Futures British School

Writing booklet
Year 4
2019/2020

Student’s name:……………………………
Class: ………………………………………....
 Fiction and Nonfiction

What does fiction mean?

Fiction refers to made-up stories. These stories are not based on
real-life events or characters. Fictional stories can be mysteries,
fantasy tales, historical dramas, romances, fables, poems etc.

What does nonfiction mean?

Nonfiction works are based on real people or events. Memoirs,

biographies, newspapers articles, documentaries, advertisements,
informational reports and works of history are all examples of
nonfiction.
 Unit 1
Fantasy Story
Features of fantasy :
Characterization:
 Characters can have special powers.
 Animals act like people.

Setting:

 Place is imaginary or of another world or universe.

 Time is anytime or no time.
 Fantasy time (Once upon a time sets the stage and They lived
happily ever after closes the tale.) any time or any place,
timeless or placeless, or long ago.
Plot:

 Involving situations not possible in our realistic world.

 The plot starts right out with fast moving action that grabs the
listeners interest and keeps it.
 Conflicts are usually resolved with great deeds or acts of human
kindness related to good and bad/evil.

Theme

 Good versus bad or evil.

 Uses magic or other ideas to achieve the extremely impossible.
 Good and evil
 Right and wrong
 Justice and injustice
Plot diagram:
Brainstorming:
Sample:
The Queen’s Journey

A young Queen was given a special present from a great wizard. It was a
magic chest which would bring happiness to the whole kingdom
whenever it was opened in a place where there was a spirit of generosity.

The Queen travelled all over her kingdom, looking for the most generous
people. When she had collected them all, she opened the magic chest.
However, nothing whatsoever happened.
That was, until one day when, returning to her castle, the Queen saw a
poor little boy begging. The Queen would have given the boy some
money, but she didn't have any with her. So the boy asked her if she could
give him the old chest she had, so he could sell it for a little money, in
town. At first the Queen hesitated, because she had been told the chest
was magic. But on seeing how poor the boy was, she gave it to him. The
boy took the chest and opened it.
Immediately, all the most wonderful things one could imagine started
flying out of the chest, accompanied by the sound of singing: "Why look
for it in others? Goodness always starts in yourself", went the song.
And as well as enjoying all the wonders of the magic chest, the Queen
learned to set an example in virtue, and she became the best Queen ever
to reign over that kingdom.
 Fiction-Writing Content Rubric
Criteria 4 3 2 1
PLOT: "What" Both plot parts One of the plot Both plot parts Neither plot
and "Why" are fully parts is fully are addressed parts are fully
developed. developed and but not fully developed.
the less developed.
developed part
is at least
addressed.
SETTING: Both setting One of the Both setting Neither setting
"When" and parts are fully setting parts is parts of the parts are
"Where" developed. fully developed story are developed.
and the less addressed but
developed part not fully
is at least developed.
addressed.
CHARACTERS: The main The main The main None of the
"Who" characters are characters are characters are characters are
described by fully developed developed with identified by developed or
behavior, with much some name only. named.
appearance, descriptive descriptive
personality, and detail. The detail. The
character traits reader has a reader has a
vivid image of vague idea of
the characters. the characters.
Write a simple fantasy story including three paragraphs.

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 Unit 2
Reports
 Reports are the style of nonfiction writing that is based on
facts and real life, rather than a fictional (made-up) stories.
Reports describe the way things are. Their purpose is to
document, organise and store information. We read them to find
out information. We write them to give information to others or
keep it for future use.
 They are mainly made up of paragraphs. They have an
introduction which explains what they are about. They contain
facts: most of the content of the report gives information.
They end with a summary of the key points.
Features of reports

 Main title
 Sub-headings
 Bullet points
 Paragraphs
 Pictures and captions.
 Present tense (except historical reports)
 Third person
 Formal tone
 Subject-specific vocabulary
 Each paragraph starts with a general statement and then goes
on to give more detail
Brainstorming:
Sample:
Seahorses

Seahorses are not horses at all. They are fish. Seahorses can be as small as
a little finger nail or they can grow as long as a hand.

Where do seahorses live?

Seahorses live in shallow water in the sea. Some seahorses live in
seagrass. Other seahorses live near coral reefs or in mangroves.
Seahorses live in the same place all of their lives.

What do seahorses eat?

Seahorses eat small sea animals. Seahorses have no teeth. They have to
swallow their food whole.
Interesting fact:
These little guys have a big appetite. In fact, they eat almost constantly.
Their digestive systems work so quickly that food moves too rapidly
through their bodies to absorb much nutrition. One seahorse can scarf
down up to 3,000 brine shrimp per day.
How are seahorses born?
The female seahorse lays her eggs into the male’s pouch. Three weeks
later the eggs hatch. The baby seahorses swim out of the pouch. A pair of
seahorses has about 1000 babies each year. Only about two of the baby
seahorses will grow up.
Interesting fact:
Men have babies! Not really, no. The female deposits fertilized eggs into
the male’s pouch, where they gestate safely. Males seen expelling the
hatchlings from their pouch gave rise to the old wives tale that males
were the ones giving birth.

