Student Resource Notebook - Lori Verstegen - 9781623410414, 3, 2013 - Institute For Excellence in Writing Programs (IEW) - 9781623410421

Student Resource
Student Notebook
structure
models of
Writing
Intensive
strong verbs
An easy-to-use reference, full of
Structure and Style writing helps
Preparing Students to Write With Structure & Style
adjectives
quality
-ly words
five senses
grammar
Compiled by Lori Verstegen
rules
checklists
Excellence in Writing
Student Seminar Materials
Student Resource
Notebook
by Lori Verstegen
Teacher’s Resource
Third Edition
© 2013 Institute for Excellence in Writing, L.L.C.
Also by Lori Verstegen
Advanced U.S. History-Based Writing Lessons

All Things Fun and Fascinating Writing Lessons
Ancient History-Based Writing Lessons
Bible Heroes Writing Lessons in Structure and Style
Dress-Ups, Decorations, and Delightful Diversions
Medieval History-Based Writing Lessons
U.S. History-Based Writing Lessons, Volume 1: Explorers to the Gold Rush
Copyright Policy
Student Resource Notebook
Third Edition, February 2013
Second Printing, January 2016
Copyright © 2004 Lori Verstegen
ISBN 978-1-62341-042-1
Our duplicating/copying policy for this Teacher’s Resource:

All rights reserved.
The downloadable PDF file (e-book) of this book is for use by the original purchaser only.
Ownership may not be transferred or sold.
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including, but not limited to, electronic, mechanical, photocopying, recording, or otherwise,
without the prior written permission of the author, except as provided by U.S.A. copyright law
and the specific policy below:
Home use: You may print or copy the contents of this Teacher’s Resource e-book for use
within your immediate family.
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for use within your own class. Each teacher is required to purchase his or her own copy.
Classroom teachers: You may print or copy the contents of this Teacher’s Resource for use
within your own class. Each teacher is required to purchase his or her own copy.
Library use: A library may print one copy of the Teacher’s Resource e-book, which may be
checked out by patrons provided they agree not to make copies.
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8799 N. 387 Road
Contents
Instructions for Use 3 Transitional Words and Phrases 51
Stylistic Techniques 5 Grammar Rules 54

Punctuation
Models of Structure 7 1. Commas 56
Unit 3: Narrative Stories 8 2. Semicolons 60
Units 4 or 6: Reports 9 3. Colons 63
Unit 5: Writing from Pictures 10 4. Using Quotation Marks in Dialogue 67
Units 7 or 8: The Basic Essay 11 Frequently Confused Words
Unit 8: The Super-Essay Model 12 5. Possessive Pronouns vs. Contractions 69
Unit 9: Critiques 13 6. a. Tricky Words 69
Critique Vocabulary 14 b. More Tricky Words 72
Documenting Quotations Using MLA Format 15 Clauses and Phrases
Bibliography/Works Cited 18 7. a. The Who-Which Clause 74
b. Refining the Who-Which Clause
Strong Verbs 19
(Invisibles)75
Go/Went and Come/Came 20
c. Who, Which, or That? 76
Say/Said21
8. Clausals (www.asia.b) 77
Get/Got22
#2 or #5 Opener? 79
See/Look23
9. No Dangling or Misplaced Modifiers 80
Other
-ly Adverbs 24
10. Avoid the Indefinite “You” 81
Really/Very27
11. Parallel Construction 83
Quality Adjectives 28 12. a. Pronoun-Antecedent Agreement 84
Good29 b. Clear Pronoun References 84
Bad30 13. Numbers 85
Pretty and Nice 31 Answers to Practice Exercises 86
Ugly and Mean 32
Charts and Checklists 91
Interesting33
Proofreading Marks 92
Big, Small, A Lot 34
Symbols and Abbreviations for Note Taking 93
Five Senses and Emotions 35 Checklists for Each of the IEW Units 94
Sight, Sound, Taste and Smell, Touch 36
Emotion Words 40
Decorations and More 41

Alliteration42
Three Short Staccato Sentences and
Questions or Commands 43
Similes and Metaphors 44
Hooks46
Anecdotal Openers and Closers 47
Personification48
Assonance and Consonance 49
Triple Extensions 50
2 © Institute for Excellence in Writing
Instructions for Use
This Student Resource Notebook was originally created for use with the U.S. History-
Based Writing Lessons; however, it is a handy resource for anyone using the IEW
method of writing. Full explanations of the stylistic techniques used in this resource
are provided in our teacher’s course: Teaching Writing: Structure and Style. Visit
IEW.com/twss-d.
The downloadable pdf should be printed double-sided.
The Models of Structure (pages 7-18) should be cut approximately on the vertical lines
so that the labels in the right margins will show.
Use eight tab dividers to organize the sections as described below. If you purchased the
spiral-bound book, simply purchase eight sticky divider tabs to add to the title pages of
the sections indicated.
The tabs should be labeled as follows:
§§ Strong Verbs
§§ -ly Adverbs
§§ Quality Adjectives
§§ Five Senses and Emotions
§§ Decorations and More
§§ Transitional Words
§§ Grammar Rules
§§ Charts and Checklists
© Institute for Excellence in Writing 3

Stylistic Techniques
BASIC DRESS-UPS
-ly adverb (ly) because clause (bc) Minimum Rule
Each one in every paragraph
who-which clause (w-w) quality adjective (adj)
Indicator
strong verb (v) clausal: www.asia (cl) Underline one of each in every paragraph
with indicator in right margin
SENTENCE OPENERS
[1] subject [4] -ing , Minimum Rule
Each one in every paragraph as possible
[2] prepositional [5] clausal , (www.asia.b) No more than two of the same in a row
[3] -ly adverb [6] vss (2–5 words) Indicator
Number in brackets before each sentence
or in left margin (mark every sentence as
possible)
DECORATIONS
§§ alliteration (allit) §§ 3 short staccato sentences (3sss) Minimum Rule
§§ question (?) §§ simile or metaphor (sim/met) One different decoration per paragraph
§§ conversation (conv) §§ dramatic open-close (dr) Indicator
Italics or abbreviation in right margin
§§ quotation (qu)
TRIPLE EXTENSIONS
§§ repeating words (same word) Minimum Rule
One different style per paragraph
§§ repeating clausals or prepositions
Indicator
§§ repeating -ing words, consecutive or spaced Italics or “trip” in right margin
§§ repeating -ly adverbs, consecutive or spaced
§§ repeating adjectives or nouns
§§ repeating verbs, consecutive or spaced
ADVANCED DRESS-UPS
§§ dual adverbs, verbs, and adjectives (2x) Minimum Rule
Each one in every paragraph
§§ invisible who-which (inv)
Indicators
§§ adverb or adjective teeter-totters (tt) Underline the pair in duals, words around
invisible w-w, or that in noun clauses
§§ noun clause (n)
Identify with abbreviation to right margin
§§ additional clause starters — see back

BANNED WORDS
Verbs Adjectives
go/went good/bad
say/said nice/mean
get/got pretty/ugly
come/came big/a lot
see/saw/look interesting
PREPOSITIONS
aboard behind inside through
about below instead of throughout
above beneath into to
according to beside like toward
across between minus under
after beyond near underneath
against by of unlike
along concerning off until
amid despite on up
among down opposite upon
around during out with
aside except outside within
at for over without
because of from past
before in since
CLAUSE STARTERS
www.asia.b words additional clause starters
when whereas
while wherever
where whenever
as* until*
since* unless * Starred words and
“because of” may also
if as if be prepositions.
although before* See Grammar Rule 8:

#2 or #5 Opener? on
because after* page 79.

Models of Structure
å Cut here æ

Unit 3: Narrative Stories
Unit 3: Narrative Stories

STORY SEQUENCE CHART
Title
I. Characters/Setting
Who is the story about?
Describe the characters. Include their thoughts
and emotions.
When and where does the story take place?
Describe the setting and communicate the
mood (bright, dark, mysterious, humorous,
solemn, suspenseful, scary, peaceful, chaotic …)
II. Conflict/Problem
What is the problem, want, or need?
What happens?
What do the characters
å Cut here æ
do, say, think, and feel?
III. Climax/Resolution
What leads to the problem being solved
or the need being met?
What is the end result?
Moral/Message: What was learned?
Epilog: What happened after?
Story Clincher
(Repeat 2–3 key words in your title.)

Units 4 and 6: Short Reports
Units 4 and 6: Short Reports

ONE TO THREE PARAGRAPHS
(Unit 4 from one source, Unit 6 from two or more sources)
Title (from final clincher)
Introduce Subject of Report (optional)

I. Topic Sentence A
1.
2. details, examples, facts,
3. explanations of topic
4.
5.
Clincher A
II. Topic Sentence B
å Cut here æ
1.
4.
5.
Clincher B
III. Topic Sentence C

1.
4.
5.
Clincher C
Final Clincher reflects title. A final sentence may also be
used to conclude the report. The final sentence can reflect the
opening and the title.

Unit 5: Writing from Pictures
Unit 5: Writing from Pictures

Title (from final clincher)
I. Topic Sentence: Central Fact of Picture 1

Describe the scene with five-senses adjectives.
What are the characters thinking and feeling?
What is happening around the scene?
Give background information:
(may require past perfect tense: “had” plus verb)
Why did the event happen?
What happened before the event?
Clincher: Restate Central Fact
II. Topic Sentence: Central Fact of Picture 2

Why did the event happen?
å Cut here æ
What are the characters doing, thinking, saying?
How do they feel? How are they showing their feelings?
What is happening around the scene? Why?
III. Topic Sentence: Central Fact of Picture 3

What are the characters doing, thinking, saying?
How do they feel? How are they showing their feelings?
What is happening around the scene? Why?
What will happen next?
Was there a lesson?

Units 7 and 8:
The Basic Essay or Report Essay
Units 7 and 8: The Basic Essay or Report Essay

FIVE TO SEVEN PARAGRAPHS
Title
I. Introduction
Attention (question, quotation, story, decoration)
Background
State three topics or a thesis
II. Topic Sentence A

1.
4.
5.
å Cut here æ
Clincher A
III. Topic Sentence B

1.
4.
5.
Clincher B
IV. Topic Sentence C

1.
4.
5.
Clincher C
V. Conclusion
Restate three topics
Most significant and WHY
Essay Clincher (reflect opening and title)

Unit 8: The Super-Essay Model
SUPER-INTRODUCTION
Unit 8: The Super-Essay Model

Dramatic opening
Introduce subject of super-essay
Background info
Sub-essay themes
Thesis or main idea of super-essay
Essay 1 Introduction
theme, background, topics, thesis or main idea of essay 1
Topic 1 A
Topic 1 B
Topic 1 C
Essay 1 Conclusion
reflect thesis or main idea of essay 1, topics, most significant and why,
å Cut here æ
reflect opening
Essay 2 Introduction
theme, background, topics, thesis or main idea of essay 2
Topic 2 A
Topic 2 B
Topic 2 C
Topic 2 D
Essay 2 Conclusion
reflect thesis or main idea 2, topics, most significant and why, reflect opening
SUPER-CONCLUSION
Reflect thesis or main idea
Restate sub-essay themes
Most significant and why
Reflect opening

Unit 9: Critiques
Unit 9: Critiques and Critique Vocabulary

Title (reflects words from essay clincher)
I. Introduction
Dramatic opening (Grab your reader’s attention.)
Title and author of story, publisher, place, and year of publication
Background about the author and his time
Type of story: fable, fairy tale, adventure, historical fiction (See list on next page.)
II. Characters/Setting
Describe the time and place where the story occurs. Describe the mood: lively,
suspenseful, humorous, solemn. (See list on next page.)
Who are the main characters? (protagonist = main character, usually good guy;
antagonist = one opposed to protagonist, often bad guy)
Describe them. What motivates them?
Do they change during the story (dynamic) or not (static)?
III. Conflict/Plot
What is the main problem, want, or need?
Briefly summarize the events significant to the cause and working out of the
conflict, up to the climax.
å Cut here æ
IV. Climax/Resolution
Identify climax (event leading to the conflict being resolved)
What is the resolution?
What is the outcome for the main characters?
V. Conclusion (Your Opinion/Reaction/Analysis)
Begin by expressing your general opinion of the story: enjoyable, inspiring,
fascinating, dull, trite, exciting, compelling, enthralling, unique,
thought-provoking … (Do not say “I,” “my,” or “you.”)
Then discuss any of the following:
§§ What, if anything, does the story teach?
§§ Was the Story Sequence Chart used effectively?
• Are characters well developed? Realistic? Likeable?
• Is the conflict intriguing or predictable? Is there an element of mystery,
suspense, adventure, surprise?
• Is the climax exciting or disappointing?
• Is there a good resolution?
§§ What is the theme? Is it clear? Is it powerfully presented? Do you agree with it?
Is it inspiring? Is it an important lesson for most to learn?
§§ Your favorite part of the story and why you like it.
§§ Literary devices that made the story more interesting: imagery or vivid
descriptions, foreshadowing, irony, point of view, flashbacks, symbolism, humor,
easy-to-read language, allegory (See list on next page.)
Essay Clincher: Reflect your opening.

