Student Writing Intensive Continuation Course Level B Student Book

Transcription

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Student Writing Intensive
Continuation Course
Level B
Sa
by
Andrew Pudewa
& Jill Pike
Student Book
Second Edition, 2012
Institute for Excellence in Writing, L.L.C.
These are Sample Pages for preview only! Copyrighted Material!
Also by Andrew Pudewa:
Also by Jill Pike:
Advanced Communication Series
Advanced Spelling and Vocabulary
Bible-Based Writing Lessons
High School Essay Intensive
Linguistic Development through Poetry Memorization
Phonetic Zoo Spelling Program (Levels A, B, and C)
The Profound Effects of Music on Life
Speech Boot Camp
Student Writing Intensives (Levels A, B, and C)
SWI Continuation Courses (Levels A and C)
Teaching Writing: Structure & Style
The Two Andrews: On Writing and Teaching Writing
Primary Arts of Language: Writing Program
Primary Arts of Language: Reading Program
Student Writing Intensive Handouts (Levels A, B, and C)
SWI Continuation Course Handouts (Levels A and C)
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Student Writing Intensive Continuation Course
Level B Student Book
Second Edition, 2012
Copyright © 2001 Andrew Pudewa
Copyright © 2008 Jill Pike
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Copyright Policy
ISBN: 978-0-9840108-4-4
Our duplicating/copying policy for this Student Book:
All rights reserved.
This downloadable PDF file (e-book) is for use by the original purchaser only. Ownership may not be
transferred or sold. No part of its contents may be modified, reproduced, transmitted from the initial
retrieval system, distributed, or otherwise transmitted in any form or by any means including, but not
limited to, electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the author, except as provided by U.S.A. copyright law and the specific policy below:
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Home use: You may print this Student Book as needed for use by multiple children within your
immediate family.
Small group or co-op classes: Each teacher and participating student or family is required to purchase a
Student Book (hard copy or e-book). The purchaser may print a copy of this Student Book for his or her
own use.
Classroom teachers: A Student Book (hard copy or e-book) must be purchased for each teacher and
participating student. One print copy may be made for each e-book purchased.
Library use: A library may print one copy of this e-book or one copy of this document, which may be
checked out by patrons provided they agree not to make copies.
Additional Student Books may be purchased from:
excellenceinwriting.com/SICC-B-SB (hard copy) or
excellenceinwriting.com/SICC-B-SE (e-book)
Institute for Excellence in Writing
8799 N. 387 Road
Locust Grove, OK 74352
800.856.5815
info@excellenceinwriting.com
excellenceinwriting.com
Printed in the United States of America
SWI Continuation Course Level B
Contents
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Scope and Sequence.........................................................................................................................7
Student Writing Notebook Assembly Instructions ..........................................................................9
Key Ideas Page .......................................................................................................................11
Stylistic Techniques ...............................................................................................................13
Adverb List.............................................................................................................................15
Adverbs for Essays.................................................................................................................17
Prepositions/Clausal Starters..................................................................................................19
Banned Words List – Verbs ...................................................................................................21
Banned Words List – Adjectives............................................................................................23
Story Sequence Chart .............................................................................................................25
Student Grade Summary: First Half ..............................................................................................27
Student Grade Summary: Second Half ..........................................................................................28
Disc 1
Paragraphs: “Robert Grosseteste” and “The Scientific Method” ..............29
Composition Checklist...............................................................................31
Grade Sheet................................................................................................32
Lesson 2
Disc 1
Paragraphs: “Thomas Bradwardine” and “Nicholas of Cusa”...................33
Grade Sheet................................................................................................36
Disc 1
Writing from Pictures Model .....................................................................37
“Woman Looking in Refrigerator” Pictures ..............................................39
Typing Guidelines......................................................................................41
Grade Sheet................................................................................................44
Disc 2
“Boy and Dog” Pictures.............................................................................45
Grade Sheet................................................................................................48
Disc 2
Similes .......................................................................................................49
Homework Assignment .............................................................................51
Grade Sheet................................................................................................52
Lesson 3
Lesson 4
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Lesson 5
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Lesson 1
Lesson 6
Disc 2
Helpful Rules for Better Writing ...............................................................53
Editing Practice: “Plant in the Fridge”.......................................................55
Grade Sheet................................................................................................58
Lesson 7
Disc 3
Editing Practice: “Billowing Bubble Bath” ...............................................59
Writing from Pictures Homework .............................................................60
Grade Sheet................................................................................................62
Lesson 8
Disc 3
Clara Barton: Source 1...............................................................................63
Composition Checklist ..............................................................................77
Grade Sheet................................................................................................78
