WHB Second-Edition Advanced Additions

Modern World History-Based
Writing Lessons
Implementing the Structure and Style® Writing Method
Advanced Additions
by Lori Verstegen
Illustrated by Laura Holmes
Second Edition © January 2020

Institute for Excellence in Writing, L.L.C.
Also by Lori Verstegen
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All Things Fun and Fascinating Writing Lessons Medieval History-Based Writing Lessons
Ancient History-Based Writing Lessons U.S. History-Based Writing Lessons
Bible Heroes Writing Lessons
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Modern World History-Based Writing Lessons:
Implementing the Structure and Style® Writing Method Advanced Additions
Second Edition, January 2020
Copyright © 2020 Institute for Excellence in Writing
ISBN 978-1-62341-331-6
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These lessons are not intended as a history curriculum replacement, but rather their purpose is to broaden
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
UNIT 3: RETELLING NARRATIVE STORIES

Lesson 5 Bian He’s Jade (Chinese) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
New Decoration: Alliteration
Lesson 6 The Ant and the Dove (Greek) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
New Decoration: Conversation
Lesson 7 The Sun and the Moon (African) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Additional Style Practice
Lesson 8 The Fisherman and the Fish (Russian) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
UNIT 4: SUMMARIZING A REFERENCE

Lesson 9 American Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
New Decoration: Quotation
Additional Source Text
Lesson 10 French Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 11 Revolution in Latin America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 12 Boer Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
UNIT 5: WRITING FROM PICTURES

Lesson 13 Telegraph Invention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
New Decoration: Simile/Metaphor
Lesson 14 Discovering Dynamite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
New Decoration: Question
Lesson 15 Power Loom Invention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Lesson 16 Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Extra Paragraph
Lesson 17 Communism around the World, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Extra Source Text
Extra Source Text
Lesson 19 Korea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
UNIT 7: INVENTIVE WRITING
Lesson 20 Wilson Quote, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Extra Paragraph
Lesson 21 Wilson Quote, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
New Attention Getter: Anecdotal Opener
Lesson 22 Churchill Quote, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 23 Churchill Quote, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
New Decoration: 3sss
Lesson 24 Gandhi Quote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
UNIT 8: FORMAL ESSAY MODELS

Lesson 26 A Prominent Person, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 27 A Prominent Person, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
New Decoration: Vss Open-Close
UNIT 9: FORMAL CRITIQUE AND RESPONSE TO LITERATURE

Lesson 28 Sherlock Holmes (England), Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Writing in Present Tense
Lesson 29 Sherlock Holmes (England), Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 30 Pied Piper (Germany) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
New Technique: TRIARIAC
INTRODUCTION
Introduction
This e-book begins with Lesson 5 because the Advanced Additions e-book is designed to be used
simultaneously with Modern World History-Based Writing Lessons Student Book. When students
begin Unit 3: Retelling Narrative Stories, students who are ready for more advanced lessons can
begin using this e-book.
These advanced source texts and style additions are for experienced IEW students who are
already comfortable with the basic models of structure and elements of style taught in IEW’s
Teaching Writing: Structure and Style®. They may also be useful for students in junior high and
above who need more advanced material included in their writing lessons.
The advanced lessons provide some extra source texts written at a more sophisticated level as
well as some advanced style suggestions (IEW decorations). These additions make it possible for
families or classes with students of a wide range of IEW experience or abilities to use the lessons
together.
To use these optional advanced lessons, familiarize yourself with the information in the
Assignment section of each advanced lesson before completing the Student Book. The first
item under Assignment will indicate if you should complete a portion or all of the lesson in the
Student Book before incorporating advanced source texts or style additions as indicated in this
e-book.
Occasionally, students are encouraged to add advanced stylistic elements as well as write
additional paragraphs. If incorporating both is too much for a given week, then alter the
directions to best fit the student and the time allotted for the assignment.
5 Modern World History-Based Writing Lessons: Advanced Additions Institute for Excellence in Writing
Lesson 5: Bian He’s Jade (Chinese)

New Decoration: Alliteration
Assignment
1. Write a key word outline (KWO) of the Chinese story and complete Developing the Setting
and the style practice exercises in Lesson 5 of the Student Book.
2. Before you write your story, read about decorations below and complete the Alliteration
Decoration practice on the next page.
3. Use your KWO to write your own version of “Bian He’s Jade.” As you write, include the
dress-ups listed on the checklist. Note that each paragraph needs both of the dress-ups. In
addition, include one alliteration decoration in one paragraph of the story.
4. Use the checklist that follows and paperclip it to your 3-paragraph story.
New Style
Decorations
We have learned two of the IEW dress-ups that work well in any type of writing: -ly adverb and
who/which clause. In stories another kind of element of style is especially useful: decorations.
Decorations are a bit fancier than dress-ups and add more sophistication and fun to stories. Keep
“
in mind that decorations should be used sparingly.
Use at least one different decoration per
”
paragraph as possible. Mark a decoration by
writing dec in the margin or italicizing.
Notice:
1. Each decoration should be marked only once in the entire composition regardless of the
number of paragraphs.
2. When you have learned more than one decoration, there should be one different
decoration in each paragraph. For example, if you have learned two decorations and have
an assignment with two paragraphs, you will need to include one decoration in the first
paragraph and the other decoration in the second paragraph.
3. If you only know two decorations and have a 3-paragraph essay, you must mark one
different decoration in two paragraphs, and one paragraph will not have a decoration
marked.
4. If you know all six decorations and only have a 3-paragraph composition, you will mark
one different decoration per paragraph.
New Style
Alliteration Decoration
If the current checklist is easy for you, try the simplest of the decorations: alliteration. In this
course alliteration is using three or more words close together that begin with the same sound.
Our ear likes the repetition of sound.
Here are some examples from a famous poem, Rime of the Ancient Mariner by Samuel Taylor
Coleridge, which was published in 1798.
For the sky and the sea, and the sea and the sky
Lay like a load on my weary eye.
Practice
Try creating alliterations to go with three of the words below. Have fun!
mountain, phoenix, king
Example: The careless king cruelly ousted Bian He and his treasure.
1.
2.
3.
Unit 3 Composition Checklist Advanced Additions Retelling

Narrative
Lesson 5: Bian He’s Jade Stories
Name:
STRUCTURE
 MLA format (see Appendix I) _____ 5 pts
 title centered and repeats 1–3 key words from final sentence _____ 5 pts
 story follows Story Sequence Chart _____ 6 pts
 each paragraph contains at least four sentences _____ 6 pts
 checklist on top, final draft, rough draft, key word outline _____ 5 pts
STYLE
¶1 ¶2 ¶3 Dress-Ups (underline one of each) (3 pts each)
   -ly adverb _____ 9 pts
   who/which clause _____ 9 pts
Decoration (dec in margin or italicize)
Use at least one different decoration per paragraph as possible
 alliteration _____ 5 pts
MECHANICS
 capitalization _____ 1 pt
 end marks and punctuation _____ 1 pt
 complete sentences (Does it make sense?) _____ 1 pt
 correct spelling _____ 2 pts
VOCABULARY
 vocabulary words - label (voc) in left margin or after sentence
Total: _____ 55 pts

Custom Total: _____ pts
Lesson 6: The Ant and the Dove (Greek)

New Decoration: Conversation
Assignment
1. Write a KWO of the Greek story and complete Developing the Setting and Characters and
the style practice exercises in Lesson 6 of the Student Book.
2. Before you write your story, read Conversation Decoration below and complete the practice
exercises.
3. Use your KWO to write your own version of “The Ant and the Dove.” As you write,
include the dress-ups listed on the checklist. Note that each paragraph needs three dress-ups.
In addition, include one alliteration decoration in one paragraph of the story and one line of
conversation in another paragraph.
New Style
Conversation Decoration
Generally, stories are more enjoyable to read when characters talk to one another. This is called
conversation. The story you will write this week includes some conversation, so as you read the
source text, notice how the conversation sentence is punctuated and formatted. A comma,
question mark, or exclamation point must separate the words spoken from the clause that tells
who is speaking. For more help see page 53 in the Student Book. When you write your story,
remember that said is a banned word, so choose stronger verbs to describe how the comment
is being spoken.
Practice
In the story of “The Ant and the Dove,” there are several places where conversation could be
added. Write an idea for at least one of the places noted below. Write on your own paper.
1. Write a conversation between the dove and the ant when the dove drops the leaf in the
river to help the ant.
2. Write a conversation between the dove and the ant after the ant bites the hunter that is
trying to catch the dove.
Remember to add punctuation marks (quotation marks and a comma, question mark, or
exclamation point) where needed in the conversation.
“Thank you,” gasped the ant. “I never imagined I would escape the water’s
strong current.”