Critique Vocabulary
INTRODUCTION
Types of Stories: allegory, tale, fairy tale, saga, narrative, epic, legend, mystery, comedy,
anecdote, myth, science fiction, adventure, fable, folk tale, anti-utopian, biography, drama,
devotional, spiritual
CHARACTERS/SETTING
Setting/Mood: bright, cheerful, lively, sad, solemn, tragic, comical, fun, light-hearted,
whimsical, fanciful, mysterious, eerie, suspenseful, bleak, dreary, peaceful, chaotic, violent,
foreboding, spiritual, cynical, satiric, tongue-in-cheek
Characters: hero, villain, protagonist, antagonist, players, participants
Role: central, dominant, main, leading, major, minor, subordinate, lesser, supporting,
shadowy, secondary
Analysis: well (or poorly) drawn, fully (or under) developed, convincing or unconvincing,
consistent, static (unchanging), dynamic (changing), lifeless, too predictable, overly evil,
not believable, typical
CONFLICT/PLOT
Plot: problem, dilemma, desire, plan, conspiracy, scheme of events, chain of events,
sequence of events
Stages: began, initiated, driven, promoted, continued, expanded, exacerbated, heightened,
lessened, relieved
CLIMAX/RESOLUTION
Climax: turning point, most exciting moment, dramatic event, change in events, high
point, emotional crisis
Resolution: solution, remedy, fix, amelioration
CONCLUSION
Opinion: enjoyable, inspiring, dull, trite, too predictable, unique, fascinating, captivating,
suspenseful, thrilling, convincing, convicting, compelling, obscure, thought-provoking,
clear, poignant, pointed, sketchy, unrealistic
Theme: message, moral, teaching, lesson, subject, inspiration, application
Literary Devices: point of view (first, second, third person), foreshadowing, irony,
symbolism, flashbacks, quality of language (simple, archaic, verbose, descriptive), poetic
devices, decorations

Documenting Quotations Using MLA Format
MLA Documentation
WHAT TO QUOTE
When writing research reports, sometimes you may want to use the exact words of your source.
You may do this, but you must let the reader know that the words are not your own. You must
document the source from which you quoted them.
You may also find famous people or documents quoted in your sources. If you include these
quotations in your report, you must document the source from which you took them.
HOW TO QUOTE AND DOCUMENT

Short quotations (fewer than four lines) should be placed in quotation marks. If you do not tell
the name of the author prior to the quote, follow it with the author’s last name and the page
number of the source of the quote in parentheses.
He remembered her last words to him: “I know you will always be good and kind. Try to live as I have
taught you” (Eibling and Gilmartin 176).
Note that there is no comma between the author and the number and that the period follows the
parenthesis.
If you mention the author within your quote, put only the page number in the parenthesis.
Angler believes that Lincoln was thinking of his mother when he remarked, “All that I am I owe to her”
å Cut here æ
(312).
It is preferable to introduce quotes with a phrase that tells the source of the quote, as above.
Longer quotations (more than four lines) must be set off from the rest of the paragraph in what is
called an inset or block quotation. To do this, the quoted material is indented one inch on the left
and no quotation marks are used.
Johnson explains how young Lincoln was able to make a name for himself:
Abraham Lincoln was an avid reader with a phenomenal memory. He was able to teach himself
law, and pass the bar exam in 1836. The next year he moved to the state capital of Springfield
where, for the next few years, he worked as a lawyer and earned the reputation of “Honest Abe”
that people today still remember him for. (12)
Note that an independent clause and colon go before the inset quotation. Also note that with
inset quotations, the period is before the parenthesis.
SPECIAL CONSIDERATIONS
If a book has more than three authors, list only the first author’s last name followed by “et al.” and
then the page number.
Abraham Lincoln is known as “the president who saved the Union” (Smith et al. 75).
If the author is unknown, use the first word (except articles) from the title instead. Italicize it if it
is from a book title; place it in quotation marks if it is from an article. Your reader should be able
to match the word to a title in your Works Cited page.
“Probably no American has been so much written about as Abraham Lincoln, and seldom has any man
had his life, mind, and character so distorted” (Words 7).
CONTINUED ›

If there are no page numbers, such as with short Internet articles, use paragraph numbers instead.
Jones records one of Lincoln’s thoughts about his profession: “As a peacemaker the lawyer has a superior
opportunity of being a good man …” (par. 3).
Quotations from the Bible are simply followed by the Bible version and reference.
“Wisdom crieth without; she uttereth her voice in the street” (King James Version, Proverbs 1:20).

Sample Paragraph Using MLA Documentation
MLA Documentation
Smith 1
Jane Smith
Mrs. Lori Verstegen
IEW Class
5 December 2011
Abraham Lincoln
Much has been said of Abraham Lincoln’s humble beginnings. He was born in a log cabin
in Kentucky in 1809, but this does not mean that his family was poor. Log cabins were not an
unusual type of house in the 1800s. According to Angler, the Lincolns were “as comfortable
as most of their neighbors” (310). When Abe was seven years old, they moved to the Indiana
frontier. Two years later his mother died of “milk sickness.” He remembered her last words to
å Cut here æ
him: “I know you will always be good and kind. Try to live as I have taught you” (Eibling and
Gilmartin 176). A year later his father remarried. His stepmother impacted his life greatly.
Angler believes that he was thinking of her when he remarked, “All that I am I owe to her”
(312). Lincoln worked hard on the frontier and was not able to attend more than a year of
school, but he learned to read and write and was then able to teach himself. Eventually he
decided to become a lawyer. Johnson explains how he was able to accomplish this and, hence,
make a name for himself:
Abraham Lincoln was an avid reader with a phenomenal memory. He was able to
teach himself law and pass the bar exam in 1836. The next year he moved to the state
capital of Springfield where, for the next few years, he worked as a lawyer and earned
the reputation of “Honest Abe” that people today still remember him for. (12)
It is clear that Lincoln’s early years helped prepare him for the difficult decisions and tasks he
would face as president and helped mold him into the great man he became.

Bibliography/Works Cited
Bibliography/Works Cited
Bibliographies list the sources of the information presented in a research report. They should be placed at the
end of the report and include all books and resources used. Works Cited pages, used in MLA format, list only
sources cited in the paper.
To create a bibliography or works cited page, alphabetize your sources by the last names of the authors. If
authors are unknown, alphabetize by the first word of the title other than A, An, and The. For most books,
arrange the information into three units, each followed by a period and one space:
Author’s last name, first name. Title. Place of publication: publisher, date. Print.
For most Internet references, the arrangement is
Author’s last name, first name. “Title.” Publisher/sponsor, publication date (day month year). Web.
Access date (day month year).
The entire bibliography should be double-spaced. The first line of each entry is not indented. Subsequent lines
are indented five spaces or a half-inch. Do not skip lines between entries.
Sample Bibliography (or Works Cited)

Books (one author) Alder, John. Birds of North America. New York:
Note that all print sources end with “Print.” Ladybird Books, 1995. Print.
Books (two authors) Baylor, Bill and Peter Parnell. Desert Voices. New
York: Charles Scribner’s Sons, 1981. Print.
More than 3 authors Brant, Keith, et al. The Story of Rain. Mahwah,
New Jersey: Troll Associates, 1982. Print.
Encyclopedia (signed) Brown, William. “Ant.” World Book Encyclopedia.
1985 ed. Print.
Encyclopedia (unsigned) “Coyote.” The Encyclopedia Americana. 1985 ed.
Print.
Magazine article (signed) Fuller, R. Steven. “Winterkeeping in Yellowstone.”
National Geographic. Dec. 1978: 29–57. Print.
*Internet (unsigned) “John Paul Jones: A Founder of the U.S. Navy.”
Navy.mil. Navy, May 2003. Web. 24 Mar. 2010.*
Magazine (unsigned) “Rainforest Disaster.” Ranger Rick. May 1999:
6–9. Print.
*Articles in an online periodical or encyclopedia should be listed as any other article, followed by website
name and date of posting as available. In this listing, May 2003 represents the date the article was posted; 24
Mar. 2010 represents the date it was accessed. URLs are no longer needed unless specifically required.
For more complete information on MLA citations, consult owl.english.purdue.edu.

Strong Verbs
Strong Verbs

Go / Went and Come / Came
advance flow sail trip MOVE
amble flutter sashay trot blow
arise fly saunter trudge convulse
ascend follow scamper tumble crash
billow forge scroll twirl flop
blunder furl scuttle twist hover
bob gallop shuffle veer jiggle
bolt glide sink waltz jostle
bounce gush slither wander jump
bound hurry sneak wave lash
burst hustle soar whirl oscillate
careen jolt sojourn whisk pulsate
cartwheel journey somersault whiz quake
cascade lag spill whoosh quiver
charge leap spiral worm revolve
climb loop spring up zigzag roll
coast lope sprint zoom rotate
coil lumber sprout shake
continue lurch spurt shift
crawl maneuver stagger shiver
creep meander stoop shudder
cross mosey storm spin
crusade mount stream squirm
dance parade stride stir
dart pelt stroll sway
dash pirouette strut swerve
depart pivot stumble throb
descend plod surge toss and turn
dip plow sweep tremble
dive plummet swerve trill
dribble plunge swirl twitch
drift plunk swoop vibrate
drive pour take off whip
droop prance teeter whish
drop press on thump wiggle
drudge proceed tiptoe wobble
exit progress topple wriggle
flee race tour
float retreat trail
flock ripple trample
flop rocket travel
flounder rush trek

Say / Said
accuse confirm interrogate scowl ANIMAL
acknowledge continue jabber screech caw
add contradict jeer serenade cluck
admit contest lament shout cackle
admonish cry lie shriek chirp
advise debate lash out sigh croak
affirm decide mention sing bleat
agree declare mimic snap moo
allege decree moan snarl whinny
announce demand moralize sneer squawk
apologize deny murmur snicker screech
assert denounce mutter sob hiss
babble describe nag squawk roar
bargain dictate notify stammer neigh
bawl disagree object state yap
beg dispute oppose stress
begin drone pant stutter SING
bellow echo persist submit belt out
boom elaborate plead suggest chirp
beseech emphasize pledge sulk entertain
bemoan encourage pout summon fill the air
blast exclaim pray swear perform
boast explode propose tattle serenade
cackle flatter protest taunt solo
caution foretell query tease trill
challenge fume question threaten warble
chant gasp quiz thunder with music
charge giggle ramble urge
chime go on rant vent ADD YOUR OWN
chorus greet rave voice
chuckle grieve rebuke volunteer
chide groan recite vow
cite grumble recount wail
clamor hail refute warn
claim howl remark weep
coax imply remind whimper
command implore repeat whine
comment infer reply whisper
complain inform report yak
concede inquire ridicule yell
concur insist roar
confess instruct scoff
confide insult scold

Get / Got
acquire AS IN “GET THERE” AS IN “GET AN IDEA”
capture enter comprehend
earn appear grasp
seize show up realize
receive turn up catch on
realize return apprehend
attain approach fathom
pocket join figure out
reap intrude perceive
procure burst in discover
grab infiltrate understand
snatch invade
purchase arrive ADD YOUR OWN
steal (see go/went)
collect
gain AS IN “GET OUT OF BED”
achieve bounce
reach climb
profit fall
secure spring
gather fly
glean roll
entrap
fetch
obtain

See / Look
be aware of LOOK FOR ADD YOUR OWN
behold canvass
check out forage
detect hunt for
discover pursue
examine ransack
explore rummage
eye scavenge
find scour
gape scout
gawk scrounge
gaze sweep
glance track down
glare trail
glimpse
inspect
keep an eye on
monitor
notice
observe
peek
peep
peer
scrutinize
search
spot
spy
stare
study
survey
take note of
view
watch
witness

-ly Adverbs
-ly Adverbs

-ly Adverbs
abruptly discreetly hopefully obviously steadily
abnormally definitely hopelessly openly stubbornly
absentmindedly distinctly occasionally successfully
actually dreamily incredibly obligingly suddenly
aimlessly immediately surely
amazingly easily impatiently partially surprisingly
anxiously effectively innocently patiently suspiciously
apparently especially incessantly physically sympathetically
apologetically evenly instantly playfully
assuredly eventually intently pointedly threateningly
exactly intensely positively tenderly
bashfully exceptionally interestingly possibly thankfully
beautifully excitedly inwardly potentially thoughtfully
bravely explicitly inconveniently powerfully tightly
brightly extremely increasingly proudly tragically
briskly properly tremendously
broadly fairly joyfully triumphantly
ferociously quickly truly
calmly fervently kindly typically
carefully finally knowingly rapidly
cautiously foolishly readily ultimately
cleverly frankly laboriously relentlessly unfortunately
clumsily frantically lavishly reassuringly undeniably
closely freely liberally restfully unknowingly
coaxingly frightfully lightly rigidly unmercifully
commonly fully literally unwillingly
confidently furiously longingly safely utterly
casually loudly scarcely
considerably gravely seemingly viciously
constantly generously meaningfully separately violently
continually gently mechanically serenely virtually
conveniently gleefully mightily seriously vastly
coolly gradually miserably slyly
correctly gratefully mistakenly smoothly wholeheartedly
crossly greatly mockingly solemnly willfully
curiously greedily mournfully soothingly
grudgingly sharply
dearly naturally sheepishly
deceivingly happily nearly smugly
decidedly hastily neatly snidely
delightfully helpfully nicely silently
diligently hesitantly notably softly
dejectedly highly solidly

-ly Adverbs
FOR REPORTS ADD YOUR OWN
absolutely
additionally
assuredly
clearly
consequently
distinctly
essentially
evidently
finally
fundamentally
initially
normally
notably
positively
presumably
previously
primarily
relatively
significantly
strictly
substantially
thoroughly
typically
ultimately
undeniably
unequivocally
virtually

Really / Very
absolutely Note: When trying to avoid “really” and “very,” the preferable solution is to find a
actually strong verb or adjective that does not need intensifying.
chiefly Below are some examples.
clearly Instead of …
§§ very bad, try: heinous, dreadful (see “bad” list)
completely
§§ really sorry, try: contrite, remorseful
considerably §§ looked very closely, try: scrutinized, examined
decidedly Use a thesaurus such as The Synonym Finder.
definitely If you are unable to find a strong word, replace “really” or “very” with one of the
deliberately words on the left.
drastically
emphatically
especially
extremely
exceedingly
incomparably
indeed
naturally
notably
particularly
primarily
significantly
strikingly
totally
unequivocally
unquestionably
vividly
without a doubt

Quality Adjectives
Adjectives
Quality

Good
CHARACTER GREAT ACCEPTABLE SOUNDS
scrupulous terrific agreeable melodious
godly superior satisfactory sweet
virtuous extraordinary presentable harmonious
moral marvelous tolerable golden
righteous excellent all right catchy
honest super pleasant clear
noble wonderful pleasing pleasant
wholesome magnificent flowing
pure splendid GOOD FOR YOU glorious
innocent exemplary wholesome heavenly
untainted awesome nutritious
saintly fascinating beneficial SKILLED
courteous superb favorable capable
well-mannered glorious advantageous accomplished
obedient spectacular worthwhile efficient
trustworthy capital profitable effective
upstanding first-rate knowledgeable
upright topnotch FOOD qualified
respectable top quality unparalleled adept
gallant select outstanding adroit
benevolent unequalled delectable proficient
unrivaled delicious expert
A DEED IS … majestic exquisite experienced
praiseworthy refreshing flavorful productive
laudable tasty
commendable appetizing ADD YOUR OWN
admirable scrumptious
credible yummy
savory
AN IDEA IS … mouth-watering
brilliant luscious
ingenious succulent
resourceful
inventive SPECIAL
creative cherished
innovative idolized
imaginative prized
esteemed
held dear
revered
adored

