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GRADE 7 WRITINGSTAAR® Preparation and Practice

STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.

• 12 Revision and Editing skill lessons and 18 practice passages

• 6 Composition skill lessons and 5 practice prompts• 3-step approach for efficient remediation

Use with Your Students!

Copyright © 2016 by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.

STAAR® is a registered trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions is not affiliated with the Texas Education Agency or the State of Texas.

STAAR® test questions copyright © by the Texas Education Agency. All rights reserved.

Printed in Texas.

ISBN: 978-1-943008-28-5

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Thank you for respecting the copyright and supporting the effort involved in creating this product.

Sampler

iii Table of Contents

Table of Contents

Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vAbout the STAAR Grade 7 Writing Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viUsing This Book for STAAR Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiSTAAR Test-Taking Strategies: Keys to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xStudent Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

Section 1: RevisionIntroduction to Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

REVISION DIAGNOSTIC TESTExpository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Persuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

REVISION STAAR SKILLSImproving Sentence Structure (7.14C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Adding Transitions (7.14C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Improving Word Choice and Clarity (7.14C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Combining Sentences (7.17A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Adding Ideas and Details (7.17A, 7.18C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

REVISION STAAR PRACTICERevision 1 Uncovering Texas History: Las Selle and La Belle . . . . . . . . . . . . . . . . . . . . . . 25Revision 2 Textbooks or Tablets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Revision 3 Texas State Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Revision 4 A Texas Great . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Revision 5 Banning Books Is Banning Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41Revision 6 Standing Tall: Our State Capitol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

REVISION POST TESTExpository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Persuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Section 2: EditingIntroduction to Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

EDITING DIAGNOSTIC TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

EDITING STAAR SKILLSChoosing Correct Spellings (7.21A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Using Apostrophes Correctly (7.14D, 7.20B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Choosing Correct Capitalization (7.20A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Using Commas and Semicolons Correctly (7.20B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Using Pronouns Correctly (7.14D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Using Verbs Correctly (7.19A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Combining Sentences and Making Complete Sentences (7.19C) . . . . . . . . . . . . . . . . . . . 84

Included in Sampler

Sampler

iv Table of Contents

EDITING STAAR PRACTICEEditing 1 What’s for Lunch? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Editing 2 Books and Burros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Editing 3 Grandfather’s Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Editing 4 The Kindest Cut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Editing 5 Play Guitar! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Editing 6 The Smartphone Blues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

EDITING POST TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118

Section 3: CompositionIntroduction to Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

COMPOSITION STAAR SKILLSAnalyzing the Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Drafting the Controlling Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Developing Your Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Organizing Ideas and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Introductions and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135Writing Your STAAR Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137

COMPOSITION STAAR PRACTICEComposition 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Composition 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Composition 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Composition 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Composition 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Student Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

The Color Teacher’s Edition pages immediately follow the Student worksheet pages.

Sampler

v Welcome Letter

Dear Students,

The STAAR Grade 7 Writing assessment measures your knowledge of the grade 7 writing standards (TEKS). STAAR tests are not designed to measure many important qualities of character and intelligence — as this cartoon shows. But performing well on the STAAR tests is important, so you want to do all you can to succeed on them. That’s where this workbook comes in!

Qualities Not Measured by Most Tests

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What are some other important qualities of character and intelligence missing in STAAR tests?

This workbook was designed to help you prepare for the STAAR Grade 7 Writing test by• teaching the skills of how to approach and answer different STAAR test questions, and by• providing lots of practice questions that are similar to those you will have to answer on the

actual test.

But as good as this workbook is, it only helps if you use it. So, please use this workbook!

Practicing Smart is the Secret to STAAR Success There is a secret to success on the STAAR tests — practice, practice, and more practice. This is good news because you are in control of how much effort you put into practicing. But not all practice is the same… you need to practice smart.

First, practice with test questions that are very similar to the actual STAAR test. That’s easy because this workbook is full of them! Next, focus on your weaknesses —spend extra time on questions you have trouble with. Think of it like this: if your basketball shot needs improvement, you don’t practice dribbling. Instead, you practice shooting.

Focusing on your weaknesses also means carefully analyzing each test question you get wrong. Why did you get it wrong? Why is another answer correct? You can learn more from test questions you get wrong, so don’t be afraid of making mistakes. If your basketball shot is off, you identify what you are doing wrong (too far left), and correct it with your next shot (aim right).

When you practice, give each question your full attention. Do not take a break until after you answer the question. Your attention is like a muscle that you can build by using it, one practice test question at a time. Do you believe unfocused, sloppy practice of your basketball shot will help you perform during a big game? No! Your attention is your greatest power. You develop it with practice.

Preparing for the STAAR test can actually be a fun challenge. And when you practice smart, you are building life skills while you prepare for the STAAR test!

Your partners in STAAR success,

The Sirius Education Team

Sampler

vi About the STAAR Grade 7 Writing Assessment

About the STAAR Grade 7 Writing AssessmentA New Shorter TestIn 2016, the STAAR Grade 7 Writing test changed to a one-day test. The new test is 4 hours long and includes 1 composition (student writing) and 30 multiple-choice test questions. The multiple-choice questions are divided among four reading passages that contain errors or need improvements. The table shows how the test is structured.

Parts Number and Types of Questions % of Score

Composition 1 Expository essay 35%

Revision13 Multiple-Choice questions

Passage 1 with 6 or 7 questions Passage 2 with 6 or 7 questions

28%

Editing17 Multiple-Choice questions

Passage 3 with 8 or 9 questions Passage 4 with 8 or 9 questions

37%

100%

In Composition, you write an expository essay on a given topic. Your final composition is written inside a 26-line box and scored on three key factors:

(1) responding to the prompt and staying on topic (2) the development and organization of ideas, and (3) use of language and correct writing conventions.

Next are the multiple-choice questions. In Revision, the questions focus on more clearly and effectively communicating ideas. Editing questions test specific grammar and mechanics rules, including punctuation, spelling, and correct parts of speech.

Revision questions are always first, followed by Editing questions. This sequence mimics the writing process in which you first focus on the “big” picture organization and development of your ideas, and then proofread for punctuation and spelling, etc. *

How This Book Is Organized and What It CoversThis workbook is divided into three sections that align with the new STAAR Grade 7 Writing test.

• Section 1: Revision • Section 2: Editing • Section 3: Composition

Although composition is first in the actual STAR test, it is last in this workbook because both the revision and editing skills will help you with writing the composition!

A separate workbook titled Sirius Grade 7 Reading: STAAR® Preparation and Practice is available for the STAAR Grade 7 Reading test. Both Sirius Grade 7 workbooks provide systematic instruction and practice in the content and format of each STAAR test.

* Note that the actual test does not label or distinguish between the Revision and Editing multiple-choice passages and questions—so they will look the same on the test. Nevertheless, they each include very different kinds of questions and are never mixed together.

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vii

Using This Book for STAAR SuccessThis interactive workbook includes TEKS instruction and STAAR practice in revision, editing, and composition. It is easily adapted for different needs and includes a 3-step approach to efficiently prioritize and individualize remediation when preparation time is limited.

STEP 1 Identify Your Needs — Diagnostic Tests for Revision and EditingUse the Diagnostic Tests for the Editing and Revision sections to identify what you know and what you need to review. Record your results in the Progress Monitoring Chart.

4 Grade 7 Writing ■ Revision

2 Jeremy wants to provide a stronger opening sentence for his second paragraph (sentences 5–11). Which of these sentences could BEST be added to the beginning of the second paragraph? (7.17A)

F Here is one town with an international name.

G A road trip to Athens is possible in Texas.

H Athens is a city in Greece.

J I’ve visited one of these cities with an international name.

3 Jeremy can improve the clarity of sentence 11 by changing them to — (7.14C)

A lunch counters

B everyone

C locals

D hamburgers

GO ON

Expository Diagnostic

Read the selection and choose the best answer to each question.

Jeremy recently visited Athens, Texas, and wondered about other Texas towns named after famous places. He researched Texas place names and wrote this paper to share his

questions that follow.

xii Student Progress Monitoring Chart

Student Progress Monitoring ChartUse the Diagnostic Tests to identify skill lessons you need to review. Use the steps and chart below to monitor your progress. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart. Boldfaced skill lessons address Readiness TEKS.

1 Diagnostic Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.2 Review Study the skill lesson and practice associated with each question not checked.3 Post Test Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.

Refer back to the skill lesson for additional practice. (The Post Test questions are in the exact same order as the Diagnostic Test.)

REVISION: EXPOSITORYQuestion 1 2 Skill Lesson 3 TEKS

1 Combining Sentences (p. 19) 7.17A

2 Adding Ideas and Details (p. 22) 7.17A, 7.18C

3 Improving Word Choice and Clarity (p. 16) 7.14C


5 Improving Sentence Structure (p. 10) 7.14C

6 Adding Transitions (p. 13) 7.14C

Total / 6 Total / 6

REVISION: PERSUASIVEQuestion 1 2 Skill Lesson 3 TEKS







Total / 6 Total / 6

EDITINGQuestion 1 2 Skill Lesson 3 TEKS

1 Using Commas and Semicolons Correctly (p. 74) 7.20B

2 Using Pronouns Correctly (p. 77) 7.14D

3 Combining Sentences and Making Complete Sentences (p. 84)

7.19C

4 Using Verbs Correctly (p. 80) 7.19A

5 Choosing Correct Capitalization (p. 70) 7.20A



8 Choosing Correct Spellings (p. 63) 7.21A

9 Using Apostrophes Correctly (p. 66) 7.14D, 7.20B

Total / 9 Total / 9

STEP 2 Focus Remediation — STAAR Instruction and PracticeUse your Diagnostic results to focus instruction and practice to meet your unique needs. Revision Skills use released STAAR items to model the instruction. Editing Skills teach grammar and usage skills tested on released STAAR tests.

13 Revision Skill ■ Adding Transitions

Adding TransitionsTransitions help readers understand how ideas are related. Transition words and phrases connect ideas within sentences and between sentences and paragraphs.

Kind of Transition

PurposeTransition Words

and PhrasesExamples

Chronological to show movement in time

first, next, before, now, after, then, later, finally

First, boil water. Then, add the pasta and cook for 8 minutes.

Cause and Effect

to show how and why things happen

as a result, because, since, so, therefore, consequently

Ann studied hard for the test; as a result, she got an A.

Comparison and Contrast

to show how things are similar and different

Comparison: also, another, like, in comparison, too

Contrast: although, but, however, instead

My aunt is friendly; like my sister, she smiles at everyone.

Rosa reads a book a week, but John doesn’t read as fast.

Addition to show more information

besides, in addition, for example, also, furthermore

The heavy rain flooded the school; it also flooded our house.

STAAR StrategyOn the STAAR test, you will encounter questions that ask you to revise by adding transitions. Here are steps you can take for responding to questions like this.

1 Read the passage and question.

2 Read each answer choice. Then, re-read the section of the passage referred to in the question. Keep in mind what you have learned about improving your writing with transitions.

(6) Certainly, most people would agree that electronic communication has its

profits. (7) It enhances safety and helps people convey messages quickly. (8) But

despite what the common saying claims, you can have too much of a good thing.

(9) Some researchers have suggested that relationships formed online are weaker

than those formed in real-life situations. (10) If people develop all their relationships

electronically, they may boast about having a large number of “friends,” but those

friendships aren’t likely to provide the support and satisfaction that come from face-to-

face interactions.

What transition can BEST be added to the beginning of sentence 9?

A Obviously

B For example

C However

D In the end STAAR Grade 7 Writing, 2014, #7

(7.14C)Revision

Skill

66 Grade 7 Writing ■ Editing

Editing SkillUsing Apostrophes

CorrectlyApostrophes are used for two main purposes. They show possession—who or what has something. They also are used to make contractions by omitting letters to combine words. Remembering these purposes will help you use apostrophes correctly in your writing.

PossessivesAn apostrophe shows the possession of singular and plural nouns. There are three rules for using an apostrophe to show possession.

Nouns Rules Possessive Nouns

[1] Singular nouns, even if they end in s cat, friend, James

Add an apostrophe and scat’s toy, friend’s house, James’s computer

[2] Plural nouns ending in s movies, books, cars

Add an apostrophe at the end of the word

movies’ times, books’ reviews, cars’ engines

[3] Plural nouns not ending in s mice, geese, children

Add an apostrophe and smice’s tails, geese’s feathers, children’s laughter

Skill CheckRead each word below. Then on the line beside it, write the possessive form of the word. The first one has been done for you.

1. dog 5. birds

2. mermaids 6. city

3. ship 7. children

4. people 8. girls

ContractionsA contraction is a word formed by two words, but with some letters left out. To form a contraction, use an apostrophe to show where one or two letters have been left out.

Common Contractions Contractions with “not”

I am

You are

He is

She is

They are

I’m

You’re

He’s

She’s

They’re

We are

They have

Here is

Let us

We’re

They’ve

Here’s

Let’s

is not

has not

can not

could not

isn’t

hasn’t

can’t

couldn’t

do not

does not

was not

will not

don’t

doesn’t

wasn’t

won’t

(7.14D, 7.20B)

dog’s

1 Tyrrell feels that his position is not clearly stated. Which of these could BEST replace sentence 6 and improve the position statement? (7.18A)

A Why hadn’t our school replaced these heavy textbooks with a lightweight tablet? In fact, there are several good reasons.

B Can you imagine how sore I would have been if my language arts homework had required me to bring home another textbook?

C Sometimes I forget my backpack at school and don’t notice until I’m home. Then my parents have to drive me back to get it later.

D In this paper, I will talk about the topic of whether our school should replace textbooks

Revision PracticeRevision Practice 2


Tyrrell has written the following paper to convince his peers that the school board should stick with textbooks rather than use electronic tablets. Read Tyrrell’s paper and think about the revisions he should make. Then answer the questions that follow.

Textbooks or Tablets?

(1) Yesterday, I was lugging my backpack home, as I do every day. (2) Inside were my

STEP 3 Monitor Your Progress — Post TestsUse the Editing and Revision Post Tests to monitor progress and to identify additional lessons for review.

