Grammar and Composition

Composition Practice
Grade 6

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ii

Contents
Unit 1

Personal Writing
1.1
1.2
1.3
1.4
1
1
1

Unit 2

The Writing Process

2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2
2
2

Unit 3

Writing as Self-Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Writing with Confidence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Making Personal Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Responding to a Poem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Writing in the Real World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Exploring the Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Prewriting: Finding a Topic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Prewriting: Ordering Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Drafting: Getting It Down on Paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Revising: Reviewing Your Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Revising: Getting Paragraphs into Shape . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Revising: Writing Sentences That Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Editing/Profreading: Checking Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Publishing/Presenting: Sharing Your Work . . . . . . . . . . . . . . . . . . . . . . . . . 16
Writing in the Real World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Descriptive Writing
3.1
3.2
3.3
3.4
3.5
3.6
3
3
3

Painting a Picture with Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Observing and Taking Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Focusing on the Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Ordering Descriptive Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Describing a Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Getting to Know a New Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Writing in the Real World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

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Contents
Unit 4

Narrative Writing
4.1
4.2
4.3
4.4
4.5
4
4
4

Unit 5

Expository Writing
5.1
5.2
5.3
5.4
5.5
5
5
5

Unit 6

Developing a Real-Life Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Keeping a Story on Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Writing Dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Writing About an Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Responding to a Biography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Writing in the Real World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Writing to Help Others Understand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Comparing and Contrasting Two Things. . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Explaining How to Do Something . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Writing a Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Writing a Book Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Writing in the Real World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Persuasive Writing
6.1
6.2
6.3
6.4
6
6
6

Taking a Stand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Stating a Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Using Facts and Opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Writing a TV Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Writing in the Real World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

1.1

Writing as Self-Expression
Key Information

Freewriting is a good way to learn about your feelings and to explore your thoughts about
a variety of personal issues.

A. Exploring Your Thoughts

To help figure out what makes you tick, answer the following questions in
freewriting style.
What was the happiest time you had this week?
_______________________________________________________________________
_______________________________________________________________________
When and why were you most recently angry?
_______________________________________________________________________
_______________________________________________________________________
Where do you go when you want to be alone?
_______________________________________________________________________
_______________________________________________________________________
What is your favorite place to be with friends?
_______________________________________________________________________

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_______________________________________________________________________
If you could travel anywhere in the world, where would you go?
_______________________________________________________________________
_______________________________________________________________________
B. Writing About What Makes You Tick

Use the information from your freewriting in Part A to write four or five sentences
describing yourself. You may want to tell about your family, your friends, or your
school. Imagine that you will send this description to a new pen pal overseas who
knows nothing about you. Be creative!

Writers Choice: Composition Practice, Grade 6, Unit 1

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing with Confidence

1.2

Key Information

You can keep a journal for writing about your thoughts and feelings for your eyes only, or
you can choose to share parts of it with friends or your teacher.

A. Making Journal Entries

Making journal entries is fun and easy! To practice getting started, respond to each
numbered item. Be sure to write about something you feel comfortable sharing with
your teacher.
1.

Imagine you have just learned that you won first place in a contest. Write a sentence that
expresses your excitement. __________________________________________________
_______________________________________________________________________

2.

Write a sentence that describes the kind of contest you won. _______________________
_______________________________________________________________________

3.

Write a sentence describing the first prize.______________________________________

_______________________________________________________________________

4.

Write a sentence that tells what someone in your family said when he or she learned that
you won. ________________________________________________________________
_______________________________________________________________________

5.

Write a sentence telling what you said to the reporter who interviewed you for an article
_______________________________________________________________________

B. Journaling on Your Own

Write a journal entry about a real or imaginary sports victory or a personal goal you
achieved. Bring the experience to life by describing in detail what happened, your role
in making it happen, and how you felt about your success. Be sure to write about
something you want to share.

Writers Choice: Composition Practice, Grade 6, Unit 1

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about winning the contest.__________________________________________________

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

1.3

Making Personal Connections

Key Information

There are many kinds of letters. They all have five parts: heading, greeting, body, closing,
and signature. The most important part of any letter is the personal words and ideas it
contains.

A. Choosing the Parts of a Letter

Choose to write to someone from the list below. Then select the greeting and closing
that are most appropriate for the party who will receive the letter.
Recipient

Greeting

Closing

The president (Washington, D.C.)

Dear,

Love,

Mickey Mouse (Orlando, Florida)

Hi There!

Sincerely,

Grandma (You supply address)

Dearest,

Your fan,

B. Writing a Friendly Letter

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Use the space below to write a friendly letter to whomever you selected. Remember to
share information about yourself in the body of your letter, and tell why you are writing. Be sure to include all five parts of a letter. Use additional paper if necessary.

Writers Choice: Composition Practice, Grade 6, Unit 1

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G

A B O U T

L I T E R AT U R E

Responding to a Poem

1.4

Key Information

Poems are one way to communicate thoughts and feelings. You can respond to poems by
writing in your journal, drawing a picture, or writing a poem of your own.

A. Responding to a Poem

Read the following poem. Then answer the questions about it.
Night Light
A clean, clear jar.
A dark, still night.
A time to wait.
A flash of light.
A quick, small hand.
A gentle close.
A bug inside.
A jar that glows.

Carole Houze Gerber

1.

What experience is the poet describing? ________________________________________

2.

Is she talking about a childs experience or an adults? _____________________________

3.

How does the poem make you feel? ___________________________________________

_______________________________________________________________________

Use the space below to write a poem about something you liked to do when you were
smaller or something you still enjoy doing. Your poem may or may not rhyme.

Writers Choice: Composition Practice, Grade 6, Unit 1

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B. Writing a Poem

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing in the Real World: Personal Writing

Key Information

You can use your journal to explore life experiences, describe how you faced challenges,
and record your goals.

A. Describing a Challenge

Most of us do not often face life-and-death challenges like those experienced by the
sailor Bill Pinkney. Preparing for tests, getting along with friends, and meeting other
small challenges are more typical. Think of a challenge you recently faced. Jot down a
few words and phrases describing the challenge.