Grade Sheet................................................................................................80
Lesson 10 Disc 4
Grade Sheet................................................................................................82
Lesson 11 Disc 4
The Essay Model........................................................................................83
Grade Sheet................................................................................................86
Lesson 12 Disc 4
Editing Practice: “This is No joke”............................................................87
Capitals and Contractions ..........................................................................89
Grade Sheet................................................................................................92
Lesson 13 Disc 5
English Anomalies .....................................................................................93
Grade Sheet................................................................................................96
Lesson 14 Disc 5
Symbols and Abbreviations Handout ........................................................97
Grade Sheet..............................................................................................100
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Disc 3
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Lesson 9
Lesson 15 Disc 5
New “–ly” Adverb List ............................................................................101
Composition Checklist ............................................................................103
Grade Sheet..............................................................................................104
Lesson 16 Disc 5
Grade Sheet..............................................................................................106
Lesson 17 Disc 6
Editing Practice: “Farmer Eugene’s Plants Who Like Music”................107
Grade Sheet..............................................................................................110
Invisible “Who/Which” Exercise.............................................................111
Sample Letter ...........................................................................................112
Grade Sheet..............................................................................................114
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Lesson 18 Disc 6
Lesson 19 Disc 7
The Complete Collection of Silly Similes ...............................................115
Grade Sheet..............................................................................................118
Lesson 20 Disc 7
Grade Sheet..............................................................................................120
Lesson 21 Disc 7
Invisible “Who/Which” Practice..............................................................121
Grade Sheet..............................................................................................123
Lesson 22 Disc 7
Uncle Remus Sample ..............................................................................125
Two Aesop Fables....................................................................................126
Homework ...............................................................................................127
Grade Sheet..............................................................................................128
Lesson 23 Disc 7
King James Bible Sample ........................................................................129
Homework ...............................................................................................131
Grade Sheet..............................................................................................132
Lesson 24 Disc 7-8 Hans Christian Anderson Sample ............................................................133
Aesop Fable .............................................................................................134
Homework................................................................................................135
Grade Sheet..............................................................................................136
The Critique Model..................................................................................137
Sample Critique .......................................................................................139
Author Background: Hans Christian Anderson .......................................141
“The Little Mermaid” ..............................................................................143
Homework and Grade Sheet ....................................................................153
Lesson 26 Disc 8
Critique Vocabulary.................................................................................155
Grade Sheet..............................................................................................158
Lesson 27 Disc 9
“Finally—The Fixing of the Foolish Fugitive” .......................................159
“King Grisly-Beard” Story ......................................................................161
Grade Sheet..............................................................................................164
Lesson 28 Disc 9
Final Exam Review..................................................................................165
“The Wreck of the Hesperus” ..................................................................167
Author Background..................................................................................168
Grade Sheet..............................................................................................170
Lesson 29 Disc 9
Sample Critique .......................................................................................171
Grade Sheet..............................................................................................174
Lesson 30 Disc 9
Final Exam (6 pages) ...............................................................................175
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Lesson 25 Disc 8
Lesson 31 No Disc Fiction Review (Story Sequence or Writing from Pictures)....................181
Grade Sheet for Story Writing .................................................................182
Lesson 32 No Disc Essay Review ...........................................................................................183
Grade Sheet for Essay writing .................................................................184
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Certificate No Disc Completion Certificate.............................................................................185
SWI Continuation Course Level B
Scope and Sequence
Concepts Presented
1*
Units 1, 2
Review Dress-ups
Review Sentence Openers 1-3
Paragraphs for Outlining and
Summarizing
Checklist and Grade Sheet
Write one to two paragraphs. (may
be substituted)
Robert Grosseteste
Scientific Method
Review remaining
Sentence Openers
Paragraphs for Outlining and
Summarizing
Write one to two paragraphs.