Narrative
Lesson 6: The Ant and the Dove (Greek) Stories
Name:
STRUCTURE
STYLE
   -ly adverb _____ 9 pts
   strong verb _____ 9 pts
Decorations (“dec” in margin or italics if typed)
 alliteration, conversation _____ 10 pts
CHECK FOR BANNED WORDS (-1 pt for each use): go/went, say/said _____ pts
MECHANICS
 complete sentences (Does it make sense?) _____ 2 pts
VOCABULARY
Total: _____ 70 pts

Lesson 7: The Sun and the Moon (African)

Assignment
1. Write a KWO of the African story and complete Developing the Setting and Characters and
the style practice exercises in Lesson 7 of the Student Book.
2. Before you write your story, complete the style practice exercises below.
3. Use your KWO to write your own version of “The Sun and the Moon.” As you write,
include the dress-ups listed on the checklist. Note that each paragraph needs four dress-ups.
Style Practice
Often alliteration works well when describing the setting of a story. For example, this story begins
by focusing on a time when the earth was very young. As you think about how to describe the
world, try to use some alliteration. Fill in the blanks.
The __________________________ trees __________________________
The __________________________, __________________________ sea.
Include one alliteration in one paragraph of your story.
There are several places in the story where characters could talk to one another. For practice,
write a possible conversation for one of these scenes. Use your own paper.
1. What might the moon and the sun have said before they invited the sea to visit?
2. What might the sun have said to the sea when he invited him to his home?
3. What might the sun and the moon have said as the sea continued to fill their home?
Include one line of conversation in one paragraph of the story.

Narrative
Lesson 7: The Sun and the Moon (African) Stories
Name:
STRUCTURE
STYLE
   -ly adverb _____ 9 pts
   because clause _____ 9 pts
MECHANICS
VOCABULARY
Total: _____ 80 pts

Lesson 8: The Fisherman and the Fish (Russian)

Assignment
1. Write a KWO of Russian story and complete Story Variation and the style practice exercises in
Lesson 8 of the Student Book.
2. Before you write your story, complete the style practice exercises below.
3. Use your KWO to write your own version of “The Fisherman and the Fish.” As you write,
include the dress-ups listed on the checklist. Note that each paragraph needs four dress-ups.
Style Practice
Practice alliteration by rewriting this sentence with words that begin with the same sound.
If you like it, use it in your story.
The scared fish wiggled in the fisherman’s net.
Hints: What word that begins with an f could replace scared? Can you add a word that begins
with an f that could replace wiggled?
Include one alliteration in one paragraph of your story.
There are many places in this story where you could add conversation. For practice, write a
possible conversation for one of these scenes. Use your own paper.
1. When the man catches the fish, what might he have said?
2. When the man tells his wife about the fish, how would she have responded?
Include one line of conversation in one paragraph of the story.

Narrative
Lesson 8: The Fisherman and the Fish (Russian) Stories
Name:
STRUCTURE
STYLE
   -ly adverb _____ 9 pts
MECHANICS
VOCABULARY
Total: _____ 80 pts

Lesson 9: American Revolution

New Decoration: Quotation
Additional Source Text: The Concord Hymn
Assignment
1. Complete Lesson 9 in the Student Book. As you write the paragraph required in the lesson,
include one alliteration decoration.
2. Read Quotation Decoration below.
3. On a separate sheet of paper, write a KWO about the American Revolution using the source
text that follows. Include one of the direct quotes found in the source text on your KWO.
Write the first two or three words followed by a ... Put the words in quotation marks.
4. Use your KWO to write a paragraph in your own words. When you are ready to write the
quotation, look back at the source and copy the quote exactly.
5. Put your paragraphs about the American Revolution together to make a 2-paragraph report.
Use the checklist that follows and paperclip it to your 2-paragraph report.
New Style
Quotation Decoration
For this lesson the checklist requires alliteration and conversation/quotation to be used as
decorations, one in each paragraph. From this lesson forward, the conversation decoration can be
either a conversation, such as in a story, or a quotation.
In Unit 4 assignments, practice quoting words from the source texts. A quotation may be
something a famous person said, or it may be words from your source text copied word for word
into your paragraph and placed in quotation marks to indicate that they are not your own words.
Why would you want to copy exact words from your source text? Sometimes the writer of the
source text has used phrases or sentences that are especially impactful or that are well-known
sayings, so you would not want to put them in your own words. As long as you copy these
phrases or sentences exactly word for word and place them in quotation marks to show that they
are not your original words, you may do so.
When you write your KWO, you do not have to copy the entire phrase or sentence that you will
quote. Write the first two or three key words, followed by ... Put the words in quotation marks.
Then, when you write your paragraph, look back at the source to copy the quote exactly. This is
the only time you may look back at your source text while writing.
To help you understand how to use a quotation, look at the words in quotation marks in the
source text on the next page. Remember to place the words you quote in quotation marks.
In later lessons you will learn how to cite sources of quotations, but in this lesson quotes should
come from the given source text, so citing will not be required.
Advanced Additions Source Text
The Concord Hymn
The shots fired at British soldiers by American minutemen in Concord inspired
a famous poem by Ralph Waldo Emerson entitled, “Concord Hymn.” He wrote
the sixteen-line poem for the Fourth of July celebration at Concord in 1837. The
celebration included the dedication of a monument built at the old North Bridge to
remember the battle that occurred there. The first stanza of his poem ends with these
famous lines: “Here once the embattled farmers stood / And fired the shot heard round
the world.” With the phrase, “the shot heard round the world,” Emerson emphasizes
that the farmers’ decision to shoot at the king’s army had far-reaching consequences.
The American Revolution was the first successful rebellion of colonists against a
mother country, and it began a new era of struggles against tyranny around the world.
The second stanza begins “The foe long since in silence slept;” In other words, the
British did not realize the power of the colonists. The stanza ends “And Time the
ruined bridge has swept / Down the dark stream which seaward creeps.” The bridge
represents the tie between America and Britain being swept away by time. The final
stanza begins with a recognition of the sacrifice the colonists made when it states
“Spirit, that made those heroes dare / To die, and leave their children free,” The poem
concludes by asking God to preserve the monument being dedicated to those men.
Mechanics
When quoting fewer than four lines of poetry, use a / to denote a new line in the poem.
Unit 4 Composition Checklist Advanced Additions Summarizing

a Reference
Lesson 9: American Revolution
Name:
STRUCTURE
 topic-clincher sentences repeat or reflect 2–3 key words (highlight or bold) _____ 4 pts
 checklist on top, final draft, rough draft, key word outline _____ 1 pt
STYLE
¶1 ¶2 Dress-Ups (underline one of each) (3 pts each)
  -ly adverb _____ 6 pts
  who/which clause _____ 6 pts
  strong verb _____ 6 pts
  because clause _____ 6 pts
 alliteration, conversation/quotation _____ 10 pts
MECHANICS
 correct spelling _____ 1 pt
VOCABULARY
Total: _____ 50 pts