B. Writing About a Challenge

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Use the notes you made in Part A to write a short paragraph about the challenge you
faced, and tell how you handled it.

Writers Choice: Composition Practice, Grade 6, Unit 1

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Literature: From The Invisible Thread, Yoshiko Uchida

Key Information

Thoughtful, descriptive writing helps bring your personal experiences to life. Vivid descriptions
tell about the sights and soundsas well as the peoplethat were part of an experience.

A. Describing Someone You Know

In the literature selection from The Invisible Thread, the author, Yoshiko Uchida,
describes a family outing. Uchida describes her sister Keiko as fearless. Think of
someone you know well. Write several words that describe that person.
____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

B. Writing About Your Feelings

Write a paragraph or two about an experience you shared with the person you
described in Part A. What was your response to the experience? How did you feel
toward the person because of sharing the experience?

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Writers Choice: Composition Practice, Grade 6, Unit 1

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing Process in Action

Key Information

Usually, personal writing is based on your everyday experiences. Personal writing occurs in
journals, letters, and poems. You may or may not want to share your personal writing with
others.

A. Reflecting on Your Personal Writing

Which type of personal writingjournal entry, letter, or poemdo you most enjoy?
Write a short paragraph explaining your reasons.

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B. Sharing Your Personal Writing

People choose to shareor not to sharetheir personal writing for many reasons.
What types of personal writing do you choose to keep private? What types do you
choose to share? Explain the reasons for your choices.

Writers Choice: Composition Practice, Grade 6, Unit 1

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

2.1

Exploring the Writing Process

Key Information

The writing process begins with your first idea for a piece of writing and ends with the finished work. It includes five stages: prewriting, drafting, revising, editing/proofreading,
and publishing/presenting. The process does not always move forward in a straight line; as
you write, you may have to go back to an earlier stage before you go on to the next one.

A. Taking Notes

When Maya watched her friend Bernard cooking gumbo, she began to prewrite by
taking notes. Observe a friend or family member doing a chore, playing a sport, or
performing some other activity. Write some simple notes about what you observe.

Reflect on the process you used to take the notes you wrote in Part A. Did you list steps
in 1-2-3 order? Did one word spark an idea for another? First, briefly describe the
process of taking notes. Then explain the purpose of taking notes.

Writers Choice: Composition Practice, Grade 6, Unit 2

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B. Observing the Process

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

2.2

Prewriting: Finding a Topic

Key Information

Learning about your interests by creating a cluster diagram is just one of the ways to find
a topic.

A. Creating a Cluster Diagram

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Center the words My Interests in the space provided. Draw a circle around them. Next,
jot down your interests as they come to mind, circle each one, and draw lines to connect them with the first circle. Then as you think of details related to each interest,
jot them down and connect them to that cluster. Try to fill the space.

B. Choosing a Topic

Choose a topic from the cluster. You may choose the one taking up the most room in
the diagram. (It may be a favorite interest, or you may have more ideas about it.) Write
a paragraph for your journal about the topic. Use the details included in the cluster.

Writers Choice: Composition Practice, Grade 6, Unit 2

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Prewriting: Ordering Ideas

2.3

Key Information

Most writing has one of these four purposes: to tell a story, to explain something, to persuade someone, or to describe something. After deciding on your purpose for writing, you
need to organize your ideas in an order that best suits your purpose.

A. Putting Details in Order

This list is taken from a student cluster about a trip to Santa Fe, New Mexico. Put
numbers in the blanks to show the order in which you would give the details.
______ vendors display jewelry in the plaza
______ arrived by car from Albuquerque
______ on the third day visited Frijoles Canyon at Bandelier National
Monument
______ shops sell silver jewelry, woven blankets, and pottery by local artists
______ shopped for souvenirs on the second day
______ ruins of the Anasazi Indians in the cliffs of Frijoles Canyon
______ museum at Palace of the Governor includes historical artifacts
______ on first day visited museums
______ Museum of Fine Arts has painting by Georgia OKeeffe
______ climbed ladders to a kiva, or ceremonial chamber, of the Anasazi

The four purposes for most writing are to tell a story, to explain something, to persuade someone, and to describe something.
1.

Select the purpose best suited for the details in Part A.

_______________________________________________________________________

2.

Explain why you chose this purpose. __________________________________________

_______________________________________________________________________
_______________________________________________________________________

3.

Draft a paragraph about the trip to Santa Fe, using the details listed in Part A.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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Writers Choice: Composition Practice, Grade 6, Unit 2

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B. Finding a Purpose

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2.4

Drafting: Getting It Down on Paper

Key Information

Drafting follows prewriting. During the drafting stage you put ideas about your topic into
sentences and paragraphs. Your draft is just a beginning, so be flexible. Experiment with different ways to express your ideas.

A. Preparing for Your Draft

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You have been asked to write a short article about your family for a family reunion.
The article should summarize important events happening in your family during the
past year. It can be organized any way you choose. Use clustering, listing, or questioning to prewrite ideas for the article.

B. Writing Your Draft

Review the ideas you came up with during prewriting. Number them in an orderly,
organized way. Now use them as the basis for drafting the article. It should be one page
long. Use additional paper if necessary.

Writers Choice: Composition Practice, Grade 6, Unit 2

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

2.5

Revising: Reviewing Your Ideas

Key Information

Revising your draft will make your ideas clearer. In the revision stage set your draft aside for
awhile. Then read it again. Add new details and mark out others. Make any changes that will
improve your draft.

A. Eliminating Unnecessary Details

Read the draft of a paragraph about Hercules. Are all the sentences needed? Cross out
any unnecessary sentences.
Most people lift weights to build their strength. Have you ever lifted weights? I
havent, but I would like to try someday. But not Hercules! He was born strong. When he
was a child, Hercules saved his little brother from a snake. Snakes are disgusting!
Hercules pulled his little brother away from the snake and strangled it. The snake, that is.