(may be substituted)
Thomas Bradwardine
Nicholas of Cusa
Unit 5: Writing from Pictures
Writing from Pictures Model
“Woman at Refrigerator” pictures
Typing Guidelines
Write three paragraphs based on
outline created in class.
Unit 5: continued
“Boy and Dog” pictures (may
substitute)
picture provided. (other pictures
may be substituted)
Unit 5: continued
Decorations
Similes
Homework and Grade Sheet
Complete the Homework Sheet.
(find similes, add decoration to
previous composition, draw or find
set of three pictures, define
infinitive)
Unit 5: continued
Editing Practice
Helpful Rules
“The Plant in the Fridge”
student’s pictures.
Unit 5: continued
Editing Practice
“The Billowing Bubble Bath”
“Judo Boys” picture (may
substitute) and assignment
Write three paragraphs based on a
single picture provided. (picture
may be substituted)
Unit 6: Report Writing
Clara Barton Sources (5)
Three-paragraph report on Clara
Barton
Unit 6: continued
Decorations
Three-paragraph report on the
famous person of your choice.
Unit 6: continued
Three-paragraph report on the
famous person of your choice.
Unit 8: Essay Model w/
Introduction/Conclusion
Essay Model
Add Intro/Conclusion to Clara
Barton report from Lesson 8.
Unit 8: continued
Editing Practice
“This is No Joke”
Capitalization of Titles
Add Intro/Conclusion to report
from Lesson 9.
Unit 8: continued
English Anomalies
English Anomalies
Add Intro/Conclusion to report
from Lesson 10 or write a fiveparagraph report from start to
finish.
Unit 8: Essay: Interview
Symbols and Abbreviations
Write a five-paragraph report based
on an interview.
Unit 8: continued
Dual “-ly,” invisible “which,”
invisible “-ing”
New “–ly” Word List
on an interview.
Unit 8: continued
Prepositional problems
on an interview.
(Disc 1)
2*
(Disc 1)
3
(Disc 1)
4
5
(Disc 2)
6
(Disc 2)
7**
(Disc 3)
8
(Disc 3)
9
(Disc 3)
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10*
(Disc 4)
11*
(Disc 4)
12
(Disc 4)
13
(Disc 5)
14
(Disc 5)
15*
(Disc 5)
16*
(Disc 5)
Homework Assignment
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(Disc 2)
Student Handouts
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Lesson
© Institute for Excellence in Writing
7
SICC Level B Student Book
SWI Continuation Course Level-B
17
(Disc 6)
18
(Disc 6)
19*
(Disc 7)
20*
(Disc 7)
21
(Disc 7)
22
Concepts Presented
Unit 8: continued
Editing Practice
Unit 7: Letter Writing
Decorations
Unit 7: continued
Similes
Unit 7: continued
Dual Verbs
Unit 7: continued
Invisible “Which”
Imitation of Style
(Disc 7)
24
(Disc 7-8)
25
(Disc 8)
26
(Disc 8)
27
Invisible “Who/Which” Practice
Grade Sheet
Uncle Remus Sample
Two Aesop Fables (may
substitute)
King James Bible sample
Hans Christian Andersen sample
Aesop Fable (may substitute)
Critique Model
Sample Critique
Author background
“The Little Mermaid”
Critique Vocabulary
Write a five-paragraph letter, fictional or
real.
Re-write a fable in the style of Uncle
Remus.
