H LANGUAGE POWER NOW
Table of Contents Work with Vocabulary Section Opener... 5 1. Use a Similar Word: Synonyms... 6 2. Use the Opposite Word: Antonyms... 8 3. Choose the Correct Spelling: Homophones... 9 24. Recognize Independent and Subordinate Clauses... 42 25. Combine Sentences: Complex Sentences... 44 26. Recognize Clauses: Adjective Clauses... 46 27. Recognize Clauses: Adverb Clauses... 47 4. Expand Your Vocabulary: Root Words... 11 28. Edit Sentences: Sentence Fragments... 48 5. Understand Word Beginnings: Prefixes... 12 29. Edit Sentences: Comma Splices... 50 6. Understand Word Endings: Suffixes... 13 Section Review... 52 7. Combine Two Words: Contractions... 14 8. Create a Tone: Denotation and Connotation... 15 9. Use Concrete Nouns and Active Verbs... 16 10. Avoid Clichés: Formal and Informal Language... 18 11. Use Variety: Literary Devices... 20 Know Capitalization and Punctuation Section Opener... 56 30. Use Capitals: A Variety of Capitalization... 57 31. Shorten Terms: Acronyms and Initialisms... 58 Section Review... 22 32. Understand Revision Comments: Abbreviations... 59 Build Sentences 33. Use Commas Correctly... 60 Section Opener... 26 34. Punctuate Dialogue: Quotation Marks... 62 12. Use Variety: Types of Sentences... 27 35. Show Possession: Apostrophes... 64 13. Use Variety: Varying Sentence Lengths... 29 36. Join and Transition: Semicolons... 65 14. Combine Sentences: Compound Sentences... 30 37. Introduce a List or Quotation: Colons... 67 15. Use Prepositional Phrases: Adding Details... 31 16. Edit Sentences: Run-On Sentences... 33 38. Add Less Important Information: Parentheses... 68 39. Guide Readers: A Variety of Punctuation... 69 17. Know Complete Subjects and Predicates... 34 Section Review... 71 18. Identify Who or What: Simple Subjects... 35 Grasp Grammar and Usage 19. Identify the Action: Simple Predicates... 36 Section Opener... 75 20. Identify Who or What: Compound Subjects... 37 40. Name the Person, Place, or Thing: Nouns... 76 21. Identify the Action: Compound Predicates... 38 41. Show Ownership: Singular Possessive Nouns... 78 22. Combine Sentences: Compound Subjects and Predicates... 39 42. Show Group Ownership: Plural Possessive Nouns... 79 23. Identify Sentence Parts: Direct and Indirect Objects...40 43. Make Irregular Plural Nouns Possessive... 80 44. Use Concrete and Abstract Nouns... 81 3
45. Identify a Variety of Verbs... 82 46. Provide More Information: Verb Phrases... 84 47. Show When an Action Happens: Verb Tenses... 86 48. Make the Past Tense: Irregular Verbs... 88 73. Choose Your Details: Purpose and Audience... 124 74. Formulate a Thesis: Effective Theses... 125 75. Create a Cause-and-Effect Diagram: Organizing Ideas... 126 49. Use Present Perfect and Past Perfect Tenses... 89 76. Lead with an Argument Summary: Strong Openings... 127 50. Match the Numbers: Subject-Verb Agreement... 91 78. Provide Proof: Supporting Details... 131 51. Match the Subject: Linking Verbs... 93 52. Understand Active and Passive Voice... 94 53. Replace Subject Nouns: Subject Pronouns... 96 54. Replace Object Nouns: Object Pronouns... 97 55. Show Ownership: Possessive Pronouns... 98 56. Use Indefinite Pronouns... 99 57. A Variety of Pronouns... 100 58. Make Pronouns and Antecedents Agree... 102 59. Use a Variety of Pronouns and Antecedents... 103 60. Write Descriptive Words: Adjectives... 104 61. Make Comparisons with Adjectives... 106 62. Describe Actions: Adverbs... 107 63. Write Descriptively: Adjectives and Adverbs... 108 77. Describe Emotions: Writing Details... 129 79. Compare and Contrast: Arranging Details... 133 80. Add Emotion and Realism: Writing Dialogue... 134 81. Make Language Precise: Specific Terminology... 136 82. Summarize Your Analysis: Strong Conclusions... 138 83. Catch Your Readers Attention: Effective Titles... 140 84. Check Your Organization: Revising... 141 85. Correct All Errors: Editing... 143 Section Review... 145 Section Opener... 149 86. Decide What to Research: Inquiry Questions... 150 64. Show Relationships: Prepositions... 109 87. Improve Your Vocabulary: Researching Words... 152 65. Describe a Noun: Prepositional Phrases...110 88. Conduct Online Research: Keywords... 153 66. Describe a Noun: Participle Phrases... 111 67. Be Clear: Misplaced Modifiers... 112 89. Perspective in Primary and Secondary Sources... 155 68. Be Clear: Misplaced and Dangling Modifiers... 113 90. Research Online: Evaluating Websites... 156 69. Use Joining Words: Conjunctions... 114 70. Express Emotions: Interjections... 115 91. Protect Your Information: Financial Information Online... 157 71. Avoid Double Negatives... 116 92. Understand Copyright: Plagiarism... 158 Section Review... 117 93. Citation Styles: Citing Research... 159 94. Track Your Sources: Research Notes... 160 Craft and Compose Section Opener... 121 72. Formulate an Inquiry Question: Choosing a Topic... 122 4 Table of Contents 95. Paraphrasing, Summarizing, and Quoting... 162 Section Review... 164 Index... 168