B. Revising Your Own Work

Select a paragraph you wrote in your journal several weeks ago. Read it again. Select an
audience and purpose for the paragraph, and revise it based on what you have learned.
Write the revised paragraph in the space provided.
Audience: __________________________________________________________________
Purpose: ___________________________________________________________________

12

Writers Choice: Composition Practice, Grade 6, Unit 2

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Paragraph: _________________________________________________________________

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

2.6

Revising: Getting Paragraphs into Shape

Key Information

A good paragraph includes a topic sentence expressing the main idea. The supporting
details make the main idea easier to understand. The sentences in a good paragraph flow
smoothly. Likewise, the paragraphs in a good piece of writing flow smoothly from one paragraph to the next.

A. Shaping Up a Paragraph

Shape up the following paragraph. Cross out two sentences entirely. Six sentences are
correct as written. Write OK in those blanks. Mark one of the six sentences as the
topic sentence.
1. Did you ever wonder where words come from? ___________________________________
2. All words have an etymology, or history. ________________________________________
3. History, by the way, happens to be one of my favorite subjectshow about you? ________
4. The etymology of lunch is interesting. __________________________________________
5. Its from the old Spanish word lonja, which means slice.___________________________
6. Lunch means something more than that today. ___________________________________
7. I had lasagna and fruit salad for lunch.__________________________________________
8. Still, you can hear how it sounds like the word from the sixteenth century. _____________

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B. Revising a Paragraph

Review the draft you have just corrected. To check the flow of the sentences, rewrite
them as a paragraph. Use the space provided.

Writers Choice: Composition Practice, Grade 6, Unit 2

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

2.7

Revising: Writing Sentences That Flow

Key Information

Varying the length of your sentences will make your writing lively and interesting to read. After
setting your writing aside for a few days, read it again for sentence variety. Combining sentences and using different beginnings for sentences are two ways to improve sentence flow.

A. Combining Simple Sentences

Combine the following simple sentences into longer sentences that are livelier and
more interesting. Make sure they keep their basic meaning. You may need to rearrange
the order of some words and add or delete other words.
1. The girls were hot and sweaty. The girls decided to take a break. ____________________

_______________________________________________________________________
2. The hot summer sun beat down. The yellow bike glittered. ________________________

_______________________________________________________________________
3. My brother gets mad. My brother stomps off to his room. _________________________

_______________________________________________________________________
4. I hit the ball. I hit the ball again. I hit the ball again. ______________________________

_______________________________________________________________________
5. The dogs barked. The dogs were big. I was afraid of the dogs. ______________________

_______________________________________________________________________
_______________________________________________________________________
7. I will be there. Maria will not. _______________________________________________

_______________________________________________________________________
8. Anthony may bring cookies. Anthony may bring candy. ___________________________

_______________________________________________________________________
9. My friend likes horses. My friend subscribes to Whinney magazine.__________________

_______________________________________________________________________
10. The birds raised their wings. They ruffled their feathers. __________________________

_______________________________________________________________________
B. Writing a Paragraph That Flows

Choose one of the sentences you wrote in Part A. Write three or four more sentences
on the same topic. Create a paragraph that flows by varying the beginnings of the sentences. Use a separate sheet of paper.
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Writers Choice: Composition Practice, Grade 6, Unit 2

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6. Juan likes canoeing. Juan likes biking. Juan likes most other outdoor sports. ___________

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Editing/Proofreading: Checking Details

2.8

Key Information

When you edit your work, check your sentences for fragments and run-ons. Proofread for
errors in spelling, punctuation, and grammar. You may use a checklist to help you edit and
proofreading marks to indicate corrections. Refer to your textbook, page 72, for a checklist.

A. Reviewing Proofreading Symbols

Write the proofreading symbol for each of the following errors.

error

symbol

missing comma
insert
capital letter
lower-case letter
period
delete
B. Using Proofreading Symbols

Use proofreading symbols to correct the errors in the following sentences. One sentence has no errors.
1. I put salt pepper and butter on my eggs.

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2. demetrius took the Train to Philadelphia Pennsylvania.

3. She did not need to borrow my bat.
4. The beach was very sandy and the water was warm.
5. I told her I would see her after school she agred to meet me.
6. She told Maria september seemed a long time away.
7. Are you going to follow me.
8. she was taping the show to watch later.

Writers Choice: Composition Practice, Grade 6, Unit 2

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Publishing/Presenting: Sharing Your Work

2.9

Key Information

You may choose to share your writing in different ways. For example, you may give an oral
presentation to your class or publish your writing in the school newspaper. Each way of presenting your writing has its own rules.

A. Selecting What to Share

Imagine that you could select any three past assignments or journal entries to be published. Write a short paragraph telling which ones you would choose and why.
1.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

B. Selecting Where to Share

In what publication would you like to see your three pieces of writing published? If
you would choose a national newspaper or magazine, tell why you feel your article is
right for the publication. For example, if the magazine publishes sports stories, your
article about basketball would work for that magazine.

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Writers Choice: Composition Practice, Grade 6, Unit 2

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_______________________________________________________________________

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing in the Real World: Travel Writing

Key Information

The writing process begins when you explore your ideas. Regardless of the purpose of your
writing, first you must get your thoughts together before going on to the drafting stage.

A. Collecting Ideas

When Curtis Katz decided to write about an Amtrak train route, he collected information from other train crew members. Think of three people you know who are good
sources of information on a topic. List each persons name, occupation, and area of
interest.
Name

Occupation

What He/She Knows About

____________________

______________________

__________________________

____________________

______________________

__________________________

____________________

______________________

__________________________

B. Drafting Your Work

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Choose one of the people you listed in Part A. Write five questions you would ask that
person. If possible, interview the person. Then write a draft. Use additional paper if
necessary.

Writers Choice: Composition Practice, Grade 6, Unit 2

17

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Literature: From Coast to Coast, Betsy Byars

Key Information

In Coast to Coast, Birch is excited to begin an adventure in her grandfathers antique airplane. As a reader, you may respond to Birchs excitement with memories of your own.

A. Thinking Young

Birch lists sayings she finds typical of people who are old. Dont take any chances
and Dont step on the grass are examples. List four or five sayings you think are for
the young at heart. They may be sayings common to people your age or to anyone
who acts young.

