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KPREPReview
PART 1
THE WRITING PROCESS
Analyzing the New Writing Process:
Focusing: WR-M-4.7.0
Connecting to content knowledge Connecting with prior learning and experience Initiating an authentic reason to write
What does “authentic” mean? Thinking about a subject, experience, question,
issue or problem to determine a meaningful reason to write
Prewriting: WR-M-4.8.0
Selecting/narrowing topic Establishing a purpose and central idea/focus Identifying and analyzing the audience Determining the most appropriate form to meet the needs
of purpose and audience Recording ideas (e.g., reading, journaling, mapping,
webbing, note taking, interviewing, researching, writing-to-learn activities)
Organizing ideas- examining other models of good writing, text structures, and ways to organize information
Drafting: WR-M-4.9.0
Writing drafts for intended audience Developing topic, elaborating ideas, exploring
sentence variety and language use
Revising: WR-M-10.0
Reflecting to determine where to add, delete, rearrange, define/refine, or elaborate content
Conferencing Checking for accuracy of content Comparing with rubric criteria and models of the
form Considering effectiveness of language usage and
sentences to communicate ideas
Editing (Conventions and Mechanics)WR-M-4.11.0
Checking for correctness (using resources- spell check, dictionaries, thesauri, handbooks)
Language usageSentence structureSpellingCapitalizationPunctuationDocumentation of sources
Publishing: WR-M-12.0
Sharing final piece with intended audience
Reflecting: WR-M-4.13.0
Reflecting uponGoals as a writerProgress and growth as a writerWho or what has influenced progress and growthApproaches used when composing (e.g., free-writing,
researching, drawing, webbing)
Purpose in Reading
Purpose in reading helps determine what is important in the reading. Establishing a purpose helps eliminate:
Daydreaming while reading Just “saying” the words so you can be doneBoredom while readingLosing focus
The Reading Process Pre-Read: Make predictions based on the text
features (title, pictures, captions, headings, etc.), summary, inside cover, back cover, author’s name, content from class
Read: Continually make predictions about what will happen next, stopping occasionally to think about what you have read so far (chunking information)
Re-Read: To double check information Reflect: Think about what you have read in order to
make sense of it
YOU TRY! Review Quiz!
1. We discussed 7 steps in the Writing Process. Number 1-7 on your paper and list them.
2. Number 1-4 on your paper and name the 4 Reading Process steps that we discussed.
PART 2
EXPERIENCES & PATTERNS
• REVIEW QUESTIONS:• What does Narrate mean?• What is a Narrative?• What is a Narrator?• What is Point of View?• What is a personal narrative?• What is the point of view ALWAYS
for a personal narrative?• What is a concrete detail?• What is a sensory detail?• What is a snapshot?• What is a thoughtshot?
• Personal Narrative Writing:
• Our experiences help make us who we are. Our experiences make us unique. Memories of our experiences evoke many feelings (some happy, some sad) and images (the way things taste, smell, look and sound). Your life is a constant chain of experiences and interactions with people that shape who you are. You need to make sure you remember the ones that are most important to you. Recording these experiences in writing is an excellent way to make sure you never forget who you are.
YOU TRY! On the chart below, fill in your memories, details and people.
Type of Memory My memory of an
experience DetailRelationship or
person in memory
Warm
(Comfortable)
Happened a long
time ago
Sad
(Crying)
Happy
(Laughter)
Precious as gold
Review of Poetic Devices• Imagery: Language that appeals to the five senses
• Figurative Language: Images that can not be taken literally (simile, metaphor, personification)
• Simile: A comparison using like or as
Example: Night is like a chimney.
• Metaphor: A comparison that does NOT use like or as
Example: Night is a chimney.
• Personification: Giving an object human characteristics
Example: I looked the sun straight in the eye. He put on dark glasses.
• Alliteration: The repetition of a consonant sound at the beginning of words in the same line
Example: Keeping clean is contagious.