Bad (see also mean)
CHARACTER ACTS FAULTY ADD YOUR OWN

wicked heinous imperfect
unrighteous terrible inferior
amoral spiteful second-class
immoral awful defective
ungodly brutal inadequate
dishonest diabolical unacceptable
unscrupulous atrocious lousy
impious horrible ineffectual
dissolute abominable unfit
licentious detestable languid
roguish despicable
crooked contemptible HARMFUL
untrustworthy vile detrimental
disloyal sordid deleterious
treasonous foul damaging
insidious wretched ruinous
deceitful reprehensible baneful
sinister disgraceful venomous
sinful shameful fatal
criminal scandalous injurious
base snide treacherous
unreliable revolting
naughty obnoxious
repulsive
TRICKY disgusting
wily unpalatable
sly regrettable
cunning untimely
dishonest
crafty
conniving
cheating

Pretty Nice
beautiful deluxe kind congenial
attractive elaborate friendly sociable
comely glorious delightful benevolent
handsome glowing personable amiable
eye-catching lustrous charismatic agreeable
fancy ornate enchanting affectionate
captivating radiant sweet cordial
gorgeous shining charming neighborly
stunning vibrant pleasant cooperative
ravishing vivid genial sympathetic
alluring adorable
lovely classy
charming dainty
enticing delicate
exquisite elegant
breathtaking grand
inspiring refined
colorful ritzy
brilliant sleek
adorned snazzy
dazzling sophisticated
decorative swank
ADD YOUR OWN ADD YOUR OWN

Ugly Plain Mean A REMARK OR ACT
CAN BE …
unsightly dull obnoxious seething
grotesque drab cruel scathing
homely ordinary barbaric biting
unattractive common ferocious caustic
marred boring savage bitter
contorted everyday vicious cutting
mutilated not much to look at brutal stinging
blemished humdrum brutish critical
unappealing bleak evil virulent
gruesome fiendish spiteful
hideous diabolical hostile
frightening infernal injurious
scary wicked damaging
creepy nasty malignant
horrifying disagreeable heated
shocking sinister appalling
daunting villainous
disturbing haughty
unfriendly
uppity
harsh
unpleasant

Interesting
amazing enigmatic ADD YOUR OWN
astonishing cryptic
astounding esoteric
marvelous extraordinary
miraculous unheard of
incredible uncommon
remarkable strange
unbelievable odd
inconceivable peculiar
confounding curious
intriguing seldom seen
amusing unimaginable
fascinating surprising
gripping unconventional
engrossing unprecedented
thought-provoking novel
exciting irregular
tantalizing bizarre
captivating weird
spell-binding unique
enthralling freakish
puzzling offbeat
baffling outrageous
bewildering outlandish
unfathomable oddball
abstruse unorthodox
mysterious

Big Small A Lot
large tiny several
gigantic little numerous
towering wee innumerable
great mini countless
spacious short multiple
bulky teeny a multitude
broad itsy-bitsy a myriad
immense peewee abundant
vast bantam profuse
huge diminutive considerable
enormous petite copious
good-sized miniature umpteen
expansive miniscule teeming
colossal minute plentiful
monstrous puny throng
monumental runty
tremendous stunted ADD YOUR OWN
grand dwarf
extensive shrunken
massive thin
robust slender
jumbo slight
mammoth lean
substantial scanty
humongous narrow
stupendous brief
prominent insufficient
elephantine sparse
gargantuan wanting
prodigious skimpy
grandiose meager
Herculean minor

Five Senses
and Emotions
and Emotions
Five Senses

Sight
angular feathery metallic tangled
ashen fiery muddy tantalizing
blazing flat minute tapering
blotched flared muscular tawny
brazen flowery narrow tidy
bright fluffy neat top-heavy
brilliant flushed ornate translucent
broad foamy opaque transparent
bubbling foggy oval tubular
bulky frilled padded turbulent
bumpy fuzzy pale twinkling
bushy furrowed patterned twiggy
calm gigantic petite unstained
cascading glassy pointed untidy
clear glimmering powdered vibrant
cluttered glossy prickly wavy
coarse glowing pulpy whirling
colossal graceful radiant winged
colorless hairy regal wiry
congested hardy rotund wrinkled
crimped hazy ruffled
crowded hideous scalloped
curved immense scummy
cylindrical immeasurable shaggy
dainty imposing shining
dark irregular shimmering
dazzling jutting skinny
decorated jeweled sleek
dim knobbed sparkling
dismal lacy spiky
dotted lavish splintered
drab lean split
drenched leathery spongy
dripping lopsided steamy
dull lumpy stubby
dusty lustrous stunning
elegant massive sunlit
erect matted spotty
exotic messy swollen

Sound
banging dripping muttering snapping
barking discord musical snarling
bawling droning muted snoring
beating dulcet noisy snort
belching euphonious outcry stormy
bellowing exploding pandemonium stuttering
blaring faint patter stomping
blasting fizzing peaceful stamping
bleating gagging pealing splat
boisterous gasping peeping swish
booming giggling piercing speechless
blustering grating pinging tapping
brash growling placid tearing
burping grunting plopping tinkling
bursting guffaw popping thudding
buzzing gurgling quacking thumping
cacophony gushing racket thundering
chattering harmonic rapping thwack
cheering hissing rasping ticking
chiming honking rattling tranquil
chirping howling rhythmic tumult
clamoring hubbub ringing tuneful
clanging humming ripping twittering
clapping hushed rowdy uproar
clicking inaudible rumbling wailing
clinking jangling rustling warbling
commotion jingling scratching wheezing
cooing lamenting screaming whimpering
coughing laughing screeching whining
crackling lyrical serene whispering
crashing murmur singing whirring
croaking mellow slamming whizzing
crunching melodious shouting whooping
crying moaning silent whistling
deafening mooing splashing yell
drawl mumbling squawking yelp

Taste and Smell (See also “good” and “bad.”)
acidic hearty ripe

acrid hot rotten
alkaline lemony rubbery
appetizing luscious salty
aromatic medicinal seasoned
balmy mellow savory
biting mildewed scented
bitter minty sharp
bittersweet moist sour
bland moldy spicy
burnt musty spoiled
buttery noxious stagnant
crisp oily stale
delectable overripe stench
delicious peppery succulent
delicate perfumed sugary
doughy pickled sweaty
earthy piney sweet
fetid plastic tangy
fishy poignant tart
foul pungent tasteless
flowery putrid vile
fragrant rancid vinegary
fresh rank unappetizing
fruity raw unpalatable
gamy reeking zesty
garlicky repugnant
harsh rich

Touch
abrasive fluffy moist smothering
biting foamy mushy soapy
blustery freezing numbing sopping
boiling furry oily soft
bubbly fuzzy piercing soupy
bulky frigid plastic spiky
bumpy glassy pointed splintered
burning gluey powdery spongy
bushy gnarled prickly steamy
clammy grainy pulpy steely
coarse greasy rocky sticky
cold gritty rough stifled
cool gushy rubbery stinging
cottony hairy rugged stony
corrugated hard sandy stubby
crinkly heavy scalding swirling
crisp hot scorching tangled
cushiony humid scaly tender
damp icy scratchy tepid
delicate jagged scummy thick
downy knobbed shaggy tickling
drenched knotted sharp tough
dripping lacy silky velvety
dry leathery slick warm
dusty lukewarm slimy waxy
feathery lumpy slippery wet
fine matted sloppy wiry
firm metallic smooth wooly

Emotions
abashed despondent grim refreshed
aggravated determined groggy relaxed
agitated disappointed helpless reliant
alarmed discontented hesitant reluctant
ambivalent discouraged hopeless resolute
angry dissatisfied horrified restless
annoyed disturbed hysterical scared
anxious doubtful impassioned self-reliant
apathetic downhearted impatient serious
appeased drained impulsive smug
apprehensive drowsy indifferent solemn
aroused eager indignant somber
baffled ecstatic inflamed soothed
betrayed edgy irate startled
bewildered embarrassed jealous stunned
bothered engrossed lost sullen
calm enraged misled sure
cocky envious mournful surprised
collected exasperated nervous suspicious
composed excited oblivious tense
concerned exhausted overjoyed terrified
confident fatigued pacified thoughtful
confused fervent panicked thrilled
crazed firm peaceful tranquil
deceived flustered pensive tricked
decided frantic petrified uncertain
dubious frenzied placated undecided
dejected fretful pleased uneasy
delighted frustrated preoccupied unsettled
delirious fuming proud unsure
deluded furious provoked worried
dependent gloomy puzzled zealous
depressed grave reflective

Decorations
and More
Decorations
and More

Alliteration
Alliteration is a poetic device that uses two or more words that begin with the same
sound (not necessarily the same letter) close together. To count as a decoration, there
must be at least three words beginning with the same sound. These words may be
separated by conjunctions, articles, short pronouns, or prepositions.
Big, beautiful butterflies took to the sky.

Clumsily he clawed and clambered up the cliff.
The sunny city was sizzling with excitement.
“The King’s Breakfast” by A.A. Milne ends with this famous alliteration:
Nobody,
My Darling,
Could call me a fussy man—
But
I do like a little bit of butter to my bread.
Look for alliteration in the literature you read. Try to create some of your own extended
alliterations by finishing these thoughts:
Crazy cats ___________________________________________________.
Daring dogs __________________________________________________.
Jazzy jets ____________________________________________________.
Silly Sally ____________________________________________________.
Try your own:

Three Short Staccato Sentences
Placing three very short sentences together is an effective way to grab a reader’s
attention. (Short sentences have two to five words.) Use this technique at pivotal points
in your writing for emphasis. The “3sss” works especially well at the beginning of a
composition and at the end of a paragraph. Here are some examples from students:
The naïve animals never realized, until too late, what the lion was up to. They
all pitied the lion. They came to help. They never returned.
The huge pockets of his coat were stuffed with shirts and socks. He was
hungrily devouring a loaf of bread and didn’t care how funny he looked. Some
people frowned at him. Others giggled. Everyone wondered who he was.

On their voyage there was a terrible storm. The ship rocked violently as the
thundering waves played with the ship as if it were a toy. Rain pelted the deck.
Lightning flashed. Thunder boomed.
Questions or Commands
When you ask a question or give a command, it causes your reader to take note and
pay attention because he will feel the need to respond. Notice how questions and
commands are used in the following student samples:
QUESTIONS
A ban on guns is not the way to solve the crime problem. Criminals will always
be able to find guns, whether legally or illegally. Do you want the criminals,
therefore, to be the only ones who possess guns? Wouldn’t you want to be able to defend
yourself if a burglar broke into your home?
COMMANDS
Never underestimate the value of courage.
Look up into the heavens and consider the vastness of the universe.

Similes and Metaphors
Porcupines can’t throw their quills. These barbed harpoons, however, leave
the original owner at a touch, but stay in the flesh of enemies like f ishhooks.
From Rascal, by Sterling North
Similes and metaphors describe things by comparing them to other things.
Similes use the words like or as to connect the two things.

The frightened child stood as still and lifeless as a statue.
Teardrops fell like rain.
Metaphors simply call one thing another thing.

He is my knight in shining armor.
Let’s give him a taste of his own medicine.
To create your own similes and metaphors, try these steps:

1. List as many adjectives and phrases as you can to tell about the object you
want to describe.
2. Then look carefully at your list, trying not to think of the object you just
described. What else could match several of those descriptions?
For example, let’s try to finish the following sentence with a simile:
As he clutched tightly to the branch, he looked below him at the rows of pine
trees that seemed to him to be like ___________________________________.
List words or phrases that describe pine trees:

long tapered pointed green could hurt him pointing toward him
What else could be described with several of the things on this list?
What about … green lances waiting to pierce him.

Practice With Similes and Metaphors
Complete the following similes by listing several adjectives and phrases that relate to
the object or scene to be described. Study your list and try to think of other things that
could match them.
1. The tiger’s teeth shone like ________________________.
2. The Ninjas descended like ________________________.
3. The herd of buffalo rushed down the hill like ________________________.
4. The words struck like ________________________.
5. Circles of silence spread through the crowd like ________________________.
6. Fear swept through him like ________________________.
The following description of the Boston Tea Party is from The American Revolution by
JoAnn A. Grope. Can you guess the similes she used? (Notice the five-senses words.)
Splintered chests splashed as they landed alongside the ships. The wooden chests
bobbed in the moonlight. Spilled tea drifted like ______________ on top of the
dark water. He could smell the tea over the strong smell of sea and fish.
When all the tea had been dumped, the “Indians” finally left the ships. They lined
up, four in a row. Just like ______________, Stephen thought, chuckling. They
rested their axes on their shoulders the same way ______________ rested their
______________. Someone played a tune on a fife.
In these metaphors, explain how the two underlined things are alike.
1. The cowboy’s face was made of tanned leather.
2. The wrestler is a gorilla.
3. The sentinel tree stands guard at the gate.

Hooks
Hooks are designed to grab the reader’s attention at the beginning of a report or essay. Any decoration can be
It can be stylish to reflect the hook at the end of the conclusion of the report or essay. used as a hook.
This page provides a
Some examples of several different types of hooks follow. Each of them could work well few more options for
in any type of composition—descriptive, narrative, or persuasive. grabbing attention at
the beginning of an
essay.
Question What is of more value than gold? Another kind of
(essay on friendship) hook, the anecdotal
opener and closer, is
Possible closing: A man with many friends is richly blessed. described on the next
page.
Statistic/Fact I was thirteen years old when I first visited our nation’s capital.
(essay about how a trip to Washington, D.C. was inspiring)
Closing: Now ten years later, I hope to return, not as a tourist,
but as a lobbyist.
Quote “We the people of the United States …”

(report on the Constitution of the United States)
Closing: The rights guaranteed by our Constitution ensure that
the real power of the government is in the hands of the people.
Shock Television is electronic heroin.

(essay on the dangers of too much T.V.)
Closing: Don’t become an addict.
Suspended interest No one has been able to explain the strange disappearances.
Leaves out important (report on the Bermuda Triangle)
information to entice
the reader to read on to Closing: We may never know.
discover the meaning
An imperative Look into the heavens and count the stars if you can.
command (report on outer space)
Closing: Man will never fathom the expanse of the universe.
Fragments Kids. Kids everywhere. As far as I could see!