B. Writing About Your Experience

Only after Birch says I really want to go does she realize it is true. Have you ever had
an experience of suddenly understanding your actions? Write a paragraph about your
experience.

Copyright The McGraw-Hill Companies, Inc.

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Writers Choice: Composition Practice, Grade 6, Unit 2

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing Process in Action

Key Information

Listing, questioning, and clustering are methods of prewriting. Drafting develops your
prewriting into sentences and paragraphs, which will benefit from the revising and
editing/proofreading stages. You may choose to present or publish your writing.

A. Practicing Prewriting

A student began this cluster diagram. Expand the diagram by adding details and
attaching them to the cluster.
historical
places

neighbors

My Community

businesses

recreational
activities

Copyright The McGraw-Hill Companies, Inc.

B. Drafting

Use the cluster diagram you created in Part A to draft a paragraph. You may use only a
part of the cluster diagram. Remember to organize the details in your paragraph and
to include a topic sentence.

Writers Choice: Composition Practice, Grade 6, Unit 2

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

3.1

Painting a Picture with Words

Key Information

You use descriptive language every day to make your experiences come alive for others.
Descriptive writing also helps to give a clearer picture of what you observed.

A. Describing a Person

Imagine that a new neighbor is walking toward your house or apartment. Your little
sister is too short to see out the window. Describe to her in detail what this person
looks like.

Remember an event that made you very happy. Exactly what happened to make you
happy? How did you feel at each moment of the event? Write one paragraph describing
the event and your feelings. Use descriptive words to make your sentences lively.

20

Writers Choice: Composition Practice, Grade 6, Unit 3

Copyright The McGraw-Hill Companies, Inc.

B. Describing an Event

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

3.2

Observing and Taking Notes

Key Information

Good observation skills make use of all your senses. In addition to noticing what you see,
you should also be observant about what you hear, touch, smell, and taste.

A. Using All Your Senses

Think about the last time you drank a cold glass of milk, bit into an apple, polished off
a hamburger, or ate your favorite snack. Try to recall a way the experience affected all
your senses. Did you hear the hamburger sizzle as it cooked, for example? Below, list
the food or drink of your choice and a descriptive word or phrase beside each sense it
affected.
Food or drink:_______________________________________________________________
How it looked:_______________________________________________________________
How it sounded: _____________________________________________________________
How it felt: _________________________________________________________________
How it smelled: ______________________________________________________________
How it tasted: _______________________________________________________________
B. Using Details in Your Writing

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Use your recollections in Part A to write a brief description about the food or drink
for example, I am peeling a bright, round orange. . . .

Writers Choice: Composition Practice, Grade 6, Unit 3

21

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

3.3

Focusing on the Details

Key Information

Your first impressions are your first thoughts upon noticing something. Once youve noted
your first impressions, a good way to gather details is to identify the little things that helped
form each impression. Then go back and scan for any overlooked details

A. Noting Your First Impressions

Look around the room, and find a picture, bulletin board, clock, or other object to
focus upon. What things about the object immediately catch your eye? Briefly describe
your initial impression.

B. Building on Your First Impressions

Look closely again at the object youve chosen. Write a few details that support each of
your first impressions. Is there anything you missed when looking at the object the first
time? If so, add that information.

Copyright The McGraw-Hill Companies, Inc.

22

Writers Choice: Composition Practice, Grade 6, Unit 3

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

3.4

Ordering Descriptive Details

Key Information

Descriptive details need to be ordered in some way that makes sense to readers. Transition
words such as above, behind, and after help make descriptions easier for readers to follow.

A. Choosing Good Transitions

From the box choose the transition that (1) could be used to combine each set of sentences below to make the description easier to follow, or (2) could be placed before the
first word in the second sentence to make the description easier to follow. Add extra
words if needed. Rewrite the sentences, adding the transition words or phrases you
select.
Transitions
in back of
in front of
to the left of
to the right of

above
below
beside
next

first
last
then
after

1. The tall girl stood. She blocked my view. ________________________________________

2. My heart pounded as the first speaker sat down. It was my turn. _____________________

Copyright The McGraw-Hill Companies, Inc.

3. Dont open your test booklets yet. Write your name on the front._____________________

4. I heard a horrible, growling noise. I ran. ________________________________________

5. I looked. I saw the rushing water. ______________________________________________

B. Writing with Transitions

Choose four transitions you did not use in Part A. Write four sentences, using a different transitional word or phrase in each to order a descriptive detail.

Writers Choice: Composition Practice, Grade 6, Unit 3

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

3.5

Describing a Place
Key Information

When you provide specific details about a place, you paint a word picture that helps readers
imagine exactly what you are describing.

A. Providing Details

Bring the following place to life by filling in the blanks with descriptive words of your
choice.
I was in this _____ place. Outside, the night was _____. Inside, the building was _____. It
sounded kind of _____. I pulled my _____ coat tight and looked _____ over my shoulder. Oh
no! Suddenly I saw a pair of _____ eyes by the door. My heart _____. Then I heard a meow.
A _____ cat trotted out. The place didnt look so _____ any more.

B. Using Details Imaginatively

Imagine that you have just won a trip for your family. You can travel anywhere in the
world that you have not previously visited. Where would you go? Write a paragraph
telling how you imagine this place will look.

Copyright The McGraw-Hill Companies, Inc.

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Writers Choice: Composition Practice, Grade 6, Unit 3

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G

3.6

A B O U T

L I T E R AT U R E

Getting to Know a New Place

Key Information

Reading a description of a place can introduce you to new experiences. It often makes you
aware of new feelings in yourself in response to what you have read. You can respond to a
place description by doing your own writing.

A. Freewriting About a Place

Copyright The McGraw-Hill Companies, Inc.

Someone once divided travelers into two categories: those who like to visit the mountains and those who prefer the sea. Freewrite several phrases and sentences describing
what you would like to see and do in both locations.

B. Describing a Place in Detail

Imagine you have just awakened and opened the window of your seaside cottage or
your mountain lodge. Stick your head out, take a deep breath, and look around. What
do you see, hear, and smell? Vividly describe your experience in one of these locations.