Using This Book for STAAR Success

Each item correlates to a TEKS and Skill lesson

Independent Practice

Expository Post Test


Bats fascinate Maya. She spent time researching about bats and wrote this paper to inform others about what she learned. Read Maya’s paper and look for any revisions she should make. Then answer the questions that follow.












Total / 6 Total / 6








Total / 6 Total / 6





7.19C







Total / 9 Total / 9

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Focus on skills you most need

Diagnostic Tests for Revision and Editing

Practice mirrors released STAAR tests5 Revision

Skill Lessons

7 Editing Skill Lessons

Monitor your progress

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viii Using This Book for STAAR Success

Using This Book for STAAR SuccessFocused Remediation is provided by 12 skill lessons and 12 practice passages .

Revision Skills5 Revision Skill lessons provide instruction and practice in the sentence improvement skills that are tested. Instruction in how to answer STAAR test questions is followed by Guided Practice where students show their thinking for each answer choice.


Improving Word Choice and ClarityClarity in writing means the writing is clear and easy to understand, and it also means the writer uses the correct words to express his or her ideas. On the STAAR test, you will be asked to revise sentences to make them clearer.

Words with Better DefinitionsSometimes, writers use words that are close to what they mean to say but not quite right. The STAAR test will ask you to revise sentences by replacing a word with another word that has a better definition for the sentence.

Cesar had high dreams for his science project.

Cesar had high hopes for his science project.

More Specific WordsSometimes, writers use pronouns that are not clear about the noun that they refer to in the sentence. The STAAR test will ask you to make sentences clearer by replacing pronouns that are unclear.

I gave my uncle his sandwich and his hat, and then he ate it.

I gave my uncle his sandwich and his hat, and then he ate his sandwich.

Missing WordsSometimes, writers write in a hurry and leave out words that are necessary to the meaning of the sentence. The STAAR test will ask you to revise sentences by adding missing words.

I can bike to the market for ice cream and then some alleys that take me to my mom’s work.

I can bike to the market for ice cream and then follow some alleys that take me to my mom’s work.

Unnecessary WordsSometimes, writers use too many words to describe something. The STAAR test will ask you to revise sentences by removing unnecessary words.

The rescued tiger cub thrived because it received medical care, it received food, and it received love from the people who rescued it.

The rescued tiger cub thrived because it received medical care, food, and love from the people who rescued it.

(7.14C)

Revision Skill

Dreams and hopes mean similar things, but in this sentence, we are talking about hope, or expectation, not about a dream, or plan.

In the first sentence, it is not clear whether the uncle eats his sandwich or his hat. The second sentence is clearer.

The first sentence is missing a word that is necessary to its meaning. Adding follow to the sentence makes it clearer.

The first sentence repeats the phrase it received too many times. The phrase can be removed to make the sentence more concise and clearer.

17 Revision Skill ■ Improving Word Choice and Clarity

STAAR StrategyOn the STAAR test, you will encounter questions that ask you to revise to improve the clarity of a sentence. Here are steps you can follow to respond to questions like this.


2 Read each answer choice. Then, re-read the part of the passage referred to in the question. Use the other sentences before and after the sentence you are revising to help you better understand the change you need to make.

3 Cross out the answer choices that do not show the best way to clarify the sentence. The correct answer will make the sentence “sound” better and clearer. Choose the answer that shows the best change.

F Change Certainly to Surely

G Change most to many

H Change agree to think

J Change profits to benefits

(4) If our phones aren’t in our pocket or purse, we panic. (5) But is all this instant communication really good for us? (6) Certainly, most people would agree that electronic communication has its profits. (7) It enhances safety and helps people convey messages quickly.

Sentence 6 is unclear because Kayla has chosen an inappropriate word. What change should Kayla make to improve this sentence?

F Change Certainly to Surely

G Change most to many

H Change agree to think

J Change profits to benefits STAAR Grade 7 Writing, 2014, #6

Surely expresses some doubt that Certainly does not, which makes the sentence less effective.

These words mean almost the same thing, so the change does not improve the sentence.

Profits usually refers to money, which is not what the sentence is about. Benefits is a better choice.

These two words do not mean the same thing, but the use of think in this way does not change the meaning or clarity of the sentence.


Guided PracticeRead the following passage and then respond to the question.

Think About Your Thinking

In the chart below, evaluate each answer choice.

Answer Choices

EvaluationIs Answer Correct?

A

B

C“Bragging honors” sounds awkward and less natural than “bragging rights” does. no

D

Independent PracticeYou will have the opportunity to practice revising to improve clarity in Revision Practice 1, 2, 3, 4, and 6.

(1) Every year in Houston, close to 300 teams arrive to compete at the World Championship Bar-B-Que Contest. (2) They bring meat, custom-built smokers, and secret recipes. (3) The competition lasts for three days. (4) They receive bragging rights and a hefty prize check.

What is the BEST way to revise sentence 4?

A Change They to The winners

B Change receive to earn

C Change rights to honors

D Change hefty to large

Editing Skills7 Editing Skill lessons provide instruction and practice in the grammar, usage, and punctuation rules and conventions that are tested. Practice in includes both free response items and Guided Practice with STAAR test questions.

77

Editing Skill

Editing Skill ■ Using Pronouns Correctly

Using Pronouns CorrectlyA pronoun is a word used in place of one noun or more than one noun. On the STAAR test, questions about pronouns typically ask you to change a pronoun that is being used incorrectly in a sentence. You will likely be asked about one of three kinds of pronouns.

Personal PronounsPersonal pronouns are used in place of people and things. They can be used as subjects or objects in a sentence. Sometimes a question on the STAAR test will ask you to choose between the subject and object form of a pronoun.

Singular Plural

Subject Object Subject Object

I me we us

you you you you

he him they them

she her

it it

Possessive PronounsPossessive pronouns show ownership. Sometimes a question on the STAAR test will ask you to choose between the personal and possessive form of a pronoun.

Singular Plural

Personal Possessive Personal Possessive

I, me my, mine we, us our, ours

you your, yours you your, yours

he, him his they, them their, theirs

she, her her, hers

it its

Demonstrative PronounsDemonstrative pronouns refer to a specific person, place, thing, or idea.

Singular Plural

this that these those

AntecedentsAn antecedent is the word that the pronoun in a sentence refers to.

Example: Judy cannot find her book.

The bus must get the children to school quickly or they will be late.

(7.14D)


Skill CheckFor each sentence below, circle the pronoun in parentheses that makes the sentence correct.

1. Cindy gave the bracelet to ( her , she ).

2. Did Violet ask ( he , him ) about the new lunch menu?

3. ( They , Them ) told us about how good the new movie is.

4. I believe you are drinking ( my , mine ) soda.

5. I want the movers to carry ( that , those ) heavy box first.

For each sentence below, underline the antecedent and write the correct pronoun on the line.

6. Jenna must wake up at 6 a.m. if wants to go fishing with me.

7. Raj, did bring over the equipment for our science project?

STAAR StrategyHere are the steps you can follow to answer questions about pronouns on the STAAR test.

1 Read the sentence and question.

2 Review each answer choice. Then, re-read the sentence. Think about what you have learned about the correct usage of pronouns.

3 Cross out the answer choices that do not show the best way to correct pronoun usage. Choose the answer that shows the best change.

F Change too long to to long

G Change and to this

H Change them to it

J Sentence 20 should not be changed.

(20) If the cookie was dunked too long, the liquid dissolved the sugar in the cookie

and made them fall apart.

How should sentence 20 be changed?



H Change them to it

J Sentence 20 should not be changed. STAAR Grade 7 Writing, 2015, #12

The antecedent in the sentence is cookie, which is singular. The pronoun must also be singular. Them is a plural pronoun, but it is singular, so this is the correct answer.

79 Editing Skill ■ Using Pronouns Correctly

Guided PracticeRead the following short passage and then respond to the items. Follow the steps you have learned for responding to editing questions about pronouns.

Independent PracticeYou will have the opportunity to practice using pronouns correctly in Editing Practice 1, 2, 3, 4, 5, and 6.

(1) Raul and me went to the store by my house with his mother to buy paper for

our art project. (2) Two girls asked us to help them look for some supplies to help her

with their project. (3) Raul said he would help, but I thought them should find their

own supplies. (4) After we helped the girls, they thanked us and then helped find the

perfect paper for ours project.

1 How should sentence 1 be changed?

A Change me to I

B Change my to mine

C Change his to him

D Change our to ours


F Change us to we

G Change them to they

H Change her to them

J Change their to our


A Change he to she

B Change I to me

C Change them to they

D Change their to theirs


F Change we to Raul and me

G Change they to their

H Change us to we

J Change ours to our

3-step STAAR Strategy

3-step STAAR Strategy

Justify your thinking

Guided Practice

Guided PracticeSkills

Practice7 Editing Skill Lessons

6 Revision Skill Lessons

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Using This Book for STAAR SuccessComposition Skills6 Composition Skill lessons provide writing instruction and Guided Practice in the essential components of the scoring criteria.

124 Grade 7 Writing ■ Composition

Composition SkillAnalyzing the Prompt

In the STAAR test composition, the prompt has three parts:

1. A quotation from a famous or important person: The quotation is meant to help you think about an important concept.

2. A question or statement closely related to the quotation: This part of the prompt begins with the phrase “Think carefully.” It acts as a bridge between the quotation and the writing assignment. In some cases, it may be the same as the writing assignment.

3. A writing assignment: The assignment is the most important part of the prompt because you must directly respond to it. Your controlling idea and the ideas you develop in your essay will address the assignment.

All three parts of the prompt are important. The quotation and question or statement will help you think of ideas. The assignment will tell you what to do. Therefore, it is important to read and think about all parts of the prompt.

STAAR StrategyThe following prompt appeared on the 2014 STAAR test. Read the entire prompt and the callouts.

WRITTEN COMPOSITION PROMPT

READ the following quotation.

True humor is fun —it does not put down, kid, or mock. It makes people feel wonderful, not separate, different, and cut off.

—Hugh Prather

THINK carefully about the following question.

Does humor make life better?

WRITE an essay explaining whether it is important to laugh.

STAAR Grade 7 Writing, 2014

1. This is the quotation. It presents an interesting idea about the topic of humor. Underlining key phrases or ideas in the quote can help you unpack and understand it better.

3. This assignment is asking you to write an essay in which you explain why laughing and humor are important or why they are not important.

2. This question is asking you to think about whether humor improves life in some way. The benefit of humor is common to both the quotation and the question.

125 Composition Skill ■ Analyzing the Prompt

You can jot down your thoughts in the space below the prompt. Don’t worry about writing complete sentences, and don’t judge your ideas at this point. Read the example below of thoughts about the prompt on the importance of laughing.

The quote is saying that “true” humor is fun and good for people. The question is asking if humor makes life better. The quote answers this question by saying that humor brings people together.

Guided PracticeThe following prompt is from the 2013 STAAR test.

1 First read the prompt.

2 Label each part of the prompt (the quotation, the “think” statement or question, and the writing assignment).

3 Using your own words, restate each part of the prompt in the graphic organizer below.

1. Quote: 2. Statement: 3. Assignment:

Read the following quotation.

If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.

—Michael Jordan

THINK about the following statement.

No one can achieve success without overcoming obstacles.

WRITE an essay explaining the importance of never giving up.


1.

2.

3.

Composition Practice5 Composition Practice prompts provide step-by-step support to help students plan, develop, and write an organized essay using brainstorming, a sandwich organizer, a rough draft, and then the final composition in a 26-line box.


Composition Practice 1Composition

Practice

Brainstorm IdeasUse the box below to brainstorm some ideas about this prompt.


All great achievements require time.

—Maya Angelou


How do people become successful?

WRITE an essay explaining why success often takes time.

Be sure to —

• clearly state your controlling idea• organize and develop your explanation effectively• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentences

Conclusion

Supporting Idea or Example 1



Introduction and Controlling Idea

147 Composition ■ Practice 1

Organizing Your Ideas and Examples Use this sandwich organizer to organize and develop ideas and examples for your essay.

You need enough details and examples to support your controlling idea. They can be part of one large paragraph or separate body paragraphs. Typically, a high-scoring STAAR composition has between two and four details and examples.


Draft Your CompositionUse your information from the organizer to draft your composition. Then use the checklist.

Make sure your composition has a controlling idea an introduction and concluding thought complete thoughts few to no writing errors


Finalize Your CompositionCopy your edited draft from the previous page in the box below. Do not write outside the box.

Using This Book for STAAR Success

STAAR Strategy

Graphic Organizers Checklists

Guided Practice

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Total / 6 Total / 6








Total / 6 Total / 6





7.19C







Total / 9 Total / 9

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Adding TransitionsTransitions help readers understand how ideas are related. Transition words and phrases connect ideas within sentences and between sentences and paragraphs.

Kind of Transition

PurposeTransition Words

and PhrasesExamples

Chronological to show movement in time

first, next, before, now, after, then, later, finally

First, boil water. Then, add the pasta and cook for 8 minutes.

Cause and Effect

to show how and why things happen

as a result, because, since, so, therefore, consequently

Ann studied hard for the test; as a result, she got an A.

Comparison and Contrast

to show how things are similar and different

Comparison: also, another, like, in comparison, too

Contrast: although, but, however, instead

My aunt is friendly; like my sister, she smiles at everyone.

Rosa reads a book a week, but John doesn’t read as fast.

Addition to show more information

besides, in addition, for example, also, furthermore

The heavy rain flooded the school; it also flooded our house.

STAAR StrategyOn the STAAR test, you will encounter questions that ask you to revise by adding transitions. Here are steps you can take for responding to questions like this.


2 Read each answer choice. Then, re-read the section of the passage referred to in the question. Keep in mind what you have learned about improving your writing with transitions.

(6) Certainly, most people would agree that electronic communication has its

profits. (7) It enhances safety and helps people convey messages quickly. (8) But

despite what the common saying claims, you can have too much of a good thing.

