student writing intensive continuation course level b sampleunit 5: continued editing practice...

Student Writing Intensive

Continuation Course

Level B

by

Andrew Pudewa

& Jill Pike

Student Book

Second Edition, 2012

Institute for Excellence in Writing, L.L.C.

Sample

These are Sample Pages for preview only! Copyrighted Material!

Also by Andrew Pudewa:

Advanced Communication Series Advanced Spelling and Vocabulary Bible-Based Writing Lessons High School Essay Intensive Linguistic Development through Poetry Memorization Phonetic Zoo Spelling Program (Levels A, B, and C) The Profound Effects of Music on Life Speech Boot Camp Student Writing Intensives (Levels A, B, and C) SWI Continuation Courses (Levels A and C) Teaching Writing: Structure & Style The Two Andrews: On Writing and Teaching Writing

Also by Jill Pike:

Primary Arts of Language: Writing Program Primary Arts of Language: Reading Program Student Writing Intensive Handouts (Levels A, B, and C) SWI Continuation Course Handouts (Levels A and C)

Copyright Policy

Student Writing Intensive Continuation Course Level B Student Book Second Edition, 2012 Copyright © 2001 Andrew Pudewa Copyright © 2008 Jill Pike ISBN: 978-0-9840108-4-4 Our duplicating/copying policy for this Student Book:

All rights reserved.

This downloadable PDF file (e-book) is for use by the original purchaser only. Ownership may not be transferred or sold. No part of its contents may be modified, reproduced, transmitted from the initial retrieval system, distributed, or otherwise transmitted in any form or by any means including, but not limited to, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the author, except as provided by U.S.A. copyright law and the specific policy below: Home use: You may print this Student Book as needed for use by multiple children within your immediate family. Small group or co-op classes: Each teacher and participating student or family is required to purchase a Student Book (hard copy or e-book). The purchaser may print a copy of this Student Book for his or her own use. Classroom teachers: A Student Book (hard copy or e-book) must be purchased for each teacher and participating student. One print copy may be made for each e-book purchased. Library use: A library may print one copy of this e-book or one copy of this document, which may be checked out by patrons provided they agree not to make copies. Additional Student Books may be purchased from: excellenceinwriting.com/SICC-B-SB (hard copy) or excellenceinwriting.com/SICC-B-SE (e-book)

Institute for Excellence in Writing 8799 N. 387 Road Locust Grove, OK 74352 800.856.5815 [email protected] excellenceinwriting.com

Printed in the United States of America

Sample


SWI Continuation Course Level B Contents

Scope and Sequence.........................................................................................................................7

Student Writing Notebook Assembly Instructions ..........................................................................9

Key Ideas Page .......................................................................................................................11

Stylistic Techniques ...............................................................................................................13

Adverb List.............................................................................................................................15

Adverbs for Essays.................................................................................................................17

Prepositions/Clausal Starters ..................................................................................................19

Banned Words List – Verbs ...................................................................................................21

Banned Words List – Adjectives............................................................................................23

Story Sequence Chart .............................................................................................................25

Student Grade Summary: First Half ..............................................................................................27

Student Grade Summary: Second Half ..........................................................................................28

Lesson 1 Disc 1 Paragraphs: “Robert Grosseteste” and “The Scientific Method” ..............29

Composition Checklist...............................................................................31

Grade Sheet................................................................................................32

Lesson 2 Disc 1 Paragraphs: “Thomas Bradwardine” and “Nicholas of Cusa”...................33


Grade Sheet................................................................................................36

Lesson 3 Disc 1 Writing from Pictures Model .....................................................................37

“Woman Looking in Refrigerator” Pictures ..............................................39

Typing Guidelines......................................................................................41


Grade Sheet................................................................................................44

Lesson 4 Disc 2 “Boy and Dog” Pictures.............................................................................45


Grade Sheet................................................................................................48

Lesson 5 Disc 2 Similes .......................................................................................................49

Homework Assignment .............................................................................51

Grade Sheet................................................................................................52