Writers Choice: Composition Practice, Grade 6, Unit 3

25

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing in the Real World: Descriptive Writing

Key Information

John Boulanger and the other scientists who observed life on Mt. Logan used description
to record their findings. Colorful descriptions of objects, animals, people, and surroundings
make your firsthand observations and experiences vividly real.

A. Brainstorming a Vivid Description

Look in your pockets, purse, or backpack. Take out an object, and put it on your desk.
Do not name the object, but describe it in vivid terms. List words and phrases that
describe what it looks like, what it feels like, and what it might be used for.
What it looks like

What it feels like

What it can be used for

____________________

______________________

__________________________

____________________

______________________

__________________________

____________________

______________________

__________________________

____________________

______________________

__________________________

____________________

______________________

__________________________

____________________

______________________

__________________________

B. Writing a Vivid Description

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Writers Choice: Composition Practice, Grade 6, Unit 3

Copyright The McGraw-Hill Companies, Inc.

Use the words and phrases you have listed above to write a vividly descriptive pargraph
about the object. Do not name the object. Show the paragraph to your teacher or to a
classmate. Can he or she guess what you have described?

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Literature: From Morning Girl, Michael Dorris

Key Information

When you write a description of something new or unfamiliar, try comparing it to something
familiar. This technique helps to make your description easier for readers to see in their own
minds.

A. Describing Your Face

In Michael Dorriss story, Morning Girl uses her sense of touch to begin to get an
impression of what she looks like. You can do the same. Gently touch your chin, nose,
forehead, and ears. Write a word or phrase that describes how each feels compared to
something else that is familiar to you. For example, The skin on my face feels soft, like
a freshly washed blanket. Use your imagination!
chin:_______________________________________________________________________
nose: ______________________________________________________________________
forehead: ___________________________________________________________________
ears: _______________________________________________________________________

Copyright The McGraw-Hill Companies, Inc.

lips: _______________________________________________________________________

B. Writing About Your Face

Use the information you have collected about your face to write a descriptive paragraph. Add one additional bit of descriptive information of your own choosing. (What
do your eyebrows feel like? Your eyelashes?) Be funny, if you want, but also do your
best to be accurate.

Writers Choice: Composition Practice, Grade 6, Unit 3

27

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing Process in Action

Key Information

Effective descriptions are based on careful observations. Carefully choose and order your
details to present the clearest possible picture to your readers. Sensory details make your
descriptions vivid. Good transitions help your descriptions flow in an orderly manner.

A. Bringing Sensory Details to Life

Has your mouth ever watered when you smelled the air in a pizza parlor or in a bakery? Does the odor of a certain perfume or cologne make you think of a beloved friend
or relative? Does that first whiff awaken your other senses as well? Use the space below
to develop a word picture about one of your favorite smells. Follow the stages of
prewriting, drafting, revising, and editing/proofreading.
Prewriting

Drafting

Editing/Proofreading

B. Presenting Your Word Picture

Write a final, polished version of your word picture. Be prepared to share it with your
teacher or a peer reviewer.
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Writers Choice: Composition Practice, Grade 6, Unit 3

Copyright The McGraw-Hill Companies, Inc.

Revising

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

4.1

Developing a Real-Life Story

Key Information

A narrative is a story that answers the question What happened? Before writing a narrative, determine your purpose and your audience. Then write a strong opening paragraph that
will capture your readers attention.

A. Determining Purpose and Audience

Many types of narratives will be read only by those with a particular interest. Read the
following possible subjects for narratives. Tell what the purpose would most likely be
and what types of readers each narrative would probably attract.
Idea
Purpose
Audience
pro football game
______________________ ______________________
comic strip about safety
______________________ ______________________
biography of a scientist
______________________ ______________________
B. Writing a Strong Opening Paragraph

Think of a real-life story you would like to tell. In the space provided, state the idea,
and identify the purpose and audience of your narrative. In your journal, write a
strong opening paragraph that you feel will capture your readers interest.
1. Idea for my narrative: ______________________________________________________

_______________________________________________________________________

Copyright The McGraw-Hill Companies, Inc.

_______________________________________________________________________
2. Purpose for my narrative:___________________________________________________

_______________________________________________________________________
_______________________________________________________________________
3. Audience for my narrative:__________________________________________________

_______________________________________________________________________
_______________________________________________________________________

Writers Choice: Composition Practice, Grade 6, Unit 4

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

4.2

Keeping a Story on Track

Key Information

To keep your story on track, sort through details and events. Write only about those details
and events that are important for the reader to know and essential to your story.

A. Putting Details in Order

The following sentences tell a story about a girl who acted as a spotter in the sport of
gymnastics. Number the sentences in the order they should appear in a paragraph. Put
an X before the sentence that does not belong with this group.
______ At the end of practice, Gina offered to be my spotter on the trampoline.
______ First I helped Gina perform a backward somersault on the balance beam.
______ Gymnastics is not as fast-paced as basketball.
______ Next she practiced mounting the uneven parallel bars.
______ Last week my friend Gina asked me to be her spotter.
______ I caught Ginas foot as it slipped once from the beam.
B. Making Sentences Flow

Rewrite the sentences from Part A as a paragraph. Make sure the details are in the
correct order.

Copyright The McGraw-Hill Companies, Inc.

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Writers Choice: Composition Practice, Grade 6, Unit 4

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

4.3

Writing Dialogue
Key Information

Dialogue is the exact words spoken by characters in a story. Dialogue can make your story
lifelike and exciting. Dialogue is always set off with quotation marks before and after a
speakers exact words. It helps to use the word said to show which character is speaking.

