EVERYTHING YOU NEED TO ACEENGLISH

LANGUAGE ARTS

IN ONE BIG FAT NOTEBOOK™

Flexibound paperback

5⅞" x 8" • 496 pages

$14.95 U.S. • Higher in Canada

978-0-7611-6091-5 • No. 16091

EVERYTHING YOU NEED TO ACEENGLISH

LANGUAGE

IN ONE BIG FAT NOTEBOOK™

$14.95 U.S. • Higher in Canada

978-0-7611-6091-5 • No. 16091

Coming August

2016

5

CLAUSES A CLAUSE is a group of words that includes at least a subject and a verb. A clause always contains a subject that acts through a verb.

Examples:

PHRASE CLAUSEIn the nick of time before the summer ended

Tripping merrily along Because the wolf hid out in the forest

Clauses make up a pretty wide category! But they are categorized into two groups to help us work with them.

CLAUSECLAUSE is a group of words that includes at least a

Examples:Examples:Examples:Examples:Examples:Examples:Examples:Examples:Examples:Examples:Examples:Examples:Examples:Examples:

How to tell clauses and phrases apart

* A phrase doesn’t have a subject that acts through a verb.

* A clause DOES have a subject that acts through a verb.

have a subject that acts

NO VERB, SO IT’S A PHRASE

NO SUBJECT, SO IT’S A PHRASE

THE “SUMMER” IS DOING SOMETHING— IT’S ENDING—SO IT’S A CLAUSE.

THERE IS A SUBJECT DOING SOMETHING—THE WOLF IS

HIDING—SO IT’S A CLAUSE.

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Verb PhrasesA VERB PHRASE is a phrase that acts like a verb.

Example:These strange rocks may be worth a fortune.

Adverb PhrasesAn ADVERB PHRASE is a phrase that acts like an adverb.

Example:She moved through the library like a spy through an enemy's headquarters.

Adjective PhrasesAn ADJECTIVE PHRASE is a phrase that acts like an adjective.

Example:The crowd was far more excited now than during the first half of the game.

Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:

Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:

Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:

Verb a word that describes an action, state of being, or

event

adjective a word that modifies or describes the quality of

a noun

adverb a word that modifies or

describes the quality of a verb, adjective, or another adverb

WORKS TOGETHER AS A VERB

WORKS TOGETHER AS AN ADVERB

WORKS TOGETHER AS AN ADJECTIVE

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FIGURES of SPEECH A FIGURE OF SPEECH is language that isn’t LITERAL, straightforward, or factual. A figure of speech is the opposite of LITERAL LANGUAGE, which states the facts, and nothing but the facts.

LITERALLITERAL, straightforward, or

Chapter 10FIGURATIVELANGUAGE

10101010

LITERALan understanding of words at their most

basic sense

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Example: Instead of writing, “It ’s raining hard out there,” we might write, “It ’s raining cats and dogs.” We don’t mean that puppies and kit tens are literally falling from the sky.

So why would we write it that way? Well, it ’s more interesting, and figures of speech can amplify what we're trying to communicate. People will pay more attention to what we’re saying . . . and be more likely to remember it. That ’s called RHETORICAL FORCE: the way we use words to make our points clear, interesting, and memorable.

But it ’s important to be able to recognize the difference between figurative and literal language, otherwise we might think cats and dogs are literally falling from the sky.

Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:Example:

the difference between figurative and the difference between figurative and

think cats and dogs are think cats and dogs are

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CHRONOLOGICAL STRUCTURE organizes events by when they happened.

PROCESS STRUCTURE explains the series of actions of

how they happen.

CAUSE AND EFFECT STRUCTURE describes an action or event

and its consequences.

PROBLEM AND SOLUTION STRUCTURE

explains a problem and offers a solution.

DESCRIPTION STRUCTURE gives an account of something by offering the relevant details, characteristics, and information.

This structure often

overlaps with chronological

and cause and effect structures.

A piece of writing can blend or combine structures as well.

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One way to differentiate between the types of text is to look for these signal words:

Text Type Purpose Signal Words

COMPARE and

CONTRAST

Shows how two or more things are similar and/or different

in comparisonby contrastsimilarlybuton the other handon the contraryyet howeverdespiteas opposed to

CHRONOLOGICAL or

PROCESS

Shows the order or ranking of a series of actions

firstnextthenbeforeafter1,2,3, . . .lastfinallyA,B,C, . . .

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Major SectionsThe major sections of a piece of writing are the big pieces that make up the whole.

In a NEWS ARTICLE, the major sections are:

HEADLINE: the big title that appears above the article

LEAD (or LEDE): the first lines of the article, which contain the main idea

BODY: contains the elaboration and details of the main idea

Generally, news articles are structured like this:

Who, What, When, Where, Why, How, Etc...

Supporting Details

BACKGROUND DETAILS

General Details

MOST IMPORTANT

INFORMATION

LEAST IMPORTANT

INFORMATION

LEAST LEAST LEAST LEAST LEAST LEAST LEAST IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT IMPORTANT

INFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONINFORMATIONDetails359359359

In an ARGUMENT, the major sections are:

INTRODUCTION OF THE ARGUMENTMAIN POINT ONE

SUPPORTING EVIDENCEMAIN POINT

TWO

CONCLUSION

SUPPORTING EVIDENCE

The number of main points

can vary.

DESCRIPTION OF HIS/HER EARLY LIFE

INTRODUCTION OF THE PERSON

HIS/HER MOST IMPORTANT ACCOMPLISHMENTS/MAJOR EVENTS IN LIFE

HIS/HER EFFECTS OR IMPACT ON SOCIETY AND HISTORY

In a BIOGRAPHY, the major sections often are:

Some teachers call this warrants, or the explanation of the evidence that connects it to the grounds.

Some teachers call this

GROUNDS.

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DevelopmentYou want to write something, but where do you start? You start with DEVELOPMENT. There are two stages of development:

1. Planning: laying the initial plans

2. Revising your plan: going over the initial plans and making any necessary changes

DEVELOPMENT. There are two

Chapter 29WRITINGPRACTICES

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1.1. Planning Planning: laying the initial plans laying the initial plans

2.2. Revising your plan Revising your plan: going over the initial plans going over the initial plans and making any necessary changesand making any necessary changes

DEVELOPMENTthe planning that goes into a writing project before you

begin writing

1.1.1.1.2.2.

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There are three questions to think about to develop an idea:

1. TASK: What do you want to write? (Or what have you been assigned to write?)

EXAMPLE: writing a business plan for your soccer team fund-raiser

2. PURPOSE: Why do you want to write it?

EXAMPLE: to get enough money from your friends, family, and community to rent a van to travel to a state competition

3. AUDIENCE: Who are you writing to?

EXAMPLE: your friends, family, community, and local business owners

You may even want to jot down the answers to these questions before starting to write. You can keep the answers in front of you as a reminder of what you must write.

Just think of these three question words

when you are in development to focus your task, purpose,

and audience:

WHAT? WHY?WHO?

1.1.1.

2.2.2.2.

3.3.3.