Prentice Hall Writing and Grammar, Grade Correlated to: Revised 2006 Mississippi Language Arts Framework (Grade 8)

Transcription

1 EIGHTH GRADE COURSE DESCRIPTION Grade 8; one-year course EIGHTH GRADE Each competency and objective assumes the student has mastered the competencies and objectives in seventh grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. The Mississippi Curriculum Test, 2 nd Edition (MCT2) for eighth grade is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-ofknowledge level assigned to that objective. The term text, as it is used throughout the Language Arts Framework, is defined as a segment of spoken or written language available for description or analysis. For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. Eighth graders should read accurately instructional level materials (texts in which no more than approximately 1 in 10 words are difficult for the reader) with an appropriate reading rate. (An eighth grader should read between 235 and 240 words per minute by the end of eighth grade.) Reading rates below 150 minutes might include either oral reading or silent reading. Because ordinary speech does not typically exceed 150 words per minute, rates above 150 minutes should be considered silent reading rates. While competencies for grades 4-8 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from grade four to grade eight, texts should require a greater cognitive involvement by the student in order for the student to appreciate and comprehend the meaning and beauty inherent in language. In eighth grade, students are presented with a wide, rich variety of texts that are read to, listened to, read by, or viewed by students and then discussed. Eighth grade students are expected to engage actively in language activities involving text as they continue to grow as fluent readers and writers. New language added to objectives or numbered items is printed in bold for grades 4 8. Competencies and Objectives Each competency and objective assumes the student has mastered the competencies and objectives in seventh grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. The Mississippi Curriculum Test, 2 nd Edition (MCT2) for eighth grade is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-ofknowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade eight. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. 1

2 a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, after-, auto-, con-, mid-, tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, - ative, -tive, -ible, -ty, -ation, -ition, -al, -ial) to infer meaning of unfamiliar words in novel texts. (DOK 2) b. The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) c. The student will apply knowledge of synonyms, antonyms, and homonyms to evaluate word choices in a variety of texts (e.g., analyzing author s craft, revising writing, peer editing). (DOK 3) SE/TE: Prefixes, 703; Suffixes, 704, ; Root Words, 702 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal SE/TE: Vocabulary and Spelling, 694; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, ; Standardized Test Preparation Workshop, ; Revising: Word Choice, 64, 93, 122, 150, 175, 200, 223, 248, 276, 295 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal SE/TE: Synonym Finder, 701. For related information see: Studying Words Systematically, TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal 2

3 d. The student will use context clues to infer the meanings of unfamiliar words or phrases in unfamiliar grade level appropriate text. (DOK 2) e. The student will apply knowledge of figurative language (e.g., simile, metaphor, personification, hyperbole, idiom) to evaluate author s intent. (DOK 3) f. The student will apply knowledge of reference materials (e.g., dictionary, glossary, teacher or peer [as a resource], thesaurus, electronic dictionary) to evaluate word choice in a variety of texts (e.g., revise writing, peer editing) and to determine and infer meaning. [Note: These reference materials are not available during the administration of state tests.] (DOK 2) SE/TE: Context Clues, ; Studying Meanings in the Content Areas, 698 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal SE/TE: Figurative Language, 696, 734 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal SE/TE: Dictionary, 701, ; Thesaurus, 701, 744, 745; Revising: Word Choice, 64, 93, 122, 150, 175, 200, 223, 248, 276, 295 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal 3

4 g. The student will analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language). (DOK 3) SE/TE: Vocabulary and Spelling, 694; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, ; Standardized Test Preparation Workshop, ; Revising: Word Choice, 64, 93, 122, 150, 175, 200, 223, 248, 276, 295; Proofreading Strategies, 22, 66, 70 71, 75, 95, , 105, 124, 129, 151, 157, 161, 176, , 185, 201, 205, 209, 225, 229, 233, 250, 255, 278, , 287, 296 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal 2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. a. The student will apply knowledge of text features, parts of a book, text structures, and genres to understand, gain information from, respond to, analyze, compare, synthesize, or evaluate texts. (DOK 2) 1) Text features - titles, headings, captions, illustrations, graphs, charts, diagrams, boldfaced print, italics, headings, subheadings, numberings, captions, illustrations, graphs, diagrams, maps, icons, pull down menus, key word searches, etc. 2) Parts of a book - title page, table of contents, glossary, index, appendix, footnotes, etc. SE/TE: Using Features of Textbooks, 720; Interpreting Maps, Graphs, ; Creating Visual Aids, 686; Use Formatting Features, 688 Practice Book, Formal SE/TE: Using Sections in Textbooks, 719 4