(9) Some researchers have suggested that relationships formed online are weaker

than those formed in real-life situations. (10) If people develop all their relationships

electronically, they may boast about having a large number of “friends,” but those

friendships aren’t likely to provide the support and satisfaction that come from face-to-

face interactions.

What transition can BEST be added to the beginning of sentence 9?

A Obviously

B For example

C However

D In the end STAAR Grade 7 Writing, 2014, #7

(7.14C)Revision

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3 Cross out the answer choices that do not show the best transition. Choose the answer that shows the best transition word or phrase.

A Obviously

B For example

C However

D In the end

Guided PracticeRead the following selection and then respond to the question, following the steps for adding transitions that you have learned.

(9) Imagine that you’re the pilot of a jumbo jet preparing to fly across the country.

(10) Before you can take off, you’ll have to file a flight plan with the local control tower.

(11) In the plan you’ll have to identify the kind of plane you’re flying, where you’re

going, and the speed and altitude at which you’re expecting to fly. (12) After you get

clearance from the tower, you’ll head to the runway. (13) Controllers on the ground will

let you know which runway to use and when it’s your turn to take off.

(14) A regional controller will begin guiding you in order to ensure that you’re out

of the way of other planes in the area. (15) This controller will also watch developing

weather patterns and give you additional instructions if you need to change your

altitude, speed, or course to stay safe. (16) You’ll move from one part of the country to

another. (17) You’ll be handed off from one regional control center to another.

Nikki would like to add a phrase to the beginning of sentence 14 to help transition from the third paragraph (sentences 9–13) to the fourth paragraph (sentences 14–17). Which of the following could Nikki add to the beginning of sentence 14 to achieve this goal?

F Once your plane is in the air

G Before that

H With that in mind

J Over and above all else

Correct. The writer is giving an example to support the point being made in sentence 8.

Obviously usually comes before an idea or fact that is considered common knowledge. The information about the researchers is not common knowledge.

In the end usually precedes a closing idea or summary. This sentence is an example.

However is used to signal contrast. No ideas are being contrasted.

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Think About Your Thinking

In the chart below, evaluate each answer choice. One evaluation has been completed for you.

Answer Choices

EvaluationIs Answer Correct?

F

GSentence 14 describes what occurs after the plane takes off, not before.

no

H

J

Independent PracticeYou will have the opportunity to practice revising to add transitions in Revision Practice 1, 2, 3, 4, and 5.

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Revision Practice

Revision ■ Practice 2

Revision Practice 2


Tyrrell has written the following paper to convince his peers that the school board should stick with textbooks rather than use electronic tablets. Read Tyrrell’s paper and think about the revisions he should make. Then answer the questions that follow.

Textbooks or Tablets?

(1) Yesterday, I was lugging my backpack home, as I do every day. (2) Inside were my

math textbook, my science textbook, and my Texas history textbook. (3) Thankfully, my

language arts homework was worksheets. (4) They didn’t require the textbook to finish.

(5) My feet, shoulders, and back ached from the 15–20 pounds of books! (6) I wondered to

myself, why doesn’t our school replace those heavy textbooks with lightweight tablets?

(7) One reason is that tablets are more expensive. (8) Schools must do more than just

buy the tablets. (9) They also need to buy the textbook software, build a Wi-Fi structure,

and train them. (10) It’s estimated that the cost for a tablet is over $70 per student per

class each year. (11) And broken tablets require costly repairs by an IT specialist.

(12) Next, tablets are more likely to be stolen than print textbooks. (13) In public, you

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have to keep your eyes and hands on your tablet at all times. (14) A five-pound textbook is

a much less attractive prize to a thief than a one- or two-pound tablet that can be slipped

into a jacket and easily sold for $200 or more. (15) In 2012, 50 percent of all robberies in

San Francisco were of handheld Internet-enabled devices, including tablets.

(16) In addition, tablets can be very distracting. (17) What was your first thought when

I mentioned replacing textbooks with tablets? (18) I bet it was about how you’d be able to

use your new tablet to play games and surf the Internet. (19) Unlike print textbooks, tablets

have a multitude of uses. (20) They also have a multitude of distractions. (21) Apps, email,

social media, games, and websites would all compete to pull your attention away from your

assignment or teacher.

(22) Tablets also require a lot of bandwidth. (23) According to the FCC, students need

broadband access at home to be able to do Internet-based homework. (24) However,

about one-third of all Americans do not have broadband access at home. (25) Also, nearly

80 percent of all K-12 schools do not have broadband connections that are adequate to

meet their current needs. (26) Imagine what giving each student a tablet would do to that

problem! (27) Print textbooks work without any Internet connection.

(28) My opinion will supposedly not be very popular with my peers. (29) What student

wouldn’t love to have a shiny new tablet popped into his or her hands for free? (30) Tablets

make learning interactive, easy, and make it fun! (31) But the costs, theft risk, distraction

factor, and bandwidth concerns cannot be ignored. (32) My back might prefer a lighter

tablet, but our school should stick with print textbooks.

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31 Revision ■ Practice 2





D In this paper, I will talk about the topic of whether our school should replace textbooks with electronic tablets.

2 Tyrrell needs to clarify the meaning of sentence 9. What is the most effective way he can do this? (7.14C)

F Change They to Schools

G Change need to want

H Change build to construct

J Change them to teachers

3 Tyrrell needs more support for the idea he presents in the second paragraph (sentences 7–11). Which sentence could BEST follow sentence 11 to help develop the main idea of this paragraph? (7.18C)

A Last month, my mom dropped her tablet and cracked the screen, and it cost her over $100 to fix it!

B Schools already spend a large portion of their budgets on maintenance, and utility bills are also costly.

C For a print textbook, on the other hand, the annual cost per student per class is below $15, and print textbooks can often be fixed with glue or tape.

D Tablet prices do continue to drop each year, so maybe cost won’t be an issue five or ten years from now.

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4 Tyrrell would like to add a transition word or phrase to help readers move from paragraph 4 (sentences 16–21) to paragraph 5 (sentences 22–27). Which of these is the most effective transition to add to the beginning of sentence 22? (7.14C)

F However

G Lastly

H In conclusion

J For that reason

5 Some of the wording Tyrrell used in sentence 28 is inappropriate. What is the BEST change for him to make in this sentence? (7.14C)

A Change opinion to viewpoint

B Change supposedly to probably

C Change popular with to despised by

D Change peers to friends

6 What is the BEST way to revise sentence 30? (7.14C)

F Tablets make learning interactive, easy, and fun!

G Tablets make interactive learning easy and fun!

H Tablets make learning interactive, easy, and make learning fun!

J Tablets make learning interactive, make learning easy, and make learning fun!

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Editing Skill

Editing Skill ■ Using Pronouns Correctly

Using Pronouns CorrectlyA pronoun is a word used in place of one noun or more than one noun. On the STAAR test, questions about pronouns typically ask you to change a pronoun that is being used incorrectly in a sentence. You will likely be asked about one of three kinds of pronouns.

Personal PronounsPersonal pronouns are used in place of people and things. They can be used as subjects or objects in a sentence. Sometimes a question on the STAAR test will ask you to choose between the subject and object form of a pronoun.

Singular Plural

Subject Object Subject Object

I me we us

you you you you

he him they them

she her

it it

Possessive PronounsPossessive pronouns show ownership. Sometimes a question on the STAAR test will ask you to choose between the personal and possessive form of a pronoun.

Singular Plural

Personal Possessive Personal Possessive

I, me my, mine we, us our, ours

you your, yours you your, yours

he, him his they, them their, theirs

she, her her, hers

it its

Demonstrative PronounsDemonstrative pronouns refer to a specific person, place, thing, or idea.

Singular Plural

this that these those

AntecedentsAn antecedent is the word that the pronoun in a sentence refers to.

Example: Judy cannot find her book.

The bus must get the children to school quickly or they will be late.

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Skill CheckFor each sentence below, circle the pronoun in parentheses that makes the sentence correct.

1. Cindy gave the bracelet to ( her , she ).

2. Did Violet ask ( he , him ) about the new lunch menu?

3. ( They , Them ) told us about how good the new movie is.

4. I believe you are drinking ( my , mine ) soda.

5. I want the movers to carry ( that , those ) heavy box first.

For each sentence below, underline the antecedent and write the correct pronoun on the line.

6. Jenna must wake up at 6 a.m. if wants to go fishing with me.

7. Raj, did bring over the equipment for our science project?

STAAR StrategyHere are the steps you can follow to answer questions about pronouns on the STAAR test.

1 Read the sentence and question.

2 Review each answer choice. Then, re-read the sentence. Think about what you have learned about the correct usage of pronouns.

3 Cross out the answer choices that do not show the best way to correct pronoun usage. Choose the answer that shows the best change.



H Change them to it

J Sentence 20 should not be changed.

(20) If the cookie was dunked too long, the liquid dissolved the sugar in the cookie

and made them fall apart.

How should sentence 20 be changed?



H Change them to it

J Sentence 20 should not be changed. STAAR Grade 7 Writing, 2015, #12

The antecedent in the sentence is cookie, which is singular. The pronoun must also be singular. Them is a plural pronoun, but it is singular, so this is the correct answer.

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79 Editing Skill ■ Using Pronouns Correctly

Guided PracticeRead the following short passage and then respond to the items. Follow the steps you have learned for responding to editing questions about pronouns.

Independent PracticeYou will have the opportunity to practice using pronouns correctly in Editing Practice 1, 2, 3, 4, 5, and 6.

(1) Raul and me went to the store by my house with his mother to buy paper for

our art project. (2) Two girls asked us to help them look for some supplies to help her

with their project. (3) Raul said he would help, but I thought them should find their

own supplies. (4) After we helped the girls, they thanked us and then helped find the

perfect paper for ours project.


A Change me to I

B Change my to mine

C Change his to him

D Change our to ours


F Change us to we

G Change them to they

H Change her to them

J Change their to our


A Change he to she

B Change I to me

C Change them to they

D Change their to theirs


F Change we to Raul and me

G Change they to their

H Change us to we

J Change ours to our

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Editing Practice

Editing ■ Practice 2

Editing Practice 2


While researching a topic for a student paper, Lilah discovered the following story about a special kind of library in the South American country of Colombia. She wrote the following paper to share what she learned. Read Lilah’s paper and think about the corrections she should make. Then answer the questions that follow.

Books and Burros

(1) How easy is it to go to your library? (2) How about your school? (3) Where I live, it

is just a short walk to either place. (4) For other kids, the library and school just a bus ride

away. (5) And in many rural communities, a bookmobile—a kind of traveling library—makes

it easy to check out books. (6) But what do kids do when they live in hard-to-reach places

and have no library close by? (7) Unfortunately, they often have no access to books.

(8) One teacher, however, decided to do something about the problem. (9) Luis Soriano

began teaching as a young man. (10) He soon noticed that many of his students was having

trouble not just reading, but also completing their homework assignments. (11) A big part

of the problem was that many of the student’s came from very poor villages where there

were few books. (12) Also, many of the Parents were unable to read or write, so they

couldn’t help their children with their studies.

(13) Mr. Soriano came up with an interesting solution to the problem. (14) Since

his students had trouble finding books, he would bring books to them. (15) But to reach

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these villages meant traveling through rough rocky and even dangerous areas. (16) So Mr.

Soriano came up with a plan involving his two donkey’s, Alfa and Beto. (17) The donkeys

were outfitted with special saddlebags to hold a lot of books. (18) Each saddlebag had the

word Biblioburro (“Library Burro”) painted on it in blue letters. (19) Now Mr. Soriano and his

traveling library were ready to go!

(20) For the last decade, on every Wednesday and Saturday, as many as 40 to 50

children who live in one of the small villages in northern Colombia wait for Mr. Soriano

and his donkeys. (21) The wait can be long—some trips can take up to four hours until the

teacher and his donkeys reach their destination. (22) Once they arrive Mr. Soriano will take

time to read aloud to the children from one of the books he has brought. (23) He will also

help the older children with their studies. (24) Then comes the best part! (25) The children

get to choose the books they would like to read.

(26) All too soon, though, it will be time for Mr. Soriano to pack up the donkeys and

prepare to return to the town where him lives. (27) Here, he and his wife operate a free

library that has over 4,000 books! (28) Many of the books were donated from libraries in

the United States. (29) But in a few days, the donkeys’ saddlebags will be packed again, this

time for a diffrent village where children wait for their special friends to arrive.

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95 Editing ■ Practice 2

1 What is the correct way to write sentence 4? (7.19A)

A For other kids, the library and school was just a bus ride away.

B For other kids, the library and school are just a bus ride away.

C For other kids, the library and school is just a bus ride away.

D Sentence 4 is written correctly in the paper.

2 How should sentence 10 be changed? (7.19A)

F Change was to is

G Change was to are

H Change was to will be

J Change was to were

3 How should sentence 11 be changed? (7.20B)

A Change student’s to students

B Change villages to village’s

C Change there to they’re

D Change books to book’s

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4 What change, if any, needs to be made in sentence 12? (7.20A)

F Add a semicolon after write

G Change of to off

H Change Parents to parents

J No change should be made in this sentence.

5 What is the correct way to write sentence 15? (7.20B)

A But to reach these villages meant traveling through rough, rocky, and even dangerous, areas.

B But to reach these villages meant traveling through rough, rocky, and even dangerous areas.

C But to reach these villages meant traveling, through rough, rocky, and even dangerous areas.

D Sentence 17 is written correctly in the paper.

6 What change, if any, needs to be made in sentence 16? (7.14D, 7.20B)

F Change two to to

G Change donkey’s to donkeys

H Change his to their


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97 Editing ■ Practice 2

7 What change needs to be made in sentence 22? (7.20B)

A Insert a comma after arrive

B Insert a comma after children

C Change arrive to arrived

D No change should be made in this sentence.

8 What change, if any, needs to be made in sentence 26? (7.14D)

F Delete the comma after though

G Change too to to

H Change him to he


9 How should sentence 29 be changed? (7.21A)

A Change donkeys’ to donkey’s

B Change the comma after again to a semicolon

C Change diffrent to different

D Sentence 29 should not be changed.