How do seahorses move?

Seahorses move by waving a fin on the back of their bodies and on their
heads. Seahorses use their tails to hold on to seagrass. This stops the
waves from washing the seahorses away.

How do seahorses stay safe?

Seahorses hide to stay safe. Some seahorses can change colour to look
like where they live. Other animals cannot see them.
 Rubric for Written Report

Exemplary Accomplished Developing Beginning

4 3 2 1
weight

Criteria
Yes Yes, but No, but No

 Directly relevant  Somewhat  Remotely related  Totally unrelated

Topic 10%
relevant
 Good  Organized;  Some  Poorly
organization; points are organization; organized; no
points are somewhat points jump logical
logically jumpy; sense of around; progression;
Organization 10% ordered; sharp beginning and beginning and beginning and
sense of ending ending are ending are
beginning and unclear vague
end
 Supporting  Some details are  Details are  Unable to find
Quality of details specific non-supporting somewhat specific details
25%
Information to subject to the subject sketchy. Do not
support topic
Grammar,  No errors  Only one or two  More than two  Numerous errors
Usage, errors errors distract from
25% understanding
Mechanics,
Spelling
 Vocabulary is  Vocabulary is  Vocabulary is  Basic
varied; varied; unimaginative; vocabulary;
supporting supporting details lack needs
Interest
10% details vivid details useful “color” descriptive
Level words

 Typed; clean;  Legible writing,  Legible writing,  Illegible writing;

neatly bound in well-formed some ill-formed loose pages
a report cover; characters; clean letters, print too
Neatness 10%
illustrations and neatly small or too large;
provided bound in a report papers stapled
cover together
 Report on time  Report one class  Report two class  Report more
Timeliness 10% period late periods late than one week
late
Write an informational report about your favourite sea creature.

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 Unit 3
Kenning Poems
Kenning is an Old Norse term. It is use in writing to describe
something without giving the name away. It looks at the
characteristics of a subject and then describes the qualities of what
the thing is or what it does. It is a poetic phrase that is used instead
of the name for something.

Kennings are often used in poetry for effect. A kenning is the

process of using a two-word phrase in the place of a one-word noun.

Kennings were first used in Anglo-Saxon and Norse poetry. The

famous Anglo-Saxon poem Beowulf uses many kennings, for example:

Body – bone-house
Sword – battle-light

Ship – wave-floater
Sea – whale-road
Kennings are sometimes metaphorical. For example, looking at the
kennings above, the body is not really a house, but it does provide a
‘house’ for bones; a sword is not really a ‘light’, but it reflects the
light so appears like one; the sea is not really a ‘road’, but it is
something that whales need to travel, so acts like a road for them.

Kennings can be used to describe everyday people, animals and

objects, for example:

Dog – face-licker

Baby – noise-maker

Computer – data-giver

Features of kenning poems:

 A Kenning is a two word phrase describing an object often using
a metaphor. A Kennings poem is a riddle made up of several lines
of kennings to describe something or someone.
 A Kennings poem consists of several stanzas of two describing
words. It can be made up of any number of Kennings.
Brainstorming:
Sample:

Cat
A toe-nibbler
A dark-dreamer
A paw padder
A floor scratcher
A warm sleeper
A night creeper
A fur- cleaner
A flea-finder
A mouse-hunter
A house-minder
A secret-hoarder
A china- breaker
A back street wailer
A four-foot-lander
Write a kenning poem about your favourite person, animal or
thing.

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 Unit 4

Fables are simple, traditional tales with a moral or lesson. They were
told thousands of years ago by storytellers in countries like Greece
and Persia. Characters are usually animals who behaved as humans.
They often have special qualities. The fox is usually cunning, the
mouse frail and the lion, powerful.

Parts of a fable:

Setting: (when, where)

Characters: (often 2 only, mainly animals)

Plot : (beginning- problem

middle - action, what the characters did

ending- what happened in the end, how the problem was
solved)
Moral / lesson

Features of fables:
 A simple opening to introduce character(s)
 Animals behave like humans
 Dialogue and description
 Characters play tricks
 Wise/ foolish characters
 A moral at the end
Brainstorming:
Sample:
The Ant and the Grasshopper

In a field one summer's day a Grasshopper was hopping about,

chirping and singing to its heart's content. An Ant passed by,
bearing along with great toil an ear of corn he was taking to the nest.

“Why not come and chat with me,” said the Grasshopper,
“instead of toiling and moiling in that way?”

“I am helping to lay up food for the winter,” said the Ant, “and
recommend you to do the same.”