Lesson 10: French Revolution

Assignment
1. Lesson 10 in the Student Book guides you to write a 1-paragraph report about the French
Revolution. As an added challenge, add a direct quote to your paragraph. Read Quotation
Decoration below.
2. Write a KWO about the French Revolution and complete the structure and style practice
exercises in Lesson 10 of the Student Book.
3. As you write the paragraph required in the lesson, include one quotation.
4. Use the checklist that follows and paperclip it to your 1-paragraph report.
Style Practice
A quotation may be a famous expression, something a famous person said, or words from your
source text copied word for word into your paragraph and placed in quotation marks to indicate
that they are not your own words. Here are some quotes about the French Revolution you could
consider adding to your report:
During the French Revolution the peasants frequently cried, “Liberty, equality,
fraternity, or death!”
The French historian Louis de Bonald commented about the peasants cry, “Liberty
ended by covering France with prisons, equality by multiplying titles and decorations,
and fraternity by dividing us. Death alone prevailed.”
Maximilien Robespierre, a leader of the French Revolution, revealed the attitude
the people had towards the upper classes when he said, “Abuses are the work and the
domain of the rich, they are the scourges of the people.”
You may choose any of the above words in quotation marks to add to your paragraph. When you
make your KWO, do not copy the entire quote. For example, for the quote by Louis de Bonald,
simply write “liberty ended by ... .” When you write your paragraph, look at the quotation and
copy it exactly. Indicate the words are a direct quote by placing them in quotation marks.
If the quotation is not a common expression, such as “Liberty, equality, fraternity, or death!” you
must include the name of the person who said it.

a Reference
Lesson 10: The French Revolution
Name:
STRUCTURE
STYLE
¶1 Dress-Ups (underline one of each) (3 pts each)
 -ly adverb _____ 3 pts
 who/which clause _____ 3 pts
 strong verb _____ 3 pts
 because clause _____ 3 pts
 quality adjective _____ 3 pts
CHECK FOR BANNED WORDS (-1 pt for each use): go/went, say/said, good, bad _____ pts
MECHANICS
VOCABULARY
Total: _____ 40 pts

Lesson 11: Revolution in Latin America

Assignment
1. Lesson 11 in the Student Book guides you to write a 1-paragraph report about the revolution
in Latin America. As an added challenge, add a direct quote to your paragraph. Read
Quotation Decoration below.
2. Write a KWO about the revolution in Latin America and complete the structure and style
practice exercises in Lesson 11 of the Student Book.
3. As you write the paragraph required in the lesson, include one quotation.
Style Practice
The source text in the Student Book includes a famous quote. The original author of the quote
is known, so his name is given in a phrase that introduces it. Any time you know the author of a
quote, you must provide his or her name when you use it. The best way to do this is as it is done
in the source text: introduce the quote with a phrase that tells who said it.
Bolívar returned to Venezuela and made a famous speech, saying, “Let us lay the
cornerstone of American freedom without fear!”
If you do not give the author’s name before the quote, place the name in parenthesis after the
quote. Notice that the period for the sentence moved to the end of the parenthesis.
“Let us lay the cornerstone of American freedom without fear!” (Simón Bolívar).
When you write your paragraph about the revolution in Latin America, you may quote the same
phrase as the source text, or you may choose a different quote. Where can you find more things
that Simón Bolívar said or wrote? You can search library books or the Internet for quotes from
him. Here are just a few examples:
“When tyranny becomes law, rebellion is a right.”
“A people that loves freedom will in the end be free.”
“I swear on my honor and I swear on my country that I shall not give rest to my
arm nor respite to my soul until I have broken the chains that oppress us by the will
of the Spanish power.”
Have fun choosing a quote from Simón Bolívar to include in your report. Remember to give
Bolívar credit for it either in a phrase that introduces the quote (as done in the source text) or in
parenthesis after the quote (as above).

a Reference
Lesson 11: Revolution in Latin America
Name:
STRUCTURE
STYLE
 www.asia clause _____ 3 pts
CHECK FOR BANNED WORDS (-1 pt for each use): go/went, say/said, good, bad _____ pts
MECHANICS
VOCABULARY
Total: _____ 40 pts

Lesson 12: Boer Wars

Assignment
1. Write a KWO about the Boer Wars. As you do, consider if you want to quote directly from
the source text or if you want to incorporate one of the quotes below.
Note the quote you plan to use on one line of the KWO.
2. Complete the style practice exercises in Lesson 12 of the Student Book.
3. Complete the style practice exercises below.
4. Use your KWO to write your 2-paragraph report in your own words. Remember to insert one
different decoration in each paragraph as listed on the checklist.
Style Practice
Here are some quotes about the Boer Wars you could consider adding to your report:
Paul Kruger, president of the Transvaal during the war, commented when gold was
discovered on the land, “This gold will cause our country to be soaked in blood.”
Lloyd George warned his fellow British politicians that the Boers “would only be
subdued after much suffering, cruelty and cost.”
Note: In Unit 6 you will learn how to list the words consulted for the sources of the material you
quote. For now, simply providing the name of the author of the quote is sufficient.
British and Boers, destruction, fighting
Example: Brutal fighting between the British and the Boers lasted for years.
1.
2.
3.

a Reference
Lesson 12: Boer Wars
Name:
STRUCTURE
 MLA format (see Appendix I) _____ 1 pt
STYLE
  quality adjective _____ 6 pts
  www.asia clause _____ 6 pts
Sentence Opener (number; one of each as possible) (3 pts each)
  [2] prepositional _____ 6 pts
CHECK FOR BANNED WORDS (-1 pt for each use): go/went, say/said, good, bad, _____ pts
big, small
MECHANICS
VOCABULARY
Total: _____ 70 pts

Lesson 13: Telegraph Invention

New Decoration: Simile/Metaphor
Assignment
1. Write a KWO about the invention of the telegraph and complete the structure and style
2. Before you write your story, read Simile/Metaphor Decoration below and complete the style
practice exercises on the next page.
3. Use your KWO to write three paragraphs. As you write, include the dress-ups and sentence
opener listed on the checklist. In addition, try to include one alliteration decoration in one
paragraph, one line of conversation in another paragraph, and one simile or metaphor in the
third paragraph of the story.
New Style
Simile/Metaphor Decoration
Similes and metaphors are figures of speech which compare two items that are very different
from each other. The well-known simile her cheeks are like roses compares cheeks to roses, two
very different things. A simile makes the comparison by using the words like or as. A metaphor
does not use like or as. It simply refers to one thing as if it is another. Here are some examples of
similes and metaphors from The Endless Steppe by Esther Hautzig:
“She is only twelve and she helps keep house like a little old woman ...”
“... we all held our tongues, as if the hunger ... was a fatal illness to be kept from the
patient.”
“Outside, the steppe was vast and silent—not even a bird was overhead that morning—
and it became Popravka’s accomplice in reducing us to insects.”
“... we had lost our knight on a white horse, our hero who would save us.”
Practice
To create similes and metaphors, list several adjectives and phrases to tell about the object you
want to describe. Then, look at your list and consider what else could match several of those
descriptions.
For example, try to come up with a simile or metaphor to go with thunder.
1. List adjectives and phrases that could describe thunder.
2. What else might the words and phrases you just listed describe?
3. Now, write a simile or metaphor comparing thunder to an item you mentioned above.
Style Practice
Since this is a story, you should add a line of conversation to one paragraph of your story.
What might the townspeople say at the celebration?
Also try to add one alliteration to a different paragraph in your story.
Unit 5 Composition Checklist Advanced Additions Writing

from
Lesson 13: Telegraph Invention Pictures
Name:
STRUCTURE
 clincher sentences repeat or reflect 2–3 key words of central fact (highlight or bold) _____ 6 pts
STYLE
   -ly adverb _____ 6 pts
   quality adjective _____ 6 pts
   www.asia clause _____ 6 pts
Sentence Opener (number; one of each as possible) (2 pts each)
   [2] prepositional _____ 6 pts
 alliteration, conversation/quotation, simile/metaphor _____ 10 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 70 pts