5 3) Text structures - sequential order, description, simple cause and effect, procedure, compare/contrast, order of importance, problem/solution, etc. 4) Genres Fiction, nonfiction, poetry, biographies, autobiographies, and plays Practice Book, Formal SE/TE: Model From Literature: 50 51, 78 83, , , , , , , ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, Practice Book, Formal SE/TE: Reading Nonfiction Critically, ; Reading Literary Writing: Reading Fiction, 731; Reading Drama, ; Reading Poetry, ; Reading Tales from Oral Tradition, 735; Reading from Varied Sources, Practice Book, Formal b. The student will infer, justify, evaluate, draw conclusions, predict outcomes, synthesize, and evaluate information. (DOK 3) 1) Infer the implied main idea from one or more related texts. SE/TE: Implied Main Idea, 33; Main Points, 146, 147, 164, 165; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, Practice Book, Formal 5

6 2) Justify inferences about main idea by providing supporting details. 3) Evaluate author s use of sequence for its effect on the text. 4) Infer how the sequence of events may have contributed to cause and effect relationships in a text. SE/TE: Main Points, 146, 147, 164, 165; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, Practice Book, Formal SE/TE: Student Model, 127; Chronological Order, 116, 218, 292; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, Practice Book, Formal SE/TE: Chronological Order, 116, 218, 292 Cause and Effect, ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, Practice Book, Formal 6

7 5) Apply knowledge of cause and effect relationships to infer logical causes and/or effects. 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence. 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text. c. The student will evaluate or revise a summary or paraphrase of the events or ideas in one or more literary texts, literary nonfiction and informational texts of increasing length and difficulty citing text-based evidence. (DOK 3) SE/TE: Cause and Effect, ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, Practice Book, Formal SE/TE: Model From Literature: 50 51, 78 83, , , , , , , ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Research Report, Practice Book, Formal SE/TE: Making Predictions, 50-53; Standardized Test Preparation Workshop: Make Inferences and Predictions, Practice Book, Formal SE/TE: Response to Literature pages ; Writing for pages ; Summarizing, 733, 743, 769; Paraphrasing, 734 Practice Book, Formal 7

8 d. The student will respond to, interpret, compare, contrast, critique, or evaluate increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3) 1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view) 2) Literary devices (e.g., imagery, exaggeration, dialogue, irony (situational and verbal), sarcasm) 3) Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance) SE/TE: Student Model, 97-99; Plot, 58, 88, 103, 104; Characters, 57, 77, 87, 91, 103; Point of View, 114, 117, 119; Reading Literary Writing, ; Response to Literature, Practice Book, Formal SE/TE: Reading Literary Writing, ; Autobiographical Writing, 48 75; Short Story, Also see: Response to Literature, Practice Book, Formal SE/TE: Opportunities to Address This Standard: Reading Literary Writing, ; Connected Assignment Poem: 129; Also see: Response to Literature, Practice Book, Formal 8

9 4) Author s purpose (e.g., inform, entertain, persuade) SE/TE: Model From Literature: 50 51, 78 83, , , , , , , ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, Practice Book, Formal e. Evaluate the author s use of facts, opinions, or tools of persuasion in written and visual texts to determine author s purpose and consider the effect of persuasive text on the intended audience. (DOK 3) 1) Evaluate the author s use of and distinguish between fact and opinion. 2) Evaluate the use of tools of persuasion (e.g., name calling, endorsement, repetition, air and rebut the other side s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, glittering generalities, false syllogisms, etc). SE/TE: Fact and Opinion, 678, 684; Distinguishing Fact from Opinion, 726. See also: Persuasive Essay, Practice Book, Formal SE/TE: Persuasive Essay, ; Persuasive Techniques, 684; Persuasive Language, 678 Practice Book, Formal 9