“Why bother about winter?” said the Grasshopper; “We have got
plenty of food at present.” But the Ant went on its way and continued
its toil. When the winter came the Grasshopper had no food and found
itself dying of hunger, while it saw the ants distributing every day corn
and grain from the stores they had collected in the summer. Then the
Grasshopper knew
Rubric for
Not finished Needs Work
writing a Good (3) Excellent (4)
(1) (2)
Fable
Characters fable has no Has a good It has good fable has
description of description of description of good
characters the the characters descriptions
of the and their of
characters actions appearance,
actions, and
thoughts of
characters
Setting fable has no Has little The setting is fable contains
information information well described vivid
about setting about the description of
setting setting
Plot fable does not It is missing a It has a fable contains
have the beginning, beginning, a logical
problem and middle, or end middle, and beginning,
solution end that middle, and
makes sense end, that
to the story increase the
value of the
moral
Moral Story does not It has a moral, It seems to moral is
teach a lesson but it does not have a lesson, stated at the
go with the but it is not end of the
story included. fable and fits
well with the
action of the
story
Revisions, Did not make very few some changes many quality
editing and corrections on changes were were made improvements
proofreading the first draft made from from the first were made
with more than first draft with draft with 3-4 form first
5 errors 4 to 5 errors errors draft

there are 2 or
fewer errors
Write a fable (The Lion and the Mouse).

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 Unit 5
Newspaper Article
A news article discusses current or recent news of either general interest (i.e. daily
newspapers) or of a specific topic (i.e. political or trade news magazines, club
newsletters, or technology news websites). A news article can include accounts of
eyewitnesses to the happening event.

The features of a Newspaper article are:

1. Headline
 Catches your attention
 Sums up the story

2. Byline
 Writer’s name
 Writer’s Specialty, e.g. sports, food, crime,
current events

3. Placeline
 Where the story begins

4. Lead
 The opening section
 Gives most important information
 Should answer most of the 5W's (WHO-WHAT- WHEN-WHERE)
5- Body
 Supplies detail. Should answer (WHY-HOW)
 Most important details come first
 Simple true statements, written in past tense

6- Tail (Quotation)
 What someone actually said
o Use speech marks
Headline

Car thief caught trapped in target vehicle

Byline (name of author)

Jim Day, Staff Reporter
Wed Feb 25, 2009

Placeline

Lead
– catches reader interest,
– most important info
CANBERRA - A bungling Australian car thief was nabbed
– introduces topic
after accidentally locking himself in the vehicle he was – answers most of the 5W’s
trying to steal, police said Wednesday.

Police were called to a house in Adelaide after two thieves

were heard trying to steal a car. On arrival they were
surprised to find a 53-year old man hiding inside the
vehicle.

"The man, while breaking into the car, had

locked himself in the car and couldn't get
out," South Australian police said, adding a
second thief was found hiding in nearby
bushes.

Body
For more information, visit (www.accedents.com)

Tail
 Students Raise Money for a Good
Cause

Step 1: Start planning

 Look at the picture – What is happening in this picture?
 How can you connect the picture to the headline?
 In your rough notes, answer some or all of the following questions: Who?/ What? / Where? /
When?
 Then add:
 Quotes
 More information ./ Why?./ How?
 Think of a catchy lead paragraph
Step 2: Create a story
 Write a byline
 Create a placeline
 Create a catchy lead paragraph
 Write in the 3rd person
 Write the body (1-3 paragraphs)
 Be ensure to include a quotation
 Print neatly and legibly

Step 3: Review
 Mapping out your article

Make notes to help decide what to include where in your newspaper article.

Headline
Byline

Beginning (Lead) Picture

Middle (Main body)

End (Tail)
Write a newspaper article about
students raise money for a good
cause.

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 Rubric for a Newspaper Article
Criteria 4 3 2 1 0
Factual Four or more Three facts Two facts are One fact is No facts are
Informati facts are are included included in included in included in the article.
on included in in the article. the article. the article.
the article.
Accuracy All facts are Three facts Two facts are One fact is All facts are
accurate. are accurate. accurate. accurate. inaccurate.
Organization The article is The article is The article is The article is The article is
well well well poorly disorganized and difficult to
organized organized organized organized follow. There are more than
and written in with one with two with more three content errors.
a logical minor error. errors. than two
order. errors.

Message The message The message The message The message No message is given to
to the reader to the reader to the reader to the reader the reader.
is clear and is clear. The is somehow is unclear.
strong. The message may clear.
author’s provoke an
message urge to react
provokes an from the
urge to react reader.
from the
reader.
Mechanics The article is The article The article The article All sentences
free from has 1-2 has 3-4 has five or in the article contain
grammar and grammar or grammar or more grammar and spelling errors.
spelling spelling spelling grammar or
errors. errors errors. spelling
errors.
Presentation The author The author The author The author The author
presented the presented the presented the did not did not communicate clearly.
article in a article in a article in a communicate Eye contact was not made
clear voice. clear voice. clear voice. clearly. Little with the audience.
He/she made Some eye Little eye eye contact
consistent contact was contact was was made
eye contact made with made with with the
with the the audience. the audience. audience.
audience.
 Unit 6
Shape poems

In poetry the sound and meaning of words are combined to express feelings,

thoughts and ideas.