YOU TRY! • Grab a literature book off of the
shelf. • Find the poem• Read the poem and identify (write
down) a simile, metaphor, and personification in the poem.
• Write your own example of a sentence containing alliteration.
Review of Literary Terms: Character:
Person in the storyProtagonist:
The character you are pulling forAntagonist:
The character you do not want to see get what he/she wants
CHARACTERIZATION: How the character is developed Direct characterization: (TELLS) the writer makes direct statements about
a character’s personality and tells what the character is like. Indirect characterization: (SHOWS) the writer reveals information about a
character and his personality through that character's thoughts, words, and actions, along with how other characters respond to that character, including what they think and say about him.
Setting:The time and place of the story’s action
Review of Literary Terms: Conflict:
The problem that must be resolved(internal or external)
Theme:The main idea of the story or, What the story is REALLY about.
Point of View (Narrator):Viewpoint from which the story is told.
Symbolism:Something that represents more than what it appears.
Review of Literary Terms: Author’s Purpose:
The reason for writing (to inform, to express, to persuade, to entertain)
Irony:The difference between how you might expect
something to be and how it actually is. Foreshadowing:
Using clues provided by the author to predict what will happen next (it builds suspense)
Suspense:A feeling of curiosity, or even dread, about what will
happen next in a story.
Review of Literary Terms:Plot:
Basic structure of the story; a series of related events Exposition- background information about characters
and setting that is important to the rest of the storyRising Action- develops the conflict (majority of the
story)Climax- point of highest interest, conflict, or suspense
in the storyFalling Action- shows what happens to the character(s)
after the climaxResolution- the final outcome
ConflictInternal and External
Conflict deals with a struggle the character is facing. Conflict is always internal or external. It’s also one of three things: If the conflict is man vs. man, it’s a struggle
between people.If the conflict is man vs. nature, it’s a struggle
between people and the elements of nature.If the conflict is man vs. self, the struggle comes
from within the character.
YOU TRY! Now you try. Come up with examples of each yourself. Also
include whether the conflict is internal or external.
Man vs. ManTitle: _________________ Internal or External? __________
Man vs. NatureTitle: _________________ Internal or External? __________
Man vs. SelfTitle: _________________ Internal or External? _________
DIRECT AND INDIRECT CHARACTERIZATION
•When you were younger, you were taught to use adjectives to describe something. Adjectives are describing words. This is called direct characterization because the writer directly tells you the adjective that describes the character.
•Example of Direct Characterization: He was brave when he saw the bear.
•Now that you are a maturing writer, you should show your character in ways that describe him/her for the reader. The way a character speaks, looks, acts, dresses, thinks, and shows the reader who the character is in a more subtle way. This is called indirect characterization because the writer indirectly describes the character by showing rather than telling.
•Example of Indirect Characterization:He stared the bear in the eyes. His steady hands held the knife. In
his mind, he knew that this could be it for him. Sweat poured from his forehead and dripped from his brow like a tear falling from a face. The bear had no idea how afraid the boy truly was.
We will read the following information and discuss. Think about which form of characterization is most effective in helping the reader understand the character.
Indirect Characterization What do you know about the character based
on the description?
Speech- “I ain’t got no time for this. I’m gunna git y’all
if ya don’t git on outta here!” he angrily said as he
turned, waving his bony finger in the kids’ faces.
Looks and Dresses- Mrs. May’s tiny frame was draped
in a formal suit. The pearls wrapped around her neck
seemed to strangle her as she spoke. Her feet were
stuffed in tiny Barbie-sized high-healed shoes. She
carried her precious Chihuahua puppy in her arms.
They wore matching hats. Mrs. May’s hat topped her
silver hair.
Private thoughts- Her fears vanished as he approached
her. She had hoped his glances and smiles in the hall
as they passed one another meant he was interested.
This is it, she thought as the moment she had waited
for so long arrived.