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Sampler


Composition SkillAnalyzing the Prompt

In the STAAR test composition, the prompt has three parts:

1. A quotation from a famous or important person: The quotation is meant to help you think about an important concept.

2. A question or statement closely related to the quotation: This part of the prompt begins with the phrase “Think carefully.” It acts as a bridge between the quotation and the writing assignment. In some cases, it may be the same as the writing assignment.

3. A writing assignment: The assignment is the most important part of the prompt because you must directly respond to it. Your controlling idea and the ideas you develop in your essay will address the assignment.

All three parts of the prompt are important. The quotation and question or statement will help you think of ideas. The assignment will tell you what to do. Therefore, it is important to read and think about all parts of the prompt.

STAAR StrategyThe following prompt appeared on the 2014 STAAR test. Read the entire prompt and the callouts.

WRITTEN COMPOSITION PROMPT


True humor is fun —it does not put down, kid, or mock. It makes people feel wonderful, not separate, different, and cut off.

—Hugh Prather


Does humor make life better?

WRITE an essay explaining whether it is important to laugh.


1. This is the quotation. It presents an interesting idea about the topic of humor. Underlining key phrases or ideas in the quote can help you unpack and understand it better.

3. This assignment is asking you to write an essay in which you explain why laughing and humor are important or why they are not important.

2. This question is asking you to think about whether humor improves life in some way. The benefit of humor is common to both the quotation and the question.

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Sampler

125 Composition Skill ■ Analyzing the Prompt

You can jot down your thoughts in the space below the prompt. Don’t worry about writing complete sentences, and don’t judge your ideas at this point. Read the example below of thoughts about the prompt on the importance of laughing.

The quote is saying that “true” humor is fun and good for people. The question is asking if humor makes life better. The quote answers this question by saying that humor brings people together.

Guided PracticeThe following prompt is from the 2013 STAAR test.

1 First read the prompt.

2 Label each part of the prompt (the quotation, the “think” statement or question, and the writing assignment).

3 Using your own words, restate each part of the prompt in the graphic organizer below.

1. Quote: 2. Statement: 3. Assignment:

Read the following quotation.

If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.

—Michael Jordan

THINK about the following statement.

No one can achieve success without overcoming obstacles.

WRITE an essay explaining the importance of never giving up.


1.

2.

3.

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Sampler



Practice




—Maya Angelou




Be sure to —


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Sampler

Conclusion








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Sampler




Sampler

© Sirius Education Solutions T7Using this Teacher’s Edition

Using This Teacher’s Edition

Revision and Editing Practice — Answer Choice ExplanationsFull answer choice explanations are provided for all STAAR practice test items. These explanations help teachers identify student mistakes and facilitate remediation.

31 Revision ■ Practice 2





D In this paper, I will talk about the topic of whether our school should replace textbooks with electronic tablets.

2 Tyrrell needs to clarify the meaning of sentence 9. What is the most effective way he can do this? (7.14C)

F Change They to Schools

G Change need to want

H Change build to construct

J Change them to teachers

3 Tyrrell needs more support for the idea he presents in the second paragraph (sentences 7–11). Which sentence could BEST follow sentence 11 to help develop the main idea of this paragraph? (7.18C)

A Last month, my mom dropped her tablet and cracked the screen, and it cost her over $100 to fix it!

B Schools already spend a large portion of their budgets on maintenance, and utility bills are also costly.

C For a print textbook, on the other hand, the annual cost per student per class is below $15, and print textbooks can often be fixed with glue or tape.

D Tablet prices do continue to drop each year, so maybe cost won’t be an issue five or ten years from now.

Gra

de 7

Writin

g ■ R

evision


Answer Choice Explanations

1 A Correct. The sentence establishes a clear position. B The new information is unnecessary for understanding the topic

and does not establish a clear position. C The additional anecdotal story is a digression from the paper’s

topic. D Although the sentence introduces the topic, it does not establish

a clear position.

2 F They clearly refers to schools in sentence 8. Repeating schools is redundant and unnecessary.

G Need means “to require,” while want means “to desire.” The items that follow are required for the tablets, not things the school wants.

H Build and construct are synonyms. Replacing build with construct does not make the sentence clearer.

J Correct. The pronoun them has no clear antecedent. It can safely be inferred that teachers will need training to incorporate tablets effectively into the curriculum.

3 A This personal anecdote does support the idea in sentence 11, but it is not the best choice to develop the main idea of the paragraph.

B Information about other school expenses is not relevant to the main idea of the paragraph.

C Correct. The main idea of the paragraph is that tablets are more expensive to set up, use, and repair than textbooks.

D This sentence offers information that weakens the main idea of the paragraph instead of supporting it.

31

Composition Practice Prompts — Student ResponsesFive expository essay prompts provide scaffolded writing practice.




Example of a 1- to 2-point essaySuccess come in many forms. Some people do well in sports. Take

tests. For others, success is hard. Hard work is to success. You also need time. They combine. And make

things happen. A good baseball player is not always good from the first day. You need raw talent. Plus hard work.

In school, some kids are smart with ease. They do not have to work hard. Other kids have to work hard in reading or math. They may succeed and feel proud, even if they do not get the best grade in the class.

Life is a competition and success is for those who win and work hard.

Rationale: The essay lacks a clear controlling idea and is unfocused. The writer also wanders off topic, talking about the difficulty of success for some instead of the relationship between time and success. The examples are repetitive, incomplete, and do not always address the topic. The conclusion is abrupt and does not help unify or organize the ideas in the essay.



Example of a 3- to 4-point essaySome people are naturally talented at things. People say they have a “knack”

for something, like playing music or playing a sport. A knack for something, however, only goes so far. While natural talent is important, success comes mostly from hard work over a long period of time.

Reading is an important skill that takes time to learn. Nobody starts reading as a baby. It takes many months of practice to learn some simple words, and then years to read long books. Every year in school students learn new words, so reading is something that goes on through all of the school years. Success with reading takes years of hard work.

Playing sports is another skill that takes time. Venus and Serena Williams are famous tennis players. They have a lot of strength and speed and good reflexes to help them. They also put in hard work and years of playing and training. They have played tennis since they were girls, so as adults they have a lot of experience. They could not have succeeded without hard work over a long period of time.

Whether it is learning to read or playing tennis, natural talent will only take you so far. In order to have success and achieve great things, you must work long and hard for it.

Rationale: The writer introduces the topic clearly with a well-structured introduction. The controlling idea is clear and makes a distinction between natural talent and hard work over time. Each body paragraph is fully developed and organized clearly. The writer explains the example used and connects it back to the controlling idea. The conclusion nicely summarizes the controlling idea and gives advice/a call to action to reinforce the topic of the essay.

Conclusion








While natural talent is important, success comes mostly from hard work over a long period of time.

Reading is an important skill that takes time to learn.

Playing sports is another skill that takes time.

In order to have success and achieve great things, you must work long and hard for it.



Practice




—Maya Angelou




Be sure to —


Explanations for EACH answer choice help teachers support student understanding.

Two sample responses help teachers provide student feedback.

Red boxes show correct answers.

Brainstorming helps students generate ideas. A graphic organizer

helps students plan their essay.

A checklist ensures students include all necessary parts for their essay.

Teacher’s Edition Sampler

13

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© Sirius Education Solutions Revision Skill ■ Adding Transitions 12–13


15

Rev

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ious

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ple

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ever

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step

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at y

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ine

that

you

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pilo

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a jum

bo jet

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pari

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acr

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coun

try.

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ore

you

can

take

off,

you’

ll ha

ve t

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e a

fligh

t pl

an w

ith t

he lo

cal c

ontr

ol t

ower

.

(11)

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the

plan

you

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ave

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entif

y th

e ki

nd o

f pl

ane

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re f

lyin

g, w

here

you

’re

goin

g, a

nd t

he s

peed

and

alti

tude

at

whi

ch y

ou’re

expe

ctin

g to

fly

. (1

2) A

fter

you

get

clea

ranc

e fr

om t

he t

ower

, yo

u’ll

head

to

the

runw

ay.

(13)

Con

trol

lers

on

the

grou

nd w

ill

let

you

know

whi

ch r

unw

ay t

o us

e an

d w

hen

it’s

you

r tu

rn t

o ta

ke o

ff.

(14)

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nal c

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r w

ill b

egin

gui

ding

you

in o

rder

to

ensu

re t

hat

you’

re o

ut

of t

he w

ay o

f ot

her

plan

es in

the

are

a. (

15)

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con

trol

ler

will

als

o w

atch

dev

elop

ing

wea

ther

pat

tern

s an

d gi

ve y

ou a

dditi

onal

inst

ruct

ions

if y

ou n

eed

to c

hang

e yo

ur

altit

ude,

spe

ed,

or c

ours

e to

sta

y sa

fe.

(16)

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’ll m

ove

from

one

par

t of

the

cou

ntry

to

anot

her. (

17)

You’

ll be

han

ded

off fr

om o

ne r

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nal c

ontr

ol c

ente

r to

ano

ther

.

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from

the

thi

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(se

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9–13

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fou

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14–

17).

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coul

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on

know

ledg

e. T

he in

form

atio

n ab

out t

he

rese

arch

ers

is no

t com

mon

kno

wle

dge.

In th

e en

d us

ually

pre

cede

s a

closin

g id

ea o

r sum

mar

y. Th

is se

nten

ce is

an

exam

ple.

How

ever

is u

sed

to s

igna

l con

trast

. N

o id

eas

are

bein

g co

ntra

sted

.

Grade 7 Writing ■ Revision © Sirius Education Solutions14–15


30

Gra

de 7

Wri

tin

g ■

Rev

isio

n

have

to

keep

you

r ey

es a

nd h

ands

on

your

tab

let

at a

ll tim

es.

(14)

A f

ive-

poun

d te

xtbo

ok is

a m

uch

less

att

ract

ive

priz

e to

a t

hief

tha

n a

one-

or

two-

poun

d ta

blet

tha

t ca

n be

slip

ped

into

a jac

ket

and

easi

ly s

old

for

$200

or

mor

e. (

15)

In 2

012,

50

perc

ent

of a

ll ro

bber

ies

in

San

Fra

ncis

co w

ere

of h

andh

eld

Inte

rnet

-ena

bled

dev

ices

, in

clud

ing

tabl

ets.

(16)

In

addi

tion,

tab

lets

can

be

very

dis

trac

ting.

(17

) W

hat

was

you

r fir

st t

houg

ht w

hen

I m

entio

ned

repl

acin

g te

xtbo

oks

with

tab

lets

? (1

8) I

bet

it w

as a

bout

how

you

’d b

e ab

le t

o

use

your

new

tab

let

to p

lay

gam

es a

nd s

urf th

e In

tern

et.

(19)

Unl

ike

prin

t te

xtbo

oks,

tab

lets

have

a m

ultit

ude

of u

ses.

(20

) Th

ey a

lso

have

a m

ultit

ude

of d

istr

actio

ns.

(21)

App

s, e

mai

l,

soci

al m

edia

, ga

mes

, an

d w

ebsi

tes

wou

ld a

ll co

mpe

te t

o pu

ll yo

ur a

tten

tion

away

fro

m y

our

assi

gnm

ent

or t

each

er.

(22)

Tab

lets

als

o re

quir

e a

lot

of b

andw

idth

. (2

3) A

ccor

ding

to

the

FCC,

stud

ents

nee

d

broa

dban

d ac

cess

at

hom

e to

be

able

to

do I

nter

net-

base

d ho

mew

ork.

(24

) H

owev

er,

abou

t on

e-th

ird

of a

ll Am

eric

ans

do n

ot h

ave

broa

dban

d ac

cess

at

hom

e. (

25)

Als

o, n

earl

y

80 p

erce

nt o

f al

l K-1

2 sc

hool

s do

not

hav

e br

oadb

and

conn

ectio

ns t

hat

are

adeq

uate

to

mee

t th

eir

curr

ent

need

s. (

26)

Imag

ine

wha

t gi

ving

eac

h st

uden

t a

tabl

et w

ould

do

to t

hat

prob

lem

! (2

7) P

rint

tex

tboo

ks w

ork

with

out

any

Inte

rnet

con

nect

ion.

(28)

My

opin

ion

will

sup

pose

dly

not

be v

ery

popu

lar

with

my

peer

s. (

29)

Wha

t st

uden

t

wou

ldn’

t lo

ve t

o ha

ve a

shi

ny n

ew t

able

t po

pped

into

his

or

her

hand

s fo

r fr

ee?

(30)

Tab

lets

mak

e le

arni

ng in

tera

ctiv

e, e

asy,

and

mak

e it

fun!

(31

) But

the

cos

ts,

thef

t ri

sk,

dist

ract

ion

fact

or,

and

band

wid

th c

once

rns

cann

ot b

e ig

nore

d. (

32)

My

back

mig

ht p

refe

r a

light

er

tabl

et,

but

our

scho

ol s

houl

d st

ick

with

pri

nt t

extb

ooks

.

29

Rev

isio

n P

ract

ice

Rev

isio

n ■

Pra

ctic

e 2

Revis

ion P

ract

ice 2

Rea

d t

he

sele

ctio

n a

nd

ch

oo

se t

he

bes

t an

swer

to

each

qu

esti

on

.

Tyrr

ell h

as w

ritt

en t

he f

ollo

win

g pa

per

to c

onvi

nce

his

peer

s th

at t

he s

choo

l boa

rd s

houl

d st

ick

with

tex

tboo

ks r

athe

r th

an u

se e

lect

roni

c ta

blet

s. R

ead

Tyrr

ell’s

pap

er a

nd t

hink

abo

ut

the

revi

sion

s he

sho

uld

mak

e. T

hen

answ

er t

he q

uest

ions

tha

t fo

llow

.

Tex

tboo

ks o

r Ta

ble

ts?

(1)

Yest

erda

y, I

was

lugg

ing

my

back

pack

hom

e, a

s I

do e

very

day

. (2

) In

side

wer

e m

y

mat

h te

xtbo

ok,

my

scie

nce

text

book

, an

d m

y Te

xas

hist

ory

text

book

. (3

) Th

ankf

ully

, m

y

lang

uage

art

s ho

mew

ork

was

wor

kshe

ets.