Lesson 14: Discovering Dynamite

New Decoration: Question
Assignment
1. Write a KWO about the discovery of dynamite and complete the structure and style practice
exercises in Lesson 14 of the Student Book.
2. Before you write your story, read Question Decoration below and complete the style practice
exercises on the next page.
openers listed on the checklist. In addition, try to include one different decoration in each
paragraph of your paper. Plan to include the question since that is new. Because you have a
3-paragraph paper but have learned four decorations, you will leave one decoration out of
your paper.
New Style
Question Decoration
When you as the writer pause to ask your reader a question, it will cause the reader to stop and
think. This makes a question effective. The question may be a rhetorical question, which means
the answer is understood and does not need to be given, or it may be a question that you as the
writer answer soon after asking.
In a story, be careful to use this decoration correctly. If a character in the story asks a question
of another character, that is simply conversation. It is not the question decoration. You as the
writer must ask a question of the reader. Here are a few examples that might have worked in the
telegraph story:
The storm raged. Would their building stand?
The entire town cheered at the completion of the station. Who would send the first message?
Here is a sample that might work in this week’s story:
The salesman showed them a stick of dynamite. Could this solve their problem?
Try this new decoration in one paragraph of your story.
Style Practice
Question Decoration
Write an idea for a question you could use in your story. Remember, this must be a question
asked of the reader. If you need help, follow this sentence with a question:
They hid behind a rock and pushed the button.
If you have another idea, write it here:
Finish at least two of these ideas. Have fun with this exercise. There are multiple right answers.
1. The dynamite looked like
2. Pieces of the rock flew through the air like
3. The people in the coach scattered like
Write an idea for alliteration.
Where could you add conversation to this story? Write an idea for a line of conversation.

from
Lesson 14: Discovering Dynamite Pictures
Name:
STRUCTURE
STYLE
   -ly adverb _____ 6 pts
Sentence Openers (number; one of each as possible) (2 pts each)
   [3] -ly adverb _____ 6 pts
 alliteration, conversation/quotation, simile/metaphor, question _____ 10 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 75 pts

Lesson 15: Power Loom Invention

Assignment
1. Write a KWO about the invention of the power loom and complete the structure and style
2. Before you write your story, complete the style practice exercises that follow.
paragraph of your paper. Because you have a 3-paragraph paper but have learned four
decorations, you will leave one decoration out of your paper.
Note: The Student Book instructs you to write about Australia in Lesson 16. The advanced lesson
encourages you to find two or three additional sources.
Style Practice
Choose some of the dress-ups from the Style Practice section of Lesson 15 in your Student Book
and add to them. For example, if your adjective for factory was difficult, you could change it to
formidable and add a verb: the formidable factory frightened. Use a thesaurus.
Question Decoration
Write an idea for a question that you could use in your story. Remember, this must be a question
asked of the reader.
Finish these simile ideas. Have fun with this exercise. There are multiple right answers.
1. The girl worked like
2. The pieces of the loom flew
Try to come up with a simile to go with the cannon blasts.

1. List adjectives and phrases that could describe the looms.
2. What else might the words and phrases you just listed describe?
3. Write a simile or metaphor comparing the looms to an item you mentioned above.
Look for a place to add a line of conversation to your story.

from
Lesson 15: Power Loom Invention Pictures
Name:
STRUCTURE
 title centered and repeats 1–3 key words from final sentence _____ 1 pt
STYLE
   -ly adverb _____ 6 pts
   [3] -ly adverb _____ 6 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 75 pts

Lesson 16: Australia

Extra Paragraph
Assignment
1. Complete Lesson 16 in the Student Book. As you write the paragraph required in the lesson,
include one decoration.
2. Read Quotation Decoration.
3. Write a second paragraph about Australia’s people, geography, wildlife, famous sites,
or government. Begin by finding two or three sources from a book, library, encyclopedia,
or the Internet.
4. On a separate sheet of paper, create source outlines from each of your sources. Once you
have your source outlines complete, organize the information into one fused outline.
5. Use your fused outline to write a paragraph in your own words. Begin with a clear topic
sentence and end with a clincher sentence that repeats or reflects two or three key words
of the topic sentence. As you write the paragraph, include one decoration. If you include a
quote, cite the information as explained in this lesson.
6. Create a works consulted or works cited page, whichever your teacher requires. See page 175
in the Student Book for additional information.
7. Add your paragraphs about the land rush together to make a 2-paragraph report. Attach the
bibliography or works cited page. Use the checklist that follows and paperclip it to your
2-paragraph report.
Note: The Student Book instructs you to write about Communism around the World in Lessons
17 and 18. The advanced lessons encourage you to find additional sources.
Style Practice
If you choose to quote from one of your sources, keep your quotation fairly short—no more than
three lines.
Citing Words Quoted from Source Authors

When you quote from a source, copy the words exactly. You must then put the words you
copy in quotation marks and let the reader know the source from which you took the words.
Introduce the quotation with a lead-in that gives the name of the person who said it, usually
the author of your source. If the source has numbered pages, follow the quote with the page
number on which the words appear in the source.
According to Pniense of National Geographic Kids, “Australia is one of the
world’s most ethnically diverse nations. Nearly a quarter of the people who live
in Australia were born in other countries.”
The last name of the author of the article that contained the words quoted is Pniense. This
Internet article did not have numbered pages. If you cannot find the name of the author of an
Internet article, enter the URL onto a bibliography creator website such as easybib.com. The
completed citation will begin with the name of the author if there is one.
Citing Famous Quotes

If the author of the source you are using included a famous quote from someone else that
you also want to use, tell who said it in a lead-in and put the last name of the author of the
source in parenthesis after it. If you find a quote on a website of famous quotes, such as
brainyquotes.com, there will not be an author. In this case, use the title at the top of the page.
Australia Quotes commented, “People who say, ‘There’s nothing to fear from
spiders’ have clearly never been to Australia” (Kate Blanchett).
When you follow a quotation with the author and/or page number, the period of the sentence
moves after the final parenthesis.
What If I Don’t Know the Author?

If you quote from an article that does not provide the author’s name, use key words from the
title of the article in quotation marks in place of the author’s name.
“Australia Facts” explains that the “name Australia was given to the country in
1824. It comes from the word ‘terra australis incognita’ that means ‘unknown
southern island.’”
This article did not have numbered pages.
Works Consulted or Works Cited

If you include quotations in your paper, you must include a works consulted or a works cited
page that lists all the important information about your sources. A works consulted page lists
all of the works you used to help you write your paper whether you quoted from them or not.
A works cited page lists only the works you quoted. Both follow the same format.
See Lesson 18 of your Student Book to learn how to format a works consulted or works cited
page. Below is a sample works cited page that lists the sources used in the quotations.
Works Cited
“Australia Facts.” Cool Kid Facts, www.coolkidfacts.com/australia-facts-for-kids/.
“Australia Quotes.” BrainyQuote, Xplore, www.brainyquote.com/topics/australia-
quotes.
Pniesen. “Australia.” Country Profile - National Geographic Kids, 14 June 2019,
kids.nationalgeographic.com/explore/countries/australia/.