A. Matching Dialogue and Characters

Dialogue helps the reader get to know each character in a narrative. It shows the exact
words a particular character uses. Read the dialogue below. From the character box,
select the real-life person you believe is most likely to use those words.
Character Box
coach
baby-sitter
grandmother

brother
teacher
cheerleader

dentist
doctor

1. This will feel numb in a couple of minutes.____________________

2. When did you first feel this pain?____________________
3. Keep your hands off my stuff!____________________
4. Push em back, push em back, way back!____________________
5. Please pass your papers to the front of each row.____________________

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6. Your mother never gave me a moments worry.____________________

7. Hop to it! Everyone run three times around the field.____________________
8. When should I put the baby down for his nap?____________________

B. Writing Effective Dialogue

Choose one of the quotes from Part A, and think of someone to whom it might be
addressed. Give each speaker a name, and write an introductory paragraph about how
the two characters meet. Then write at least four or five lines of dialogue between the
two speakers. Use words like said to clarify which person is speaking.

Writers Choice: Composition Practice, Grade 6, Unit 4

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

4.4

Writing About an Event

Key Information

When writing about real-life experiences, include reasons which explain what made the experience
special to you. Determine why you want to share the story. Ask yourself what information
your audience needs to know and how you can let your audience know who you are. Decide
on the best way to conclude your story.

A. Drafting a True Story

Have you ever had a narrow escape from danger? Has your heart seemed to leap into
your throat at an amusement park? Did you recently master a skill, reach a personal
goal, or learn something startling? Draft a true story about a personal experience based
on one of these topics or on another topic of your choice. Include details about what
happened, and tell how you felt. Be prepared to share your draft with a classmate.

Exchange papers with a classmate. Ask him or her to review your story and respond to
the following questions. Then revise your draft based on your partners response to
your story.
1. Are events clearly described? ________________________________________________

_______________________________________________________________________
2. Are specific details used to bring the story to life? ________________________________

_______________________________________________________________________
3. Is it clear how the writer feels about this experience? _____________________________

_______________________________________________________________________
4. Is the story complete, or do you want to know more? _____________________________

_______________________________________________________________________

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Writers Choice: Composition Practice, Grade 6, Unit 4

Copyright The McGraw-Hill Companies, Inc.

B. Revising a True Story

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G

4.5

A B O U T

L I T E R AT U R E

Responding to a Biography
Key Information

A biography is the story of a persons life. It is written by someone else and tells about the
persons accomplishments and the events that affected his or her life.

A. Preparing to Read a Biography

Imagine that you will be reading the biography of an author, sports figure, entertainer,
or someone else that you admire. Below, write the name of the person and list five
questions you would expect to find answered in the biography.
Person I would like to read about: _______________________________________________
Questions I would like to have answered:

Copyright The McGraw-Hill Companies, Inc.

B. Responding to a Biography

Find an encyclopedia article about Rosa Parks and her role in the civil rights movement. After you read the article, write one paragraph comparing the way Rosa Parks
reacted to the bus driver with the way you might have reacted. Then, on a separate
sheet of paper, write a letter to Rosa Parks. Use Dear Mrs. Parks as the greeting, and
include the paragraph you wrote as part of your letter. You will not actually send your
letter.

Writers Choice: Composition Practice, Grade 6, Unit 4

33

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing in the Real World: Biography

Key Information

Virginia Hamilton spent five years researching Dr. W. E. B. Du Boiss life before writing his
biography. Before you begin writing a biography, its important to gather lots of basic information about your subject. You will then need to sift through the facts and build your story
around the information that you believe is most important.

A. Gathering Facts

From your own knowledge, answer the following questions about a family member
you know well:
1. What is the persons name? _________________________________________________
2. What is his or her relationship to you? ________________________________________
3. What is the family members age? ____________________________________________
4. Where did he or she grow up? _______________________________________________
5. Does this person have an occupation? If so, what is it? ____________________________
6. What are his or her hobbies? ________________________________________________
7. Describe this persons appearance. ____________________________________________

_______________________________________________________________________
8. What type of personality (shy, outgoing, and so on) does this person have? ___________

_______________________________________________________________________
_______________________________________________________________________
10. Give one or two examples of what about this person makes him or her special to you.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
B. Putting the Story Together
Read the answers you wrote in Part A. Sift through the facts, but use most of the pieces of
information you have gathered. On a separate sheet of paper, use the information to write
a short biography about your family member. Add details as you write the biography.

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Writers Choice: Composition Practice, Grade 6, Unit 4

Copyright The McGraw-Hill Companies, Inc.

9. Bring the person to life by sharing a comment he or she often makes. ______________

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Literature: From The Jacket, Gary Soto

Key Information

A characters outward responses to events and to the actions of others give clues to what he
or she is feeling inside.

A. Gaining Insight into Characters

In The Jacket, a real-life narrative by Gary Soto, the author does not tell his mother
how much he hates the jacket she buys him. Based on what you learn about his family,
write a paragraph or two that explains why you think he keeps his feelings to himself.

Copyright The McGraw-Hill Companies, Inc.

B. Writing About Characters

Pretend you are Gary Soto. Imagine that you have a different reaction to the ugly green
jacket. You may be grateful, surprised, or uncaring. Write a new ending to the story in
one or two paragraphs, using a different response to the jacket.

Writers Choice: Composition Practice, Grade 6, Unit 4

35

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing Process in Action

Key Information

Whether they are real or imaginary, good stories should contain action and be logically
ordered. Use detailsand dialogue, if appropriatewhich bring the stories to life.

A. Bringing a Story to Life

In The Jacket, Gary Soto was ashamed of his jacket, and that shame affected his
behavior. Think of an article of clothing someone in your family owns and enjoys
wearing, such as an old dress, a flannel shirt, or a team uniform. Give your reaction to
the clothing. Maybe you dont like it, but why do you think the wearer likes it? Supply
important details. If appropriate, include dialogue between you and the family member.

B. Illustrating Your Writing

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Writers Choice: Composition Practice, Grade 6, Unit 4

Copyright The McGraw-Hill Companies, Inc.

Use the space below to draw a picture of the clothing you described in Part A. Write a
short description that links it to the story. For example, This is the shirt my mother
always wears to wash the car.

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

5.1

Writing to Help Others Understand

Key Information

Expository writing shares knowledge by providing information to readers about the world
around them. Expository writing may inform, explain, define, direct, or compare and contrast.