(4)

The

y di

dn’t r

equi

re t

he t

extb

ook

to f

inis

h.

(5)

My

feet

, sh

ould

ers,

and

bac

k ac

hed

from

the

15–

20 p

ound

s of

boo

ks!

(6)

I w

onde

red

to

mys

elf,

why

doe

sn’t o

ur s

choo

l rep

lace

tho

se h

eavy

tex

tboo

ks w

ith li

ghtw

eigh

t ta

blet

s?

(7)

One

rea

son

is t

hat

tabl

ets

are

mor

e ex

pens

ive.

(8)

Sch

ools

mus

t do

mor

e th

an jus

t

buy

the

tabl

ets.

(9)

The

y al

so n

eed

to b

uy t

he t

extb

ook

soft

war

e, b

uild

a W

i-Fi

str

uctu

re,

and

trai

n th

em.

(10)

It’s

estim

ated

tha

t th

e co

st f

or a

tab

let

is o

ver

$70

per

stud

ent

per

clas

s ea

ch y

ear. (

11)

And

bro

ken

tabl

ets

requ

ire

cost

ly r

epai

rs b

y an

IT

spec

ialis

t.

(12)

Nex

t, t

able

ts a

re m

ore

likel

y to

be

stol

en t

han

prin

t te

xtbo

oks.

(13

) In

pub

lic,

you

© Sirius Education Solutions Revision ■ Practice 2 29–30


31

Rev

isio

n ■

Pra

ctic

e 2

1

Tyrr

ell f

eels

tha

t hi

s po

sitio

n is

not

cle

arly

sta

ted.

Whi

ch o

f th

ese

coul

d BES

T re

plac

e se

nten

ce 6

and

impr

ove

the

posi

tion

stat

emen

t?

(7.1

8A)

A

Why

had

n’t

our

scho

ol r

epla

ced

thes

e he

avy

text

book

s w

ith a

ligh

twei

ght

tabl

et?

In

fact

, th

ere

are

seve

ral g

ood

reas

ons.

B

Can

you

imag

ine

how

sor

e I

wou

ld h

ave

been

if m

y la

ngua

ge a

rts

hom

ewor

k ha

d re

quir

ed m

e to

bri

ng h

ome

anot

her

text

book

?

C

Som

etim

es I

for

get

my

back

pack

at

scho

ol a

nd d

on’t n

otic

e un

til I

’m h

ome.

The

n m

y pa

rent

s ha

ve t

o dr

ive

me

back

to

get

it la

ter.

D

In t

his

pape

r, I

will

tal

k ab

out

the

topi

c of

whe

ther

our

sch

ool s

houl

d re

plac

e te

xtbo

oks

with

ele

ctro

nic

tabl

ets.

2

Tyrr

ell n

eeds

to

clar

ify t

he m

eani

ng o

f se

nten

ce 9

. W

hat

is t

he m

ost

effe

ctiv

e w

ay h

e ca

n do

thi

s?

(7.1

4C)

F Cha

nge

They

to Schools

G

Cha

nge

nee

d t

o w

ant

H

Cha

nge

bu

ild t

o construct

J Cha

nge

them

to teachers

3

Tyrr

ell n

eeds

mor

e su

ppor

t fo

r th

e id

ea h

e pr

esen

ts in

the

sec

ond

para

grap

h (s

ente

nces

7–

11).

Whi

ch s

ente

nce

coul

d BES

T fo

llow

sen

tenc

e 11

to

help

dev

elop

the

mai

n id

ea o

f th

is

para

grap

h?

(7.1

8C)

A

Last

mon

th,

my

mom

dro

pped

her

tab

let

and

crac

ked

the

scre

en,

and

it co

st h

er o

ver

$100

to

fix it

!

B

Sch

ools

alr

eady

spe

nd a

larg

e po

rtio

n of

the

ir b

udge

ts o

n m

aint

enan

ce,

and

utili

ty b

ills

are

also

cos

tly.

C

For

a p

rint

tex

tboo

k, o

n th

e ot

her

hand

, th

e an

nual

cos

t pe

r st

uden

t pe

r cl

ass

is b

elow

$1

5, a

nd p

rint

tex

tboo

ks c

an o

ften

be

fixed

with

glu

e or

tap

e.

D

Tabl

et p

rice

s do

con

tinue

to

drop

eac

h ye

ar,

so m

aybe

cos

t w

on’t b

e an

issu

e fiv

e or

ten

ye

ars

from

now

.

Grade 7 Writing ■ Revision © Sirius Education Solutions

An

swer

Ch

oic

e Ex

pla

nat

ion

s

1

A C

orre

ct. T

he s

ente

nce

esta

blis

hes

a cl

ear

posi

tion.

B T

he n

ew in

form

atio

n is

unn

eces

sary

for

und

erst

andi

ng t

he t

opic

an

d do

es n

ot e

stab

lish

a cl

ear

posi

tion.

C

The

add

ition

al a

necd

otal

sto

ry is

a d

igre

ssio

n fr

om t

he p

aper

’s

topi

c.

D

Alth

ough

the

sen

tenc

e in

trod

uces

the

top

ic, i

t do

es n

ot e

stab

lish

a cl

ear

posi

tion.

2

F Th

ey c

lear

ly r

efer

s to

sch

ools

in s

ente

nce

8. R

epea

ting

scho

ols

is

redu

ndan

t an

d un

nece

ssar

y.

G

Nee

d m

eans

“to

req

uire

,” w

hile

wan

t m

eans

“to

des

ire.”

The

ite

ms

that

fol

low

are

req

uire

d fo

r th

e ta

blet

s, n

ot t

hing

s th

e sc

hool

wan

ts.

H

Bui

ld a

nd c

onst

ruct

are

syn

onym

s. R

epla

cing

bui

ld w

ith c

onst

ruct

do

es n

ot m

ake

the

sent

ence

cle

arer

.

J C

orre

ct. T

he p

rono

un t

hem

has

no

clea

r an

tece

dent

. It

can

safe

ly

be in

ferr

ed t

hat

teac

hers

will

nee

d tr

aini

ng t

o in

corp

orat

e ta

blet

s ef

fect

ivel

y in

to t

he c

urric

ulum

.

3

A T

his

pers

onal

ane

cdot

e do

es s

uppo

rt t

he id

ea in

sen

tenc

e 11

, bu

t it

is n

ot t

he b

est

choi

ce t

o de

velo

p th

e m

ain

idea

of

the

para

grap

h.

B

Inf

orm

atio

n ab

out

othe

r sc

hool

exp

ense

s is

not

rel

evan

t to

the

m

ain

idea

of

the

para

grap

h.

C

Cor

rect

. The

mai

n id

ea o

f th

e pa

ragr

aph

is t

hat

tabl

ets

are

mor

e ex

pens

ive

to s

et u

p, u

se, a

nd r

epai

r th

an t

extb

ooks

.

D T

his

sent

ence

off

ers

info

rmat

ion

that

wea

kens

the

mai

n id

ea o

f th

e pa

ragr

aph

inst

ead

of s

uppo

rtin

g it.

31


32G

rad

e 7

Wri

tin

g ■

Rev

isio

n

4

Tyrr

ell w

ould

like

to

add

a tr

ansi

tion

wor

d or

phr

ase

to h

elp

read

ers

mov

e fr

om p

arag

raph

4

(sen

tenc

es 1

6–21

) to

par

agra

ph 5

(se

nten

ces

22–2

7).

Whi

ch o

f th

ese

is t

he m

ost

effe

ctiv

e tr

ansi

tion

to a

dd t

o th

e be

ginn

ing

of s

ente

nce

22?

(7.1

4C)

F H

owev

er

G

Last

ly

H

In c

oncl

usio

n

J Fo

r th

at r

easo

n

5

Som

e of

the

wor

ding

Tyr

rell

used

in s

ente

nce

28 is

inap

prop

riat

e. W

hat

is t

he B

EST

chan

ge

for

him

to

mak

e in

thi

s se

nten

ce?

(7.1

4C)

A

Cha

nge

op

inio

n t

o vi

ewp

oin

t

B

Cha

nge

sup

po

sed

ly t

o p

rob

ably

C

Cha

nge

po

pu

lar

wit

h t

o d

esp

ised

by

D

Cha

nge

pee

rs t

o fr

ien

ds

6

Wha

t is

the

BES

T w

ay t

o re

vise

sen

tenc

e 30

? (7

.14C

)

F Ta

blet

s m

ake

lear

ning

inte

ract

ive,

eas

y, a

nd f

un!

G

Tabl

ets

mak

e in

tera

ctiv

e le

arni

ng e

asy

and

fun!

H

Tabl

ets

mak

e le

arni

ng in

tera

ctiv

e, e

asy,

and

mak

e le

arni

ng f

un!

J Ta

blet

s m

ake

lear

ning

inte

ract

ive,

mak

e le

arni

ng e

asy,

and

mak

e le

arni

ng f

un!


An

swer

Ch

oic

e Ex

pla

nat

ion

s

4

F Th

e tr

ansi

tion

how

ever

indi

cate

s co

ntra

st. T

he id

eas

in p

arag

raph

5

do n

ot c

ontr

ast

with

tho

se in

par

agra

ph 4

.

G C

orre

ct. L

astly

is t

he b

est

tran

sitio

n be

caus

e th

e po

int

Tyrr

ell

mak

es in

par

agra

ph 5

is t

he la

st p

oint

in h

is a

rgum

ent.

H P

arag

raph

5 g

ives

the

last

poi

nt in

Tyr

rell’

s ar

gum

ent,

but

it d

oes

not

conc

lude

the

pap

er.

J

The

tran

sitio

n Fo

r th

at r

easo

n in

dica

tes

caus

e an

d ef

fect

. Pa

ragr

aph

5 do

es n

ot s

how

the

res

ult

of a

ny a

ctio

n in

par

agra

ph

4.

5

A O

pini

on a

nd v

iew

poin

t ar

e sy

nony

ms.

Rep

laci

ng o

pini

on w

ith

view

poin

t do

es n

ot c

hang

e th

e m

eani

ng o

r im

prov

e th

e se

nten

ce.

B

Cor

rect

. Sup

pose

dly

mea

ns “

mis

take

nly

asse

rted

or

belie

ved”

; pr

obab

ly m

eans

“lik

ely”

or

“qui

te c

erta

inly

.” T

he c

onte

xt in

dica

tes

that

Tyr

rell

feel

s it

is li

kely

his

pee

rs w

ill n

ot li

ke h

is o

pini

on.

C

Pop

ular

and

des

pise

d ar

e an

tony

ms.

The

con

text

doe

sn’t

sup

port

th

e id

ea t

hat

Tyrr

ell’s

opi

nion

wou

ld b

e lik

ed (t

hat

is, “

not

be v

ery

desp

ised

”) b

y hi

s cl

assm

ates

.

D P

eers

and

frie

nds

are

sim

ilar,

but

not

the

sam

e. T

yrre

ll’s

peer

s ar

e al

l the

peo

ple

that

are

rou

ghly

his

age

, whi

le h

is f

riend

s ar

e pe

ople

of

any

age

that

like

him

. Frie

nds

is t

oo n

arro

w t

o fit

the

co

ntex

t he

re.

6

F C

orre

ct. C

hang

ing

mak

e it

fun

to f

un m

akes

it p

aral

lel w

ith t

he

othe

r ad

ject

ives

(int

erac

tive

and

easy

) tha

t m

odify

lear

ning

.

G M

ovin

g in

tera

ctiv

e ch

ange

s th

e m

eani

ng o

f th

e se

nten

ce. T

able

ts

mak

e al

l lea

rnin

g ea

sy a

nd f

un, n

ot ju

st in

tera

ctiv

e le

arni

ng.

H

Cha

ngin

g m

ake

it fu

n to

mak

e le

arni

ng f

un d

oes

not

corr

ect

the

faul

ty p

aral

lelis

m in

the

sen

tenc

e.

J

Alth

ough

the

ele

men

ts o

f th

e se

nten

ce a

re p

aral

lel,

repe

atin

g m

ake

lear

ning

thr

ee t

imes

is a

wkw

ard

and

redu

ndan

t.

Revision ■ Practice 2 32


78G

rad

e 7

Wri

tin

g ■

Ed

itin

g

Ski

ll C

heck

For

each

sen

ten

ce b

elo

w, c

ircl

e th

e p

ron

ou

n in

par

enth

eses

th

at m

akes

th

e se

nte

nce

co

rrec

t.

1.

Cin

dy

gav

e th

e b

race

let

to (

her

, sh

e ).

2.

Did

Vio

let

ask

( he

, him

) ab

ou

t th

e n

ew lu

nch

men

u?

3.

( Th

ey ,

Them

) to

ld u

s ab

ou

t h

ow

go

od

th

e n

ew m

ovi

e is

.

4.

I bel

ieve

yo

u a

re d

rin

kin

g (

my

, min

e )

sod

a.

5.

I wan

t th

e m

ove

rs t

o c

arry

( th

at ,

tho

se )

hea

vy b

ox

firs

t.

For

each

sen

ten

ce b

elo

w, u

nd

erlin

e th

e an

tece

den

t an

d w

rite

th

e co

rrec

t p

ron

ou

n o

n t

he

line.

6.

Jen

na

mu

st w

ake

up

at

6 a.m. i

f w

ants

to

go

fish

ing

wit

h m

e.

7.

Raj

, did

b

rin

g o

ver

the

equ

ipm

ent

for

ou

r sc

ien

ce p

roje

ct?

STA

AR

Str

ate

gy

Her

e ar

e th

e st

eps

you

can

fo

llow

to

an

swer

qu

esti

on

s ab

ou

t p

ron

ou

ns

on

th

e ST

AA

R t

est.

1 R

ead

th

e se

nte

nce

an

d q

ues

tio

n.