Multiple
Lesson 16: Australia References
Name:
STRUCTURE
STYLE
  [3] -ly adverb _____ 4 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 60 pts

Lesson 17: Communism around the World, Part 1

Extra Source Text
Assignment
1. Lessons 17 and 18 in the Student Book guide you to write three paragraphs about
communism around the world. As an added challenge, use three sources for each topic.
Begin by finding additional sources on the topics of Communism in Russia, Communism
in Eastern Europe, and Communism in China.
2. Follow the directions in the Student Book to write two source outlines. Use your additional
source to write a third source outline. Follow the directions in Lesson 17 to write a fused outline.
3. Before you write your composition, complete the style practice exercises in Lesson 17 of the
student book and the style practice exercises below.
4. Use your fused outline to write your paragraph. As you write, include the dress-ups and
sentence openers listed on the checklist. In addition, include one decoration.
5. Use the checklist that follows and paperclip it to your report.
Style Practice
If you use a quotation as a decoration, remember to cite your source. Write an idea for a
quotation.
Alliteration is using three or more words close together that begin with the same sound, not letter.
Finish these simile ideas. Have fun with this exercise. There are multiple right answers.
1. Communism spread like
2. Millions of innocent people were killed like
Try to come up with a simile to go with Stalin.

1. List adjectives and phrases that could describe Stalin.
2. What else might the words you just listed describe?
3. Now, write a simile or metaphor comparing Stalin to an item you mentioned above.
Question Decoration
Write an idea for a question you could use in your report. Remember, this must be a question

Multiple
Lesson 17: Communism around the World, Part 1 References
Name:
STRUCTURE
STYLE
 www.asia clause _____ 2 pts
 [2] prepositional _____ 2 pts
 [3] -ly adverb _____ 2 pts
 [6] vss _____ 2 pts
big, small
MECHANICS
 end marks and punctuation _____ 2 pts
VOCABULARY
Total: _____ 40 pts


Extra Source Text
Assignment
1. Complete Lesson 18 in the Student Book. Use your additional source(s) to write a third
source outline.
2. As you write the paragraphs required in the lesson, include two decorations. In Lesson 17
you included one decoration, so for this lesson plan to use different decorations.
3. Create a works consulted or works cited page, whichever your teacher requires.
4. Add your paragraphs about transportation milestones together to make a 3-paragraph report.
Use the checklist that follows and paperclip it to your report.

Multiple
Lesson 18: Communism around the World, Part 2 References
Name:
STRUCTURE
 works consulted entries in proper format _____ 5 pts
STYLE
¶2 ¶3 Dress-Ups (underline one of each) (1 pt each)
Sentence Openers (number; one of each as possible) (1 pt each)
  [3] -ly adverb _____ 2 pts
  [6] vss _____ 2 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 45 pts

Lesson 19: Korea

Assignment
1. Lesson 19 in the Student Book guides you to write a 2-paragraph report about Korea. As an
added challenge, plan to include one decoration in each paragraph.
2. Write the source and fused outlines and complete the style practice exercises in Lesson 19 of
the Student Book.
3. Before you write your composition, complete the style practice exercises that follow.
4. Use your fused outlines to write your paragraphs. As you write, include the dress-ups and
sentence openers listed on the checklist. In addition, include one different decoration in each
paragraph.
5. Use the checklist that follows and paperclip it to your report.
Style Practice
If you use a quotation as a decoration, remember to cite your source. Write an idea for a
quotation.
Korea, split, war, cease-fire, country
Example: The communist-controlled country set its sights on South Korea.
1.
2.
3.
Have fun with this exercise. There are multiple right answers.
1. Killing millions, war raged like
2. The Japanese were
in Korea’s land. (Use a metaphor here.)
Write an idea for simile/metaphor you could use in your report.
Question Decoration
Write an idea for a question you could use in your report. Remember, this must be a question

Multiple
Lesson 19: Korea References
Name:
STRUCTURE
STYLE
  [3] -ly adverb _____ 4 pts
  [6] vss _____ 4 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 65 pts

Lesson 20: Wilson Quote, Part 1

Extra Paragraph
Assignment
1. Lesson 20 in the Student Book guides you to write two paragraphs about overcoming
obstacles. The prompt states, “Write about two examples of someone overcoming an
obstacle.” The advanced lesson encourages you to write three paragraphs.
2. After you create the KWOs for Topic A and Topic B on page 198 in the Student Book,
write a third KWO for Topic C.
3. Complete the style practice exercises in Lesson 20 of the Student Book.
4. Before you write your composition, complete the style practice exercises on the next page.
openers listed on the checklist. As an added challenge, use quality adjectives and strong verbs
to create paragraphs with strong image and feeling. In addition, try to include one different
decoration in each paragraph of your paper. Because you have a 3-paragraph paper but have
learned four decorations, you will leave one decoration out of your paper.
6. Use the checklist that follows and paperclip it to your 3-paragraph composition.
Style Practice
In one sentence of a paragraph, try to alliterate. Use a thesaurus to find adjectives that describe
nouns in your paper and verbs with -ly adverbs that depict action. For an example about
Helen Keller, Her looming (adjective) illness literally (-ly) left (verb) her in a dark state.
This essay lends itself to including famous quotes, either about obstacles in general or about
your specific examples of people who have overcome obstacles. The Internet may prove useful.
For example, Winston Churchill said, “Attitude is a little thing that makes a BIG difference.”
Write an idea for a quotation.
By comparing one thing to another, the simile/metaphor decoration allows you to describe
something with a limited number of words. For example, His determination was his anchor.
Write an idea for a simile/metaphor.
Question Decoration
Include adjectives and a strong verb when you form your question to create strong image
and feeling. For example, What is the benefit of focusing on the seemingly bleak here-and-now
rather than on the glorious light at the end of the tunnel? Write an idea for a question.
Unit 7 Composition Checklist Advanced Additions Inventive

Writing
Name:
STRUCTURE
Body
 facts stay on topic _____ 5 pts
STYLE
   -ly adverb _____ 6 pts
   www.asia.b clause _____ 6 pts
   [3] -ly adverb _____ 6 pts
   [6] vss _____ 6 pts
big, small
MECHANICS
 spelling, grammar, and punctuation (-1 pt per error) _____ pts
VOCABULARY
Total: _____ 80 pts