Imitation of Style
Unit 9: Critique
Unit 9: continued
Unit 9: continued
Unit 9 reviewed
Noun clause
Final Exam
“Finally—the Fixing of the
Foolish Fugitive”
“King Grisley-Beard”
(may substitute)
Final Exam Review
“The Wreck of the Hesperus”
(may substitute)
Author Background
Sample Critique
Final Exam
Fiction Review
Unit 3 or 5 Review
Writing Suggestions
Grade Sheet
Non-Fiction Review
Unit 6 or 9 Review
Writing Suggestions
Grade Sheet
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(Disc 9)
Imitation of Style
Homework Assignment
Write a five-paragraph report based on an
imagined interview with a historical
person.
Write a five-paragraph letter.
28
(Disc 9)
29
(Disc 9)
30
Unit 9 continued
Triple Extensions
Final Exam review
(Disc 9)
31**
(No Disc)
32**
(No Disc)
Write a five-paragraph letter to and from a
fictional person.
Write a five-paragraph letter, fictional or
real.
Re-write a fable in the style of King James
Bible.
Re-write a fable in the style of Hans
Christian Andersen.
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(Disc 7)
Student Handouts
“Farmer Eugene’s Plants Who
Like Music”
Invisible “Who/Which” Exercise
Sample Letter
Silly Similes
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Lesson
Scope and Sequence Continued
Read “Little Mermaid” and background
papers (provided) and find a critique to
evaluate.
“Little Mermaid” Critique
Pick a story to critique.
Write a critique of “King Grisley-Beard.”
Write a critique of “The Wreck of the
Hesperus.”
Write a critique of a movie or story of your
choice.
This is a timed exam. Be sure your
students know they need to pace
themselves.
Write three paragraphs using the Story
Sequence or Writing from Pictures models
using your studies as a source.
Write a five-paragraph Report or Critique
using your studies as a source.
Options for reducing the number of lessons:
* When two consecutive lessons are starred, it means that they can be combined into one lesson with only one homework
assignment (use the second assignment and discard the first assignment in the two lessons).
** This lesson could be omitted altogether.
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Student Writing Notebook
Contents
Key Ideas Page
Stylistic Techniques
Adverb List
Prepositions/Clausal Starters
Adverbs for Essays
Banned Words List – Verbs
Banned Words List – Adjectives
Story Sequence Chart
Note: The original Student Writing
Intensive binder pages listed at left
were printed on colored paper.
Those original colors are printed in
the upper right hand corner of each
page for reference.
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Instructions
If your student completed one of the Student Writing Intensive courses, then you can simply continue to
use that notebook. If not, or if your Student Writing Intensive notebook is beyond repair, purchase a oneinch three ring binder (with a clear plastic sleeve on the front for the title page) and one set of five-tab
dividers.
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If you are building a new notebook, label your five dividers as follows:
Models/Sources
Checklists
Outlines/Compositions
Structural Models
Style Charts
Banned Words
Insert the 7 pages to follow into your notebook as described below.
Place the “Key Ideas” page right in the front of the binder (before the tabs). Alternatively, it can be kept
in the front of the “Structural Models” section.
Use this area for all new handouts, outlines, models, checklists, etc. that
are currently being worked on.
Outlines/
Compositions
Place graded, completed work here. You may want to instruct students
regarding what to save (the finished work only, perhaps a grading sheet or
outline) and what to discard (old models, outlines, 1st drafts, etc.).
Structural Models
Place the “Key Ideas Page” here, or place it in the front of the tabs. As more
structural posters are given to your student in a lesson, add them to this section.
Some of the models to keep here would be: Story Sequence, Writing from
Pictures, Essay Model, etc.
Style Charts
The “Stylistic Techniques” page abides here along with all style lists (“-ly”
adverbs, prepositions, etc).
Banned Words
Put the “Banned Words” sheets behind this tab. For your convenience, the
banned word pages included here have the banned words and substitute
suggestions from the Student Writing Intensive Level A.
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Models/Sources
Checklists
Note: Some Student Writing Intensive binders had “Current Work” and “Completed Work” for the first
two tabs. Those tabs work just as well, since that is actually how the notebook ends up being sorted.
The rest of this document contains all the student handouts, homework assignments, checklists, and
grading sheets necessary to complete the course. You may keep these in a folder and hand them out as
you need them, or create another divider to keep them all in the notebook.