Acts- He stomped his feet and threw himself to the
ground in a rage. His head pounded the floor as he
screamed at the top of his lungs. In embarrassment,
his mother ripped him from the cold tile of the floor and
left the store immediately.
YOU TRY! Read the adjective provided in the column marked Direct
Characterization and then write a description of the character using Indirect Characterization in the blanks provided.
Direct CharacterizationWrite your own description of the character that
shows, not tells. You must include in your
description the way the character:
talks, looks, dresses, acts and thinks
Instead of saying he/she wasn’t smart,
describe:
An adult character who only has an eighth
grade education
Instead of saying he/she is cold and lonely,
describe:
A child who has been left at home alone
without any heat
Instead of saying he was excited, describe:
An athlete who gets a new truck for his
sixteenth birthday
Instead of saying she was sad, describe:
A young mother of 3 who has just been
diagnosed with cancer
PART 3
COMMUNICATION(TO PERSUADE)
When writing a piece of transactive writing, the purpose will often be to PERSUADE your
audience.
When reading a piece of transactive writing, the purpose will often be to PERSUADE you.
ArgumentArgument and and supporting evidencesupporting evidence are the tools used in are the tools used in
persuasionpersuasion. .
Begin broadly toengage the reader. Your opinion should be clear.
Reason or point one
Reason or point two
Reason or point three
Transition
Transition
Address other side’s argument.Restate the point you’re makingby summarizing.
Introduction
Supporting Evidence
Supporting Evidence
Supporting Evidence
Conclusion
Graphic Organizer for Persuasion
2
•Persuasive Techniques– Being able to convince– To bring about an action or belief
•Propaganda Techniques– Spreading information to help
or hurt a cause.
PART 4
COMMUNICATION(TO INFORM)
Text Features: Examples title (catchy and related to the topic)
subtitle (summarizes the content of the article- narrows focus)
headings (to break down the information into groups)
bullets (when a list is in no certain order)
fonts (for effect)
white space (for separation of information)
layout (it’s like designing how the article will look; columns and placement of text features)
charts and diagrams (for additional information related to the topic of the article)
boldface print (for emphasis)
pictures (for visual understanding)
captions (to quickly explain the picture)
OTHER IMPORTANT INFORMATIO
N
OTHER IMPORTANT INFO.Synonym: Words that have the same (or nearly
the same meaning)example: large/massive
YOU TRY YOUR example: _____/_____
Antonym: Words that have the opposite meaning
example: angry/calmYOU TRY! YOUR example: _____/_____
OTHER IMPORTANT INFO.
Literary Genre’s: Myths: a traditional or legendary story, usually
concerning some being or hero or event Epics: a long narrative poem about the many deeds
or a great hero Poems: literature written in verse form Novels: a long work of prose fiction Dramas: the literary genre of work intended for the
theater
OTHER IMPORTANT INFO.TIPS FOR READING A POEM:
1. Read from the inside out---just read and enjoy it!2. The first time you read the poem, pay special
attention to the punctuation (especially periods and commas). Pause only at a punctuation mark. NOT at the end of each line.
3. Pay attention to EACH WORD.4. Pay attention to the title---the meaning of the
poem sometimes hides here!
(Poetry Continued….)
Rhyme—chiming effect that adds to the music of a poem.
End Rhyme—rhyme occurs at the end of each line
Couplet—when two rhyming lines are consecutive
Internal Rhyme—rhymes occur within the lines
OTHER IMPORTANT INFO.Cause & Effect
A cause is the reason something happens, an effect is the result.
Cause & Effect Clue Words since reason due to then so because as a result therefore
(Cause & Effect cont….) YOU TRY!
Indicate the cause and effect for each sentence.The heavy rain was the reason for the flooding. She saved her money for more than a year, so she
will now travel abroad. Jeremy was badly sunburned due to being out in
the sun without sunscreen all day.As a result of eating too much food at the party,
Maggie felt sick all night.