(narrative about the writer’s first job in a day care)
Closing: I learned to pray each day to have an impact on just
one of those kids.
Name dropping The Statue of Liberty is a welcoming symbol of freedom.

famous names, places (report on Ellis Island)
Closing: Immigrants from many lands know that special lady
who greeted them.

Anecdotal Openers and Closers
An anecdote is a short story. An anecdotal opener, then, is a short narrative (story- The anecdotal
like) paragraph placed at the beginning of a report or essay. opener and closer is
a powerful attention-
The purpose of this type of opening is to capture your reader’s interest. A story is getting device for an
usually more interesting than a report. To do this well, the paragraph must include the essay.
same elements as a well-written story:
§§ plenty of vivid description using five-senses words

§§ an appeal to the readers’ emotions
In biographical reports, the anecdote should help the reader feel as if they know the
person being written about more personally. It should reveal his or her character,
thoughts, and/or emotions. With this in mind, try to choose a situation that reveals the
personality of the person you are writing about.
Here are some samples from students.
In a dingy hut next to a dingy alley, a small boy sat alone and hungry. Suddenly
the door burst open and his drunken father stumbled in. He violently beat his son
until he became tired and staggered away. This was a typical night in the life of
young Joseph Stalin.
(report on Joseph Stalin)
His childhood beatings did more than shape his character; they made a young boy
more heartless than his abusive father.
Obscure German voices behind the door were yelling—barking out orders.
It was impossible to make out what they were saying. The ground seemed to
quiver along with the young girl. Without the secret knock, the door flew open
and before her stood her worst nightmare. It seemed as if events like this only
happened in fairy tales, and in the end everything turned out all right. Anne was
scared as she clung tightly to the hope that everything would turn out fine.
(essay on Anne Frank)
Tragically, unlike the traditional fairy tale ending, Anne never lived happily
ever after. But she left us with something fairy tales do not. She left us with an
authentic drama of what it was like to live in mortal fear without giving up hope
for a better life.

Personification
The wind itself seemed to be angry at the big tree’s stubborn resistance. It groaned
and moaned as it pushed harder against the wavering top. With one final, grinding,
creaking sigh the big sycamore started down.
From Where the Red Fern Grows by Wilson Rawls
Personification gives human characteristics to things or ideas.
To use this decoration, picture an object as a human, or alive. Ask yourself what it
would be doing, saying, thinking, or feeling in a given situation.
PRACTICE WITH PERSONIFICATION

Fill in each blank with words that give the objects human characteristics. Possible
answers are below, but try not to look until you have thought of your own.
1. The rocking chair _____________________ under his weight.
2. The _____________________ volcano exploded violently.
3. Tires _____________________ as the race began.
4. The vines _____________________ at my ankles.
5. Fear _____________________ us in that house.
6. The gray clouds engulfed the light, _____________________ the last bit of
day.
7. The _____________________ November trees stood bare and lifeless.
8. Pines _____________________ under a blanket of snow.
Possible answers: 1. moaned 2. angry 3. screamed (note: screech would not be personification)
4. grabbed or clutched 5. lived with 6. swallowing 7. sad 8. slept

Assonance and Consonance
Assonance: words that have the same internal vowel sound used in sequence or in
close proximity
Which phrases are more pleasing to the ear? Underline the assonance.
1. a. tall mountains b. high mountains c. towering mountains
2. a. waves hitting and exploding b. waves clapping and crashing
Consonance: words that end with the same consonant sound used in sequence or in
close proximity
Which phrases are more pleasing to the ear? Underline the consonance.
1. a. rocks with patches of snow b. black rocks speckled with snow
2. a. sun covered by pine trees b. sun hidden by evergreens and pines

Triple Extensions
Repeating words or phrases twice can sound elementary—as if you couldn’t think of
another way to express an idea. However, repeating a word or phrase three times sounds
purposeful and even a bit sophisticated. Underline or highlight the repeated words or
phrases in the samples below.
1. Repeating the Same Word
Never in the field of conflict was so much owed by so many to so few.

(Winston Churchill)
Villainy is the matter; baseness is the matter; deception, fraud, conspiracy are the
matter. (Charles Dickens)
Now this is not the end. It is not even the beginning of the end. But it is, perhaps,
the end of the beginning. (Winston Churchill)
2. Repeating a Part of Speech (verbs, adjectives, -ly adverbs)
The caste system serves no useful purpose, causes strife, and deserves to be
obliterated.
The escaped slaves resiliently, strategically, and continuously pushed northward.
They were patient, persistent, and persevering.
3. Repeating a Type of Phrase or Clause
But in a larger sense, we cannot dedicate—we cannot consecrate—we cannot

hallow—this ground. (Abraham Lincoln)
… government of the people, by the people, and for the people shall not perish
from the earth. (Abraham Lincoln)
They lived in a land where the winter was harsh, where the food was scarce, and
where provisions had to be stored.

Transitional Words
and Phrases
Transitional
Words

Words That Show Sequence and Time
before after during next
later meanwhile then just then
immediately when while suddenly
in an instant directly as soon as occasionally
temporarily intermittently periodically eventually
frequently repeatedly oftentimes usually
sporadically momentarily cyclically first
second earlier at the same time later
Words That Show Addition or Link Thoughts

also besides further furthermore
in addition moreover then finally
plus once more in like manner above all
to add to that another similarly likewise
equally important additionally most of all again
Words That Give Examples

for example for instance in particular illustration
specifically to exemplify a case in point by way of
to clarify to illustrate in fact
Words to Emphasize
above all primarily chiefly notably
more importantly significantly strikingly emphatically
definitely decidedly without a doubt truly
unequivocally unquestionably certainly indeed
surely obviously first and foremost absolutely

Words to Show Cause and Effect
it follows that if … then therefore consequently
as a result for this reason since in view of
accordingly in effect after all hence
due to because not surprisingly thus
Words to Compare
similarly likewise consistent with relatively
identically in the same way in the same manner equally
correspondingly
Words to Contrast
but however in contrast while
on the other hand even though yet although
unlike in another way conversely
to differentiate another distinction nevertheless
Words to Summarize or Conclude

(Clincher/Conclusion Starters)
in other words in short in summary in conclusion
thus hence the outcome all in all
to summarize in brief lastly finally
in closing consequently undeniably therefore
as a result it is clear that as a consequence so
in view of without a doubt not surprisingly thus

Grammar Rules
These rules may be taught in any order. Some of the rules help in using specific IEW
elements of style correctly or help in writing a particular type of composition. Below is
a chart that recommends which of these rules go well with a particular element of style
or composition type.
When this IEW concept is covered … this grammar rule will help.
stories Rule 4
who-which clause Rule 7
adverb clause (www.asia.b) Rule 8
“-ing” opener Rule 9
creative writing or critiques Rule 10
Once a grammar rule has been taught, if a student breaks the rule in a composition, the
teacher should mark the error by noting the number of the rule. The student should
then refer to the rule in order to correct the error.
Answers to all practice exercises are at the back of this grammar section.
Grammar
Rules

Grammar Rules Contents
Punctuation
1. Commas 56
2. Semicolons 60
3. Colons 63
4. Using Quotation Marks in Dialogue 67
Frequently Confused Words

5. Possessive Pronouns vs. Contractions 69
6. a. Tricky Words 69
b. More Tricky Words 72
Clauses and Phrases

7. a. The Who-Which Clause 74
b. Refining the Who-Which Clause (Invisibles) 75
c. Who, Which, or That? 76
8. Clausals
a. www.asia.b 77
b. #2 or #5 Opener? 79
9. No Dangling or Misplaced Modifiers 80
Other
10. Avoid the Indefinite “You” 81
11. Parallel Construction 83
12. a. Pronoun-Antecedent Agreement 84
b. Clear Pronoun References 84
13. Numbers 85
Answers to Practice Exercises 86

Rule 1: Commas
1a. LISTS
Use commas to separate three or more items in a series.
The Pilgrims ate corn, pumpkin, berries, and wild game.
Do not omit the comma before the “and.”
At one time the final comma was optional, but now it is considered necessary to avoid
confusion. Look at the sentence below. How could it be misunderstood?
Pumpkins, the smell of freshly baked bread and Indians all remind me of Thanksgiving.
1b. COMPOUND SENTENCES

To decide if a comma is necessary in a sentence with the coordinating conjunctions
for, and, nor, but, or, yet, or so (FANBOYS), look at what is on either side of the word.
If both sides could be complete sentences, use a comma. If one side could not be a
complete sentence, do not use a comma (except in a series as in Rule 1a).
The storm lasted for weeks, but the Pilgrims believed they would survive.
The waves crashed over the deck and rocked the tiny ship.
Exception: If the two complete “sentences” are short and closely related, you may omit
the comma.
They sang so they wouldn’t be afraid.
Note: When the words however, thus, accordingly, indeed, and therefore separate two
complete thoughts, a semicolon is needed before them and a comma after. Rule 2 will
cover this.

Comma Rules Worksheet
Add commas where needed. Be sure you can explain the rule for adding or not adding a
comma as it applies to each sentence.
1. The Pilgrims were glad that John Howland was safe but they knew the trip
would be perilous.
2. The Pilgrims spotted the coast of Massachusetts and thanked God for land.
3. They had intended to go to Virginia but Plymouth would now be their home.
4. The men women and children all helped build a settlement.
5. The Pilgrims wanted law and order so they wrote the Mayflower Compact.
6. There was little food so many Pilgrims died the first winter.
7. Indians helped them plant corn and hunt for food.
8. They had a feast and celebrated the first bountiful harvest.
9. They had popcorn wild game and berries to eat.
10. The Pilgrims prayed and thanked God.
Answers on page 86

Rule 1: Comma Rules Continued
1c. PREPOSITIONAL PHRASES
In general, use a comma after a prepositional opener (#2 sentence opener) when the
prepositional phrase is five or more words. The comma is optional, but recommended,
for shorter phrases.
In the still December night, George Washington led his men across the Delaware River.
When two phrases begin a sentence, place a comma only after the final phrase.
For many months during the winter, food was scarce.
1d. INTERRUPTERS
Use commas to set off interrupters:
George Washington, in fact, wanted no money for his services as Commander-in-Chief
of the American army.
1e. DATES
When writing dates, use a comma between the day and the year but not between the
month and the day. If the date is not at the end of the sentence, follow it with a comma.
If a date contains only a month and a year, commas are not neceesary.
It was June 3, 1775, when George Washington took command of the American army. It
was December 1783 when he left the army.
1f. CITIES AND STATES/COUNTRIES

Use a comma between a city and state or country. If a city and state or country occurs
within a sentence, follow it with a comma.
King George ruled from London, England, and did not understand the determination
of the American people.
In Yorktown, Virginia, the final great battle of the American Revolution was fought.

Grammar Review: Comma Rules 1a-1f
Add commas where necessary. If the sentence is correct as is, write “C” on the blank.
Also on each of the blanks, write the appropriate rule number.
_______ 1. Not all Southerners owned slaves but owners of large plantations
depended on slave labor in order to make their fortunes.
_______ 2. The Southern plantations grew tobacco sugar cane and cotton.
_______ 3. In response to comments made by dinner guests Eli Whitney began
working on a machine to clean cotton.
_______ 4. His cotton gin inspired Southerners to plant more cotton and use
more slaves.
_______ 5. Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin, helped people see the
evils of slavery and the resulting hostility brought our country closer
to war.
_______ 6. The Civil War began on April 12 1861 at Fort Sumter.
_______ 7. The combatants in fact suffered no casualties during the first battle of the
civil war at Fort Sumter.
_______ 8. The Confederates moved their capital from Montgomery Alabama to

Richmond Virginia.
Answers on page 86

Rule 2: Semicolons
Semicolons are marks that signal readers to pause longer than for a comma but not as
long as for a period. Semicolons are used to separate independent clauses. Independent
clauses can stand alone as complete sentences; they contain both a subject and a verb.
2a.
Use a semicolon to join main clauses when they are so intricately linked they belong in
the same sentence. Otherwise, use a period.
The delegates pledged their lives when they signed the Declaration; they knew they could
be hanged for treason.
Fifty-six men signed the Declaration; the first and most famous was John Hancock.
Note: A comma plus a coordinating conjunction (for, and, nor, but, or, yet, so) can replace
the semicolon:
The delegates pledged their lives when they signed the Declaration, and they knew they
could be hanged for treason.
2b.
When two independent clauses in a sentence are joined by a transitional word or
expression, put a semicolon before the connecting word(s) and a comma after.
Most Americans did not want war; however, they would not tolerate a tyrannical
government.
Patriots did what they could; for example, many farmers smuggled ammunition out
of Boston.
Here is a list of common transitional words and expressions that follow this rule:
however, therefore, then, moreover, consequently, otherwise, nevertheless, thus,
furthermore, instead, otherwise, accordingly, indeed, for example, that is, namely
Note: A semicolon is needed only when there are complete sentences with a subject and
a verb on both sides of the transitional word or expression. If there is no subject after the
connecting word, commas should be used on either side as in this example:
The Second Continental Congress, therefore, adopted the Declaration of Independence
on July 4, 1776.

Grammar Review: Rules 1 and 2
Add commas and semicolons where necessary. If the sentence is correct as is, write “C”
on the blank. Also on each of the blanks, write the appropriate rule number.
_______ 1. Africans were shackled and placed on auction blocks they were sold
like property.
_______ 2. Slavery was a cruel institution however some owners taught their slaves
how to read and write.
_______ 3. It is natural for men to seek freedom therefore many slaves successfully
escaped.
_______ 4. Many slave owners were cruel and abused their slaves without cause.
_______ 5. Many slaves therefore fought back.
_______ 6. Some Southerners believed slavery was wrong so they helped many escape
to freedom.
Answers on page 87

Comma or Semicolon?
Grammar Rules 1b and 2 concern punctuating sentences that contain two complete
sentences joined together with a connecting word. Either a comma or a semicolon must
be placed between the two independent clauses, but how do you know which to use?
Check the word used to connect them.
Rule: When two complete sentences are combined by a connecting word, a comma or a
semicolon is needed.
• Use a comma when the connecting word is a coordinating conjunction. The
pattern is
Complete sentence, coordinating conjunction complete sentence.
Unscramble the words that are coordinating conjunctions. Note that the
coordinating conjunctions are only two or three letter words.
nda _____________ tub ____________
onr _____________ ro _____________
yte _____________ os _____________
ofr _____________
• Use a semicolon and a comma when a conjunctive adverb or a transitional word

or expression connects two complete sentences. The pattern is
Complete sentence; transitional word or expression, complete sentence.
Unscramble the words to reveal which words need commas. Note that all of these
words are at least four letters.
revewoh ____________________ hatt si ______________________
suth _______________________ dedeni ______________________
ofr paxemle _________________ heeetorfr ____________________
Note: If the sentences are closely related and no connecting word is between the two
main clauses, a semicolon is needed.
Answers on page 87

Rule 3: Colons
Colons are used in several ways. Rule 3 focuses on the two most common for
our purposes.
3a. LISTS
Use a colon after an independent clause that introduces a list of three or more things.
The Declaration of Independence is divided into four parts: the Preamble, a Declaration
of Rights, a Bill of Indictment, and a Statement of Independence.
Never place a colon after a verb that introduces a list.