Lesson 6 Disc 2 Helpful Rules for Better Writing ...............................................................53

Editing Practice: “Plant in the Fridge”.......................................................55


Grade Sheet................................................................................................58

Lesson 7 Disc 3 Editing Practice: “Billowing Bubble Bath” ...............................................59

Writing from Pictures Homework .............................................................60


Grade Sheet................................................................................................62

Lesson 8 Disc 3 Clara Barton: Source 1...............................................................................63 Clara Barton: Source 2...............................................................................65

Clara Barton: Source 3...............................................................................67



Composition Checklist ..............................................................................77

Grade Sheet................................................................................................78

Sample


Lesson 9 Disc 3 Composition Checklist...............................................................................79

Grade Sheet................................................................................................80

Lesson 10 Disc 4 Composition Checklist ..............................................................................81

Grade Sheet................................................................................................82

Lesson 11 Disc 4 The Essay Model........................................................................................83


Grade Sheet................................................................................................86

Lesson 12 Disc 4 Editing Practice: “This is No joke”............................................................87

Capitals and Contractions ..........................................................................89


Grade Sheet................................................................................................92

Lesson 13 Disc 5 English Anomalies .....................................................................................93


Grade Sheet................................................................................................96

Lesson 14 Disc 5 Symbols and Abbreviations Handout ........................................................97


Grade Sheet..............................................................................................100

Lesson 15 Disc 5 New “–ly” Adverb List ............................................................................101

Composition Checklist ............................................................................103

Grade Sheet..............................................................................................104

Lesson 16 Disc 5 Composition Checklist ............................................................................105

Grade Sheet..............................................................................................106

Lesson 17 Disc 6 Editing Practice: “Farmer Eugene’s Plants Who Like Music”................107


Grade Sheet..............................................................................................110

Lesson 18 Disc 6 Invisible “Who/Which” Exercise.............................................................111

Sample Letter ...........................................................................................112


Grade Sheet..............................................................................................114

Lesson 19 Disc 7 The Complete Collection of Silly Similes ...............................................115


Grade Sheet..............................................................................................118

Lesson 20 Disc 7 Composition Checklist ............................................................................119

Grade Sheet..............................................................................................120

Lesson 21 Disc 7 Invisible “Who/Which” Practice..............................................................121 Grade Sheet..............................................................................................123

Lesson 22 Disc 7 Uncle Remus Sample ..............................................................................125 Two Aesop Fables....................................................................................126

Homework ...............................................................................................127

Grade Sheet..............................................................................................128

Lesson 23 Disc 7 King James Bible Sample ........................................................................129

Homework ...............................................................................................131

Grade Sheet..............................................................................................132

Sample


Lesson 24 Disc 7-8 Hans Christian Anderson Sample ............................................................133

Aesop Fable .............................................................................................134

Homework................................................................................................135

Grade Sheet..............................................................................................136

Lesson 25 Disc 8 The Critique Model..................................................................................137

Sample Critique .......................................................................................139

Author Background: Hans Christian Anderson .......................................141

“The Little Mermaid” ..............................................................................143

Homework and Grade Sheet ....................................................................153

Lesson 26 Disc 8 Critique Vocabulary.................................................................................155


Grade Sheet..............................................................................................158

Lesson 27 Disc 9 “Finally—The Fixing of the Foolish Fugitive” .......................................159

“King Grisly-Beard” Story ......................................................................161


Grade Sheet..............................................................................................164

Lesson 28 Disc 9 Final Exam Review..................................................................................165

“The Wreck of the Hesperus” ..................................................................167

Author Background..................................................................................168


Grade Sheet..............................................................................................170

Lesson 29 Disc 9 Sample Critique .......................................................................................171


Grade Sheet..............................................................................................174

Lesson 30 Disc 9 Final Exam (6 pages) ...............................................................................175

Lesson 31 No Disc Fiction Review (Story Sequence or Writing from Pictures)....................181

Grade Sheet for Story Writing .................................................................182

Lesson 32 No Disc Essay Review...........................................................................................183

