
INTRODUCTION TO COMPOSITION • PRETESTNAME: DATE:
© 2005 Walch Publishing Pretest • Introduction to Composition Test Pack
1
NAME: DATE:
Unit 3 Test • Introduction to Composition Test Pack © 2005 Walch Publishing
14
UNIT 3 TEST: ESSAYS
Read the following introductory paragraph for an essay. Then circle the letter of the answer to eachquestion.
Do you know how good for you regular exercise is? There are many benefits! Exercise can helpyour heart, boost your mood, and give you an activity to share with others. All these plussesmake physical activity worthwhile.
11.. How does the author capture your attention?
aa.. by asking a question
bb.. by making a shocking statement
cc.. by using a specific example
22.. Which is the topic sentence of the essay?
aa.. There are many benefits!
bb.. It can help your heart, boost your mood, and give you an activity to share with others.
cc.. All these plusses make exercise worthwhile.
33.. Which of the following is likely to be a supporting point in the essay?
aa.. ways exercise increases heart health
bb.. expenses of different sports
cc.. the benefits of joining a gym
44.. Which of the following is the best concluding paragraph for this essay?
aa.. Exercise does take commitment—in time and sometimes in money. The benefits,however, are well worth the investment. Exercise every day—for your health, for yoursense of well-being, and for the fun of it!
bb.. The heart is a muscle, and like all muscles, it needs to be exercised. The regular stress ofexercise strengthens the heart. A strong heart is worth the effort of exercise.
cc.. Playing on a team gives you a community as well as a fun activity. You will make friendswho share your interests. Team sports are a great pastime.
NAME: DATE:
Posttest • Introduction to Composition Test Pack © 2005 Walch Publishing
22
INTRODUCTION TO COMPOSITION • POSTTEST
Read each group of words. If the words form a complete sentence, circle a. If they do not, circle b.
11.. The ground shook.
aa.. complete sentence
bb.. fragment
22.. April showers bring May flowers.
aa.. complete sentence
bb.. fragment
33.. After walking across town and riding the bus to the mall.
aa.. complete sentence
bb.. fragment
44.. The cat, orange and white, with long, drooping whiskers.
aa.. complete sentence
bb.. fragment
Underline the simple subject in each sentence.
55.. Bree, Lauren, and Rachel saw the new movie last weekend.
66.. Donna had the flu all week!
77.. Mrs. McCann’s class read Huckleberry Finn this year.
Underline the simple predicate in each sentence.
88.. Bree, Lauren, and Rachel saw the new movie last weekend.
99.. Donna had the flu all week!