No colons are needed in the following:
The ideals Thomas Jefferson expressed in the Declaration included the rights of all men,
freedom from tyranny, and equality.
The men chosen to draft the Declaration were Benjamin Franklin, Roger Sherman,
John Adams, Robert Livingston, and Thomas Jefferson.
3b. QUOTES
Use a colon after an independent clause that introduces a quote.
Thomas Jefferson penned these magnificent words: “We hold these truths to be self-
evident, that all men are created equal.”

Practice Rules 2 and 3: Semicolons and Colons
and Comma Review
Add commas, semicolons, and colons where needed. Write “C” in the margin if the
sentence is punctuated correctly.
1. American colonists were provoked by many things the Stamp Act, the tax
on tea, no representation in Parliament, and the denial of their rights as
Englishmen.
2. They protested “taxation without representation” and they called the laws
England imposed on them intolerable acts.
3. The colonists were indignant the English were filled with animosity.
4. Leaders of the Sons of Liberty included John Hancock Sam Adams and Paul
Revere.
5. John Hancock who was especially indignant over the taxes probably organized
the Boston Tea Party.
6. King George was outraged by the tea party and took revenge on Boston.
7. He thought this would make the patriots of Boston give in however they were
determined.
8. The other colonies helped Boston by sending many things food cloth candles
and even flocks of sheep.
9. Many soldiers were sent to Boston and animosity against England became
stronger.
10. It is believed that Benjamin Franklin warned his fellow delegates of the gravity
of their decision with a pun “We must all hang together, or most assuredly, we
shall all hang separately.”
Answers on page 87

Rule 3: Colons Continued
3c. EXPLANATIONS
Use a colon to introduce an example or an explanation related to an idea just expressed.
If the explanation could be a complete sentence, it may begin with a capital or a
lowercase letter.
People who were part of the Underground Railroad were from all classes of society, but
they had one thing in common: They believed slavery was wrong.
People who were part of the Underground Railroad were from all classes of society, but
they had one thing in common: compassion.
3d. LONG QUOTATIONS (Block or Inset Quotes)

Use a colon at the end of a paragraph that introduces a long quotation (four or more
lines of text).
“Follow the Drinking Gourd” was a song with a secret message for slaves. The words of
the chorus went like this:
When the sun comes back and the first quail calls,
Follow the Drinkin’ Gourd.
For the Old Man’s waiting for to carry you to freedom,
If you follow the Drinkin’ Gourd.
Note that long quotations (four or more lines) are set off from a paragraph and are not
placed in quotation marks. Instead, each line is indented one inch. This lets the reader
know the material is quoted. Remember that the entire quotation should be double-
spaced, just like the rest of the composition.

Grammar Review: Rules 1–3
Add commas, semicolons, and colons where necessary. If the sentence is correct as is,
write “C” on the blank. Also on each of the blanks, write the appropriate rule number.
_______ 1. Slaves traveling on the Underground Railroad used many forms of

transportation horses, boats, carts, carriages and feet.
_______ 2. The South relied on slave labor the North did not.
_______ 3. Some of the most famous people who worked on the Underground
Railroad include Harriet Tubman, Frederick Douglass, and Levi Coffin.
_______ 4. Some slaves actually mailed themselves to freedom and made it!
_______ 5. The penalties for helping slaves escape were severe however this did
not deter kind men and women from being part of the Underground
Railroad.
_______ 6. The code name for a conductor was “Lord” or “Old Man” Harriet
Tubman was “Moses.”
_______ 7. Slaves on the Underground Railroad had one goal freedom.
_______ 8. Conductors and station masters relied on one rule in particular Codes and
signals had to remain secret.
_______ 9. “Station masters” however had to be careful.
_______ 10. Many “station masters” built hiding places into their homes and they were
able to fool even their neighbors.
Answers on page 88

Rule 4: Using Quotation Marks in Dialogue
4a.
Capitalize the first word of a quotation. If the quotation is interrupted by other words,
the second part should not begin with a capital unless it is the beginning of a new
sentence or a word that would be capitalized anyway.
“Give me liberty,” proclaimed Patrick Henry, “or give me death.”
“Dost thou love life?” asked Franklin. “Then do not squander time.”
4b.
Quotations should be set off from other words in the sentence by using a comma,
question mark, or exclamation point. Note that when a question mark or exclamation
point is used, a comma is not needed. See samples above.
4c.
Commas and periods always go inside closing quotation marks, except when the
quotation is followed by parentheses. This is true even when not in dialogue.
Emerson wrote the poem with the famous line, “The shot heard ’round the world.”
4d.
Colons and semicolons always go outside closing quotation marks.
Colonists protested “taxation without representation”; King George refused to hear.
4e.
Question marks and exclamation points go inside closing quotation marks when
they apply to the quoted matter only. They go outside when they refer to the whole
sentence.
The colonists asked, “Isn’t it every man’s right to bear arms?”
(Note that no period is needed following the quotation marks.)
Did Paul Revere really say, “The British are coming”?
4f.
When writing conversation, begin a new paragraph each time the speaker changes.
Early that morning about seven hundred troops arrived.
“Do not fire unless fired upon,” a minuteman commanded, “but do not move either.
We can’t let them get to Concord.”
“Disperse, rebels,” the British officer ordered as his men took their positions
behind him.
The minutemen did not budge.

Practice Using Quotation Marks in Dialogue
Add quotation marks and punctuation as needed. Notice the paragraph breaks as
speakers change.
We can’t let those lobsterbacks intimidate us. Follow them Captain Parker shouted
indignantly.
We can fire from behind trees and rocks suggested one minuteman and their red
coats will make perfect targets.
Do you think they will return fire another asked
Not if we run as soon as we shoot
With that they laughed and shouted Let’s go
With new determination, the minutemen grabbed their muskets. The small band
shot at the mighty British army all the way back to Boston. The American Revolution
had begun.
Answers on page 88

Rule 5: Possessive Pronouns vs. Contractions
Do not use apostrophes in possessive pronouns.
its, theirs, yours, whose, ours
Do use an apostrophe in contractions.

it’s = it is there’s = there is who’s = who is
Rule 6a: Tricky Words

Do not use then when you mean than.
For comparison: greater than, less than, more than
For time: now and then
there = opposite of here their = possessive they’re = they are
Alright is a nonstandard spelling. Always use all right in your writing.
Alot is not a word. It is a lot.
Among is used with three or more; between is used with two.
She divided the money among the three of us.
“Between you and I” is incorrect; “between you and me” is correct.
Like is a preposition and it can be followed only by a noun or noun phrase. Use as or
as if to begin a clause. (A clause will have a subject and a verb.)
She sang like a nightingale. He listened as if he were under a spell.

Practice Grammar Rules 5 and 6: Tricky Words
Correct any errors. Write a “C” in the right margin by any sentences that are correct
as is.
1. The gun deck was wet because it’s walls were full of cracks.
2. Puritans made all of there own clothes.
3. Whose the town crier?
4. Puritan rules at mealtimes were stricter then they are today.
5. Puritans did not believe that it was alright to squander time.
6. Alot of Puritans believed in witches.
7. There’s much to do on a New England farm.
8. The work was shared between all the family members.
Answers on page 88

Grammar Review: Rules 5–6
Make any necessary corrections. There may be more than one in a sentence. If there are
no mistakes, write “C” in the left margin.
1. Slavery was crueler then any other institution in America.
2. It robbed blacks of there right to “life, liberty, and the pursuit of happiness.”
3. Who’s lives were as challenging as their’s?
4. Secret messages were circulated between the slaves in the fields.
5. Alot of messages were in songs such as “Swing Low Sweet Chariot.”
6. Was it alright for slaves to desire freedom?
7. Between you and I, I believe its a disgrace that slavery ever existed here.
Answers on page 89

Rule 6b: More Tricky Words
Affect is a verb; effect is a noun.
Knowing the effect of music on life has affected my choice in music.
Allusion is an indirect reference or casual mention.

In his speech, he alluded to Thomas Edison.
Illusion is something that gives a deceptive impression.

Advertisers often give the illusion that their product is better than it really is.
Elusion is avoiding or escaping.

His elusion of the police was remarkable.
Anxious means “filled with anxiety.” It is not a positive thing. Do not use it when you
mean “eager.”
Compare to: To compare one thing to another is to say that one thing is like another.
Compare with: To compare one thing with another is to discuss how they are alike and
how they are different.
Compliment is something said in praise.

Complement is an addition or counterpart that brings to perfection.
She complimented me on how well the color of my shirt complemented my eyes.
Continuous means going on without interruption or break.

Continual means repeatedly (stopping and starting).
Different from is correct; different than is not.
Each other is used with two.

One another is used with more than two.
A husband and wife should love each other.
Brothers and sisters must learn to get along with one another.

Eminent means famous, prominent, or remarkable.
Imminent means impending; threatening to happen.
Immanent means indwelling or inherent.
Farther refers to distance that can be measured.

Further refers to figurative or immeasurable distances.
We are farther from Texas than you are. I got no further on the housework.
Fewer is used when things can be counted.

Less is used when things cannot be counted.
Diet food contains fewer calories and is less fattening than most other food.
Healthful means something that promotes health.

Healthy means not sickly; it applies only to living things, not food.
Americans need to eat food that is healthful if they want to be healthy.
Immigrate is to move into a country.

Emigrate is to move out of a country.
Presently means soon, not now.
Principal can be an adjective meaning “most important” or a noun meaning “the

administrator of a school.”
The principal objective is growth.
The principal ordered her to stay after school.
Principle is a doctrine, moral, or motivating force upon which conduct or judgments
are based. It is a noun.
He is a man of high principles.

Rule 7a: The Who-Which Clause
The IEW dress-up known as the who-which clause is called an adjective clause in
grammar books. It is because it is an entire clause that describes a noun. It will,
therefore, follow a noun. It will begin with either the word who or the word which
followed by a verb.
The entire clause will be inserted into an already complete sentence. If the who-
which clause is removed, there should still be a complete sentence left. Try it with
this sentence:
The English gentlemen, who wanted to search for riches, would not work.
The English gentlemen would not work.
This will always work if you have added a true w-w clause.
PUNCTUATING THE WHO-WHICH CLAUSE

The w-w clause is usually set off by commas. This is because the w-w clause is usually
adding nonessential information to the sentence that does not alter the meaning of the
sentence. (For advanced teaching on the essential and nonessential who-which clause,
see Rule 7c.)
CREATING A WHO-WHICH CLAUSE

The who-which clause is useful in two ways:
• to help you add more detail to a sentence
• to help combine two short sentences into one
PRACTICE
Practice creating a w-w clause by combining each set of two sentences into one using a
who or a which:
1. John Smith was appalled at their frivolity. He made a clever rule.
2. John Smith knew how to trade with the Indians for food. He helped save
Jamestown.
Practice creating a w-w clause by adding information to a sentence. Find a noun and
add more information using a who or a which clause. Use each of the nouns to create
two examples of a w-w clause added to the sentence.
3. The settlers could not eat the remaining sea rations.
4. The settlers could not eat the remaining sea rations.
Answers on page 89

Rule 7b: Refining the Who-Which Clause
The who-which clause is a step toward a more sophisticated sentence construction. In
each of the sentences below, mark out the word who or which and the form of to be that
follows it (is, was, are, were). Leave the remainder of the clause and the commas. Do
you like the sentences better this way?
1. John, who was a farmer and a minuteman, lived near Lexington,

Massachusetts.
2. John, who was like many other colonists, believed King George was a tyrant.
3. The ammunition, which was hidden in Concord, would be safe.
4. John Parker, who was the captain of the minutemen, gave the order.
5. John’s hands, which were shaking with fear, could barely hold his musket.
6. The shot, which is known as “the shot heard ’round the world,” began the
American Revolution.
In the above sentences, you created what IEW calls “invisible who-which clauses.”
These still count as the w-w dress-up. To indicate them, underline the words on either
side of the missing who or which and write “inv. w-w” in the right margin.
Answers on page 89

Rule 7c: Who, Which, or That? (Advanced)
These words can be confusing, and they are often misused. Here are some basic rules:
When referring to people, always use who.
When referring to things, always use which or that.
When referring to animals, use which or that unless the animals are characters in a
fable or story where animals are given human characteristics.
If the clause is not necessary to convey the meaning of the sentence, the w-w clause
is nonessential and should be set off with commas. You should be able to remove the
clause without changing the meaning of the sentence. In other words, the clause is just
extra information.
Abraham Lincoln, who preferred to err on the side of mercy, gave deserters a chance to
return to their units. (Abraham Lincoln gave deserters a chance to return to their units.)
Words of encouragement in a multitude of letters, which Lincoln kept on his desk, gave
him strength. (Words of encouragement in a multitude of letters gave him strength.)
ESSENTIAL WHO-WHICH CLAUSES

If the clause is necessary to the understanding of the sentence because it defines or
specifies the thing or group referred to, it is an essential who-which clause and must
follow these rules:
1. Necessary (essential) clauses use that, not which, for things and who for people.
That clauses cannot count as a who-which dress-up.
2. Do not set essential who or that clauses off with commas.
The war that divided our nation is known as the Civil War.
One of the things that gave slaves hope was the Emancipation Proclamation.
Copperheads were people who lived in the North but were loyal to the South.