A. Learning About a Process

Imagine you are explaining to a Martian how to use one of these pieces of earth equipment: dishwasher, VCR, tape player, vacuum cleaner, or car radio. What questions
might the Martian have? For example, where does the dirt go in the vacuum cleaner?
Where does the water go from the dishwasher? Write four good questions about the
process for using this equipment.

Copyright The McGraw-Hill Companies, Inc.

B. Explaining a Process

Write a paragraph about the piece of equipment you chose in Part A. Explain its purpose, how it works, and how to use it. For example, the vacuum cleaner must be
pushed; the dishwasher door opens down, not sideways. Try to answer the questions
from Part A. Be creativeand dont forget that the Martian knows nothing about the
equipment!

Writers Choice: Composition Practice, Grade 6, Unit 5

37

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

5.2

Comparing and Contrasting Two Things

Key Information

Comparing helps you see how things are alike. Contrasting shows you how they are different.
To compare and contrast two things effectively, you first need to examine each of them and
list details before sorting out what you have observed.

A. Making a Venn Diagram

Use a separate sheet of paper to list details about two of your favorite sports, hobbies,
or television shows. Then follow the example on page 91 in your textbook to fill in this
Venn diagram with the two subjects. List the ways they are similar where the two circles intersect. Then list how each one is different under differences. Use the Venn diagram to compare and contrast your two favorites.
Topic 1

Topic 2
Differences

Differences
Similarities

Use the information from your Venn diagram in Part A to draft a journal entry about
the similarities and differences you discovered about your subjects. Compare them
subject by subject by telling first about Topic 1. Then give information about Topic 2.

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Writers Choice: Composition Practice, Grade 6, Unit 5

Copyright The McGraw-Hill Companies, Inc.

B. Writing Your Draft

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

5.3

Explaining How to Do Something

Key Information

Explaining things in the correct order, one step at a time, is the best way to make a process
clear. Use transition words such as first, then, after, next, and finally to help link the steps to
one another.

A. Using Transition Words Effectively

Rewrite the following steps in the order you would use to heat soup. Choose the most
effective transition word to introduce each step in the process: first, then, after, that,
next, finally.
Remove the top from the can, and pour the soup into the pan.
Stir the soup over medium heat until its hot and ready to eat.
Gather together a can of soup, a pan, and a can opener.
Attach the can opener to the lip of the can and turn it slowly until the top of the
can comes off.
Put the pan on the stove, and turn on the burner to medium.

Copyright The McGraw-Hill Companies, Inc.

B. Writing Effective Directions

Use the step-by-step directions you put in order in Part A as a model to write directions for preparing another simple type of food or drink. For example, you could
explain how to make toast or how to pour a glass of milk. Divide the directions into
easy-to-follow steps. Underline the transition words you use.
Step 1: _____________________________________________________________________
Step 2: _____________________________________________________________________
Step 3: _____________________________________________________________________
Step 4: _____________________________________________________________________
Step 5: _____________________________________________________________________

Writers Choice: Composition Practice, Grade 6, Unit 5

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

5.4

Writing a Report
Key Information

A report is built on facts, statistics, examples, and other information. The introduction tells
what the report is about. The body shows what information you discovered in your research.
The conclusion sums up what you learned.

A. Taking Good Notes

Writing a report begins with gathering information. As you read about your subject,
take notes on the information you find. Then you will have many ideas and details to
choose from as you begin to draft the report.
Read the following paragraphs, and make some notes in your own words. Remember
to jot down the subject, title, and author.
The moment you start to collect ideas, youre prewriting. The first three letters of this
word, pre, mean before. So prewriting is the stage that comes before you put your
thoughts into connected sentences and paragraphs. In this stage writers explore ideas and
develop them into topics to write about. (Exploring the Writing Process, Jacqueline Jones
Royster, Mark Lester, and Ligature, Inc., page 45.)

B. Writing a Good Introduction

Reread the notes you took in Part A. Select one set of notes, and use them to write an
introduction in your journal that tells what a fully developed report would be about.

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Writers Choice: Composition Practice, Grade 6, Unit 5

Copyright The McGraw-Hill Companies, Inc.

Drafting means putting sentences on paper or typing them into a word processor. In writing a
first draft, try to get your ideas down in sentences. Dont worry about errors in spelling and
punctuation. You can correct them later when you revise your draft. Now is the time to try
out words and phrases, cross out ideas, and add details. Follow your plan as a guide, but use
other good ideas that may come to you while writing. (Reading Literature, Jacqueline L.
Chaparro and Mary Ann Trost, page 113.)

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G

5.5

A B O U T

L I T E R AT U R E

Writing a Book Report

Key Information

Include the following information in your book reports: title, authors name, names and
descriptions of main characters, and the setting. Also write a summary of what happens in
the book and a brief explanation of what you thought of the book.

A. Drafting a Book Report

Imagine you are going to write a book. Make up a title and provide other information
about the imaginary book below. Be funny, if you wish, but be sure to provide vivid
details about the characters and setting. Write a summary that might entice others to
read your book. Finally, tell why you would choose to write the type of book (adventure or autobiography, for example) that you described.
Title: ______________________________________________________________________
Author: ____________________________________________________________________
Main characters: _____________________________________________________________

Copyright The McGraw-Hill Companies, Inc.

Setting: ____________________________________________________________________

Summary: __________________________________________________________________

Why I would choose to write this type of book: ____________________________________

B. Responding to a Book Report

In your journal, write a paragraph describing how you would like readers to respond
to the book you described in Part A. For example, do you want readers to think your
book is funny? Do you want them to understand you better? Briefly explain why you
wrote your book.
Writers Choice: Composition Practice, Grade 6, Unit 5

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Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing in the Real World: Expository Graphic

Key Information

When Steve Crengros and his team wrote the informative article about Michael Jordan, they
were sure to vary their words, give sources for their facts, and convey those facts as simply
and clearly as possible. The graphic that illustrates the words also helps to convey information.