9
Student Name:
Lesson
Number
SICC-B First Half Grade Summary
Assignment
Points
Achieved
Total points
possible
Writing Paragraphs
25 or 35
2
Writing Paragraphs
28 or 40
3
Writing from Pictures
60
4
60
5
Homework
25
6
7
8
3-Paragraph Report
Clara Barton
3-Paragraph Report
Historical Person
3-Paragraph Report
Historical Person
Add Intro/Concl
Final Draft
Clara Barton
Add Intro/Concl
Final Draft
Historical Person
5-Paragraph Essay
Historical Person
Interview
5-Paragraph Essay
Interview
5-Paragraph Essay
Interview
5-Paragraph Essay
10
11
12
66
66
66
66
95
95
95
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13
66
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1
Percent
14
15
16
1st Half
Grade
95
100
100
Total Points
Add up the total percentage points and divide by the
number of lessons completed.
!
If you decide to skip any assignments, simply cross them out.
27
Student Name:
Second Half Grade Summary
Assignment
17
Interview
5-Paragraph Essay
Letter Writing
5-Paragraph Essay
Letter Writing
5-Paragraph Essay
Letter Writing
5-Paragraph Essay
18
19
20
21
23
24
25
26
27
28
Percent
100
100
100
100
Mail a letter
Imitation in Style
Uncle Remus
Imitation in Style
King James Bible
Imitation in Style
Andersen
Complete
Homework
The Little Mermaid
Critique
King Grisly-Beard
Critique
Wreck of Hesperus
Critique
Movie or Book
Critique
Final Exam
100
26
26
26
100
100
100
100
100
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Total points
possible
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Points
Achieved
e
Lesson
Number
30
100
31
Story or Writing
from Pictures
(80)
32
Report or Critique
(100)
2nd Half
Grade
Total Points
Final Grade (Add the points and divide
by the total number of assignments.)
If you decide to skip any assignments, simply cross them out.
28
Lesson 3
Place this sheet behind your Structural Models tab for future reference.
Key Point: Topic Sentence = Central Fact of Picture
(What do you see? How did it get that way? What did you see?)
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I. Central Fact =
1.
2.
3.
4.
Clincher = central fact
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II. Central Fact =
1.
2.
3.
4.
III. Central Fact =
1.
2.
3.
4.
Ask questions to get details:
where? who? how? when? what? why? before? after? outside?
37
Lesson 3
“Woman Looking in Refrigerator” Pictures
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Instructions: Create a three-paragraph outline based on these pictures as instructed on
the DVD. Write three paragraphs using the Composition Checklist to follow.
39
Lesson 3
Typing Guidelines
Keep this behind the first tab to refer to when completing all assignments.
Typing Guidelines for SWI Continuation Course
Assignments
• Margins should be 1” top and side. Page number (if document is more than one
page) should be at top of page, italic, in this style: Page 2 of 3
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• Preferred font choices: Times Roman, Times New Roman, New York, or
equivalent serif font
• Font size: 12 point
• Spacing should be 1.5 lines.
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• Paragraphs should be in block format with one extra line between.
• Dress-ups must be underlined.
• Sentence numbers do not need to be in the margin, but should be in square
brackets [#] before each sentence within the body of the text.
• Decorations, if assigned, should be in italics.
• Paragraph Topic/Clincher key words which reflect or repeat should be in bold.
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(These guidelines were given to the students on the DVD, and therefore the student
samples provided on the disc should match these specifications fairly consistently.
Some assignments were handwritten and therefore follow different formatting
guidelines, as explained in the first lesson.)
41
Lesson 3
Composition Checklist
Write three paragraphs from your outline of the three pictures.