Rule 8: Clausals
www.asia.b There are other
words that can start
dependent clauses,
when, while, where, such as wherever,
whenever, until,
as, since, if, although, because unless, as if, and
sometimes before and
after.
The words above can be used to start a dependent clause. It begins with one of the
above words followed by what looks like a complete sentence. The clause, however,
cannot stand alone because the www.asia.b word will make it an incomplete thought.
The entire clause must be joined to another complete sentence.
When America needed help in the war, Ben Franklin was sent to France.
Without when, this beginning clause could be a complete sentence; however, as soon as
when was added, it became an incomplete thought.
A sentence with an adverb clause will always look as if it has two complete sentences—
one following the www word and the other before or after the entire clause. What are
the two sentences in the example above?
AS A DRESS-UP
Clausals placed in the middle or at the end of a sentence are considered dress-ups and
should be indicated by underlining the www word and writing cl in the right margin.
Usually, no comma is required before the clause.
Washington and his troops camped at Valley Forge where the winter was harsh cl
and supplies were scarce.
AS A SENTENCE OPENER
When a www word occurs at the beginning of a sentence, we call it a #5 Sentence
Opener. It must be followed by a comma, and we indicate it in the left margin with
a “5.”
5 Because Samuel Adams was one of the first to turn the colonists against England, he
is known as the “Father of the Revolution.”

Clausal (www.asia.b) Practice
Clausal starters are useful in avoiding too many short, choppy sentences as they allow a
writer to combine two complete thoughts into one sentence.
Connect each pair of sentences by using a www.asia.b word to create one sentence with
an adverb clause. The www word may be either at the beginning or in the middle of
the sentence.
1. Nathan Hale knew spying would be dangerous. He still wanted to help

George Washington obtain information about the British troops.
2. The British captured Nathan Hale. They discovered he was a spy.
3. Nathan Hale was hanged for treason. He proclaimed, “I only regret that I have
but one life to lose for my country.”
Make each of the following a #5 sentence. You will have to add a complete thought.
There are two possible ways to accomplish this. Either place the www.asia.b word in
front of the sentence given and then add a second sentence, or add an entire clause in
front of the sentence given. Don’t forget the comma.
1. George Washington was an inspiring example to his troops.
2. Americans fought hard.
3. Molly Pitcher’s husband fell from heatstroke in the battle.
Answers on page 89

#2 or #5 Opener?
A few of the clausal starter words (www.asia.b) can also begin prepositional phrases: as,
since, until, before, after.
You can easily tell the difference between a prepositional phrase and an adverb clause
because a prepositional phrase does not have a verb. If you were to remove the as, after,
before, since, or until from the phrase, you would not be left with a complete sentence.
Mark each of the following either #2 (prepositional phrase) or #5 (adverb clause). To
determine which each is, first highlight the beginning phrase or clause. Then read it
without the first word. If what is left is not a complete sentence, the opener is a #2; if
what is left is a complete sentence, the opener is a #5.
_____ 1. (Until) July 4, 1776, America was a colony of England.
_____ 2. A
fter the Battle of Bunker Hill, Americans knew they could put up a
strong fight against the mighty British army.
_____ 3. A
fter he suffered through the horrible winter at Valley Forge,
Washington inspired his men to persevere.
_____ 4. A
s Commander-in-Chief, Washington was respected by the men who
fought under him.
_____ 5. S
ince the Battle of Saratoga ended British chances of dividing the
colonies, it is considered the turning point of the war.
_____ 6. B
efore the Battle of Yorktown, Washington had a French fleet block
supplies from reaching the British army.
_____ 7. B
efore Cornwallis surrendered, his band played a tune popular in
England: “The World Turned Upside Down.”
Note: Because is an adverb clause starter; because of is a preposition.
Answers on page 90

Rule 9: No Dangling or Misplaced Modifiers
A modifying phrase used as a sentence opener (#2, #4) must be directly followed by the
person or thing that it modifies.
In the sentences below, the phrase cannot be linked to anything in the sentence. The
phrase is said to be “dangling.” The person or thing being described must closely follow
the phrase. Fix each; the first one is done for you.
1. Signing the Declaration during the meeting, a new nation was born.
Signing the Declaration during the meeting, the representatives realized a

new nation was born.
2. Looking at the sky on Fourth of July, the fireworks are an amazing sight.
3. At the age of five, his father died.
4. Hurrying down the street, Independence Hall came into view.
Sometimes the subject is there, but not directly after the phrase. This causes confusion.
Fix these sentences:
5. Hidden in his shoe, the spy kept the evidence safe.
6. Being old and dog-eared, I found it impossible to decipher the records.
Keep related words together and in the order that best conveys the intended meaning.
Fix the following:
7. He told her he wanted to marry her frequently.
8. I have discussed how to fill the fish tanks with my students.
9. The fire was extinguished before any damage was done by the fire department.
Answers on page 90

Rule 10: Avoid the Indefinite “You”
Use the word “you” only when you specifically mean your readers (i.e., when asking
them a question). Do not use “you” to refer to people in general. It is too vague; the
reader will not know who “you” is. There are several ways to avoid the indefinite “you.”
1. Substitute words such as “people,” “an individual,” “one,” or “those.”

You do not truly possess valor unless you recognize your fears.
Better: One does not truly possess valor unless he recognizes his fears.
People do not truly possess valor unless they recognize their fears.
2. If possible, however, it is better to substitute the precise person or group of

people being referred to.
When you watch too much T.V., you don’t get your homework done.
Better: Children who watch too much T.V. often neglect their homework.
3. Sometimes you must rewrite the entire sentence to get rid of the “you.”
Courage helps you get through everything that life throws at you.
Better: Courage provides the strength to persevere through the tribulations life brings.
4. If you are writing a personal essay in which you are writing about yourself,
you should use “I” instead of “you.”
When “The Star Spangled Banner” plays and the flag waves, you feel proud to be an
American.
Better: When “The Star Spangled Banner” plays and the flag waves, I feel proud to be
an American.
5. If you are writing a critique, you can substitute “readers.”

The climax leaves you pleasantly surprised.
Better: The climax leaves readers pleasantly surprised.

Practice: Avoid the Indefinite “You”
Rewrite each of the following sentences. Get rid of the indefinite “you.”
1. When you see the stars and stripes, you think of America.
2. When you worship, you don’t have to worry about being persecuted.
(Substitute the specific group of people the “you” refers to.)
3. You will enjoy this humorous story.
This _________________________ story is very _________________________.
4. “A Successful Expedition” shows you some of the many hardships the Lewis
and Clark expedition faced.
5. If you persevere, you will be rewarded.
Answers on page 90

Rule 11: Parallel Construction
When you use coordinating conjunctions (for, and, nor, but, or, yet, so), it is important
that the ideas you connect are worded in the same way. Note the sample sentences
that follow.
noun
Incorrect: Abraham Lincoln became known for his stand against slavery, his
noun clause
magnificent speeches, and he was determined to hold the Union together.
Everything in this list must follow the thought “became known for_________.”
It would not make sense to say “known for he was determined to hold the Union
together.”
Better: Abraham Lincoln became known for his stand against slavery, his magnificent
speeches, and his determination to keep the Union together.
adj adj
Incorrect: The Southern states were angry over Lincoln’s election, worried about their
verb
future, and seceded from the Union.
Things in this list must follow the thought “The Southern states were
___________.” “Seceded from the Union” doesn’t fit. Note that to improve this,
the phrase that didn’t fit was removed from the list.
Better: The Southern states, which were angry over Lincoln’s election and worried about
their future, seceded from the Union.
Correct the following sentences.

adj adj noun
1. The drink was cold, frosty, and a thirst-quencher.
2. In Washington, D.C., he was excited by the speeches, the crowds, and by
the patriotic music. (Hint: Decide whether to begin the list after “excited” or
after “by.”)
adj adj adj verb phrase

3. What is innovative, time-tested, diverse, and develops leaders? (Hint: Break
this into two sentences.)
adj adj noun

4. Lee learned from his mother to be patient, self-controlled, and the advantage
of being disciplined.
Answers on page 90

Rule 12a: Pronoun-Antecedent Agreement
Pronouns take the place of nouns. The noun that a pronoun replaces is called its
antecedent. If the antecedent is singular, the pronoun that replaces it must be singular.
If the antecedent is plural, the pronoun that replaces it must be plural.
Compound nouns connected by and require a plural pronoun.
Alexander Graham Bell and Thomas Edison put much perspiration into their
inventions.
Compound nouns connected by or or nor are tricky. The pronoun must agree
with the noun it is closest to.
Either Henry Ford or the Wright Brothers will be nominated for their
innovative work.
Either the Wright Brothers or Henry Ford will be nominated for his innovative work.
When a pronoun replaces an indefinite pronoun ending in -one, -body, or -thing

(e.g., everyone, anybody, everything), the pronoun must be singular.
During the Great Depression, everyone feared losing his job. (“Their” would not
be correct.)
Rule 12b: Clear Pronoun References

When you use a pronoun, be sure that its antecedent is clear. Avoid using this,
that, which, or it unless the antecedent is clearly stated.
Vague: The Red Baron was one of the best pilots of WWI. This is evident by the fact
that he shot down over eighty enemy planes.
Better: The Red Baron was one of the best pilots of WWI. His skill in an airplane is
evident by the fact that he shot down over eighty enemy planes.
If a pronoun could refer to more than one noun, reword the sentence.
Vague: After a German U-boat fired at the Lusitania, it sank.
Better: After a German U-boat fired at the Lusitania, the luxury liner sank.
Do not use an indefinite you or they. (See Rule 10.)

Vague: Following World War I, they formed a League of Nations.
Better: Following World War I, many of the counties that had been involved
formed …

Rule 13: Numbers
13a.
In general, spell out numbers that can be written in one or two words.
Abe was seven when they moved.
13b.
Do not spell out dates or other serial numbers.
July 4, 1776 Chapter 8 Rule 3 265 Cherry Lane
13c.
Numbers listed in the same sentence should be kept in the same form.
He ate 2 hamburgers, 48 fries, and 5 cookies.
He ate two hamburgers, forty-eight fries, and five cookies.
13d.
Never begin a sentence with a numeral.
One hundred five men sailed to the New World.
13e.
Use numerals in the following forms: ages 10 and above, money, percentages, decimals,
time, identification numbers, and statistics.
60 years old $2.00 50% 3.5 centimeters 10 o’clock Route 7 a vote of 8 to 5
13f.
Numbers that come before a compound modifier that includes another number should
be spelled out.
The men dragged three 8-foot cannons.
13g.
Large numbers that are rounded or that can be written as two words or more should be
spelled out.
Thousands of men lost their lives at Gettysburg.
Two thousand
2051
13h.
Spell out all ordinal numbers.
The Lincolns were an average nineteenth-century family.

Answer to Practice Exercises
COMMA RULES WORKSHEET: Rules 1a and 1b (Page 57)
1. The Pilgrims were glad that John Howland was safe, but they knew the trip would
be perilous.
2. The Pilgrims spotted the coast of Massachusetts and thanked God for land.
3. They had intended to go to Virginia, but Plymouth would now be their home.
4. The men, women, and children all helped build a settlement.
5. The Pilgrims wanted law and order, so they wrote the Mayflower Compact.
6. There was little food, so many Pilgrims died the first winter.
7. Indians helped them plant corn and hunt for food.
8. They had a feast and celebrated the first bountiful harvest.
9. They had popcorn, wild game, and berries to eat.
10. The Pilgrims prayed and thanked God.
GRAMMAR REVIEW: Comma Rules 1a–1f (Page 59)

(1b) 1. Not all Southerners owned slaves, but owners of large plantations
depended upon slave labor in order to make their fortunes.
(1a) 2. The Southern plantations grew tobacco, sugar cane, and cotton.
(1c) 3. In response to comments made by dinner guests, Eli Whitney began
working on a machine to clean cotton.
(1b) C 4. His cotton gin inspired Southerners to plant more cotton and use
more slaves.
(1b) 5. Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin, helped people see the
evils of slavery, and the resulting hostility brought our country closer
to war.
(1e) 6. The Civil War began on April 12, 1861, at Fort Sumter.
(1d) 7. The combatants, in fact, suffered no casualties during the first battle of
the civil war at Fort Sumter.
(1f ) 8. The Confederates moved their capital from Montgomery, Alabama, to
Richmond, Virginia.

GRAMMAR REVIEW: Rules 1 and 2 (Page 61)
(2a) 1. Africans were shackled and placed on auction blocks; they were sold
like property.
(2b) 2. Slavery was a cruel institution; however, some owners taught their
slaves how to read and write.
(2b) 3. It is natural for men to desire to be free; therefore, many slaves attempted
to escape.
(1b) C 4. Many slave owners were cruel and abused their slaves without cause.
(2b) 5. Many slaves, therefore, fought back.
(1b) 6. Some Southerners believed slavery was wrong, so they helped many escape
to freedom.
COMMA OR SEMICOLON? (Page 62)

Complete sentence, _______________ complete sentence.
for and nor but or yet so
Complete sentence; ________________ , complete sentence.
however that is thus indeed for example therefore
PRACTICE RULES 2 AND 3: Semicolons, Colons, and Comma

Review (Page 64)
1. American colonists were provoked by many things: the Stamp Act, the tax on tea,
no representation in Parliament, and the denial of their rights as Englishmen.
2. They protested “taxation without representation,” and they called the laws England
imposed on them intolerable acts.
3. The colonists were indignant; the English were filled with animosity.
4. Leaders of the Sons of Liberty included John Hancock, Sam Adams, and Paul
Revere.
5. John Hancock, who was especially indignant over the taxes, probably organized the
Boston Tea Party.
6. King George was outraged by the tea party and took revenge on Boston.
7. He thought this would make the patriots of Boston give in; however, they were
determined.
8. The other colonies helped Boston by sending many things: food, cloth, candles,
and even flocks of sheep.
9. Many soldiers were sent to Boston, and animosity against England became
stronger.
10. It is believed that Benjamin Franklin warned his fellow delegates of the gravity of
their decision with a pun: “We must all hang together, or most assuredly, we shall
all hang separately.”