Grade Sheet for Essay writing .................................................................184

Certificate No Disc Completion Certificate.............................................................................185

Sample


© Institute for Excellence in Writing SICC Level B Student Book 7

SWI Continuation Course Level B Scope and Sequence Lesson Concepts Presented Student Handouts Homework Assignment

1*

(Disc 1)

Units 1, 2

Review Dress-ups

Review Sentence Openers 1-3

Paragraphs for Outlining and

Summarizing

Checklist and Grade Sheet

Write one to two paragraphs. (may

be substituted)

Robert Grosseteste

Scientific Method

2*

(Disc 1)

Review remaining

Sentence Openers

Paragraphs for Outlining and

Summarizing


Write one to two paragraphs.

(may be substituted)

Thomas Bradwardine

Nicholas of Cusa

3

(Disc 1)

Unit 5: Writing from Pictures Writing from Pictures Model

“Woman at Refrigerator” pictures

Typing Guidelines


Write three paragraphs based on

outline created in class.

4

(Disc 2)

Unit 5: continued “Boy and Dog” pictures (may

substitute)



picture provided. (other pictures

may be substituted)

5

(Disc 2)

Unit 5: continued

Decorations

Similes

Homework and Grade Sheet

Complete the Homework Sheet.

(find similes, add decoration to

previous composition, draw or find

set of three pictures, define

infinitive)

6

(Disc 2)

Unit 5: continued

Editing Practice

Helpful Rules

“The Plant in the Fridge”



student’s pictures.

7**

(Disc 3)

Unit 5: continued

Editing Practice “The Billowing Bubble Bath”

“Judo Boys” picture (may

substitute) and assignment


Write three paragraphs based on a

single picture provided. (picture

may be substituted)

8

(Disc 3)

Unit 6: Report Writing Clara Barton Sources (5)


Three-paragraph report on Clara

Barton

9

(Disc 3)

Unit 6: continued

Decorations

Checklist and Grade Sheet Three-paragraph report on the

famous person of your choice.

10*

(Disc 4)

Unit 6: continued Checklist and Grade Sheet Three-paragraph report on the

famous person of your choice.

11*

(Disc 4)

Unit 8: Essay Model w/

Introduction/Conclusion

Essay Model


Add Intro/Conclusion to Clara

Barton report from Lesson 8.

12

(Disc 4)

Unit 8: continued

Editing Practice

“This is No Joke”

Capitalization of Titles


Add Intro/Conclusion to report

from Lesson 9.

13

(Disc 5)

Unit 8: continued

English Anomalies

English Anomalies


Add Intro/Conclusion to report

from Lesson 10 or write a five-

paragraph report from start to

finish.

14

(Disc 5)

Unit 8: Essay: Interview Symbols and Abbreviations


Write a five-paragraph report based

on an interview.

15*

(Disc 5)

Unit 8: continued

Dual “-ly,” invisible “which,”

invisible “-ing”

New “–ly” Word List


Write a five-paragraph report based

on an interview.

16*

(Disc 5)

Unit 8: continued

Prepositional problems

Checklist and Grade Sheet Write a five-paragraph report based

on an interview.

Sample



SWI Continuation Course Level-B Scope and Sequence Continued

Lesson Concepts Presented Student Handouts Homework Assignment

17

(Disc 6)

Unit 8: continued

Editing Practice

“Farmer Eugene’s Plants Who

Like Music”


Write a five-paragraph report based on an

imagined interview with a historical

person.

18

(Disc 6)

Unit 7: Letter Writing

Decorations

Invisible “Who/Which” Exercise

Sample Letter


Write a five-paragraph letter.

19*

(Disc 7)

Unit 7: continued

Similes

Silly Similes


Write a five-paragraph letter to and from a

fictional person.

20*

(Disc 7)

Unit 7: continued

Dual Verbs

Checklist and Grade Sheet Write a five-paragraph letter, fictional or

real.

21

(Disc 7)

Unit 7: continued

Invisible “Which”

Invisible “Who/Which” Practice

Grade Sheet

Write a five-paragraph letter, fictional or

real.