The poet chooses words carefully. Poetry is usually written in lines. There are many
types of poems: sonnet, limerick, haiku, narrative, shape…………

A shape poem (also called concrete) is a poem that is shaped like the thing it
describes. The shape adds to the meaning of the poem. To write a shape poem,

it helps to start by writing down all the words that come to mind about the chosen
topic. These words can then be used in the poem. You could have a circle-shaped
poem describing a cookie, or a poem about love shaped like a heart.

Features of shape poems:

 A common way to make the visual structure reflect the subject of the
poem is to fill an outline shape that relates to the topic of the poem,
in the same way that Carroll’s poem fits the outline of a mouse’s tail.
 Choose an object to be the subject for your poem. Good suggestions
for beginners could be favorite animals or favorite foods.
 Draw a simple outline of its shape on paper or on the computer. If
you’re using paper, draw with a pencil not a pen.
 Write your poem normally. Try to describe how the subject makes you
feel. The words will be fitted into your drawing, so don’t make it too
long – between 6-12 lines is probably a good length! IT DOESN’T
HAVE TO RHYME!
Sample:
Brainstorming:
Create a shape poem.
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 Concrete Poem Rubric
Criteria Level 4 Level 3 Level 2 Level 1
Knowledge/
Understanding Your poem is Your poem is Your poem is Your poem is
written in a well- written in a written in a not written in a
Content
defined, detailed creative shape simple shape. shape OR
and advanced that can be representative of
/10 shape clearly seen a shape in any
way.

Communication
Your spelling Your poem has a Your poem has Your poem has
Poem Style / and grammar are few errors in several errors in many spelling
Voice
virtually error spelling and/or grammar and and grammar
/10 free. grammar. spelling, which mistakes. You
However, it is make it difficult have made no
The poem has very easy to to understand. effort to correct
been edited understand obvious
mistakes.

Application
Your poem uses Your poem Little thought has No thought has
Words and precise language demonstrates been given to been given to
Sentences relate
and sensory good sensory word choices. word choices.
to topic
details that have details and Your poem This makes your
/10 been carefully appropriate use would have been poem difficult to
chosen to match of language that more meaningful relate to and
the chosen shape relate to the with a few word understand.
image substitutions.

Thinking
Writer's final Writer's print is Writer's print is a Writer's print is
Planning product is neat, readable. The somewhat not easily
clean, and poem shows unreadable. readable. The
/10 readable due to effort as it has Illustration has overall
planning. been somewhat been barely illustration
Illustrations planned planned out as cannot be made-
show excellent beforehand the words are not out since there
effort and well-organized has been no
organization. thought put in
 Unit 7
Play script
 A play script is a piece of writing written for the stage. It includes a
list of characters (at the very beginning). It is divided into acts which
are then divided into scenes.

Features of the play script:

1- Settings: Decide where the scene will take place. Write an
introduction that describes the place. Or, have the Narrator describe
the scene.
2- Characters: Decide who the characters will be. Write a short
description of each character. Keep the number of main characters as
small as possible. Give the characters distinctive features.
3- Story: Know the story before you begin. Have the different
scenes in mind. The dialogue, or the narrator, has to tell the story. Keep
the story line simple.
 4- Layout:
• Set the scene (As a short paragraph)
• Start a new line each time a new character speaks
• Put the name of the speaker in a left hand margin, followed by a
colon (:) Peter:
• Give instructions to the character in brackets (often in italics
too).
(Opening the door to let the King in.)
The words in brackets are not spoken.
Brainstorming:

Name of the play:

Characters with some

description:

Tittle for scene 1:

Setting ( time & place)

for scene 1:

Plot of scene 1:
 Sample:

List of characters:
Mother: a fussy young lady, wearing an apron
Red Riding Hood: a little girl who wears a red cloak with a hood. Kind
and helpful.
Grandma: An old lady who is ill
Wolf:
Woodcutter:

Set the scene

In the kitchen, Mother packing a basket on the kitchen table, whilst
Red Riding Hood puts on her cape.
Now the script (directions in brackets)
Mother: (Firmly) Be sure to carry the basket carefully so as not to
damage the cakes.
RRH: (Kindly) Of course mother, they are so prettily decorated. I
wouldn’t want to spoil them.
Mother: You know the way? We’ve been so many times together,
you should do.
RRH: Yes, mother I know the way.
Mother: Be sure to keep to the path now, don’t wander off and get
lost.
RRH: No mother. I’ll keep to the path.
Mother: And don’t talk to any strangers.
RRH: I won’t. (As an aside to the audience.) Not that there is ever
any one in the woods.
Mother: (Giving the basket to RRH and kissing her on the cheek)
Do be careful, and give Grandma my love won’t you. Tell her I’ll
be along tomorrow to see that she’s alright.
RRH: (With hand on door handle, turning to face mother) I’ll be
back before you know it. Bye!
Mother: Bye love! Take care! (Quietly to self) I do hope she’ll be
O.K. I don’t like her being in those woods all alone. You never
know what might happen.
Write a play script (only the first scene).