10 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3) 1) Planning Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting SE/TE: Prewriting Strategies, 14 18, 50-55, 67, 71, 78 81, 93, 97, , , 144, , 169, 173, , 193, 197, , 217, 221, 227, , 243, , , , 287 Draft with increasing fluency. SE/TE: Drafting Strategies, 18, 58, 59, 88, 89, 116, 117, 144, 145, 170, 171, 194, 195, 218, 219, 242, 243, 270, 271, 292, 293 3) Revising Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer s checklist, or rubric. SE/TE: Revising Strategies, 9, 11, 13, 19-21, 60 65, 71, 75, 90 94, 101, 105, , 129, , 157, 161, ,181, 185, , 205, 209, , 229, 233, , 255, , 283, 287, ,

11 4) Editing Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence structure. 5) Publishing/Sharing Share writing with others formally and informally using a variety of media. b. The student will incorporate descriptive details into texts including, but not limited to, narrative, expository, or persuasive. (DOK 3) SE/TE: Editing and Proofreading, 13, 27, 31, 66, 71, 75, 95, 101, 105, 124, 129, 151, 157, 161, 176, 181, 185, 201, 205, 209, 225, 229, 233, 250, 255, 283, 287, 296, 301 SE/TE: Publishing, 23, 67, 96, 125, 152, 177, 202, 226, 251, 279, 297; Topic Bank, 55, 85, 113, 141, 167, 191, 215, 239, 265. See also: Spotlight on the Humanities, 72, 102, 130, 158, 182, 206, 230, 257, 284, 302 SE/TE: Persuasive Essay, ; Exposition, ; See also: A Walk Through the Writing Process, 12 27; Description, Transparencies; Extra Grammar and Writing Exercises; Formal 11

12 c. The student will compose narrative text utilizing effective organization, transitions, vivid word choices and specific supporting details, and containing multiple events with a clear problem and solution. (DOK 3) 1) Stories or retellings SE/TE: Autobiographical Writing, 48 75; Short Story, Transparencies; Formal 2) Narrative poems SE/TE: Connected Assignment: Poem, Transparencies; Formal 3) PowerPoint presentations SE/TE: Creating a Multimedia Interpretation, 285 Transparencies; Formal 4) Plays SE/TE: Connected Assignment: Dramatic Monologue, Transparencies; Formal 5) Biographies and autobiographies SE/TE: Autobiographical Writing: Prewriting, 54-57; Drafting, 58-59; Revising, 60-65; Editing and Proofreading, 66; Publishing and Presenting, 67; Connected Assignment: Firsthand Biography,

13 Transparencies; Formal 6) Video narratives SE/TE: Connected Assignment: Documentary Video Script, Transparencies; Formal d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing chronological order; procedural; cause and effect; comparison and contrast; order of importance; problem and solution. (DOK 3) 1) Reports SE/TE: Research Report: Prewriting, ; Drafting, ; Revising, ; Editing and Proofreading, ; Publishing and Presenting, 251; Connected Assignment, I- Search Report, 255 2) Letters (friendly and business) SE/TE: Response to Literature: Letters to an author, 261; Styles for Business and Friendly Letters,

14 3) Functional texts SE/TE: Letter to an Author, 261, ) Presentations SE/TE: Advertisement, ; I-Search Report, ; Spotlight on the Humanities, 72, 102, 130, 158, 182, 206, 230, 257, 284, 302; Media and Technology Skills, 73, 103, 131, 159, 183, 207, 231, 258, 285, 303 5) Poems SE/TE: Connected Assignment: Poem, ) Essays SE/TE: Persuasive Essay, ; Comparison and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay,

15 e. The student will compose persuasive text with a clear problem and solution utilizing effective organization, transitions, vivid word choices, and specific supporting details. (DOK 3) 1) Letters SE/TE: Letter to an Author, 261; Styles for Business and Friendly Letters, ) Speeches SE/TE: Speech, 135, ) Advertisements SE/TE: Connected Assignment: Advertisement, f. The student will compose texts a variety of modes based on inquiry and research. (DOK 4) 1) Generate questions. SE/TE: Research Report, ; Response to Literature, ; Writing for,