OTHER IMPORTANT INFO.Point of View
First-person—when a character tells the story using the pronoun I
Third-person—when an outside narrator is telling the story using the pronouns they, he, and she
Second-person—uses the pronoun you (used in some types of informational writing)
OTHER IMPORTANT INFO.Fact & Opinion
A fact is something that can be proven through experience, history, science, or math.
An opinion is based on the writer’s thoughts, feelings, values, assumptions or biases. It can’t be proven.
Clue words indicating that a text is expressing opinion:everyone, most, nobody, all, none, never, always, feel, ever, really, very, think, feel, believe
OTHER IMPORTANT INFO.Context Clues
*When you don’t know the meaning of a word, use CONTEXT CLUES to help figure it out. The context is the words, sentences, and paragraphs surrounding an unknown word.
YOU TRY! 1. Joan loves to buy exotic foods: vegetables and herbs from China, spices
from India, olives from Greece, and cheeses from France.A. expensive B. seasonings C. from other places
2. This third grade was full of precocious children. One child had learned to read at two and another could do algebra at age 6.A. active B. backward C. ahead
3. Paul is a wonderful piano player. But Kate is more versatile; she plays the piano, sings, acts, paints and writes poetry. A. showoff B. many abilities C. superior skills
OTHER IMPORTANT INFO.
PREFIXES & SUFFIXES
Prefixes & Suffixes can also help you determine the meaning of a word. A prefix is added to the beginning of a root word. A suffix is added to the end of a root word.
(Prefixes & Suffixes cont….) Common Prefixes
Prefix Meaning Example
dis- not dislike
in- in or not inhuman
mid- middle midmorning
re- again reread
un- not unforgiving
(Prefixes & Suffixes cont….) Common suffixes
Suffix Meaning Example
-able able to be comfortable
-ful full of joyful
-less without harmless
-ly like, in the manner of
poorly
(Prefixes & Suffixes cont….)YOU TRY!
Using your knowledge of prefixes and suffixes, find the meaning of the following words:
1. discourage = _________________2. Midwest=____________________3. unthinkable=_________________4. respectful=___________________5. invisible=____________________6. extremely=___________________
Verbals-are words that are created from verbs, serving the purpose of a noun, adjective, or adverb.
• Gerunds- A noun form of a verb that always ends in –ing! (Not every –ing word is a gerund though)– Example: My best friend and I love swimming in the pool.– Writing is my favorite activity in school.
• Participles – Is a word that acts as a modifier in front of a noun. (adjective) Also, has an ending. (ing, ed, en, etc.)– The laughing girl was the only one we could hear.– All around the yard were the tree’s fallen branches.
• Infinitives – Basic verb with the word to in front, acting as a noun.– My best friend and I love to swim in the pool every day.– To think that way can lead to disaster.
Verbal Practice
• In some countries, biking is the preferred way to travel.– What is the infinitive?
Verb Voices
• Voice: – Active –In the active voice, the subject performs
an action.• Nestor throws the ball across the field.• We threw the Frisbee all afternoon.
– Passive –In the passive voice, the subject is acted upon by someone or something else.
• The ball is thrown by Nester.• The Frisbee was thrown all afternoon.
Verb Moods• Indicative –used to make a statement.
– Al needs to clean his room today.(Ends with a period)
• Imperative - used to make a request or command.– Al, clean your room today!(May end in a period or an exclamation point)
• Subjunctive – Speculate or express a wish.– Al wishes he were finished cleaning his room.(Ends in period most of the time)
• Conditional – An idea dependent on a condition.– If Al would have cleaned his room, he could have played outside.
• Interrogative – used to ask a question.– Have you cleaned your room yet, Al?(Always ends in a question mark)
Mood Practice
• Bake the bread for 20 minutes before you take it out of the oven.
• If Tina makes the team, she will be really happy.• Is it true that Tim is moving to Hawaii?• Tammy wishes she had an extra day of Spring Break.• If Tom had studied, he would have passed the test.
Non-Fiction Text Structure
Mullins