New Attention Getter: Anecdotal Opener
Assignment
1. Lesson 21 in the Student Book explains how to add an introduction and conclusion to the
paragraphs that you wrote in Lesson 20. Follow the instructions in the Student Book to write
a KWO for a conclusion. Because the advanced lessons instructed you to write about three
topics, ensure you include information about Topic C.
2. Read Anecdotal Opener below and write a short anecdote to place at the beginning of the
introduction as your attention getter. Follow the instructions in the Student Book to write a
KWO for an introduction. Write “anecdote” for the attention getter. Ensure you include
Topic C.
3. Follow the directions in the Student Book to complete this assignment. When you write the
conclusion, include a decoration.
4. Add the introduction and the conclusion to the final draft body paragraphs written in
Lesson 20. Use the checklist that follows and paperclip it to your 5-paragraph composition.
New Structure
Anecdotal Opener
In your Student Book you have learned that the introduction must begin with an attention getter
that makes your readers want to keep reading. A question, very short sentence, and famous quote
or fact are common ways to begin an essay to grab your readers’ attention. Now you will learn
another type of attention getter—the anecdotal opener.
Almost everyone enjoys a good story. Good stories tug on our emotions and provide vivid
descriptions to draw us in. That being the case, anecdotes, which are short stories meant to amuse
or teach, make wonderful attention getters.
In this lesson you could begin your introduction with a short story about a time when you or a
famous person overcame an obstacle. It does not have to be one of the people you discussed in
your body paragraphs. However, if you wish to use someone from your body paragraphs, do not
repeat same story in both the opener and the body paragraph. The anecdotal opener is written like
a very short story that captures the most impactful or deciding moment in the person’s struggle.
The body paragraph tells what the struggle was and explains how and why it was overcome.
To understand how to do this, look at the sample on the next page. It is a possible anecdote for
the sample essay about overcoming obstacles from Lessons 20–21. Notice that even though it is
a short story, it contains words that create a strong image and feeling. Both of these things help
make stories engaging. After the anecdote, the introduction continues with the background and
topics of the composition.
Sample Introduction with Anecdotal Opener
[Anecdotal Opener] Petrified, I stood on the edge of the high dive platform. My coach and
teammates shouted “You can do it, Sophia!” The distance between me and the water caused
fear to paralyze me. [3] Suddenly something inside me reminded me that winners do not quit.
[6] I jumped. [5] As I swam toward my teammates, I realized that I had overcome my fear.
[Background] Fear is just one of many obstacles that can hinder us from reaching our goals.
Other people have faced far greater fears and overcome more severe obstacles. [Topic A] [2] For
example, Esther in The Endless Steppe by Esther Hautzig did not let harsh circumstances stand
in her way of a happy life when she was unjustly exiled to Siberia. [Topic B] Another example is
Helen Keller who overcame dire circumstances after she experienced a life-altering illness as a
child.
If you begin with an anecdote, it is stylish to end the entire essay by reflecting that anecdote in
just a sentence or two. For example, my essay could end with something like this:
I am glad I decided to overcome my fear and make the jump.
However, this is optional.
Practice
Try to think of a story you could tell about an obstacle you wrote about in Lesson 20. On a
separate sheet of paper, write your story with plenty of strong image and feeling. Keep it short.

Writing
Lesson 21: Wilson Quote, Part 2 introduction and conclusion
Name:
STRUCTURE
 title centered _____ 2 pts
Introduction
 introduction includes attention getter, background information, and states _____ 10 pts
topics (bold or highlight)
Body
 insert body paragraphs _____ 2 pts
Conclusion
 conclusion restates topics (bold or highlight) and indicates most significant/why _____ 10 pts
 final sentence repeats 1–3 key words for the title _____ 2 pts
STYLE
  www.asia.b clause _____ 4 pts
  [3] -ly adverb _____ 4 pts
  [5] clausal - www.asia.b _____ 4 pts
  [6] vss _____ 4 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 75 pts
Lesson 22: Churchill Quote, Part 1

Assignment
1. Write a KWO and complete the style practice exercises in Lesson 22 of the Student Book.
2. Before you write your composition, read Question Decoration and Quotation Decoration
below and complete the practice exercises.
Lessons 22 and 23 in the Student Book guide you to write a 5-paragraph composition about
the Preamble to the Constitution. The advanced lessons encourage you to add a different
decoration in each of the paragraphs. In Lesson 22 practice various decorations; in Lesson 23
learn a new decoration, the 3sss.
paragraph.
Style Practice
Question Decoration
You have already learned that you may use a question as a decoration in stories and reports.
When writing academic papers, the question is a particularly effective technique for grabbing
your readers’ attention in places where you are making an important point. A question will cause
the readers to stop and think. In this assignment, try to use a question as one of your required
decorations. Here are a few examples:
A free country allows its citizens to choose the things that matter most in their lives, such
as where they live, work, and worship. How valuable are such freedoms? They are valuable
enough that people have been willing to die to protect them.
Hope motivates through difficult times. Who has not experienced hardship at one time
or another?
The desire for justice is innate in people. What do you desire when you have been wronged?
Write an idea for a question.
Another particularly useful decoration in academic papers is the quotation. For this lesson you
will look for quote-worthy material outside of source texts. The Internet makes this easy. To
include this type of quotation in your paragraph, copy it precisely and enclose it in quotation
marks. You must tell the author of the quote either in a phrase that introduces the quote or in
parentheses after the quote. Here are some samples:
Francis Bacon proclaimed, “If we do not maintain justice, justice will not maintain us.”
“To live without hope is to cease to live” (Fyodor Dostoevsky).
“No man is entitled to the blessings of freedom unless he be vigilant in its preservation”
(Gen. Douglas MacArthur).
“The more merciful acts thou dost, the more mercy thou wilt receive” (William Penn).
When using a well-known quote as a decoration, you will not usually be required to provide the
source from which you obtained it. Just include the person who originally said it. That is because
famous quotes may often be found in several places.
Write an idea for a famous quotation.
Write a simile or metaphor.
Unit 7 Composition Checklist Advanced Additions

Inventive
Lesson 22: Churchill Quote, Part 1 body paragraphs Writing
Name:
STRUCTURE
Body
STYLE
   -ly adverb _____ 6 pts
   [3] -ly adverb _____ 6 pts
   [5] clausal - www.asia.b _____ 6 pts
   [6] vss _____ 6 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 80 pts

Lesson 23: Churchill Quote, Part 2

New Decoration: 3sss
Assignment
1. Write the KWOs and complete the style practice exercises in Lesson 23 of the Student Book.
2. Before you write your paragraphs, read 3sss Decoration below.
3. Use your KWOs to write the conclusion and the introduction paragraphs. As you write,
include the dress-ups and sentence openers listed on the checklist. In addition, try to include
one different decoration in each paragraph. If you place the 3sss at the beginning of your
introduction, you can count it as both a decoration and an attention getter.
4. If you used a quotation in Lesson 22 or this lesson, create a works consulted or works cited page,
whichever your teacher requires.
New Style
3sss Decoration
3sss stands for three short staccato sentences. The 3sss is simply three #6 very short sentences
in a row. Using short sentences together, especially among longer sentences, can be a powerful
stylistic technique because the short sentences will draw attention to themselves. This means that
the 3sss can also be used successfully as a powerful attention getter to start your introduction.
A 3sss will have the most impact when the number of words in each of the sentences is the same
or decreasing. Here is an example of the 3sss used in the middle of a paragraph:
In dark times there is always hope. Hope points beyond the present. Hope provides
enduring strength. Hope shines bright. (5 words, 4 words, 3 words)
Here is an example used as an attention getter at the start of an introduction:

We must strive for greatness. Great ideals make individuals great. Great individuals make
countries great. (5:5:5) Winston Churchill, who was known for his profound reflections,
had much to say about “great things.”
Write an idea for 3 short staccato sentences that you could use in your essay. There are multiple
right answers.

Writing
Lesson 23: Churchill Quote, Part 2 introduction and conclusion
Name:
STRUCTURE
Introduction
Body
Conclusion
STYLE
  [3] -ly adverb _____ 4 pts
  [6] vss _____ 4 pts
 alliteration, conversation/quotation, simile/metaphor, question, 3sss _____ 10 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 75 pts
Lesson 24: Gandhi Quote

Assignment
1. In Lesson 24 in the Student Book you are asked to write a first person descriptive
composition. Write a KWO and complete the style practice exercises in Lesson 24 of the
Student Book.
2. Complete the style practice exercises that follow.
3. Follow the directions in the Student Book to write both paragraphs. As you do, include a
different decoration in each paragraph.
Style Practice
3sss Decoration
Write an idea for 3 short staccato sentences.
Question Decoration
Remember, this must be a question asked of the reader.
Conversation or Quotation Decoration

Consider what you might say to those you help and how they might respond.
Write an idea below.
If a conversation will not work well in your composition, find a quotation about helping others.
Write an idea below.