First draft due date:
Final draft due date:
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! Composition is double-spaced
! Dress-ups marked with underline (one of each)
! Sentence Openers are marked in the margin or in brackets in front of the sentence: [ ]
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! Topic and Clincher sentences repeat or reflect 2-3 key words (bold or highlighted)
! Title repeats key words of final sentence
Dress-ups (middle)
I
II
III
I
II
III
“-ly” adverb
“who/which”
strong verb
quality adjective
when, while, where, as, since, if,
although
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Sentence Openers (first word)
" subject
# prepositional
$ “-ly” adverb
% “-ing,”
& clausal
' V.S.S. (2–5)
Banned Words (do not use — find better ones):
thought, said, go/went, see/saw, good/bad, eat/ate, big, small
43
Lesson 3
Grade Sheet for Writing from Pictures
___ (3)
___ (2)
___ (2)
___ (2)
Indicators:
Dress-ups underlined
Sentence Openers numbered
Topic/Clincher key words bold
___ (3)
___ (3)
___ (3)
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General:
Turned in on time
Title centered - top
Name under title
Font/Spacing
___(1)___(1)___(1)
___(1)___(1)___(1)
___(1)___(1)___(1)
___(1)___(1)___(1)
___(1)___(1)___(1)
Sentence Openers
Topic/Clincher
Spelling < 3 errors
___(6) ___(6) ___(6)
___(2) ___(2) ___(2)
___(1) ___(1) ___(1)
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Dress-ups:
“-ly” adverb
“who/which”
strong verb
quality adjective
adverbial clause
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Total Score: _____ out of 60 possible = _______%
90% or higher = Excellent
89% or lower = Resubmit Please
44
Lesson 14
Composition Checklist
Instructions:
Take your notes from the interview completed in class, choose three topics, and create an outline for the
three-topic body of your interview. Write the body paragraphs from your outline; then create an
introduction and conclusion to go with your interview body using the checklist below.
Note: You will be doing two more interview essays, so think now about who you can interview, and
perhaps make an appointment now so that you can complete those assignments on time.
Final draft due date:
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! Composition is 1.5 spaced, serif font, 12 point
! Dress-ups marked with underline (one of each)
! Sentence Openers are marked in the margin or in brackets in front of the sentence: [ ]
! Topic and Clincher sentences repeat or reflect 2-3 key words (bold or highlighted)
! Introduction & Conclusion state key words for each topic (bold or highlighted)
! Title repeats key words of final sentence, or last sentence in introduction
! Decorations are marked in italics
Dress-ups
I
II
III
IV
V
I
II
III
IV
V
II
III
IV
V
“-ly” adverb
“who/which” clause
strong (or dual) verb
quality (or dual) adjective
when, while, where, as, since, if,
although, because
Sentence Openers
" subject
Sa
# prepositional
$ “-ly” –first
% “-ing” or “-ed”
& clausal
' V.S.S. (2–5)
Decorations
I
One different decoration per ¶
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Lesson 14
Grade Sheet for a 5-Paragraph Essay
___ (3)
___ (1)
___ (1)
___ (1)
Indicators:
Dress-ups underlined
Sentence Openers numbered
Topic/Clincher key words bold
___ (2)
___ (2)
___ (2)
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General:
Turned in on time
Title centered - top
Name under title
Font/Spacing
___(1) ___(1) ___(1)___(1) ___(1)
___(1) ___(1) ___(1)___(1) ___(1)
___(1) ___(1) ___(1)___(1) ___(1)
___(1) ___(1) ___(1)___(1) ___(1)
___(1) ___(1) ___(1)___(1) ___(1)
Openers Minimum Rule:
___(5) ___(5) ___(5) ___(5) ___(5)
Decoration (different each ¶)
___(2) ___(2) ___(2) ___(2) ___(2)
Topic/Clincher
___(2) ___(2) ___(2)
Spelling < 2 errors/¶
___(1) ___(1) ___(1) ___(1) ___(1)
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Dress-ups:
“-ly” adverb
“who/which” (inv.)
strong verb
quality adjective
adverbial clause
Attention
Sa
Introduction:
Conclusion:
___(1)
Background
___(2)
Topics
___(3)
Restate Topics
___(3)
Most Sign. & Why
___(3)
Total Score: ______ out of 95 possible = _______%
90% or higher = Excellent
89% or lower = Resubmit Please
100

Student Writing Intensive Continuation Course Level B Student Book

Transcription

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