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 PLAYWRITING RUBRIC

Working
Exceeds Meets Below
Towards
PLOT makes sense. 4 3 2 1
CHARACTERS are believable for the situation. They are well‐developed
4 3 2 1
and have motivations for their actions.
EXPOSITION provides enough background on the characters and setting
4 3 2 1
for the play to make sense.
Has a CONFLICT that gets introduced in the INCITING INCIDENT 4 3 2 1
Tension/suspense increases through COMPLICATIONS in RISING
4 3 2 1
ACTION
Has a CLIMAX that is the highest point of suspense/tension or a turning
4 3 2 1
point.
FALLING ACTION ties up loose ends and possibly shows how the
4 3 2 1
conflict is won or lost.
The RESOLUTION gives the play an ending and includes a BUTTON at
4 3 2 1
the end to give a feeling of satisfaction or completion.
The play shows action rather than telling us about it. 4 3 2 1

The play can be produced on a stage in front of a live audience. 4 3 2 1

Formatted correctly:
 Includes a title and list of characters
 Character names in ALL CAPS at the beginning of the line of
dialogue, followed by a colon (:)
4 3 2 1
 Character names in ALL CAPS in stage directions
 Stage directions should be in parenthesis and, if typed,
italicized
 New scenes begin if there is a change in LOCATION or TIME
 Persuasive Writing
Unit 8

Persuasive texts come in many different forms. Some
include advertisements, letters, debates, articles and
reports.
Their main purpose is to persuade the reader to see an
argument from their point of view and change their mind,
buy or support something.

Structure:
 Opening statement - introduce your point of view
 Arguments - point and evidence
 Conclusion - repeat your point of view
Features:
 An introductory paragraph that states the argument.
 Use Present Tense.
 Connectives like
Some believe that…
In my opinion…
Therefore…
Moreover…
For this reason…
I feel that..
Surely…
I am sure that…
Firstly…
Secondly…
It is certain…
 Each paragraph states a reason or opinion and then is
followed by 2 or 3 pieces of evidence to support it.
 Points out the arguments for and against
 Has facts that support the evidence given
 Ask the reader questions that encourages them to think
 A strong concluding paragraph that sums up the main
argument
Super sentence starters:
Most people would agree that…

Only a fool would think that…

A sensible idea would be to…
We ALL know that…

Doesn’t everyone know that…?

It wouldn’t be very difficult to…

The REAL truth is that…

Are we expected to…?

Naturally I feel that…

The fact is that…

EVERBODY knows that…

Surely you would agree that…

Here are two reasons why…

This clearly shows that…

We can see from the evidence that…

 Brainstorming:
Persuasive Writing Plan
Introduction – Explain why you are writing

Reason 1 –What evidence/examples can you use to support this reason?

Reason 2 –What evidence/examples can you use to support this reason?

Reason 3 –What evidence/examples can you use to support this reason?

Conclusion – Why is your opinion the most important?

Sample:
Sample:
Adopting a Pet from the Pound
Some people love to own pets. There are some of them own pets
from fancy stores. Others own pets from the pound or Animal Rescue
League, which has many advantages.

First of all, a child feels good about rescuing an abandoned or

abused animal and giving it a whole new life. Besides, if the animals
from the pound aren’t adopted right away, they might be put to sleep.
Having a pet also means lots of responsibilities. A child has to feed,
clean up after, brush, and exercise the pet.

Another great advantage of having a pet from the pound is the

price of these cute and cuddly animals. Pets from the pound cost only a
few dollars while pets at a fancy pet store can cost hundreds of
dollars.

Once you adopt a pet from the Animal Rescue League, it will
quickly become a part of your family. If you are thinking of adopting a
pet, you might consider choosing a dog or a cat. Dogs and cats can bring
lots of happy times to a family, and they can be excellent companions
for a person who lives alone or someone who has lost a loved one. Dogs
are also a wonderful source of protection. Cats are funny, and they may
help to calm people down when they are sad or mad.

Please consider adopting an animal. If you remember all of the

advantages of adopting a pet from the pound, you might find the bird,
mouse, hamster, dog, or cat of your choice.
 : should students go to
Write a persuasive essay about
school wearing a school uniform.

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 Unit 9
Writing a poem
Poetry is a form of writing that uses not only words, but also form,
patterns of sound, imagery and figurative language to convey the
message.

The poems are sometimes written in rhyming couplets. A couplet is two

successive rhyming lines within a poem. here is no limit to the length of
the lines. Rhyming words are words that sound the same when spoken,
they don't necessarily have to be spelt the same.

For example:

In the morning the sun shone bright

Clearing the thoughts of the dark night

Features of poetry:
Line: a group of words arranged in a row.

Stanza: a group of lines written in a poem.

Rhyme: words that end with the same sound. Ex: Pen and ten.

Rhythm: the musical quality or beat.

Repetition: words or phrases that are repeated.

Mood: the feeling the author is trying to convey.

Imagery: using words to create a picture using the five senses.

Figurative language.
Brainstorming:

Rhyming couplet idea 1

Rhyming couplet idea 3

Rhyming couplet idea 2

Rhyming couplet idea 4

Sample:
Summer Evening
By Walter De La Mare

The sandy cat by the Farmer's chair

Mews at his knee for dainty fare;

Old Rover in his moss-greened house

Mumbles a bone, and barks at a mouse;

In the dewy fields the cattle lie

Chewing the cud 'neath a fading sky;

Dobbin at manger pulls his hay:

Gone is another summer's day.