Writing
Lesson 24: Gandhi Quote
Name:
STRUCTURE
 each paragraph contains at least five sentences _____ 6 pts
STYLE
  [1] subject _____ 4 pts
  [3] -ly adverb _____ 4 pts
  [4] -ing _____ 4 pts
  [6] vss _____ 4 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 65 pts


Assignment
2. Before you write your paragraphs, read Style Practice below.
one different decoration in each paragraph.
Lessons 17–18. Use the checklist that follows and paperclip it to your 5-paragraph
composition.
Style Practice
In Lessons 17 and 18 you wrote three paragraphs about communism around the world. You
likely included a decoration in each paragraph. You have now been taught six decorations.
Which decorations did you use in the body paragraphs that you wrote in Lessons 17 and 18?
Try to include different decorations in the introduction and the conclusion paragraphs.
Many decorations work well as attention getters. If you begin your introduction with a quotation,
an alliterative sentence, a simile or metaphor, a question directed to the reader, or the 3sss, you
may count it is as both your decoration and your attention getter.
On a separate sheet of paper write some ideas for decorations that you could use in your paper.
Unit 8 Composition Checklist Advanced Additions Formal

Essay
Lesson 25: Communism around the World, Part 3 Models
Name:
STRUCTURE
Introduction
Body
Conclusion
STYLE
  [1] subject   [4] -ing _____ 8 pts
  [2] prepositional   [5] clausal - www.asia.b _____ 8 pts
  [3] -ly adverb   [6] vss _____ 8 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 85 pts
Lesson 26: A Prominent Person, Part 1

Assignment
1. Write source and fused outlines and complete the style practice exercises in Lesson 26 of the
Student Book.
2. Before you write your essay, complete the style practice exercises that follow.
Lessons 26 and 27 in the Student Book guide you to write five paragraphs about a prominent
person of the twentieth or twenty-first centuries. The advanced lessons encourage you to
add a different decoration in each of the five paragraphs. In Lesson 26 practice various
decorations; in Lesson 27 learn a new decoration, the vss open-close.
3. Use your fused outlines to write three paragraphs. As you write, include the dress-ups and
sentence openers listed on the checklist. In addition, try to include one different decoration in
each paragraph.
4. Use the checklist that follows and paperclip it to your 3-paragraph essay.
Style Practice
Look back at your sources and write an idea for a quotation.
3sss Decoration
Write an idea for 3 short staccato sentences.
Question Decoration
Remember, this must be a question asked of the reader.

Essay
Lesson 26: A Prominent Person, Part 1 body paragraphs Models
Name:
STRUCTURE
Body
STYLE
¶2 ¶3 ¶4 Dress-Ups (underline one of each) (1 pt each)
   -ly adverb _____ 3 pts
   [1] subject _____ 3 pts
   [3] -ly adverb _____ 3 pts
   [4] -ing _____ 3 pts
   [6] vss _____ 3 pts
big, small
MECHANICS
VOCABULARY
Total: _____ 55 pts
Lesson 27: A Prominent Person, Part 2

New Decoration: Vss Open-Close
Assignment
2. Before you write your paragraphs, read Vss Open-Close Decoration below.
include the dress-ups and sentence openers listed on the checklist. In addition, try to
include one different decoration in each paragraph. If you place the vss open-close in the
introduction, you can count it as both a decoration and an attention getter. Because you have
a 5-paragraph essay but have learned six decorations, you will leave one decoration out of
your paper.
New Style
Vss Open-Close Decoration
You have learned to write basic introductions and conclusions. It is likely that the most
challenging part of the introduction is the very first sentence—the sentence that should grab your
readers’ attention. The vss open-close decoration is a technique that may help you with this.
Dramatic openers are designed to grab a reader’s attention. One type of dramatic opener is a
#6 sentence (vss) as the first sentence of a paragraph. Remember that this is a sentence with
2–5 words. Short sentences stand out. They draw attention to themselves. They are particularly
effective at the beginning of the introduction paragraph.
When you use a vss this way, be sure your paragraph flows well. Look at the paragraph on the
next page. Read the vss opener and the sentences that follow. Do they flow well?
This vss open-close may be used for any paragraph. When you use it for a body paragraph, the
vss opener is placed before the topic sentence, and the vss closer is placed after the clincher.
Try to add a vss open-close decoration to one of the paragraphs in your essay. If you use it in
your introduction, you can count it as your attention getter and as a decoration.
Sample Introduction with Vss Open-Close
[Attention getter] [6] He was the Black Pearl. [Background] [3] Additionally many consider
Pelé Brazil’s national treasure and consider him the greatest soccer player of all time. [1] His
parents named him Edson (or Edison) Arantes do Nascimento because they admired Thomas
Edison. [5] When he was old enough to kick a ball, his father, who taught him to play
soccer, instilled in him a love for the game. [Topics] [1] He had a natural talent for the game
and played professionally at the age of fifteen. [4] Competing on Brazil’s national team, he
helped them win three World Cups. [2] After a brief retirement he inevitably returned to
the game. [6] Pelé revolutionized soccer.

Essay
Lesson 27 : A Prominent Person, Part 2 introduction and conclusion Models
Name:
STRUCTURE
Introduction
Body
Conclusion
STYLE
  [1] subject   [4] -ing _____ 4 pts
  [3] -ly adverb   [6] vss _____ 4 pts
 alliteration, conversation/quotation, simile/metaphor, question, 3sss, _____ 10 pts
vss open-close
big, small
MECHANICS
 spelling, grammar, and punctuation (-1pt per error) _____ pts
VOCABULARY
Total: _____ 60 pts
Lesson 28: Sherlock Holmes, Part 1

Writing in Present Tense
Assignment
1. Lesson 28 and Lesson 29 in the Student Book guide you to write a 5-paragraph critique. Write
the KWOs and complete the style practice exercises in Lesson 28 of the Student Book.
2. Read Critique below.
3. As you write the body paragraphs, include the dress-ups and sentence openers listed on the
checklist and also try to include one different decoration in each paragraph. In addition, tell the
events that occurred in “Sherlock Holmes” in the present tense, using words from the Critique
Thesaurus located in Appendix IV of the Student Book.
4. Use the checklist that follows and paperclip it to your 3-body paragraphs.
New Structure
Critique
A critique is a unique type of essay. Below are two things to keep in mind as you write critiques.
Present Tense
Events retold from stories should be written in present tense. Here are some examples from a
critique of “The Adventure of the Three Students”:
The conflict begins (not began) when Mr. Soames finds (not found) Sherlock Holmes.
Holmes is (not was) renowned for being a cunning detective.
Holmes becomes (not became) intrigued when Mr. Soames relays (not relayed) some clues.
The climax occurs (not occurred) when Holmes heads (not headed) to Mr. Soames the
next morning.
Critique Vocabulary
You can instantly make your critique sound more sophisticated by including words from the
Critique Thesaurus in Appendix IV of the Student Book.

Critique
Lesson 28: Sherlock Holmes, Part 1 body paragraphs
Name:
STRUCTURE
Body
 Unit 9: 3 paragraphs follow Story Sequence Chart (Unit 3) and include words _____ 15 pts
from the Critique Thesaurus page in each paragraph
STYLE
¶2 ¶3 ¶4 Dress-Ups (underline one of each) (1 pt each)
   -ly adverb _____ 3 pts
   [1] subject _____ 3 pts
   [3] -ly adverb _____ 3 pts
   [4] -ing _____ 3 pts
   [6] vss _____ 3 pts
vss open-close
big, small
MECHANICS
VOCABULARY
Total: _____ 60 pts
Lesson 29: Sherlock Holmes, Part 2

Assignment
2. Before you write your paragraphs, read Style Practice below.
one different decoration in each paragraph. Because you have a 5-paragraph essay but have
learned six decorations, you will leave one decoration out of your paper.
Style Practice
Which decorations did you use in the body paragraphs that you wrote in Lesson 28? Try to
include different decorations in the introduction and the conclusion paragraphs.
Many decorations work well as attention getters. However, when writing a critique, it is often
particularly effective to begin the introductory paragraph with a quotation taken directly from the
story you are critiquing.
On a separate sheet of paper write some ideas for decorations that you could use in your paper.
Unit 9 Composition Checklist Formal

