"Better Words" Worksheet

You'll be streets ahead with your TAKS essay/story if you use higher-grade vocabulary instead of humdrum verbs and expressions.

Several classes performed an exercise on this during the TAKS-prep period at the end of the day today. Here's a worksheet so you can play along at home! Simply come up with three words/expressions that are better superior alternatives to the listed words. Then, use one of those words as the basis for a simile or metaphor.

Easy, right?

TAKS Tips

Enliven Writing with Mood-Based Metaphors

Remember to choose words for similes, metaphors, personification, etc., that causes your reader to feel the mood your narrator is in your personal narrative. For instance in the simile

I was as happy as a vampire that had devoured all the babies in the village

it is clear that you were very, very happy; unfortunately, your reader feels repulsed. Bad move. And while the simile

I was as happy as a kitten with a ball of yarn

is cliched, at least your reader feels somewhat happy, too.


Remember these examples from class, and use something like them in your TAKS essay (mood words in italics:

The gnarled trunk loomed over both of us -- encompassing us in darkness.

The dark, ominous, broken tree lured us inside the forest.

The tree branches were so high they almost reached heaven.

The precious golden sunflower danced back and forth in the wind.

My bloody heart burst in pain.

The neon green shoes she wore totally highlighted her outfit.

The tree swayed in the breeze like a graceful dancer.

The willow tree hung low over the pond.

The coward sun hid behind the storm clouds.

The lemon-drop sun soured my afternoon with a bitter glare.

The golden sun blessed our morning with joyful light.

My face was as red as dynamite.

Practice the TAKS test online ... for FREE!

I know, right? I'm excited too.

These do not include the Open-Ended Questions or Essay, but you can't have everything.

• Grade 10, 2009


• Exit Level, 2009


• Grade 10, 2006


• Exit Level, 2006

("You can't have everything. Where would you put it?" --Stephen Wright)

Revising & Editing Tips

Today's classroom notes:

The major parts of the revising and editing section of the sophomore TAKS test can be remembered by the acronym CUPSSSS (think of a cup with a snake in it, but a friendly snake, OK?).

Capitalization

Primarily proper nouns -- people's names, brand names, landmarks, groups/associations, cities, states, countries, planets, languages, etc. -- but occasionally the first word of a sentence; possibly the pronoun "I." Usually involves a word that should be capitalized and isn't.

• "the lake" vs. "Bachman Lake"


• "the bridge" vs. "Golden Gate Bridge

Usage

Any of a number of ways to make sure that the correct word is used given the context of the sentence.

• Verb Tense: Past vs. Present


• Subject/Verb Agreement: Singular vs. Plural


• Adverb vs. Adjective (strongly vs. strong)


• Word choice: accept vs. except


• Transition words

Most correct Revising & Editing answers will be based on usage.

Punctuation

Usually a missing comma or quotation mark, though occasionally a comma or quotation mark that doesn't belong; also periods, semicolons, question marks.

Spelling

You're on your own without dictionary access, so eliminate other choices if you're not 90% certain the word is misspelled.

Style

Usually a matter of finding the word that matches the tone of the selection. Most likely a matter of finding an academic/serious/professional word instead of a casual/slang word.

Sentence Combination/Revision

"How would you combine sentences X and Y?" "How can the ideas of sentences P and Q be combined? "How should sentence N be revised?"

I have NEVER seen the correct answer

• have a period keeping the answer as two "sentences" (usually one or both is/are not a complete sentence);


• join the two sentences with just a comma;


• join the two sentences with a semicolon and a FANBOY.

Furthermore, the answer is SELDOM

• one of the two longest options (remember, you're combining, which meants taking redundant material out; sometimes the sentence/ideas will be linked with a FANBOY or WABU, which can keep the answer longer than most);


• one that has three or more commas.

Plus a bonus S:

Sequence

The best answer usually involves putting sentences in a paragraph into chronological (time) order or eliminating a sentence with unnecessary information.

Open-Ended Question Practice

Following the direct-answer/embedded-supporting-evidence formula, answer the following questions on the Open-Ended Question Response Worksheet.

OEQ #1

In “Harrison Bergeron” why does the government handicap George but not Hazel?

OEQ #2

Why do the women in “Embroidery” stay on the porch instead of going inside to prepare supper?

OEQ Crossover

How do the characters in “Harrison Bergeron” and “Embroidery” react to their particular situations in life?