 RUBRIC FOR POETRY

CATEGORY Excellent - 4 Good - 3 Satisfactory - 2 Needs Improvement - 1

THE Student devoted a lot of Student devoted adequate Student devoted some Student devoted little time
WRITING time and effort to the time and effort to the time and effort to the and effort to the writing
PROCESS / writing process and writing process and writing process but process. It appears that the
worked hard to make the worked to get the job was not very thorough. student does not care
EFFORT poem a good read. The done. The poem may have Does enough to get by. about the assignment. The
poem has no errors. one or two errors. There are several poem has many errors.
errors.
TITLE The poem has a title that The poem has a title that The poem has a title The poem has no title
clearly relates to the relates to the poem
poem and adds interest
to the theme or message
of the poem
NEATNESS The final draft of the The final draft of the poem The final draft of the The final draft is not neat
poem is readable, clean, is readable, neat and poem is readable and or attractive. It looks like
neat and attractive. It is attractive. It may have one some of the pages are the student just wanted to
free of erasures and or two erasures, but they attractive. It looks like get it done and didn’t care
crossed-out words. It are not distracting. It looks parts of it might have what it looked like.
looks like the author like the author took some been done in a hurry.
took great pride in it. pride in it.
STYLE The poem is written with The poem is written with a The poem is written The poem lacks style and
a great sense of style. defined with style. somewhat with style. the thoughts did not come
The poem has been well Thoughts are clear to read Thoughts are clear to a out clearly on paper.
thought out and makes and understandable. degree.
sense to the reader.
VOCABULARY The poem is filled with The poem includes many The poem includes The poem lacks
descriptive vocabulary descriptive elements and is some descriptive description and does not
that appeals to the appealing. words and phrases. allow the reader to
reader. visualize the poem.
Write a poem about the sun.

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Punctuation rules
Punctuation marks:
1. Full stop , or period (.)

 Used a full stop at the end of a sentence:

She stood up and went away.

 Used for abbreviations:

Co. (Company)
2. Question marks (?)

 Question marks are used at the end of direct questions:

Where do you live?

3. Exclamation marks (!)

 Used to indicate strong emotions:

She's so beautiful!

 Used after interjections:

Oh! It's awful.
4. Commas (,)

• Commas are used between items in a series or list. The

last two items of the series usually do not need a comma
between them. They are separated by "and".
I like spaghetti, fish, pizza and couscous.
• Commas are also used between adjectives or adverbs:

I'd like to have a big, black, German car.

• After the street address and city in an address:

34 Hassan II Street, Rabat, Morocco.

• Before or after direct speech:

He said,"I hate being treated like that."

• Before a coordinating conjunction (for, and, nor, but, or,

yet, so)
He woke up late, so he had to drive to work.

5. Semicolons (;)

 Semicolons are used instead of a full stop or period to

separate independent sentences:
They woke up early; then they went jogging.

 Use a semicolon to separate items in a series when those

items contain punctuation such as a comma:
They visited the Eiffel Tower, Paris; Big Ben, London; and the
statue of liberty, New York

6. Colons (:)
 Use a colon to introduce a list:
He visited three cities last summer holiday: Madrid, Roma and
Athens.
 To introduce an idea or an explanation:

He had one idea in mind: to see her as soon as possible.

 To introduce direct speech or a quotation:

The secretary whispered in his ear: "Your wife is on the

phone. "

7. Dashes (--)

 To introduce parenthetical information:

I put on a blue jacket --the one my mother bought me-- and

blue jeans.
 To show an afterthought:

I explained to him my point of view-- at least I tried!

8. Quotation marks ("")

 Quotation marks are used to quote speech, sentences or
words.

She said, "I love you."

Capitalization rules:
 Capitalize the first word in a sentence.
 The first word in a quote.
 Capitalize " I ".
 Capitalize proper nouns.
 Capitalize names of rivers, mountains.
 Days of the week, months of the year, holidays are
capitalized.
 The official title of a person, the initials in someone's
name are capitalized
 Capitalize countries, cities, languages, nationalities.
 Powerful verbs

helped ate made/created cleaned

assisted devoured papered washed
aided gulped gobbled pasted wiped
taught inhaled clipped dusted
rescued splurged licked cut vacuumed
bandaged slurped constructed scrubbed
consoled decorated wiped
volunteered sanded scraped
encouraged scribbled