16 2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. 3) Take notes on important information from sources. 4) Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes. SE/TE: Research Report, ; Reference Skills, See also: Reading from Varied Sources, SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Citing Sources, SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Reference Skills, ; Citing Sources,

17 5) Present the results using a variety of communication techniques. SE/TE: Research Report, ; Response to Literature, ; Writing for, ) Reflect on and evaluate the process. SE/TE: Reflecting on Your Writing, 251, 279, The student will apply Standard English to communicate. a. The student will apply Standard English grammar in composing or editing. (DOK 1) 1) Nouns (e.g., singular [including irregular forms, i.e., gymnastics], plural [including irregular forms], common, proper, singular possessive, plural possessive, appositives, concrete, abstract, compound [one word: bookcase; two or more words: prime number/yellowstone National Park/George Washington; hyphenated words: editor-inchief]; predicate nominatives; direct and indirect objects; collective) SE/TE: Nouns and Pronouns, ; Nouns, ; Chapter Review, ; Standardized Test Preparation Workshop

18 2) Verbs (e.g., helping verbs; irregular; linking; transitive and intransitive verbs) 3) Verb tense [including purpose] (present, past, future, present perfect, past perfect, future perfect; emphatic [present and past]) 4) Subject-verb agreement in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases separating subject and verb 5) Subordinating and coordinating conjunctions; correlative conjunctions SE/TE: Verbs, ; Chapter Review, ; Standardized Test Preparation Workshop, SE/TE: Using Verbs, ; Chapter Review, ; Standardized Test Preparation Workshop, SE/TE: Making Words Agree, ; Subject and Verb Agreement, ; Chapter Review, ; Standardized Test Preparation Workshop, SE/TE: Conjunctions and Interjections, ; Conjunctions, ; Chapter Review, ; Standardized Test Preparation Workshop,

19 6) Adjectives (e.g., descriptive, comparative, superlative; predicate adjectives) SE/TE: Adjectives and Adverbs, ; Adjectives, ; Chapter Review, ; Standardized Test Preparation Workshop, 369; Using Modifiers, ; Chapter Review, ; Standardized Test Preparation Workshop, ) Prepositions SE/TE: Prepositions, ; Recognizing Prepositions, ; Recognizing Prepositional Phrases, 374; Distinguishing Between Prepositions and Adverbs, ; Hands-on Grammar: Bridge and Tunnel Preposition Practice, 377; Chapter Review, 378; Standardized Test Preparation Workshop,

20 8) Pronouns (e.g., subject, object, reflexive, singular, singular possessive, plural, plural possessive, demonstrative, interrogative, indefinite, relative) 9) Pronoun-antecedent agreement (number and gender; with collective nouns; for relative pronouns; for indefinite pronouns; with expressions of amount) 10) Use adverbs correctly (avoiding double negatives; comparative forms) SE/TE: Nouns and Pronouns, ; Pronouns, ; Chapter Review, ; Standardized Test Preparation Workshop SE/TE: Agreement Between Pronouns and Antecedents: Making Personal Pronouns and Antecedents Agree, , Making Personal Pronouns and Indefinite Pronouns Agree, ; Hands-on Grammar: Pronoun Memory Game, 566; Section Review, 567; Chapter Review, 569; Grammar in Your Writing: Pronoun-Antecedent Agreement, 176; Recognizing Antecedents of Pronouns, 317 SE/TE: Adjectives and Adverbs, ; Adverbs, ; Chapter Review, ; Standardized Test Preparation Workshop, ; Using Modifiers, ; Chapter Review, ; Standardized Test Preparation Workshop,

21 11) Identify and use infinitives/infinitive phrases (as nouns, adjectives, and adverbs), gerunds/gerund phrases (as nouns), and participles/participial phrases (as adjectives). SE/TE: Infinitives, ; Gerunds, ; Participles, b. The student will apply Standard English mechanics to compose or edit. (DOK 1) 1) End punctuation (e.g., period, question mark, exclamation point) 2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year) SE/TE: End Marks, ; Chapter Review, ; Standardized Test Preparation Workshop, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296 SE/TE: Abbreviations, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and