If the "Embroidery" link above cuts off the last page for you, try this link, instead (ignore the notes in the margin).

TAKS Challenges

Just so they're out there and can't be retracted, here are this year's TAKS Challenges:

TAKS Challenge #1:

If 94% of my students pass the TAKS test, I will celebrate by "going bananas" and wearing a gorilla suit during Spring "dead week" (ACP Review).

TAKS Challenge #2:

If 20% of my students get a "commended" score on their exam, I will wear the other kind of "monkey suit" -- a tuxedo -- during the ACP review as well.

I have every confidence in you that you can make both these things happen.

Open Ended Question Rubric

Please copy the following rubric and add it to your English binder notes.

Open-Ended Question Rubric
Score Point	Correct Response	Embedded Text Support	Awesome Analysis Supported By Text
0	No	No	N/A
1	Yes	No	N/A
1	No	Yes	N/A
2	Yes	Yes	N/A
2	Yes	Yes	Average
3	Yes	Yes	Awesome!
1	Yes	Yes	Unsupported

All it takes to get a Score Point "2" on the open-ended questions is a correct answer and a quote supporting that answer embedded in your own words. Assume your reader has not read the story and cannot make the same connections between answer and text that you can.

Do not repeat your answer in the quote, or vice-versa (e.g. Scrooge's partner Marley was as dead as a doornail. We know this because in the opening chapter the narrator says "Old Marley was as dead as a doornail.").

Meaning in Anthem

Didn't copy down the graphic showing how to explain the meaning of Anthem based on your analysis of literary devices?

Download it here.

You're welcome.

Revising & Editing Tips

Grammar Notes: Sentence Pattern 7 (Complex with WABUs)

Satruday School

Students who attend Saturday School may qualify for extra credit removing the need to write the out-of-class essay during the 5th Six Weeks.

Saturday School will be held February 12th, 19th, and 26th from 8:30a to 12:30p.

Students who attend two Saturdays will receive an automatic 85 on their IWA (pre-AP) or other essay (English II).

Students who attend all three will receive an automatic 100.

All students must be productively working on TAKS objectives during each 4-hour session to receive the extra credit.

TAKS Essay Score Point 3

Following is criteria for scoring a "3" on the TAKS Essay. The words in green are those missing from the in-class handout.

SCORE POINT 3

EACH COMPOSITION AT THIS SCORE POINT IS A GENERALLY EFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.

FOCUS AND COHERENCE

• Individual paragraphs and the composition as a whole are, for the most part, focused. The writer generally shows the clear relationship between ideas, making few sudden shifts from one idea to the next.


• The composition as a whole has a sense of completeness. The introduction and conclusion add some depth to the composition.


• Most of the writing contributes to the development or quality of the composition as a whole.

ORGANIZATION

• The writer’s progression of thought from sentence to sentence and paragraph to paragraph is generally smooth and controlled. For the most part, transitions are meaningful, and the links between ideas are logical.


• The organizational strategy or strategies the writer chooses are generally effective.


• Wordiness and/or repetition, if present, are minor problems that do not stall the progression of ideas.

DEVELOPMENT OF IDEAS

• The writer attempts to develop all the ideas included in the composition. Although some ideas may be developed more thoroughly and specifically than others, the development overall reflects some depth of thought, enabling the reader to generally understand and appreciate the writer’s ideas.


• The writer’s presentation of some ideas may be thoughtful. There may be little evidence that the writer has been willing to take compositional risks when developing the topic.

VOICE

• The writer engages the reader and sustains that connection throughout most of the composition.


• For the most part, the composition sounds authentic and original. The writer is generally able to express his/her individuality or unique perspective.

CONVENTIONS

• The writer generally demonstrates a good command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Although the writer may make minor errors, they create few disruptions in the fluency of the composition.


• The words, phrases, and sentence structures the writer uses are generally appropriate and contribute to the overall effectiveness of the communication of ideas.

Grammar Notes: Sentence Pattern 6 (Pairs and Series)

IWA Deadline Shift

Because I'm not at school today to collect IWA #4, the February 4th "no work equals 'Missing' grade" deadline will now be Tuesday, February 8th.

The February 11 "'Incomplete' equals 'Missing' grade" deadline remains in force.

If you want me to review the content of your IWA, e-mail me your .doc or .rtf file. Your essay will still have to meet formatting standards when it's printed out, but I'll give you feedback on the content, whether you're on the right track or not.