22

(Disc 7)

Imitation of Style Uncle Remus Sample

Two Aesop Fables (may

substitute)


Re-write a fable in the style of Uncle

Remus.

23

(Disc 7)

Imitation of Style King James Bible sample


Re-write a fable in the style of King James

Bible.

24

(Disc 7-8)

Imitation of Style Hans Christian Andersen sample

Aesop Fable (may substitute)


Re-write a fable in the style of Hans

Christian Andersen.

25

(Disc 8)

Unit 9: Critique Critique Model

Sample Critique

Author background

“The Little Mermaid”


Read “Little Mermaid” and background

papers (provided) and find a critique to

evaluate.

26

(Disc 8)

Unit 9: continued Critique Vocabulary


“Little Mermaid” Critique

Pick a story to critique.

27

(Disc 9)

Unit 9: continued “Finally—the Fixing of the

Foolish Fugitive”

“King Grisley-Beard”

(may substitute)


Write a critique of “King Grisley-Beard.”

28

(Disc 9)

Unit 9 continued

Triple Extensions

Final Exam review

Final Exam Review

“The Wreck of the Hesperus”

(may substitute)

Author Background


Write a critique of “The Wreck of the

Hesperus.”

29

(Disc 9)

Unit 9 reviewed

Noun clause

Sample Critique


Write a critique of a movie or story of your

choice.

30

(Disc 9)

Final Exam Final Exam This is a timed exam. Be sure your

students know they need to pace

themselves.

31**

(No Disc)

Fiction Review

Unit 3 or 5 Review

Writing Suggestions

Grade Sheet

Write three paragraphs using the Story

Sequence or Writing from Pictures models

using your studies as a source.

32**

(No Disc)

Non-Fiction Review

Unit 6 or 9 Review

Writing Suggestions

Grade Sheet

Write a five-paragraph Report or Critique

using your studies as a source. Options for reducing the number of lessons:

* When two consecutive lessons are starred, it means that they can be combined into one lesson with only one homework

assignment (use the second assignment and discard the first assignment in the two lessons).

** This lesson could be omitted altogether.

Sample



Student Writing Notebook

Contents Key Ideas Page

Stylistic Techniques

Adverb List

Prepositions/Clausal Starters

Adverbs for Essays

Banned Words List – Verbs

Banned Words List – Adjectives

Story Sequence Chart

Instructions If your student completed one of the Student Writing Intensive courses, then you can simply continue to

use that notebook. If not, or if your Student Writing Intensive notebook is beyond repair, purchase a one-

inch three ring binder (with a clear plastic sleeve on the front for the title page) and one set of five-tab

dividers.

If you are building a new notebook, label your five dividers as follows:

Models/Sources Checklists Outlines/Compositions Structural Models Style Charts Banned Words

Insert the 7 pages to follow into your notebook as described below.

Place the “Key Ideas” page right in the front of the binder (before the tabs). Alternatively, it can be kept

in the front of the “Structural Models” section.

Models/Sources Use this area for all new handouts, outlines, models, checklists, etc. that

Checklists are currently being worked on.

Outlines/ Place graded, completed work here. You may want to instruct students

Compositions regarding what to save (the finished work only, perhaps a grading sheet or

outline) and what to discard (old models, outlines, 1st drafts, etc.).

Structural Models Place the “Key Ideas Page” here, or place it in the front of the tabs. As more

structural posters are given to your student in a lesson, add them to this section.

Some of the models to keep here would be: Story Sequence, Writing from

Pictures, Essay Model, etc.

Style Charts The “Stylistic Techniques” page abides here along with all style lists (“-ly”

adverbs, prepositions, etc).

Banned Words Put the “Banned Words” sheets behind this tab. For your convenience, the

banned word pages included here have the banned words and substitute

suggestions from the Student Writing Intensive Level A.

Note: Some Student Writing Intensive binders had “Current Work” and “Completed Work” for the first

two tabs. Those tabs work just as well, since that is actually how the notebook ends up being sorted.