22 3) Commas (e.g., dates; series; addresses; greetings and closings of letters; quotations; introductory prepositional phrases; nonessential appositive phrases; interrupters including parenthetical expressions; introductory clauses; nonessential clauses) SE/TE: Commas, ; Chapter Review, ; Standardized Test Preparation Workshop, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296 4) Apostrophes (possessives; contractions) SE/TE: Using Apostrophes With Possessive Nouns, ; Using Apostrophes With Contractions, 629; Using Apostrophes With Pronouns, 628; Hands-on Grammar: Contractions-Fold, 630; Section Review, 631; Chapter Review, 633 5) Semicolons (compound sentences; with conjunctive adverbs) SE/TE: Using Semicolons, ; Chapter Review,

23 6) Quotation marks (e.g., quotations, titles of poems, titles of songs, titles of short stories, titles of chapters, titles of magazine articles) 7) Underlining/Italics (titles of books, movies, plays, and television shows) 8) Colons (e.g., time, before lists introduced by independent clauses, business letters) SE/TE: Quotation Marks, ; Chapter Review, ; Standardized Test Preparation Workshop, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296 SE/TE: Using Underlining, Italics, and Quotation Marks, ; Section Review, 622; Grammar in Your Writing, 250 SE/TE: Semicolon and Colons, ; Chapter Review, ; Standardized Test Preparation Workshop, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and

24 9) Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of the year, holidays, titles, initials, the pronoun I, first word in salutations and closings of friendly letters and business letters, proper adjectives) 10) Spell words commonly found in eighth grade level text. SE/TE: Capitalization, ; Chapter Review, ; Standardized Test Preparation Workshop, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296 SE/TE: Vocabulary and Spelling, 694; Developing Your Vocabulary, ; Improving Your Spelling, ; Standardized Test Preparation Workshop, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296. See also: Studying Words Systematically, ; Studying Word Parts and Origins, ) Produce legible text. SE/TE: Citing Sources and Preparing Manuscript,

25 c. The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. (DOK 2) 1) Analyze the structure of sentences (e.g., simple sentences including those with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences including independent and dependent clauses; and compound-complex sentences). 2) Compose simple sentences including those with compound subjects and/or compound predicates; compound sentences including those with compound subjects and/or compound predicates; complex sentences, including independent and dependent clauses; and compound-complex sentences. SE/TE: Basic Sentence Parts, ; Chapter Review, ; Standardized Test Preparation Workshop, ; Effective Sentences, ; Chapter Review, ; Standardized Test Preparation Workshop, ; Revising: Sentences, 63, 92, 121, 149, 175, 198, 222, 246, 274, 295 SE/TE: Sentence Combining, 29 32; Basic Sentence Parts, ; Chapter Review, ; Standardized Test Preparation Workshop, ; Effective Sentences, ; Chapter Review, ; Standardized Test Preparation Workshop, ; Revising: Sentences, 63, 92, 121, 149, 175, 198, 222, 246, 274,

26 3) Avoid sentence fragments, run-on sentences, and comma splices. 4) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses. 5) Compose sentences using descriptive adjectives, adverbs, prepositional phrases (functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverb clauses, and noun clauses. SE/TE: Avoiding Sentence Fragments, ; Avoiding Run-ons, 484; Correcting Run-ons, ; Grammar in Your Writing: Avoiding Comma Splices, 296 SE/TE: Using Modifiers, ; Prepositions, ; Appositives, , 605; Revising: Sentences, 63, 92, 121, 149, 175, 198, 222, 246, 274, 295 SE/TE: Using Modifiers, ; Prepositions, ; Appositives, , 605; Revising: Sentences, 63, 92, 121, 149, 175, 198, 222, 246, 274,

27 6) Analyze sentences containing parallel structures to present items in compound subjects and verbs, items in a series, and items juxtaposed for emphasis. 7) Compose sentences containing parallel structures to present items in compound subjects and verbs, items in a series, and items juxtaposed for emphasis. SE/TE: Parallel Sentences, 149; Parallelism, 121, 145; Revising: Sentences, 63, 92, 121, 149, 175, 198, 222, 246, 274, 295 SE/TE: Parallel Sentences, 149; Parallelism, 121, 145; Revising: Sentences, 63, 92, 121, 149, 175, 198, 222, 246, 274,