2 R

evie

w e

ach

an

swer

ch

oic

e. T

hen

, re-

read

th

e se

nte

nce

. Th

ink

abo

ut

wh

at

you

hav

e le

arn

ed a

bo

ut

the

corr

ect

usa

ge

of

pro

no

un

s.

3 C

ross

ou

t th

e an

swer

ch

oic

es t

hat

do

no

t sh

ow

th

e b

est

way

to

co

rrec

t p

ron

ou

n u

sag

e. C

ho

ose

th

e an

swer

th

at s

ho

ws

the

bes

t ch

ang

e.

F Cha

nge

too

lon

g t

o to

lo

ng

G

Cha

nge

and t

o th

is

H

Cha

nge

them

to

it

J Sen

tenc

e 20

sho

uld

not

be c

hang

ed.

(20)

If th

e co

okie

was

dun

ked

too

long

, th

e liq

uid

diss

olve

d th

e su

gar

in t

he c

ooki

e

and

mad

e th

em f

all a

part

.

How

sho

uld

sent

ence

20

be c

hang

ed?

F Cha

nge

too

lon

g t

o to

lo

ng

G

Cha

nge

and t

o th

is

H

Cha

nge

them

to

it

J Sen

tenc

e 20

sho

uld

not

be c

hang

ed.

STA

AR

Gra

de

7 W

riti

ng,

201

5, #

12

The

ante

cede

nt in

the

sent

ence

is c

ooki

e, w

hich

is

singu

lar.

The

pron

oun

mus

t also

be

singu

lar.

Them

is a

plu

ral p

rono

un,

but i

t is

singu

lar,

so th

is is

the

corre

ct a

nsw

er.

she

you

77

Edit

ing

Skill

Ed

itin

g S

kil

l ■

Usi

ng

Pro

no

un

s C

orr

ectl

y

Usi

ng P

ronouns

Corr

ect

lyA

pro

no

un

is a

wo

rd u

sed

in p

lace

of

on

e n

ou

n o

r m

ore

th

an o

ne

no

un

. On

th

e ST

AA

R t

est,

qu

esti

on

s ab

ou

t p

ron

ou

ns

typ

ical

ly a

sk y

ou

to

ch

ang

e a

pro

no

un

th

at is

bei

ng

use

d in

corr

ectl

y in

a s

ente

nce

. Yo

u w

ill li

kely

be

aske

d a

bo

ut

on

e o

f th

ree

kin

ds

of

pro

no

un

s.

Pers

on

al P

ron

ou

ns

Pers

on

al p

ron

ou

ns

are

use

d in

pla

ce o

f p

eop

le a

nd

th

ing

s. T

hey

can

be

use

d a

s su

bje

cts

or

ob

ject

s in

a s

ente

nce

. So

met

imes

a q

ues

tio

n o

n t

he

STA

AR

tes

t w

ill

ask

you

to

ch

oo

se b

etw

een

th

e su

bje

ct a

nd

ob

ject

fo

rm o

f a

pro

no

un

.

Sin

gu

lar

Plu

ral

Sub

ject

Ob

ject

Sub

ject

Ob

ject

Im

ew

eus

you

you

you

you

hehi

mth

eyth

em

she

her

itit

Poss

ess

ive P

ron

ou

ns

Poss

essi

ve p

ron

ou

ns

sho

w o

wn

ersh

ip. S

om

etim

es a

qu

esti

on

on

th

e ST

AA

R t

est

will

ask

yo

u t

o c

ho

ose

bet

wee

n t

he

per

son

al a

nd

po

sses

sive

fo

rm o

f a

pro

no

un

.

Sin

gu

lar

Plu

ral

Pers

on

alPo

sses

sive

Pers

on

alPo

sses

sive

I, m

em

y, m

ine

we,

us

our,

ours

you

your

, you

rsyo

uyo

ur, y

ours

he, h

imhi

sth

ey, t

hem

thei

r, th

eirs

she,

her

her,

hers

itits

Dem

on

stra

tive

Pro

no

un

sD

emo

nst

rati

ve p

ron

ou

ns

refe

r to

a s

pec

ific

per

son

, pla

ce, t

hin

g, o

r id

ea.

Sin

gu

lar

Plu

ral

this

that

thes

eth

ose

An

tece

den

tsA

n a

nte

ced

ent

is t

he

wo

rd t

hat

th

e p

ron

ou

n in

a s

ente

nce

ref

ers

to.

Exam

ple

: Ju

dy

can

no

t fi

nd

her

bo

ok.

Th

e b

us

mu

st g

et t

he

child

ren

to

sch

oo

l qu

ickl

y o

r th

ey w

ill b

e la

te.

(7.14

D)



80

Gra

de 7

Wri

tin

g ■

Ed

itin

g

Edit

ing

Skill

Usi

ng V

erb

s Corr

ect

lyA

ver

b s

ays

som

eth

ing

ab

ou

t th

e su

bje

ct in

a s

ente

nce

. It

exp

ress

es a

n a

ctio

n o

r a

stat

e o

f b

ein

g. T

o id

enti

fy t

he

corr

ect

use

of

verb

s, it

is im

po

rtan

t to

lear

n a

fe

w r

ule

s.

Ver

bs

hav

e d

iffe

ren

t fo

rms,

cal

led

ten

ses.

Su

bje

ct-V

erb

Ag

reem

en

tA

s yo

u w

rite

, rev

ise,

an

d e

valu

ate

a w

ork

, pay

att

enti

on

to

su

bje

ct-v

erb

ag

reem

ent.

A s

ub

ject

an

d v

erb

“ag

ree”

wh

en t

hey

hav

e th

e sa

me

nu

mb

er. T

hat

is

, a s

ing

ula

r ve

rb a

gre

es w

ith

a s

ing

ula

r su

bje

ct, a

nd

a p

lura

l ver

b a

gre

es w

ith

a

plu

ral s

ub

ject

.

Exam

ple

s:

The

rive

r (s

ing

ula

r su

bje

ct)

som

etim

es fl

oo

ds

(sin

gu

lar

verb

) in

th

e sp

rin

g.

Th

e ri

vers

(p

lura

l su

bje

ct)

som

etim

e fl

oo

d (

plu

ral v

erb)

in t

he

spri

ng

.

Ski

ll C

heck

For

each

sen

ten

ce b

elo

w, fi

nd

an

err

or

in t

he

sub

ject

-ver

b a

gre

emen

t. S

trik

e th

rou

gh

th

e w

ron

g v

erb

an

d w

rite

th

e co

rrec

t fo

rm a

bo

ve it

.

1.

Do

cto

rs s

ays

that

list

enin

g t

o lo

ud

mu

sic

can

har

m p

eop

le’s

hea

rin

g.

2.

Sop

hia

an

d Is

ob

el w

ants

to

go

to

th

e d

ance

, bu

t Ed

uar

do

wan

ts t

o s

ee a

m

ovi

e.

3.

That

dee

r ea

ts a

ll th

e co

rn I

pu

ts o

ut.

Verb

Ten

seV

erb

s h

ave

dif

fere

nt

ten

ses.

Th

ese

ind

icat

e th

e ti

me

of

the

acti

on

or

the

stat

e o

f b

ein

g.

Pres

ent

I cal

l my

frie

nd

.

Past

I c

alle

d m

y fr

ien

d.

Futu

re

I will

cal

l my

frie

nd

.

Ver

bs

also

hav

e a

pro

gre

ssiv

e te

nse

. Th

is m

ean

s th

at t

he

acti

on

is o

r w

as

on

go

ing

. In

th

e p

rog

ress

ive

ten

se, t

he

linki

ng

ver

b is

fo

llow

ed b

y th

e p

rese

nt

par

tici

ple

. A p

rese

nt

par

tici

ple

is f

orm

ed b

y ad

din

g –

ing

to

th

e en

d o

f a

verb

.

Pres

ent

Pro

gre

ssiv

e I a

m c

allin

g m

y fr

ien

d.

Past

Pro

gre

ssiv

e I w

as c

allin

g m

y fr

ien

d.

Ver

bs

in t

he

pas

t p

erfe

ct t

ense

ad

d a

pas

t p

arti

cip

le t

o h

ave

or

has

.

Exam

ple

s:

I hav

e ca

lled

my

frie

nd

.

Sh

e h

as c

alle

d m

y fr

ien

d.

(7.19

A)

say

want

put

79

Ed

itin

g S

kil

l ■

Usi

ng

Pro

no

un

s C

orr

ectl

y

Gu

ided

Pra

ctic

eR

ead

th

e fo

llow

ing

sh

ort

pas

sag

e an

d t

hen

res

po

nd

to

th

e it

ems.

Fo

llow

th

e st

eps

you

hav

e le

arn

ed f

or

resp

on

din

g t

o e

dit

ing

qu

esti

on

s ab

ou

t p

ron

ou

ns.

Ind

ep

en

den

t Pra

ctic

eYo

u w

ill h

ave

the

op

po

rtu

nit

y to

pra

ctic

e u

sin

g p

ron

ou

ns

corr

ectl

y in

Ed

itin

g

Prac

tice

1, 2

, 3, 4

, 5, a

nd

6.

(1)

Rau

l and

me

wen

t to

the

sto

re b

y m

y ho

use

with

his

mot

her

to b

uy p

aper

for

our

art

proj

ect.

(2)

Tw

o gi

rls

aske

d us

to

help

the

m lo

ok f

or s

ome

supp

lies

to h

elp

her

with

the

ir p

roje

ct.

(3)

Rau

l sai

d he

wou

ld h

elp,

but

I t

houg

ht t

hem

sho

uld

find

thei

r

own

supp

lies.

(4)

Aft

er w

e he

lped

the

gir

ls,

they

tha

nked

us

and

then

hel

ped

find

the

perf

ect

pape

r fo

r ou

rs p

roje

ct.

1

How

sho

uld

sent

ence

1 b

e ch

ange

d?

A

Cha

nge

me

to I

B

Cha

nge

my

to m

ine

C

Cha

nge

his

to

him

D

Cha

nge

our

to o

urs

2

How

sho

uld

sent

ence

2 b

e ch

ange

d?

F Cha

nge

us

to w

e

G

Cha

nge

them

to

they

H

Cha

nge

her

to

them

J Cha

nge

thei

r to

ou

r

3

How

sho

uld

sent

ence

3 b

e ch

ange

d?

A

Cha

nge

he

to s

he

B

Cha

nge

I to

me

C

Cha

nge

them

to

they

D

Cha

nge

thei

r to

th

eirs

4

How

sho

uld

sent

ence

4 b

e ch

ange

d?

F Cha

nge

we

to R

aul a

nd

me

G

Cha

nge

they

to

thei

r

H

Cha

nge

us

to w

e

J Cha

nge

ours

to

ou

r

© Sirius Education Solutions Editing Skill ■ Using Verbs Correctly 79–80


94

Gra

de 7

Wri

tin

g ■

Ed

itin

g

thes

e vi

llage

s m

eant

tra

velin

g th

roug

h ro

ugh

rock

y an

d ev

en d

ange

rous

are

as.

(16)

So

Mr.

Sor

iano

cam

e up

with

a p

lan

invo

lvin

g hi

s tw

o do

nkey

’s,

Alfa

and

Bet

o. (

17)

The

donk

eys

wer

e ou

tfitte

d w

ith s

peci

al s

addl

ebag

s to

hol

d a

lot

of b

ooks

. (1

8) E

ach

sadd

leba

g ha

d th

e

wor

d Bib

liobu

rro

(“Li

brar

y Bur

ro”)

pai

nted

on

it in

blu

e le

tter

s. (

19)

Now

Mr. S

oria

no a

nd h

is

trav

elin

g lib

rary

wer

e re

ady

to g

o!

(20)

For

the

last

dec

ade,

on

ever

y W

edne

sday

and

Sat

urda

y, a

s m

any

as 4

0 to

50

child

ren

who

live

in o

ne o

f th

e sm

all v

illag

es in

nor

ther

n C

olom

bia

wai

t fo

r M

r. S

oria

no

and

his

donk

eys.

(21

) Th

e w

ait

can

be lo

ng—

som

e tr

ips

can

take

up

to f

our

hour

s un

til t

he

teac

her

and

his

donk

eys

reac

h th

eir

dest

inat

ion.

(22

) O

nce

they

arr

ive

Mr. S

oria

no w

ill t

ake

time

to r

ead

alou

d to

the

chi

ldre

n fr

om o

ne o

f th

e bo

oks

he h

as b

roug

ht.

(23)

He

will

als

o

help

the

old

er c

hild

ren

with

the

ir s

tudi

es.

(24)

The

n co

mes

the

bes

t pa

rt!

(25)

The

chi

ldre

n

get

to c

hoos

e th

e bo

oks

they

wou

ld li

ke t

o re

ad.

(26)

All

too

soon

, th

ough

, it

will

be

time

for

Mr. S

oria

no t

o pa

ck u

p th

e do

nkey

s an

d

prep

are

to r

etur

n to

the

tow

n w

here

him

live

s. (

27)

Her

e, h

e an

d hi

s w

ife o

pera

te a

fre

e

libra

ry t

hat

has

over

4,0

00 b

ooks

! (2

8) M

any

of t

he b

ooks

wer

e do

nate

d fr

om li

brar

ies

in

the

Uni

ted

Sta

tes.

(29

) But

in a

few

day

s, t

he d

onke

ys’ s

addl

ebag

s w

ill b

e pa

cked

aga

in,

this

time

for

a di

ffre

nt v

illag

e w

here

chi

ldre

n w

ait

for

thei

r sp

ecia

l fri

ends

to

arri

ve.

93

Edit

ing

Pra

ctic

e

Ed

itin

g ■

Pra

ctic

e 2

Edit

ing P

ract

ice 2

Rea

d t

he

sele

ctio

n a

nd

ch

oo

se t

he

bes

t an

swer

to

each

qu

esti

on

.

Whi

le r

esea

rchi

ng a

top

ic f

or a

stu

dent

pap

er,

Lila

h di

scov

ered

the

fol

low

ing

stor

y ab

out

a sp

ecia

l kin

d of

libr

ary

in t

he S

outh

Am

eric

an c

ount

ry o

f Col

ombi

a. S

he w

rote

the

fol

low

ing

pape

r to

sha

re w

hat

she

lear

ned.