The rest of this document contains all the student handouts, homework assignments, checklists, and grading sheets necessary to complete the course. You may keep these in a folder and hand them out as you need them, or create another divider to keep them all in the notebook.

Note: The original Student Writing Intensive binder pages listed at left

were printed on colored paper.

Those original colors are printed in

the upper right hand corner of each

page for reference.

Sample



Student Name: SICC-B First Half Grade Summary

Lesson Number Assignment Points

Achieved Total points

possible Percent

1 Writing Paragraphs 25 or 35

2 Writing Paragraphs 28 or 40

3 Writing from Pictures 60


5 Homework 25



8 3-Paragraph Report Clara Barton 66

9 3-Paragraph Report Historical Person 66

10 3-Paragraph Report Historical Person 66

11 Add Intro/Concl Final Draft Clara Barton

95

12 Add Intro/Concl Final Draft Historical Person

95

13 5-Paragraph Essay Historical Person 95

14 Interview 5-Paragraph Essay 95

15 Interview 5-Paragraph Essay 100

16 Interview 5-Paragraph Essay

100

Total Points 1st Half Grade Add up the total percentage points and divide by the

number of lessons completed.

!

If you decide to skip any assignments, simply cross them out.

Sample



Student Name: Second Half Grade Summary Lesson Number Assignment Points

Achieved Total points

possible Percent

17 Interview 5-Paragraph Essay

100

18 Letter Writing 5-Paragraph Essay

100


100


100

21 Mail a letter 100

22 Imitation in Style Uncle Remus

26

23 Imitation in Style King James Bible

26

24 Imitation in Style Andersen

26

25 Complete Homework

100

26 The Little Mermaid Critique

100

27 King Grisly-Beard Critique

100

28 Wreck of Hesperus Critique

100

29 Movie or Book Critique

100

30 Final Exam 100

31 Story or Writing from Pictures

(80)

32 Report or Critique (100)

Total Points 2nd Half Grade Final Grade (Add the points and divide

by the total number of assignments.)

If you decide to skip any assignments, simply cross them out.

Sample



Lesson 3 Place this sheet behind your Structural Models tab for future reference.

Writing from Pictures

Key Point: Topic Sentence = Central Fact of Picture (What do you see? How did it get that way? What did you see?)

Ask questions to get details: where? who? how? when? what? why? before? after? outside?

I. Central Fact = 1. 2. 3. 4.

Clincher = central fact

II. Central Fact = 1. 2. 3. 4.


III. Central Fact = 1. 2. 3. 4.


Sample



Lesson 3 “Woman Looking in Refrigerator” Pictures Instructions: Create a three-paragraph outline based on these pictures as instructed on the DVD. Write three paragraphs using the Composition Checklist to follow.

Sample



Lesson 3 Typing Guidelines Keep this behind the first tab to refer to when completing all assignments.

Typing Guidelines for SWI Continuation Course Assignments

• Margins should be 1” top and side. Page number (if document is more than one page) should be at top of page, italic, in this style: Page 2 of 3

• Preferred font choices: Times Roman, Times New Roman, New York, or equivalent serif font

• Font size: 12 point • Spacing should be 1.5 lines. • Paragraphs should be in block format with one extra line between. • Dress-ups must be underlined. • Sentence numbers do not need to be in the margin, but should be in square

brackets [#] before each sentence within the body of the text. • Decorations, if assigned, should be in italics. • Paragraph Topic/Clincher key words which reflect or repeat should be in bold. (These guidelines were given to the students on the DVD, and therefore the student samples provided on the disc should match these specifications fairly consistently. Some assignments were handwritten and therefore follow different formatting guidelines, as explained in the first lesson.)

Sample



Lesson 3

Composition Checklist Write three paragraphs from your outline of the three pictures.