do to others not very Bothered got rid of

flirted nice... bugged Fired
flattered chastised irritated Erased
bamboozled manipulated frustrated Blasted
fooled raged annoyed Ejected
wormed hated/despised humiliated Shaved
snooped humiliated bullied
outwitted teased jabbed
slimed
saw said/talked asked shouted
looked spoke suggested hollered
watched replied requested yelled scolded
observed answered questioned exclaimed
noticed announced inquired screamed
viewed stated declared
glanced uttered yelled
peeked whispered shrieked
peered muttered disciplined
spied
double-
checked
happily … gestures expressions cried
laughed shrugged smiled sobbed
guffawed twitched grinned wept wailed
giggled shivered smirked sniffled
hee-hawed trembled glowed
rejoiced wrinkled frowned
chuckled shuddered pouted
 Powerful adjectives
List of List of List of Color List of
Appearance Condition Adjectives Feelings
Adjectives Adjectives red (Bad)
adorable alive orange Adjectives
beautiful better yellow angry
clean careful green bewildered
drab clever blue clumsy
elegant dead purple defeated
fancy easy gray embarrassed
glamorous famous black fierce
handsome gifted white grumpy
long helpful helpless
magnificent important itchy
old-fashioned jealous
lazy
List of Sound List of Size List of Shape List of
Adjectives Adjectives Adjectives Feelings
cooing big broad (Good)
deafening colossal chubby Adjectives
faint fat crooked agreeable
hissing gigantic curved brave
loud great deep calm
melodic huge flat delightful
noisy immense high eager
purring large hollow faithful
quiet little gentle
 Synonyms
Synonyms are words that have the same meaning.
Afraid: scared, frightened Quick: fast, swift

Automobile: car, vehicle Quiet: calm

Big: large, huge Rest: relax

Blank: empty, hollow Rug: carpet, mat

Bunny: rabbit, hare Sack: bag, backpack

Cap: hat Sniff: smell, inhale

Center: middle, inside Strange: odd, weird

Couch: sofa, divan Tall: high, big

Evil: bad, wicked True: right

Famous: well-known Under: below

Father: dad, daddy Woman: lady, female

Happy: glad, joyful Yell: shout,

Hide: cover Look: see, glance, stare

House: home Mad: angry, furious

Ill: sick, unwell Neat: tidy, clean

Idea: thought Present: gift,

Jog: run Funny: silly, playful
Listen: hear Garbage: trash, junk, waste
 Antonyms
Antonyms are the words which have the opposite meaning

about Exactly

above Below

absence Presence

abundance Lack

to accept to refuse

accidental Intentional

active Lazy

to add to subtract

to admit to deny

adult Child

advanced Elementary

affirmative Negative
Afraid Brave

After Before

Against For

Alike Different

Alive Dead

All None

Always Never

Ancient Modern

to agree to refuse, to argue

to allow to forbid

full Empty

Positive Negative
 List of connectives

Words to Show Words to Add to an

Words That Show Cause
Contrast Idea

however additionally accordingly

although moreover as a result
conversely furthermore because
instead another reason due to
in comparison along with for this reason
nevertheless also for this purpose
whereas coupled with hence
yet correspondingly otherwise
on the one
hand…on the other for example since
hand
on the contrary in addition so then
other than indeed subsequently
outside of in fact therefore
rather identically thereupon
still likewise this is why
besides again thus
comparatively similarly wherefore
different from whereas following this
even though likewise as you can see
otherwise one other thing for all of those reasons
Use Different Words to Order Events and Sequence
Time

first...
with this in
second... currently in turn
mind
third...
generally...
furthermore... during for now later on
finally
in the first
place... also... earlier immediately Meanwhile
lastly
to be sure...
in the
additionally... eventually Next
meantime
lastly
first... just in
for the time
the same finally Then
being
way... finally
basically...
similarly... as first of all the next step Simultaneously
well as
to begin
afterward in conclusion Soon
with
in the first
at first in time While
place
Use Interesting Words When Summarizing

in other
after all in any event on balance
words
that is (that is
all in all in brief in short
to say)
all things
in conclusion in brief Therefore
considered
to put it
briefly in essence in summary
differently
in the final
by and large indeed to sum up
analysis
in the long
hence on the whole to summarize
run
in any case overall namely Finally
 Common idioms
Apple of my eye-feeling affection for someone
A dime a dozen-something so common that it has little value, no
need
A taste of your own medicine-a lesson where other people treat you
the same way you treat
them in order to teach you that you are acting badly ...
Back to the drawing board-figuring out a new solution to a problem
Ball is in your court-it is up to you to make a decision
Bend over backwards-helping someone
Bite your tongue-stopping yourself from saying something that will
hurt someone's feelings
Blowing your top-becoming extremely angry
Break a leg-do a great job
Breaking news-important information that just happened
Breaking the ice-getting to know someone
Call the shots-tell people what to do, in charge
Changing your mind-deciding to do something else
Clear the air-talk about a problem
Come in handy-something that is useful
Cracking up-thinking something is funny, laughing
Cup of Joe-cup of coffee
Cut it out-stop doing something
Cutting corners-to take a shortcut, to find a cheaper or easier way of
doing something
Dead as a doornail-lifeless
Don't rock the boat-do not cause problems
Going out on a limb-taking a risk
Hit the road-leave
Hit the hay/sack-you are going to go to sleep
I'm all ears-ready to listen
Lend someone a hand-help someone out
That is over her/his head-they don't understand
Penny pincher-someone who does not spend a lot of money and
likes to buy things cheap
Piece of cake-easy or simple
State of the art-the best
Stealing my thunder-taking the attention away from someone's
accomplishments and achievements
Take a hike-telling someone to leave
Take a rain check-declining now, but suggesting you may say yes in
the future
The apple doesn't fall far from the tree-a child growing up to be very
similar to his parents
parents with similar characteristics
The drop of a hat-doing something instantly before anything else,
stopping what you are
doing to do something else
The early bird gets the worm-whoever arrives first has the best
chance of success
Under the weather-ill or sick
Wake up and smell the coffee-Start paying attention to what is
happening around you
Walking on eggshells-being very careful because someone gets
easily offended or angry
We are in the same boat-being in the same situation or having the
same problem as others
Zip your lip-be quiet
 List of useful vocabulary
Fiction narrative story (Fantasy):