GRAMMAR REVIEW: Rules 1–3 (Page 66)
3a, 1a 1. Slaves traveling on the Underground Railroad used many forms of
transportation: horses, boats, carts, carriages, and feet.
2a 2. The South relied on slave labor; the North did not.
3a C 3. Some of the most famous people who worked on the Underground
Railroad include Harriet Tubman, Frederick Douglass, and Levi Coffin.
1b C 4. Some slaves actually mailed themselves to freedom and made it!
2b 5. The penalties for helping slaves escape were severe; however, this did
not deter kind men and women from being part of the Underground
Railroad.
2a 6. The code name for a conductor was “Lord” or “Old Man”; Harriet
Tubman was “Moses.”
3c 7. Slaves on the Underground Railroad had one goal: freedom.
3c 8. Conductors and station masters relied on one rule in particular: Codes
and signals had to remain secret.
2b 9. “Station masters,” however, had to be careful.
1b 10. Many “station masters” built hiding places into their homes, and they were
able to fool even their neighbors.
GRAMMAR RULE 4: Practice Using Quotation Marks in Dialogue

(Page 68)
“We can’t let those lobsterbacks intimidate us. Follow them!” Captain Parker
shouted indignantly.
“We can fire from behind trees and rocks,” suggested one minuteman, “and their
red coats will make perfect targets.”
“Do you think they will return fire?” another asked.
“Not if we run as soon as we shoot.”
With that they laughed and shouted, “Let’s go!”
With new determination, the minutemen grabbed their muskets. The small band
shot at the mighty British army all the way back to Boston. The American Revolution
had begun.
PRACTICE GRAMMAR RULES 5–6: Tricky Words (Page 70)

1. its 5. all right
2. their 6. A lot (two words)
3. Who’s 7. correct as is
4. than 8. between should be among

GRAMMAR REVIEW: Rules 5–6 (Page 71)
1. Slavery was crueler than any other institution in America.
2. It robbed blacks of their right to “life, liberty, and the pursuit of happiness.”
3. Whose lives were as challenging as theirs?
4. Secret messages were circulated among the slaves in the fields.
5. A lot of messages were in songs like “Swing Low Sweet Chariot.”
6. Was it all right for slaves to desire freedom while they worked?
7. Between you and me, I believe it’s a disgrace that slavery ever existed here.
RULE 7A: The Who-Which Clause (Page 74)

(Answers may vary.)
1. John Smith, who was appalled at their frivolity, made a clever rule.
2. John Smith, who knew how to trade with the Indians for food, helped save
Jamestown.
3. The settlers, who were starving, could not eat the remaining sea rations, which had
to be tossed.
4. The settlers could not eat the remaining sea rations, which had to be tossed.
RULE 7B: Refining the Who-Which Clause (Page 75)

Examples:
1. John, a farmer and a minuteman, lived near Lexington, Massachusetts.
2. John, like many other colonists, believed King George was a tyrant.
RULE 8: Adverb Clause (www) Practice (Page 78)

(Answers may vary.)
Combine sentences with a www word:
#5 Although Nathan Hale knew spying would be dangerous, he wanted to help
George Washington obtain information about the British troops.
The British captured Nathan Hale when they discovered he was a spy. cl
#5 Before Nathan Hale was hanged for treason, he proclaimed, “I only regret that I
have but one life to lose for my country.”
Add clauses to create #5 sentences:
1. As he persevered through the winter at Valley Forge, George Washington was an
inspiring example to his troops.
2. Since they were determined to win their freedom, Americans fought hard.
3. When Molly Pitcher’s husband fell from heatstroke in the battle, she took his place.

#2 OR #5 OPENER? (Page 79)
1. #2: (Until) July 4, 1776,
2. #2: (After) the Battle of Bunker Hill,
3. #5: (After) he suffered through the horrible winter at Valley Forge,
4. #2: (As) Commander-in-Chief
5. #5: (Since) the Battle of Saratoga ended chances of dividing the colonies,
6. #2: (Before) the Battle of Yorktown,
7. #5: (Before) Cornwallis surrendered,
RULE 9: No Dangling or Misplaced Modifiers (Page 80)

1. Signing the Declaration during the meeting, the representatives realized a new
nation was born.
2. Looking at the sky on the Fourth of July, I think the fireworks are amazing.
3. At the age of five, Ben lost his father.
4. Hurrying down the street, we saw Independence Hall come into view.
5. Hidden in his shoe, the evidence was kept safe by the spy.
6. Being old and dog-eared, the records were impossible to decipher.
7. He frequently told her he wanted to marry her.
8. I have discussed with my students how to fill the fish tanks.
9. The fire was extinguished by the fire department before any damage was done.
RULE 10: Avoid the Indefinite “You” (Page 82)

1. When I see the stars and stripes, I think of America.
(“I” is fine in a personal essay, but not in a critique.)
2. When Americans worship, they don’t have to worry about being persecuted.
3. This humorous story is very enjoyable.
4. “A Successful Expedition” reveals some of the many hardships the Lewis
and Clark …
5. Perseverance is rewarded.
RULE 11: Parallel Construction (Page 83)

(Answers may vary.)
1. The drink was cold, frosty, and thirst quenching.
2. … he was excited by the speeches, by the crowds, and by the patriotic music.
or … he was excited by the speeches, crowds, and patriotic music.
3. What is innovative, time-tested, and diverse? What also develops leaders?
4. … patience, self-control, and the advantage of being disciplined.

Charts and
Checklists
Charts and
Checklists

PROOFREADING MARKS
I like this word, phrase, or sentence. Be prepared to share it
in class.
A run-on sentence. “RO” will be placed in a good spot to

RO separate the sentence into two.
Fragment. Add more information to make it a complete

frag sentence.
Capitalize this letter. the declaration of independence
Don’t capitalize this letter. Our Country was at war.
sp Spelling error. See the bottom of your checklist for correct

spelling.
¶ Begin a new paragraph.

#
# Add a space. PaulRevere rode like the wind.
Close the space. The red coats were marching.
A banned or boring word. Replace it with a better word.
You repeated the same word too soon or too often. Change one
of them.
Five men were chosen to write the Declaration of Independence.

Thomas Jefferson was the best writer, so they decided he should
write it.
You broke one of the grammar rules we have learned. The

R (#) number indicates which rule. Look for it in the Grammar
section of your Resource Notebook (pages 54–85) to correct
your mistake.
You need a better transition between these sentences. Use the

tr Transition section of your Resource Notebook (pages 51–53)
for help.

SYMBOLS AND ABBREVIATIONS FOR NOTE-TAKING
& and govt government
= is, are impt important
≈ about, approximately ea each
> more than tho though
< less than thru through
# number probs problems
x times min minimum, least
g leads to, caused max maximum, most
∆ change btwn between
/ or bkgd background
∴ therefore vs versus, against
h increase, grow, gain qty quantity (amount)
i decrease, loss hv have
♀ female, woman, girl N.B. note well (important)
♂ male, man, boy e.g. for example
yrs years i.e. that is, in other words
@ at cp (cf) compare
w/ with ct contrast
w/o without B4 before
w/i within p after
wrt with respect to q every
re: regarding ASAP as soon as possible
b/c because STAT immediately
s/t something f frequently (often)
s/o someone

Checklists for Each of the IEW Units
The following pages are sample checklists for each of the units in the IEW syllabus. In
general, earlier units contain fewer elements of style than later units. However, because
elements of style are not linked to specific models of structure, you may need to modify
some of the checklists. Feel free to omit or add elements of style so that your checklist
reflects the specific elements you have learned.

UNITS 1 AND 2
Unit 2 Composition Checklist

DU
Name:
CUSTOMIZE YOUR
Source Text: CHECKLIST
Cross off any items that are
not required for you.
STRUCTURE For additional paragraphs,
* Name and date in upper left-hand corner _____ (4 pts)

add check boxes to the style
section.
* Composition double-spaced _____ (2 pts)
* Title centered and reflects key words of last sentence _____ (2 pts)
* Checklist on top, final draft, rough draft, key word outline _____ (2 pts)
STYLE Each paragraph must contain at least one of each element of style.
Dress-Ups (underline one of each) (5 pts each) CHECK FOR BANNED

WORDS:
* -ly adverb _____ (5 pts)
* who-which clause _____ (5 pts)
* strong verb _____ (5 pts)
* because clause _____ (5 pts)
* quality adjective _____ (5 pts)
* www.asia clause _____ (5 pts)
MECHANICS
* capitalization _____ (1 pt)
* end marks and punctuation _____ (1 pt)
* spelling and usage _____ (1 pt)
* complete sentences (Does it make sense?) _____ (1 pt)
* _____ (1 pt)
Total: __________/ 45
Custom Total: __________/___
© Institute for Excellence in Writing, L.L.C. 45

UNIT 3

DU
Name:
CUSTOMIZE YOUR
STRUCTURE
* Name and date in upper left-hand corner ______ (2 pts)
* Composition double-spaced ______ (2 pts)
* Title centered and repeats key words of story clincher ______ (2 pts)
* Story follows Story Sequence Chart. ______ (15 pts)
* Each paragraph (section of the story) contains at least 4 sentences. ______ (15 pts)
* Checklist on top, final draft, rough draft, key word outline ______ (1 pt)
¶ 1 ¶ 2 ¶ 3 Dress-Ups (underline one of each) (3 pts each) CHECK FOR BANNED

WORDS:
* * * -ly adverb _____ (9 pts)
* * * who-which clause _____ (9 pts)
* * * strong verb _____ (9 pts)
* * * because clause _____ (9 pts)
* * * quality adjective _____ (9 pts)
* * * www.asia clause _____ (9 pts)
MECHANICS
* capitalization _____ (2 pts)
* end marks and punctuation _____ (2 pts)
* spelling and usage _____ (2 pts)
* complete sentences _____ (2 pts)
* _____ (2 pts)
Total __________/100
Custom Total __________/_____

UNIT 3

DU, Dec
Name:
CUSTOMIZE YOUR
STRUCTURE

*** -ly adverb _____ (9 pts) WORDS:
¶ 1 ¶ 2 ¶ 3 Decorations (“dec” in margin or italics if typed) (3 pts each)
*** One of the following per paragraph: question, alliteration, conversation,

simile/metaphor, dramatic opening/closing, 3sss ____ (9 pts)
MECHANICS
* _____ (2 pts)
Total __________/110
Custom Total __________/_____

UNIT 3

DU, SO
Name:
CUSTOMIZE YOUR
STRUCTURE
* Checklist on top, final draft, rough draft, key word outline ______ (3 pts)
¶ 1 ¶ 2 ¶ 3 Dress-Ups (underline one of each) (1 pt each) CHECK FOR BANNED

*** -ly adverb _____ (3 pts) WORDS:
* * * www.asia.b clause _____ (3 pts)
¶ 1 ¶ 2 ¶ 3 Sentence Openers* (numbered; one of each as possible) (1 pt each)
*** [1] subject _____ (3 pts)
* * * [2] prepositional _____ (3 pts)
* * * [3] -ly adverb _____ (3 pts)
* * * [4] -ing opener _____ (3 pts)
* * * [5] clausal (www.asia.b) _____ (3 pts)
* * * [6] v.s.s. (2–5 words) _____ (3 pts)
MECHANICS
* _____ (2 pts)
Total __________/85
Custom Total __________/_____
*The number of sentence

openers required depends
on the number of
sentences present in the
paragraph.

UNIT 3

Name: DU, SO, Dec/Trip
Source Text: CUSTOMIZE YOUR

CHECKLIST
STRUCTURE
* Name and date in upper left-hand corner ______ (2 pts) not required for you.
* Composition double-spaced ______ (1 pt)
¶ 1 ¶ 2 ¶ 3 Dress-Ups (underline one of each) (1 pt each) CHECK FOR BANNED

WORDS:
* * * -ly adverb _____ (3 pts)
¶ 1 ¶ 2 ¶ 3 Sentence Openers* (numbered in margin or [brackets]) (1 pt each)
* * * [1] subject ____ (3 pts)
* * * [2] prepositional ____ (3 pts)
* * * [3] -ly adverb ____ (3 pts)
* * * [4] -ing opener ____ (3 pts)
* * * [5] clausal (www.asia.b) ____ (3 pts)
* * * [6] v.s.s. (2–5 words) ____ (3 pts)
¶ 1 ¶ 2 ¶ 3 Decorations and Triples (“dec” or “trip” in margin or italics if typed) (1 pt each)
* * * One of the following per paragraph: question, alliteration, conversation,

* * * Triple extensions ____ (3 pts)
MECHANICS
* _____ (2 pts)
Total __________/85
Custom Total __________/_____ openers required depends
on the number of
paragraph.

UNIT 4

Name: DU

CHECKLIST
STRUCTURE Cross off any items that are
* Name and date in upper left-hand corner _____ (1 pt)
For additional paragraphs,
* Composition double-spaced _____ (1 pt) add check boxes to the style
section.
* Title centered and repeats key words of final clincher _____ (1 pt)
* Topic/clincher key words repeat or reflect (highlighted or bold). _____ (5 pts)
* Each paragraph contains at least 4 sentences. _____ (2 pts)
* Bibliographic information on source included _____ (1 pt)
* Checklist on top, final draft, rough draft, KWO _____ (1 pt)

WORDS:
* -ly adverb ____ (3 pts)
* who-which clause ____ (3 pts)
* strong verb ____ (3 pts)
* because clause ____ (3 pts)
* quality adjective ____ (3 pts)
* www.asia clause ____ (3 pts)
MECHANICS
* complete sentences _____ (1 pt)
* _____ (1 pt)
Total __________/35
Custom Total __________/_____

UNIT 4

Name: DU, Dec

CHECKLIST
section.
* Title centered and repeats key words of final clincher _____ (2 pts)
* Bibliographic information on source included _____ (2 pts)

WORDS:
* www.asia.b clause ____ (3 pts)
Decorations (“dec” in margin or italics if typed) (3 pts each)
* One of the following per paragraph: question, alliteration, conversation,

simile/metaphor, dramatic opening/closing, 3sss _____ (3 pts)
MECHANICS
* _____ (1 pt)
Total __________/40
Custom Total __________/_____

UNIT 4

Name: DU, SO

CHECKLIST
section.

WORDS:
Sentence Openers* (numbered; one of each as possible) (3 pts each)
* [1] subject _____ (3 pts)
* [2] prepositional _____ (3 pts)
* [3] -ly adverb _____ (3 pts)
* [4] -ing opener _____ (3 pts)
* [5] clausal (www.asia.b) _____ (3 pts)
* [6] v.s.s. (2–5 words) _____ (3 pts)
MECHANICS
* _____ (1 pt)
Total __________/50
Custom Total __________/_____

openers required depends
on the number of
paragraph.