First draft due date: Final draft due date: ! Composition is double-spaced ! Dress-ups marked with underline (one of each) ! Sentence Openers are marked in the margin or in brackets in front of the sentence: [ ] ! Topic and Clincher sentences repeat or reflect 2-3 key words (bold or highlighted) ! Title repeats key words of final sentence Dress-ups (middle) I II III “-ly” adverb

“who/which”

strong verb

quality adjective

when, while, where, as, since, if, although

Sentence Openers (first word) I II III " subject

# prepositional

$ “-ly” adverb

% “-ing,”

& clausal

' V.S.S. (2–5)

Banned Words (do not use — find better ones): thought, said, go/went, see/saw, good/bad, eat/ate, big, small

Sample



Lesson 3 Grade Sheet for Writing from Pictures General:

Turned in on time ___ (3) Title centered - top ___ (2) Name under title ___ (2) Font/Spacing ___ (2)

Indicators:

Dress-ups underlined ___ (3) Sentence Openers numbered ___ (3) Topic/Clincher key words bold ___ (3)

Dress-ups:

“-ly” adverb ___(1)___(1)___(1) “who/which” ___(1)___(1)___(1) strong verb ___(1)___(1)___(1) quality adjective ___(1)___(1)___(1) adverbial clause ___(1)___(1)___(1)

Sentence Openers ___(6) ___(6) ___(6) Topic/Clincher ___(2) ___(2) ___(2) Spelling < 3 errors ___(1) ___(1) ___(1) Total Score: _____ out of 60 possible = _______% 90% or higher = Excellent 89% or lower = Resubmit Please Sam

ple



Lesson 14

Composition Checklist Instructions: Take your notes from the interview completed in class, choose three topics, and create an outline for the three-topic body of your interview. Write the body paragraphs from your outline; then create an introduction and conclusion to go with your interview body using the checklist below. Note: You will be doing two more interview essays, so think now about who you can interview, and perhaps make an appointment now so that you can complete those assignments on time.

Final draft due date: ! Composition is 1.5 spaced, serif font, 12 point ! Dress-ups marked with underline (one of each) ! Sentence Openers are marked in the margin or in brackets in front of the sentence: [ ] ! Topic and Clincher sentences repeat or reflect 2-3 key words (bold or highlighted) ! Introduction & Conclusion state key words for each topic (bold or highlighted) ! Title repeats key words of final sentence, or last sentence in introduction ! Decorations are marked in italics

Dress-ups I II III IV V

“-ly” adverb

“who/which” clause

strong (or dual) verb

quality (or dual) adjective

when, while, where, as, since, if, although, because

Sentence Openers I II III IV V

" subject

# prepositional

$ “-ly” –first

% “-ing” or “-ed”

& clausal

' V.S.S. (2–5)

Decorations I II III IV V

One different decoration per ¶

Sample



Lesson 14 Grade Sheet for a 5-Paragraph Essay General:

Turned in on time ___ (3) Title centered - top ___ (1) Name under title ___ (1) Font/Spacing ___ (1)

Indicators: Dress-ups underlined ___ (2) Sentence Openers numbered ___ (2) Topic/Clincher key words bold ___ (2)

Dress-ups: “-ly” adverb ___(1) ___(1) ___(1)___(1) ___(1) “who/which” (inv.) ___(1) ___(1) ___(1)___(1) ___(1) strong verb ___(1) ___(1) ___(1)___(1) ___(1) quality adjective ___(1) ___(1) ___(1)___(1) ___(1) adverbial clause ___(1) ___(1) ___(1)___(1) ___(1)

Openers Minimum Rule: ___(5) ___(5) ___(5) ___(5) ___(5) Decoration (different each ¶) ___(2) ___(2) ___(2) ___(2) ___(2) Topic/Clincher ___(2) ___(2) ___(2) Spelling < 2 errors/¶ ___(1) ___(1) ___(1) ___(1) ___(1) Introduction: Attention ___(1) Background ___(2) Topics ___(3) Conclusion: Restate Topics ___(3) Most Sign. & Why ___(3) Total Score: ______ out of 95 possible = _______% 90% or higher = Excellent 89% or lower = Resubmit Please Sam

ple


student writing intensive continuation course level b sampleunit 5: continued editing practice...

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