fairyland mythical
phantasy world dreamscape
fantasy futuristic
imaginary place kingdom
fantasticalness ghosting
fairy tale haunt
fictional imitate
fairytale innovate
imagination interfere
spiritual world parading
dream pretend
wonderland magical

At the same time Once upon a time…….

Afterwards Long time ago, ……..
For two weeks Because they had no future,
Meanwhile she...
At night Later, they sat at a small table
For a month he did not in the corner, and Eliza ...
visit, see, plan, etc. On the whole, Alice enjoyed
In the morning being alone…….
Nonfiction text (Report):

seahorse tilapia fish

crab eggs
dolphin pouch
shark nest
seal legs
turtle birds
octopus sea (marine)
lobster whale
shrimp
Seahorses/carry eggs in • This article will……
dad's pouch • The purpose of this article is to
Octopuses/have eight . The information presented will..
legs . The following information………
Sharks/have sharp teeth
Crabs/have two long claws
Turtles/lay eggs in nests
tilapia fish/carry eggs in
their mouth
Fiction (Poems):
Baboon / loon / raccoon
Bat / cat / gnat / rat
Beagle / eagle
Bear / hare / mare
Beaver / retriever / weaver
Bee / flea / manatee
Buck / duck / geoduck
Bug / pug / slug
Calf / giraffe
Camel / mammal
Caribou / cockatoo / ewe /
gnu / kangaroo / shrew
Chick / tick
Chin / grin / shin / skin
Ear / rear / sneer
Eye / thigh
Eyelash / moustache / rash
Feet / seat
Fist / wrist
Groin / loin
Hide / inside / side
Hip / lip / fingertip
Lung / tongue
Nail / tail
Alfredo / potato / tomato
Apple / scrapple / Snapple
Artichoke / Coke / egg yolk
Baloney / cannelloni /
macaroni / minestrone /
pepperoni / rigatoni /
spumoni
Beans / greens / sardines /
tangerines
Beet / meat / sweet / treat /
wheat
Fiction narrative story (Fables):

broke woke
roared caught
heard found
laughed little
said frightened
ran free
thought clever
slept suddenly
wanted very
looked loudly
stared again
fell pleased
felt worried
cried loudly
clapped horrify
killed saved
helped deeply
gnawed bit
Nonfiction text (Newspaper article):
He/They reported that . . .
He/They also claimed that . .
He/They went on to state
that . . .
He/They confirmed that . . .
She/They claimed that . . .
He disputed that . . .
She refused to accept that . .
He agreed that . . .
He went on to tell us that . . .
He continued by informing us
that . . .
In addition to this . . .
He also spoke of how . . .
He refused to accept that . .
He reputed . . .
He emphasised . .
• Shortly before daybreak . .
• Later that day . . .
• Before long . . .
• As evening fell . . .
. Afterwards
• After that
• Later on
• Next
• Moments later
• As the sun set . . .
• Soon after . . .
• Hours later . . .
• Unfortunately . . .
• Fortunately . . .
• Soon
• So
Fiction (Play script):

Yelled explained
stammered muttered
cried replied
shouted laughed
questioned demanded
asked exclaimed
whispered glared/
sobbed yelled
Roared explained
spluttered informed
grumbled expressed
howled stated
replied reported
converse announced
disclosed mentioned
declared acknowledged
suggested answered
Nonfiction (Persuasive writing):
• I believe that . . .
• I think that . . .
• It seems to me that . . .
• It is clear that . . .
• It strikes me that . . .
• There is no doubt that . . .
(There can be no doubt that . . .)
• I am convinced that . . .
• It appears that . . .
• It is obvious that . . .
. Are we expected to…?
. Naturally I feel that…
. The fact is that…
. Everybody knows that…
. Surely you would agree
that…
. Here are two reasons why…
. This clearly shows that…
• Is it any wonder that . . . ?
• Don’t you think . . . ?
• Isn’t it clear that . . . ?
• Isn’t it the case that . . . ?
• How can anyone believe this
to be true?
• Does anyone really believe
that . . .?
• In my opinion . . .
• As I see it . . .
• As everyone knows . . .
• Clearly . . .
• Obviously . . .
• Inevitably . . .
• My own view is . . .