Sample Lesson: Level H (Grade 10) LESSON 9 USE RESEARCH: PARAPHRASING, QUOTING, AND GIVING CREDIT When you do research, you may wish to share someone else s written ideas. You must be careful when you do this, and follow these guidelines: Key terms are bolded and explained with examples. Paraphrase when you wish to provide your audience with most, or all, of the information provided in the original source. Use your own words to share the information in a new way, instead of copying the text. Use quotes when you use the exact wording of the author. Use only a small section of text, and write the text word for word. Make sure to include quotation marks and proper punctuation. Use quotes sparingly: most of the work should be in your own words. Remember to give credit to each author whose ideas you paraphrase or quote. Always use the citation style and format recommended by the teacher of your course. A. Read the following sentences. Fill in the blanks with one of the following words: paraphrase, credit, quote. 1. To avoid plagiarism, you must credit 2. To share a lot of information from a text, you should 3. To help you defend your opinion, you may wish to expert on the topic. As the exercises progress, students are required to apply their learning in short and longer form writing practice. each author whose ideas you borrow. paraphrase quote the original ideas. an author who is an B. Explain why is it important to include a proper citation whenever you paraphrase or summarize someone else s ideas, even though you use your own words. I think it s important to include proper citations in your work, even when you paraphrase, because it credits the person (or people) who created the ideas you are using. As a writer, you may not know certain facts, and it s cheating to pretend like you do. C. Read the following quote about success. Write a short paragraph using that quote. Wayne Gretzky, one of Canada s most famous hockey players, said, You miss 100 percent of the shots you don t take. I believe that success isn t about winning every single time. Legendary hockey player Wayne Gretzky has said, You miss 100 percent of the shots you don t take. I think he is right. Success is about trying, even if you fail. You see, if you don t at least try, you won t ever succeed. I also think having the bravery to try, makes you a success. You can also learn a lot from failure, which can lead you to success, when you take the next shot. 14
D. Read the following paragraph and, on the lines provided, write point form notes in your own words. In August 1927, The Famous Five, a group of five women from Alberta, asked the Supreme Court of Canada (S.C.C.) to decide whether the words qualified persons in the British North America Act included females. The section of the Act in question outlined who could be appointed to the Senate, and government officials had consistently interpreted qualified persons as men only. In their 1928 decision, the S.C.C. held to tradition, ruling that women were not considered qualified persons. The Famous Five appealed to the highest court authority for Canada at the time, the Privy Council in England, which ruled that women were qualified persons eligible for appointment. This was a huge victory for women s rights. - The Famous Five -- five women from Alberta. - August 1927, ask Supreme Court of Canada (S.C.C.) if qualified persons includes women - in British North America Act, in section that talks about the senate and who can be in it. - government says qualified persons means men only - so only men can be in senate - 1928 SCC decides women aren t qualified persons For some topics that students regularly struggle with, exercises provide for longer form writing so that students can demonstrate authentic learning. These longer form exercises allow for formative assessment opportunities, including self and peer assessment. - so Famous Five go to Privy Council in England, highest court authority - Privy council says women are qualified persons - they can become senators - huge victory for women E. Keep the paragraph in Exercise D covered up. Use your notes to paraphrase the information. The Famous Five are five women from Alberta who fought for women s rights. In the early 1900 s, the British North America Act said that only qualified persons could be appointed to senate. At this time, women were not considered qualified persons, and senators were men only. The Famous Five fought this definition. First, in 1927, they asked the Supreme Court of Canada if women could be included in the definition. Shockingly, in 1928, the S.C.C. said no. The Famous Five did not give up. Next, they went to the Privy Council in England, the highest court authority. Success! The Privy Council ruled that women were qualified persons and that they could become senators. The Famous Five won a huge victory for women s rights. G. Exchange your answers to Exercises D and E with a partner. Compare the notes you both took and the paragraphs you wrote. How are your paragraphs similar and different? Why? Application exercises encourage students to use real-world texts, their peers, and their own portfolios to deepen their learning. 15