Rea

d Li

lah’

s pa

per

and

thin

k ab

out

the

corr

ectio

ns s

he

shou

ld m

ake.

The

n an

swer

the

que

stio

ns t

hat

follo

w.

Boo

ks a

nd

Bu

rros

(1)

How

eas

y is

it t

o go

to

your

libr

ary?

(2)

How

abo

ut y

our

scho

ol?

(3)

Whe

re I

live

, it

is jus

t a

shor

t w

alk

to e

ither

pla

ce.

(4)

For

othe

r ki

ds,

the

libra

ry a

nd s

choo

l jus

t a

bus

ride

away

. (5

) And

in m

any

rura

l com

mun

ities

, a

book

mob

ile—

a ki

nd o

f tr

avel

ing

libra

ry—

mak

es

it ea

sy t

o ch

eck

out

book

s. (

6) B

ut w

hat

do k

ids

do w

hen

they

live

in h

ard-

to-r

each

pla

ces

and

have

no

libra

ry c

lose

by?

(7)

Unf

ortu

nate

ly,

they

oft

en h

ave

no a

cces

s to

boo

ks.

(8)

One

tea

cher

, ho

wev

er,

deci

ded

to d

o so

met

hing

abo

ut t

he p

robl

em.

(9)

Luis

Sor

iano

bega

n te

achi

ng a

s a

youn

g m

an.

(10)

He

soon

not

iced

tha

t m

any

of h

is s

tude

nts

was

hav

ing

trou

ble

not

just

rea

ding

, bu

t al

so c

ompl

etin

g th

eir

hom

ewor

k as

sign

men

ts.

(11)

A b

ig p

art

of t

he p

robl

em w

as t

hat

man

y of

the

stu

dent

’s c

ame

from

ver

y po

or v

illag

es w

here

the

re

wer

e fe

w b

ooks

. (1

2) A

lso,

man

y of

the

Par

ents

wer

e un

able

to

read

or

wri

te,

so t

hey

coul

dn’t h

elp

thei

r ch

ildre

n w

ith t

heir s

tudi

es.

(13)

Mr. S

oria

no c

ame

up w

ith a

n in

tere

stin

g so

lutio

n to

the

pro

blem

. (1

4) S

ince

his

stud

ents

had

tro

uble

fin

ding

boo

ks,

he w

ould

bri

ng b

ooks

to

them

. (1

5) B

ut t

o re

ach



95

E

dit

ing

■ P

ract

ice

2

1

Wha

t is

the

cor

rect

way

to

wri

te s

ente

nce

4?

(7.1

9A)

A

For

othe

r ki

ds,

the

libra

ry a

nd s

choo

l was

jus

t a

bus

ride

aw

ay.

B

For

othe

r ki

ds,

the

libra

ry a

nd s

choo

l are

jus

t a

bus

ride

aw

ay.

C

For

othe

r ki

ds,

the

libra

ry a

nd s

choo

l is

just

a b

us r

ide

away

.

D

Sen

tenc

e 4

is w

ritt

en c

orre

ctly

in t

he p

aper

.

2

How

sho

uld

sent

ence

10

be c

hang

ed?

(7.1

9A)

F Cha

nge

was

to

is

G

Cha

nge

was

to

are

H

Cha

nge

was

to

will

be

J Cha

nge

was

to

wer

e

3

How

sho

uld

sent

ence

11

be c

hang

ed?

(7.2

0B)

A

Cha

nge

stu

den

t’s

to s

tud

ents

B

Cha

nge

villa

ges

to

villa

ge’

s

C

Cha

nge

ther

e to

th

ey’r

e

D

Cha

nge

bo

oks

to b

oo

k’s


An

swer

Ch

oic

e Ex

pla

nat

ion

s

1

A T

he v

erb

shou

ld b

e in

the

pre

sent

ten

se, n

ot t

he p

ast

tens

e; a

lso,

it

shou

ld b

e a

plur

al f

orm

to

agre

e w

ith t

he c

ompo

und

subj

ect

libra

ry a

nd s

choo

l.

B C

orre

ct. T

he s

ente

nce

need

s a

verb

, and

the

plu

ral v

erb

form

are

is

use

d co

rrec

tly w

ith t

he c

ompo

und

subj

ect

libra

ry a

nd s

choo

l.

C I

s is

a s

ingu

lar

verb

for

m, b

ut t

he v

erb

mus

t be

plu

ral t

o m

atch

th

e co

mpo

und

subj

ect

libra

ry a

nd s

choo

l. Th

e pr

esen

t te

nse

is

also

cor

rect

.

D T

he s

ente

nce

lack

s a

subj

ect,

mak

ing

it a

frag

men

t.

2

F Th

e no

un s

tude

nts

is p

lura

l, an

d th

e pa

ssag

e us

es p

ast

tens

e, b

ut

is is

sin

gula

r pr

esen

t te

nse.

G T

he n

oun

stud

ents

is p

lura

l, an

d th

e pa

ssag

e us

es p

ast

tens

e, b

ut

are

is p

lura

l pre

sent

ten

se.

H

The

pas

sage

use

s pa

st t

ense

, but

will

be

is f

utur

e te

nse.

J

Cor

rect

. The

nou

n st

uden

ts is

plu

ral,

and

the

pass

age

uses

pas

t te

nse,

so

wer

e is

the

cor

rect

for

m o

f th

e ve

rb.

3

A C

orre

ct. T

he w

ord

stud

ents

in t

his

sent

ence

is p

lura

l, no

t po

sses

sive

, so

an a

post

roph

e is

not

nec

essa

ry.

B

The

wor

d vi

llage

s in

thi

s se

nten

ce is

plu

ral,

not

poss

essi

ve, s

o an

ap

ostr

ophe

is n

ot n

eces

sary

.

C T

he w

ord

they

’re is

a c

ontr

actio

n of

the

y ar

e, w

hich

doe

s no

t m

ake

sens

e in

the

sen

tenc

e.

D T

he w

ord

book

s in

thi

s se

nten

ce is

plu

ral,

not

poss

essi

ve, s

o an

ap

ostr

ophe

is n

ot n

eces

sary

.

Editing ■ Practice 2 95


96

Gra

de 7

Wri

tin

g ■

Ed

itin

g

4

Wha

t ch

ange

, if

any,

nee

ds t

o be

mad

e in

sen

tenc

e 12

? (7

.20A

)

F Add

a s

emic

olon

aft

er w

rite

G

Cha

nge

of

to o

ff

H

Cha

nge

Par

ents

to

par

ents

J N

o ch

ange

sho

uld

be m

ade

in t

his

sent

ence

.

5

Wha

t is

the

cor

rect

way

to

wri

te s

ente

nce

15?

(7.2

0B)

A

But

to

reac

h th

ese

villa

ges

mea

nt t

rave

ling

thro

ugh

roug

h, r

ocky

, an

d ev

en d

ange

rous

, ar

eas.

B

But

to

reac

h th

ese

villa

ges

mea

nt t

rave

ling

thro

ugh

roug

h, r

ocky

, an

d ev

en d

ange

rous

ar

eas.

C

But

to

reac

h th

ese

villa

ges

mea

nt t

rave

ling,

thr

ough

rou

gh,

rock

y, a

nd e

ven

dang

erou

s ar

eas.

D

Sen

tenc

e 17

is w

ritt

en c

orre

ctly

in t

he p

aper

.

6

Wha

t ch

ange

, if

any,

nee

ds t

o be

mad

e in

sen

tenc

e 16

? (7

.14D

, 7.2

0B)

F Cha

nge

two

to t

o

G

Cha

nge

do

nke

y’s

to d

on

keys

H

Cha

nge

his

to

thei

r

J N

o ch

ange

sho

uld

be m

ade

in t

his

sent

ence

.

Grade 7 Writing ■ Revision © Sirius Education Solutions

An

swer

Ch

oic

e Ex

pla

nat

ion

s

4

F A

sem

icol

on is

not

nee

ded

here

.

G T

he w

ord

of is

spe

lled

corr

ectly

.

H C

orre

ct. T

he n

oun

pare

nts

is n

ot a

pro

per

noun

, so

it sh

ould

not

be

cap

italiz

ed.

J

Pare

nts

is in

corr

ectly

cap

italiz

ed.

5

A A

com

ma

is n

ot n

eede

d af

ter

the

wor

d da

nger

ous.

B

Cor

rect

. As

coor

dina

te a

djec

tives

, rou

gh, r

ocky

, and

dan

gero

us

shou

ld b

e se

para

ted

by c

omm

as. I

n ad

ditio

n, c

omm

as a

nd a

co

njun

ctio

n sh

ould

be

used

in a

ser

ies

of t

hree

or

mor

e ite

ms.

C

A c

omm

a is

not

nee

ded

afte

r th

e w

ord

trav

elin

g.

D T

he s

ente

nce

need

s co

mm

as w

ithin

the

ser

ies

of t

hree

coo

rdin

ate

adje

ctiv

es.

6

F Th

e sp

ellin

g of

tw

o is

cor

rect

.

G C

orre

ct. T

he a

post

roph

e sh

ould

be

rem

oved

; the

plu

ral f

orm

do

nkey

s is

nee

ded

here

, not

the

pos

sess

ive

form

don

key’

s.

H

The

ant

eced

ent

is M

r. So

riano

, so

his

is t

he c

orre

ct p

rono

un t

o us

e.

J Th

e ap

ostr

ophe

nee

ds t

o be

rem

oved

fro

m d

onke

y’s.

96


97

Ed

itin

g ■

Pra

ctic

e 2

7

Wha

t ch

ange

nee

ds t

o be

mad

e in

sen

tenc

e 22

? (7

.20B

)

A

Inse

rt a

com

ma

afte

r ar

rive

B

Inse

rt a

com

ma

afte

r ch

ildre

n

C

Cha

nge

arri

ve t

o ar

rive

d

D

No

chan

ge s

houl

d be

mad

e in

thi

s se

nten

ce.

8

Wha

t ch

ange

, if

any,

nee

ds t

o be

mad

e in

sen

tenc

e 26

? (7

.14D

)

F D

elet

e th

e co

mm

a af

ter

thou

gh

G

Cha

nge

too

to t

o

H

Cha

nge

him

to

he

J N

o ch

ange

sho

uld

be m

ade

in t

his

sent

ence

.

9

How

sho

uld

sent

ence

29

be c

hang

ed?

(7.2

1A)

A

Cha

nge

do

nke

ys’ t

o d

on

key’

s

B

Cha

nge

the

com

ma

afte

r ag

ain

to

a se

mic

olon

C

Cha

nge

dif

fren

t to

dif

fere

nt

D

Sen

tenc

e 29

sho

uld

not

be c

hang

ed.


An

swer

Ch

oic

e Ex

pla

nat

ion

s

7

A C

orre

ct. A

com

ma

is n

eede

d af

ter

the

intr

oduc

tory

phr

ase.

B

A c

omm

a is

not

nee

ded

afte

r ch

ildre

n.

C A

rriv

e is

the

cor

rect

ver

b fo

rm t

o us

e he

re.

D

The

sen

tenc

e ne

eds

a co

mm

a af

ter

the

intr

oduc

tory

phr

ase.

8

F Th

e pl

acem

ent

of t

he c

omm

a is

cor

rect

.

G T

oo is

the

cor

rect

spe

lling

her

e.

H

Cor

rect

. The

sub

ject

pro

noun

he

is r

equi

red

in t

his

cont

ext,

not

th

e ob

ject

pro

noun

him

.

J Th

e ob

ject

pro

noun

him

nee

ds t

o be

cha

nged

to

the

subj

ect

pron

oun

he.

9

A T

here

are

tw

o do

nkey

s, s

o th

e pl

ural

pos

sess

ive

(don

keys

’) is

co

rrec

t he

re, n

ot t

he s

ingu

lar

poss

essi

ve (d

onke

y’s)

.

B T

he c

omm

a is

cor

rect

her

e, b

ut a

sem

icol

on w

ould

not

be

corr

ect.

C

Cor

rect

. The

wor

d di

ffre

nt is

a m

issp

ellin

g an

d sh

ould

be

corr

ecte

d to

diff

eren

t.

D T

he s

pelli

ng o

f di

ffre

nt s

houl

d be

cor

rect

ed t

o di

ffer

ent.

Editing ■ Practice 2 97


125

C

om

po

siti

on

Skil

l ■

An

alyz

ing

th

e Pr

om

pt

You

can

jot

do

wn

yo

ur

tho

ug

hts

in t

he

spac

e b

elo

w t

he

pro

mp

t. D

on

’t w

orr

y ab

ou

t w

riti

ng

co

mp

lete

sen

ten

ces,

an

d d

on

’t ju

dg

e yo

ur

idea

s at

th

is p

oin

t. R

ead

th

e ex

amp

le

bel

ow

of

tho

ug

hts

ab

ou

t th

e p

rom

pt

on

th

e im

po

rtan

ce o

f la

ug

hin

g.

The

quot

e is s

aying

that

“tr

ue” hu

mor

is f

un a

nd g

ood

for

peop

le. T

he q

uest

ion

is a

sking

if h

umor

mak

es life

bet

ter.

The

quot

e an

swer

s th

is q

uest

ion

by s

aying

that

hum

or b

ring

s pe

ople

toge

ther

.

Gu

ided

Pra

ctic

eTh

e fo

llow

ing

pro

mp

t is

fro

m t

he

2013

STA

AR

tes

t.

1 F

irst

rea

d t

he

pro

mp

t.

2 L

abel

eac

h p

art

of

the

pro

mp

t (t

he

qu

ota

tio

n, t

he

“th

ink”

sta

tem

ent

or

qu

esti

on

, an

d t

he

wri

tin

g a

ssig

nm

ent)

.

3 U

sin

g y

ou

r o

wn

wo

rds,

res

tate

eac

h p

art

of

the

pro

mp

t in

th

e g

rap

hic

org

aniz

er

bel

ow

.