UNIT 4


CHECKLIST
section.
* Each paragraph contains at least 4 sentences. _____ (1 pt)

WORDS:
Sentence Openers* (numbered; one of each as possible) (3 pts each)
* [1] subject _____ (3 pts)
* [2] prepositional _____ (3 pts)
* [3] -ly adverb _____ (3 pts)
* [4] -ing opener _____ (3 pts)
* [5] clausal (www.asia.b) _____ (3 pts)
* [6] v.s.s. (2–5 words) _____ (3 pts)
Decorations and Triples (“dec” or “trip” in margin or italics if typed) (3 pts each)

* One triple per paragraph _____ (3 pts)
MECHANICS
* _____ (1 pt)
Total __________/55 openers required depends
on the number of
Custom Total __________/_____ sentences present in the
paragraph.

UNIT 5

Name: DU
Date: CUSTOMIZE YOUR

CHECKLIST
* Name and date in upper left-hand corner ______ (1 pt)
* Title centered and reflects key words of final clincher ______ (2 pts)
* Topic/clincher key words repeat or reflect (highlighted or bold). ______ (15 pts)
* Checklist on top, final draft, rough draft, KWO ______ (2 pts)

* * * -ly adverb _____ (9 pts) WORDS:
MECHANICS
* _____ (2 pts)
Total __________/85
Custom Total __________/______

UNIT 5

Name: DU, Dec/Trip

CHECKLIST

WORDS:
* * * -ly adverb _____ (9 pts)
¶ 1 ¶ 2 ¶ 3 Decorations and Triples (“dec” or “trip” in margin or italics if typed) (3 pts each)

* * * One triple per paragraph _____ (9 pts)
MECHANICS
* _____ (2 pts)
Total __________/100
Custom Total __________/______

UNIT 5

Name: DU, SO

CHECKLIST

WORDS:
* * * -ly adverb _____ (6 pts)
¶ 1 ¶ 2 ¶ 3 Sentence Openers* (numbered) (2 pts each)
* * * [1] subject _____ (6 pts)
* * * [3] -ly adverb _____ (6 pts)
* * * [4] -ing opener _____ (6 pts)
* * * [6] v.s.s. (2–5 words) _____ (6 pts)
MECHANICS
* _____ (2 pts)
Total __________/100
Custom Total __________/______
*Sentence openers may be

marked in brackets before
each sentence if typed. The
number of sentence openers
required depends on the
number of sentences present
in the paragraph.

UNIT 5


CHECKLIST

WORDS:
* * * -ly adverb _____ (6 pts)
¶ 1 ¶ 2 ¶ 3 Sentence Openers* (numbered) (2 pts each)
* * * [1] subject _____ (6 pts)
* * * [3] -ly adverb _____ (6 pts)
* * * [4] -ing opener _____ (6 pts)
* * * [6] v.s.s. (2–5 words) _____ (6 pts)
¶ 1 ¶ 2 ¶ 3 Decorations and Triples (“dec” or “trip” in margin or italics if typed) (2 pts each)

* * * One triple per paragraph _____ (6 pts)
MECHANICS
* _____ (2 pts)
Total __________/100 *Sentence openers may be

Custom Total __________/______ each sentence if typed. The
in the paragraph.

UNIT 6

Name: DU/Adv DU
Topic: CUSTOMIZE YOUR

CHECKLIST
section.
* Title centered and reflects key words of final clincher _____ (1 pt)
* Bibliography page properly formatted _____ (2 pts)
* Checklist on top, final draft, bibliography page, rough draft, KWO _____ (1 pt)
¶1 Dress-Ups (underline one of each) (3 pts each) CHECK FOR BANNED

WORDS:
* -ly adverb (dual -ly adverbs) ____ (3 pts)
* who-which clause (invisible w-w) ____ (3 pts)
* strong verb (dual verbs) ____ (3 pts)
* quality adjective (dual adjectives) ____ (3 pts)
MECHANICS
* _____ (1 pt)
Total __________/40

UNIT 6

Name: DU/Adv DU, Dec/Trip

CHECKLIST
* Composition double-spaced _____ (2 pts) add check boxes to the style
section.
* Title centered and reflects key words of final clincher _____ (2 pts)
* Checklist on top, final draft, bibliography page, rough draft, KWO _____ (2 pts)

WORDS:
¶ 1 Decorations and Triples (“dec” or “trip” in margin or italics if typed) (3 pts each)

* Triple extensions ____ (3 pts)
MECHANICS
* _____ (1 pt)
Total __________/50

UNIT 6

Name: DU/Adv DU, SO

CHECKLIST
* Composition double-spaced _____ (2 pts) add check boxes to the style
section.
* Title centered and reflects key words of final clincher _____ (2 pts)
* Checklist on top, final draft, bibliography page, rough draft, KWO _____ (2 pts)

WORDS:
¶ 1 Sentence Openers* (numbered in margin or [brackets]) (2 pts each)
* [1] subject ____ (2 pts)
* [2] prepositional ____ (2 pts)
* [3] -ly adverb ____ (2 pts)
* [4] -ing opener ____ (2 pts)
* [5] clausal (www.asia.b) ____ (2 pts)
* [6] v.s.s. (2–5 words) ____ (2 pts)
MECHANICS
* _____ (1 pt)
Total __________/50

in the paragraph.

UNIT 6

Name: DU/Adv DU, SO, Dec/Trip

CHECKLIST
section.
* Title centered and reflects key words of final clincher _____ (1 pt)
* Checklist on top, final draft, bibliography page, rough draft, KWO _____ (1 pt)

WORDS:
* [1] subject ____ (2 pts)
* [3] -ly adverb ____ (2 pts)
* [6] v.s.s. (2–5 words) ____ (2 pts)
¶ 1 Decorations and Triples (“dec” or “trip” in margin or italics if typed) (2 pts each)

* Triple extensions ____ (2 pts)
MECHANICS

* _____ (1 pt) marked in brackets before
Total __________/50 number of sentence openers
in the paragraph.

UNIT 7
Unit 7 Composition Checklist (Body Paragraph)

Name:
CHECKLIST
STRUCTURE
* Name and date in upper left-hand corner _____ (1 pt) not required for you.
* Composition double-spaced _____ (1 pt) For additional paragraphs,
* Title centered and reflects key words of essay clincher _____ (1 pt)
section.
* Body paragraphs only: Topic/clincher key words repeat/reflect
(highlighted or bold) _____ (5 pts)
¶ 1 Dress-Ups (underline one of each) (2 pts each) CHECK FOR BANNED

WORDS:
* [1] subject ____ (2 pts)
* [3] -ly adverb ____ (2 pts)
* [6] v.s.s. (2–5 words) ____ (2 pts)
¶ 1 Decorations and Triples (2 pts each)
* One decoration per paragraph (italics or “dec”) _____ (2 pts)
* One triple per paragraph ([trip] in text or margin) _____ (2 pts)
MECHANICS
* _____ (1 pt)
Total __________/40

in the paragraph.

UNIT 7
Unit 7 Composition Checklist (Five-Paragraph Essay)

Name:
CHECKLIST
STRUCTURE
* Name and date in upper left-hand corner _____ (1 pt) not required for you.
* Composition double-spaced _____ (1 pt) For additional paragraphs,
* Title centered and reflects key words of essay clincher _____ (10 pts)
section.
* Introduction includes attention getter, background information,
and states three topics (bold or highlighted). _____ (10 pts)
* Conclusion restates topics (bold or highlighted) and indicates

which is most important, significant, interesting, dangerous, etc., and why. _____ (10 pts)
* Body paragraphs only: Topic/clincher key words repeat/reflect

(highlighted or bold) _____ (15 pts)
* Checklist on top, final draft, rough draft, KWO _____ (3 pts)
¶ 1 ¶ 2 ¶ 3 ¶ 4 ¶ 5 Dress-Ups (underline one of each) (2 pts each) CHECK FOR BANNED

WORDS:
***** -ly adverb (dual -ly adverbs) ____ (10 pts)
* * * * * who-which clause (invisible w-w) ____ (10 pts)
* * * * * strong verb (dual verbs) ____ (10 pts)
* * * * * quality adjective (dual adjectives) ____ (10 pts)
* * * * * www.asia.b clause ____ (10 pts)
¶ 1 ¶ 2 ¶ 3 ¶ 4 ¶ 5 Sentence Openers* (numbered in margin or [brackets]) (2 pts each)
* * * * * [1] subject ____ (10 pts)
* * * * * [2] prepositional ____ (10 pts)
* * * * * [3] -ly adverb ____ (10 pts)
* * * * * [4] -ing opener ____ (10 pts)
* * * * * [5] clausal (www.asia.b) ____ (10 pts)
* * * * * [6] v.s.s. (2–5 words) ____ (10 pts)
¶ 1 ¶ 2 ¶ 3 ¶ 4 ¶ 5 Decorations and Triples (2 pts each)
* * * * * One decoration per paragraph (italics or “dec”) _____ (10 pts)
* * * * * One triple per paragraph ([trip] in text or margin) _____ (10 pts)
MECHANICS
* complete sentences _____ (4 pts) *Sentence openers may be

* _____ (4 pts) marked in brackets before
Total __________/200 required depends on the
in the paragraph.

UNIT 8

Name:
GENERAL CHECKLIST
* Name and date in upper left-hand corner _____ (2 pts) Cross off any items that are
* Title centered; reflects key words of essay clincher _____ (5 pts) add check boxes to the style
* Paragraphs are of about equal length (7–8 reasonable sentences each). _____ (5 pts)
section.
INTRODUCTION
* Attention getter or dramatic open/close _____ (10 pts)
* Time and place (historical background) established _____ (10 pts)
* Topics to be discussed (bolded) or thesis stated clearly (underlined) _____ (10 pts)
BODY
* Topic/clincher repeat or reflect two to four key words (bolded). _____ (30 pts)
CONCLUSION
* Restate or revisit the topics or thesis. _____ (10 pts)
* Indicate what is most significant and why it is the most important. _____ (10 pts)
* No “I” or “we” _____ (5 pts)
* Final sentence reflects or repeats the title. _____ (5 pts)
STYLE
* Dress-Ups. Underline one of each in every paragraph (1 pt each): _____ (30 pts) CHECK FOR BANNED
WORDS:
-ly adverb or dual -lys (not first word) quality adjective or dual adjectives (use thesaurus)
who-which or invisible w-w www.asia.b clause (not first word)
strong verb or dual verbs (use thesaurus) no banned words
* Sentence Openers. Mark with brackets one of each in every body paragraph (1 pt each):
[1] subject [4] -ing opener _____ (30 pts)
[2] prepositional phrase [5] clausal (www.asia.b)
[3] -ly adverb [6] vss: 2–5 words
* Decorations. In addition to the dramatic open/close, include at least one

additional decoration in the intro or conclusion. (indicator: italics or “dec”) _____ (5 pts)
* Advanced Style. Include at least one in your essay: triple or teeter-totter.

(indicator: italics or “trip” or “tt”) _____ (5 pts)
CITATION
* Bibliography correctly formatted _____ (5 pts)
MECHANICS
* _____ (4 pts)
Total __________/200

UNIT 9

Name: DU/Adv DU, SO, Dec/Trip

CHECKLIST
GENERAL
* Name and date in upper left-hand corner _____ (2 pts) not required for you.
* Title centered; reflects key words of clincher _____ (1 pt)
* Paragraphs are of about equal length (7–8 reasonable sentences each). _____ (10 pts)
INTRODUCTION
* Attention getter or dramatic open/close _____ (10 pts)
* Includes name of author and title of story _____ (10 pts)
* Includes type of story, author and/or story background information _____ (15 pts)
BODY
* 3 paragraphs total; follow Story Sequence Model (Unit 3). _____ (30 pts)
CONCLUSION
* Your opinion of the story: well written or not, like/dislike, and why. You may also include character
development, theme, style of writing, effect of story on reader. _____ (20 pts)
* No “I” or “we” _____ (5 pts)
* Final sentence reflects or repeats the title. _____ (5 pts)
STYLE
* Dress-Ups. Underline one of each in every paragraph (1 pt each): _____ (30 pts) CHECK FOR BANNED
WORDS:
-ly adverb (not first word) quality adjective or dual adjectives (use thesaurus)
who-which or invisible w-w www.asia.b clause (not first word)
strong verb or dual verbs (use thesaurus) no banned words
* Sentence Openers. Mark with brackets—one of each in every paragraph (1 pt each):

[1] subject [4] -ing opener _____ (30 pts)
[2] prepositional phrase [5] clausal (www.asia.b)
[3] -ly adverb [6] vss: 2–5 words
* Decorations. Include at least one decoration in the introduction or conclusion:

3sss, simile or metaphor, alliteration, quotation, or dramatic open/close. _____ (5 pts)
* Advanced Style. Include at least one in your critique: triple or teeter-totter. _____ (5 pts)
MECHANICS
* _____ (4 pts)
Total __________/200
Custom Total __________/_____

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Student Resource Notebook - Lori Verstegen - 9781623410414, 3, 2013 - Institute For Excellence in Writing Programs (IEW) - 9781623410421

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Student Resource

Advanced U.S. History-Based Writing Lessons

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Institute for Excellence in Writing

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Stylistic Techniques 5 Grammar Rules 54

Decorations and More 41

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although before* See Grammar Rule 8:

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Unit 3: Narrative Stories

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Units 4 and 6: Short Reports

Title (from final clincher)

Introduce Subject of Report (optional)

II. Topic Sentence B

III. Topic Sentence C

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Unit 5: Writing from Pictures

I. Topic Sentence: Central Fact of Picture 1

II. Topic Sentence: Central Fact of Picture 2

III. Topic Sentence: Central Fact of Picture 3

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Units 7 and 8: The Basic Essay or Report Essay

II. Topic Sentence A

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IV. Topic Sentence C

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Unit 8: The Super-Essay Model

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Unit 9: Critiques and Critique Vocabulary

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HOW TO QUOTE AND DOCUMENT

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Mrs. Lori Verstegen

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Sample Bibliography (or Works Cited)

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chiefly Below are some examples.

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CHARACTER ACTS FAULTY ADD YOUR OWN

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Stylistic Techniques 5 Grammar Rules 54

Decorations and More 41

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