Critique
Lesson 29: Sherlock Holmes, Part 2 introduction and conclusion
Name:
STRUCTURE
Introduction
 Unit 9: introduction includes attention getter, background information (title, _____ 10 pts
author, publisher, type of story, awards)
Body
Conclusion
 Unit 9: your opinion of the story: well written or not, like/dislike and why, may _____ 10 pts
also discuss character development, conflict, message, effect of story on reader
 no “I,” “my,” “we,” “us,” “you” _____ 3 pts
 final sentence repeats 1–3 key words for the title _____ 1 pt
STYLE
  [1] subject   [4] -ing _____ 4 pts
  [3] -ly adverb   [6] vss _____ 4 pts
vss open-close
big, small
MECHANICS
VOCABULARY
Total: _____ 60 pts
Lesson 30: Pied Piper (Germany)

New Technique: TRIARIAC
Assignment
1. Follow the directions on Day 1 of Lesson 30 in the Student Book to outline and write the
Story Sequence Chart paragraph.
2. On Day 2 you are instructed to use the TRIAC model to outline and write paragraph
III. If the TRIAC model explained in the Student Book does not allow you to include
all the details you desire in your analysis paragraph, you may add an additional RIA to
the middle of your paragraph. To better understand this model, read TRIARIAC Model
below. If you prefer to use the TRIAC model explained in Lesson 30 of the Student
Book, you may.
3. As you write your four paragraphs, include the dress-ups and sentence openers listed on
the checklist. In addition, try to include one different decoration in each paragraph.
4. Use the checklist that follows and paperclip it to your 4-paragraph critique.
New Structure
TRIARIAC Model
The Student Book explains how to write an analysis paragraph by using the TRIAC model.
As explained in the Student Book, the purpose of the restriction statement is to focus or
narrow the topic of the paragraph. Consider the first sentence of the sample character
analysis paragraph in Lesson 30: Sherlock Holmes is a highly sought-after detective who has
extraordinary powers of observation and logic. The restriction in the next sentence informs
the reader that the topic of this paragraph will focus specifically on how Holmes is able
to solve the mystery presented to him by Mr. Soames in less than twenty-four hours. The
illustration is the proof of the claim, which is why the illustration is a quote taken from the
story. The analysis is where the author explains why the illustration proves the topic and its
restriction. It is where the point is emphasized.
In order to provide even more detail, you may include an additional RIA. The expanded
model looks like this:
Topic
restriction, illustration, analysis
restriction, illustration, analysis
Clincher
Sample Paragraph
[Topic] [1] Sherlock Holmes is a highly sought-after detective who has extraordinary powers
of observation and logic. [Restriction] [2] In less than twenty-four hours he is able to discover who
entered Professor Soames’s room to look at exam papers. [Illustration] [5] When the professor
realizes that someone has indeed seen the papers, he rushes directly to Mr. Holmes stating,
“Your discretion is as well-known as your powers, and you are the one man in the world who
can help me.” [4] Being intrigued with the professor’s dilemma, Holmes agrees to help. (voc)
[6] He looks for clues. [2] With only the words of the servant, who claims to know nothing, and
clay and pencil shavings left by the culprit, Holmes solves the mystery overnight. [Analysis] [3]
Clearly Holmes is easily able to draw conclusions from observations when few others could.
[Restriction] [5] As he questions witnesses, Holmes is able to instinctively know when someone is
not telling the truth. [Illustration] [5] When he returns to Mr. Soames to announce his deductions,
to everyone’s surprise, he turns to Mr. Soames’s trusted servant and implores, “Now, Bannister,
will you please tell us the truth about yesterday’s incident?” [Analysis] [1] Bannister continues to
claim he knows nothing, but by the end of the story, Holmes has proven his part in the cover-up.
[Clincher] Holmes is a revered detective with an exceptional mind.
Unit 9 Composition Checklist Formal

Critique
Lesson 30: Pied Piper (Germany)
Name:
STRUCTURE
Introduction
 attention getter, background, main focus _____ 5 pts
Body
 body ¶1 follows Story Sequence Chart (Unit 3) _____ 5 pts
 body ¶2 follows TRIARIAC Model _____ 5 pts
Conclusion
 no “I,” “my,” “we,” “us,” “you” _____ 2 pts
STYLE
¶1 ¶2 ¶3 ¶4 Dress-Ups (underline one of each) (1 pt each)
    -ly adverb _____ 4 pts
    who/which clause _____ 4 pts
    strong verb _____ 4 pts
    www.asia.b clause _____ 4 pts
    quality adjective _____ 4 pts
    [1] subject     [4] -ing _____ 8 pts
    [2] prepositional     [5] clausal - www.asia.b _____ 8 pts
    [3] -ly adverb     [6] vss _____ 8 pts
vss open-close
big, small
MECHANICS
VOCABULARY
Total: _____ 80 pts

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Modern World History-Based

Illustrated by Laura Holmes

Second Edition © January 2020

Institute for Excellence in Writing (IEW®)

UNIT 3: RETELLING NARRATIVE STORIES

UNIT 4: SUMMARIZING A REFERENCE

UNIT 5: WRITING FROM PICTURES

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

UNIT 8: FORMAL ESSAY MODELS

UNIT 9: FORMAL CRITIQUE AND RESPONSE TO LITERATURE

Lesson 5: Bian He’s Jade (Chinese)

Use at least one different decoration per

Unit 3 Composition Checklist Advanced Additions Retelling

Total: _____ 55 pts

Lesson 6: The Ant and the Dove (Greek)

Unit 3 Composition Checklist Advanced Additions Retelling

Total: _____ 70 pts

Lesson 7: The Sun and the Moon (African)

The __________________________ trees __________________________

The __________________________, __________________________ sea.

Include one alliteration in one paragraph of your story.

Include one line of conversation in one paragraph of the story.

Unit 3 Composition Checklist Advanced Additions Retelling

Total: _____ 80 pts

Lesson 8: The Fisherman and the Fish (Russian)

Include one alliteration in one paragraph of your story.

Include one line of conversation in one paragraph of the story.

Unit 3 Composition Checklist Advanced Additions Retelling

Total: _____ 80 pts

Lesson 9: American Revolution

Advanced Additions Source Text

The Concord Hymn

The shots fired at British soldiers by American minutemen in Concord inspired

a famous poem by Ralph Waldo Emerson entitled, “Concord Hymn.” He wrote

Unit 4 Composition Checklist Advanced Additions Summarizing

Total: _____ 50 pts

Lesson 10: French Revolution

Unit 4 Composition Checklist Advanced Additions Summarizing

Total: _____ 40 pts

Lesson 11: Revolution in Latin America

cornerstone of American freedom without fear!”

Unit 4 Composition Checklist Advanced Additions Summarizing

Total: _____ 40 pts

Lesson 12: Boer Wars

Unit 4 Composition Checklist Advanced Additions Summarizing

Total: _____ 70 pts

Lesson 13: Telegraph Invention

Unit 5 Composition Checklist Advanced Additions Writing

Total: _____ 70 pts

Lesson 14: Discovering Dynamite

Try this new decoration in one paragraph of your story.

They hid behind a rock and pushed the button.

If you have another idea, write it here:

1. The dynamite looked like

2. Pieces of the rock flew through the air like

3. The people in the coach scattered like

Unit 5 Composition Checklist Advanced Additions Writing

Total: _____ 75 pts

Lesson 15: Power Loom Invention

1. The girl worked like

2. The pieces of the loom flew

Try to come up with a simile to go with the cannon blasts.

Unit 5 Composition Checklist Advanced Additions Writing

The trees

The , sea.