1. Q

uo

te:

2. S

tate

men

t:3.

Ass

ign

men

t:

Rea

d th

e fo

llow

ing

quot

atio

n.

If y

ou r

un in

to a

wal

l, do

n’t

turn

aro

und

and

give

up.

Fig

ure

out

how

to

clim

b it,

go

thro

ugh

it, o

r w

ork

arou

nd it

.

—M

icha

el J

orda

n

THIN

K a

bout

the

fol

low

ing

stat

emen

t.

No

one

can

achi

eve

succ

ess

with

out

over

com

ing

obst

acle

s.

WR

ITE

an e

ssay

exp

lain

ing

the

impo

rtan

ce o

f ne

ver

givi

ng u

p.

STA

AR

Gra

de

7 W

riti

ng,

201

3

1.

2.

3.

quot

atio

n

state

men

t

assig

nmen

t

Sam

ple

answ

er:

The

quot

e is

sayin

g th

at yo

u ca

nnot

ru

n fro

m o

bsta

cles

in lif

e.

Sam

ple

answ

er:

The

state

men

t cla

ims t

hat

over

com

ing

an o

bsta

cle is

ne

cess

ary f

or

succ

ess.

Sam

ple

answ

er:

The

assig

nmen

t is

askin

g m

e to

writ

e an

ess

ay th

at te

lls

the

reas

ons w

hy

not g

iving

up

is im

porta

nt o

r goo

d.

124

Gra

de 7

Wri

tin

g ■

Co

mp

osi

tio

n

Com

posi

tion

Skill

Analy

zin

g t

he P

rom

pt

In t

he

STA

AR

tes

t co

mp

osi

tio

n, t

he

pro

mp

t h

as t

hre

e p

arts

:

1.

A q

uo

tati

on

fro

m a

fam

ou

s o

r im

po

rtan

t p

erso

n: T

he

qu

ota

tio

n is

mea

nt

to h

elp

yo

u t

hin

k ab

ou

t an

imp

ort

ant

con

cep

t.

2.

A q

ues

tio

n o

r st

atem

ent

clo

sely

rel

ated

to

th

e q

uo

tati

on

: Th

is p

art

of

the

pro

mp

t b

egin

s w

ith

th

e p

hra

se “

Thin

k ca

refu

lly.”

It a

cts

as a

bri

dg

e b

etw

een

th

e q

uo

tati

on

an

d t

he

wri

tin

g a

ssig

nm

ent.

In s

om

e ca

ses,

it m

ay b

e th

e sa

me

as t

he

wri

tin

g

assi

gn

men

t.

3.

A w

riti

ng

ass

ign

men

t: T

he

assi

gn

men

t is

th

e m

ost

imp

ort

ant

par

t o

f th

e p

rom

pt

bec

ause

yo

u m

ust

dir

ectl

y re

spo

nd

to

it. Y

ou

r co

ntr

olli

ng

idea

an

d t

he

idea

s yo

u

dev

elo

p in

yo

ur

essa

y w

ill a

dd

ress

th

e as

sig

nm

ent.

All

thre

e p

arts

of

the

pro

mp

t ar

e im

po

rtan

t. T

he

qu

ota

tio

n a

nd

qu

esti

on

or

stat

emen

t w

ill h

elp

yo

u t

hin

k o

f id

eas.

Th

e as

sig

nm

ent

will

tel

l yo

u w

hat

to

do

. Th

eref

ore

, it

is

imp

ort

ant

to r

ead

an

d t

hin

k ab

ou

t al

l par

ts o

f th

e p

rom

pt.

STA

AR

Str

ate

gy

The

follo

win

g p

rom

pt

app

eare

d o

n t

he

2014

STA

AR

tes

t. R

ead

th

e en

tire

pro

mp

t an

d

the

callo

uts

.

WR

ITTE

N C

OM

PO

SIT

ION

PR

OM

PT

RE

AD

the

fol

low

ing

quot

atio

n.

True

hum

or is

fun

—it

does

not

put

dow

n, k

id,

or m

ock.

It

mak

es

peop

le f

eel w

onde

rful

, no

t se

para

te,

diff

eren

t, a

nd c

ut o

ff.

—H

ugh

Prat

her

THIN

K c

aref

ully

abo

ut t

he f

ollo

win

g qu

estio

n.

Doe

s hu

mor

mak

e lif

e be

tter

?

WR

ITE

an e

ssay

exp

lain

ing

whe

ther

it is

impo

rtan

t to

laug

h.

STA

AR

Gra

de

7 W

riti

ng,

201

4

1. T

his

is th

e q

uo

tati

on

. It p

rese

nts

an in

tere

stin

g id

ea a

bout

th

e to

pic

of h

umor

. Und

erlin

ing

key

phra

ses

or id

eas

in th

e qu

ote

can

help

you

unp

ack

and

unde

rsta

nd it

bet

ter.

3. T

his

assi

gn

men

t is

aski

ng y

ou to

writ

e an

es

say

in w

hich

you

exp

lain

why

laug

hing

and

hum

or

are

impo

rtan

t or w

hy th

ey a

re n

ot im

port

ant.

2. T

his

qu

esti

on

is a

skin

g yo

u to

th

ink

abou

t w

heth

er h

umor

impr

oves

life

in s

ome

way

. The

be

nefit

of h

umor

is c

omm

on to

bot

h th

e qu

otat

ion

and

the

ques

tion.

© Sirius Education Solutions Composition Skill ■ Analyzing the Prompt 124–125


Co

ncl

usi

on

Sup

po

rtin

g Id

ea o

r Ex

amp

le 1

Sup

po

rtin

g Id

ea o

r Ex

amp

le 2

Sup

po

rtin

g Id

ea o

r Ex

amp

le 3

Intr

od

uct

ion

an

d C

on

tro

llin

g Id

ea

147

C

om

po

siti

on

■ P

ract

ice

1

Org

an

izin

g Y

ou

r Id

ea

s an

d E

xam

ple

s U

se t

his

san

dw

ich

org

aniz

er t

o o

rgan

ize

and

dev

elo

p id

eas

and

exa

mp

les

for

you

r es

say.

You

nee

d e

no

ug

h d

etai

ls a

nd

exa

mp

les

to s

up

po

rt y

ou

r co

ntr

olli

ng

idea

. Th

ey c

an b

e p

art

of

on

e la

rge

par

agra

ph

or

sep

arat

e b

od

y p

arag

rap

hs.

Typ

ical

ly, a

hig

h-s

cori

ng

STA

AR

co

mp

osi

tio

n h

as

bet

wee

n t

wo

an

d f

ou

r d

etai

ls a

nd

exa

mp

les.

Whil

e na

tura

l tale

nt is

impo

rtant

, suc

cess

com

es

mos

tly fr

om h

ard

work

ove

r a lo

ng p

erio

d of

tim

e.

Read

ing is

an

impo

rtant

skill

that

take

s tim

e to

lear

n.

Playin

g sp

orts

is an

othe

r skil

l tha

t tak

es ti

me.

In o

rder

to h

ave

succ

ess a

nd a

chiev

e gr

eat t

hings

, you

mus

t wor

k lo

ng

and

hard

for i

t.

146

Gra

de 7

Wri

tin

g ■

Co

mp

osi

tio

n

Com

posi

tion P

ract

ice 1

Com

posi

tion

Prac

tice

Bra

inst

orm

Id

ea

sU

se t

he

bo

x b

elo

w t

o b

rain

sto

rm s

om

e id

eas

abo

ut

this

pro

mp

t.

RE

AD

the

fol

low

ing

quot

atio

n.

All

grea

t ac

hiev

emen

ts r

equi

re t

ime.

—M

aya

Ang

elou

THIN

K c

aref

ully

abo

ut t

he f

ollo

win

g qu

estio

n.

How

do

peop

le b

ecom

e su

cces

sful

?

WR

ITE

an e

ssay

exp

lain

ing

why

suc

cess

oft

en t

akes

tim

e.

Be

sure

to

—

• cl

earl

y st

ate

your

con

trol

ling

idea

• or

gani

ze a

nd d

evel

op y

our

expl

anat

ion

effe

ctiv

ely

• ch

oose

you

r w

ords

car

eful

ly•

use

corr

ect

spel

ling,

cap

ital

izat

ion,

pun

ctua

tion,

gra

mm

ar,

and

sent

ence

s



149

C

om

po

siti

on

■ P

ract

ice

1

Fin

aliz

e Y

ou

r C

om

po

siti

on

Co

py

you

r ed

ited

dra

ft f

rom

th

e p

revi

ou

s p

age

in t

he

bo

x b

elo

w. D

o n

ot

wri

te o

uts

ide

the

bo

x.

Exam

ple

of a

3- t

o 4-

poin

t es

say

Som

e pe

ople

are

natu

rally

talen

ted

at th

ings.

Peop

le sa

y the

y hav

e a

“kna

ck”

for s

omet

hing,

like

playin

g m

usic

or p

laying

a sp

ort.

A kn

ack

for s

omet

hing,

ho

weve

r, on

ly go

es so

far.

Whil

e na

tura

l tale

nt is

impo

rtant

, suc

cess

com

es

mos

tly fr

om h

ard

work

ove

r a lo

ng p

erio

d of

tim

e.Re

ading

is a

n im

porta

nt sk

ill th

at ta

kes t

ime

to le

arn.

Nob

ody s

tarts

read

ing

as a

bab

y. It

take

s man

y mon

ths o

f pra

ctice

to le

arn

som

e sim

ple

word

s, an

d th

en ye

ars t

o re

ad lo

ng b

ooks

. Eve

ry ye

ar in

scho

ol st

uden

ts lea

rn n

ew w

ords

, so

read

ing is

som

ethin

g th

at g

oes o

n th

roug

h all

of t

he sc

hool

year

s. Su

cces

s with

re

ading

take

s yea

rs of

har

d wo

rk.

Playin

g sp

orts

is an

othe

r skil

l tha

t tak

es ti

me.

Venu

s and

Ser

ena

Willi

ams a

re

fam

ous t

ennis

play

ers.

They

hav

e a

lot o

f stre

ngth

and

spee

d an

d go

od re

flexe

s to

help

them

. The

y also

put

in h

ard

work

and

year

s of p

laying

and

train

ing.

They

hav

e pla

yed

tenn

is sin

ce th

ey w

ere

girls,

so a

s adu

lts th

ey h

ave

a lo

t of

expe

rienc

e. Th

ey co

uld n

ot h

ave

succ

eede

d wi

thou

t har

d wo

rk o

ver a

long

per

iod

of ti

me.

Whe

ther

it is

lear

ning

to re

ad o

r play

ing te

nnis,

nat

ural

talen

t will

only

take

yo

u so

far.

In o

rder

to h

ave

succ

ess a

nd a

chiev

e gr

eat t

hings

, you

mus

t wor

k lo

ng

and

hard

for i

t.

Ratio

nale

: The

writ

er in

trodu

ces t

he to

pic cl

early

with

a w

ell-st

ructu

red

intro

ducti

on. T

he co

ntro

lling

idea

is cle

ar a

nd m

akes

a d

istinc

tion

betw

een

natu

ral t

alent

and

har

d wo

rk o

ver t

ime.

Each

bod

y par

agra

ph is

fully

dev

elope

d an

d or

ganiz

ed cl

early

. The

writ

er e

xplai

ns th

e ex

ample

use

d an

d co

nnec

ts it

back

to

the

cont

rollin

g ide

a. T

he co

nclus

ion n

icely

sum

mar

izes t

he co

ntro

lling

idea

and

gives

adv

ice/a

call t

o ac

tion

to re

infor

ce th

e to

pic o

f the

essa

y.

148

Gra

de 7

Wri

tin

g ■

Co

mp

osi

tio

n

Dra

ft Y

ou

r C

om

po

siti

on

Use

yo

ur

info

rmat

ion

fro

m t

he

org

aniz

er t

o d

raft

yo

ur

com

po

siti

on

. Th

en u

se t

he

chec

klis

t.

Mak

e su

re y

ou

r co

mp

osi

tio

n h

as a

co

ntr

olli

ng

idea

a

n in

tro

du

ctio

n a

nd

co

ncl

ud

ing

th

ou

gh

t c

om

ple

te t

ho

ug

hts

f

ew t

o n

o w

riti

ng

err

ors

Exam

ple

of a

1- t

o 2-

poin

t es

say

Succ

ess c

ome

in m

any f

orm

s. So

me

peop

le do

well

in sp

orts.

Take

te

sts. F

or o

ther

s, su

cces

s is h

ard.

Ha

rd w

ork

is to

succ

ess.

You

also

need

tim

e. Th

ey co

mbin

e. An

d m

ake

thing

s hap

pen.

A g

ood

base

ball p

layer

is n

ot a

lway

s goo

d fro

m th

e fir

st da

y. Yo

u ne

ed ra

w ta

lent.

Plus h

ard

work

. In

scho

ol, so

me

kids a

re sm

art w

ith e

ase.

They

do

not h

ave

to w

ork

hard

. Oth

er k

ids h

ave

to w

ork

hard

in re

ading

or m

ath.

The

y may

succ

eed

and

feel

prou

d, e

ven

if th

ey d

o no

t get

the

best

grad

e in

the

class

.Lif

e is

a co

mpe

titio

n an

d su

cces

s is f

or th

ose

who

win

and

wor

k ha

rd.

Ratio

nale

: The

essa

y lac

ks a

clea

r con

trollin

g ide

a an

d is

unfo

cuse

d.

The

write

r also

wan

ders

off t

opic,

talki

ng a

bout

the

diffic

ulty o

f suc

cess

fo

r som

e ins

tead

of t

he re

lation

ship

betw

een

time

and

succ

ess.

The

exam

ples a

re re

petit

ive, i

ncom

plete

, and

do

not a

lway

s add

ress

the

topic

. Th

e co

nclus

ion is

abr

upt a

nd d

oes n

ot h

elp u

nify o

r org

anize

the

ideas

in

the

essa

y.

© Sirius Education Solutions Composition ■ Practice 1 148–149


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