A. Writing Effective Subheads

Read the following short paragraphs. From the subhead box, select the subhead that
most clearly introduces each paragraph, and write the subhead in the space provided.
Darkroom Procedures and Safety Precautions
Subheads
Keep the Door Shut
Darkroom Safety Tips
Why Darkrooms Are Dark
Subhead 1:__________________________________________________________________
Photographs are developed in a place called a darkroom. Why does the room bear this
name? It must be totally dark so no light comes in contact with the developing film.
Because pitch blackness is required, you must be especially careful while carrying out
developing procedures.
You will be immersing film into liquid to develop it and must remember not to touch light
switches with wet hands. Also, be sure never to touch the chemicals used in the developing
process. Instead, wear rubber gloves and use tongs to move the prints from one chemical
bath to another. Be sure to put all the chemicals away when you are finished.
Subhead 3:__________________________________________________________________
Chemicals can cause your skin to burn and itch. To keep this from happening, use a
wet cloth to wipe off the surfaces in the darkroom when you are finished. Another
important precautionbe sure you have all the equipment you need before you begin
developing the film. Opening the darkroom door may expose the developing film to
outside light and ruin it.
B. Creating an Expository Graphic

Reread the paragraphs about darkroom safety and procedures. In your journal draw an
expository graphic that illustrates one of the points. Write a subhead and at least two
related sentences to support the graphic.

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Writers Choice: Composition Practice, Grade 6, Unit 5

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Subhead 2:__________________________________________________________________

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Literature: Bathing Elephants, Peggy Thomson

Key Information

Vivid descriptions and dialogue make explanations of step-by-step processes more compelling
and interesting to read.

A. Writing to Explain a Process

Reread the following excerpt from the chapter titled Bathing Elephants from the
texts literature selection. Explain why this process is used on elephants every day. If
necessary, refer to the literature selection in your textbook for details.
Today, Kathy uses a scrub brush on Ambika and, because of her blisters, a sponge on
Shanthi. For Nancys worse case of dead skin on the back she has tools of a rougher sort
a cement block with a handle and the kind of scraper used to remove rust from car bodies.

B. Using Dialogue to Inform

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In Bathing Elephants the author informs us that the zoo keepers, Kathy and Morna,
sometimes feel the elephants communicate among themselves. Find Mornas comments
in the selection that support this belief, and write them below. Add a sentence or two
telling why Mornas quotes are effective.

Writers Choice: Composition Practice, Grade 6, Unit 5

43

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing Process in Action

Key Information

Keep these tips in mind when you are doing expository writing to inform and explain.
Prewriting may include research about your topic. When drafting, include as much information as possible, and use transitions between steps. In your revision make sure included steps
are orderly and complete. Before publishing or presenting, edit and proofread for grammar,
spelling, and punctuation.

A. Revising Your Work

Look in your journal or portfolio for a piece of expository writing about a process you
did earlier this year. Reread it, keeping in mind what you have learned about the writing process. Ask yourself these questions: Is my introduction interesting? Are my steps
in order? Have I used transitions when needed? Use the space below to revise your earlier writing.

Look over the revision in Part A. Ask yourself whether a reader could carry out the
process you have described. Double-check the steps involved by numbering them and
listing them in order below.

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Writers Choice: Composition Practice, Grade 6, Unit 5

Copyright The McGraw-Hill Companies, Inc.

B. Presenting Your Work

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

6.1

Taking a Stand
Key Information

Persuasive writing attempts to change readers attitudes or get them to take a particular
action. Persuasive writing usually begins with a statement of the main idea, followed by evidence that supports it. Presented well, evidence can make a reader think or feel a certain
way.

A. Getting Started

Youve decided to write a persuasive article about how visiting a new place can be
interesting and fun. Choose one place. Respond to the following questions and statements to help develop your ideas for the article.
1. What group of people are you trying to persuade?_________________________________
2. State your main idea clearly. __________________________________________________

_________________________________________________________________________
3. List three good reasons why visiting this place is a good idea. ________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Tell how visiting this place has helped you or enriched your life in some way. ___________

_________________________________________________________________________

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_________________________________________________________________________
_________________________________________________________________________
B. Writing a Persuasive Article

Use the information in Part A, along with other ideas you want to share, to write a two
paragraph persuasive article about the value of visiting this place.

Writers Choice: Composition Practice, Grade 6, Unit 6

45

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

6.2

Stating a Position
Key Information

Before beginning to draft a persuasive paper, ask yourself these questions: Do I know
enough about this topic? Do I care about the topic? Do people disagree on this topic? Then
write a main-idea statement that will appeal to the audience for which it was written.

A. Selecting Appropriate Main-Idea Statements

From the box below, select the audience most likely to be interested in reading a persuasive report based on each main-idea statement listed.

doctors
grandparents

Audience
teachers
vegetarians

children
parents

Main-Idea Statements
1. Nighttime fears in young children are normal.____________________________________
2. Traveling with grandchildren can be easy and fun. _________________________________
3. Saturday morning cartoons are wonderful!_______________________________________
4. Carrot casseroles really do taste great. ___________________________________________
5. Healthy doctors are more efficient and effective. ___________________________________

B. Writing Good Main-Idea Statements

Take each main-idea statement in Part A, and rewrite it for a different audience. Select
the new audience from the box in Part A.

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Writers Choice: Composition Practice, Grade 6, Unit 6

Copyright The McGraw-Hill Companies, Inc.

6. The teachers lounge needs new furniture. _______________________________________

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

6.3

Using Facts and Opinions

Key Information

Facts are statements that can be proved. Opinions are personal beliefs or feelings and cannot
be proved. In persuasive writing the opinions of experts can serve as good evidence.

A. Distinguishing Between Fact and Opinion

As you read the following statements, think about the difference between a fact and an
opinion. Then write fact or opinion in the space provided.
1. Some students have pierced ears. ________
2. Soccer is the most exciting sport in the world. ________
3. Crossing your fingers will bring good luck. ________
4. Studies show that exercise is good for you. ________
5. All kids hate to eat liver! ________
6. I believe cross-trainers are better than sneakers. ________
7. Most judges recommend a cooling off period before people file lawsuits. ________
8. Children generally need more sleep than adults. ________

Copyright The McGraw-Hill Companies, Inc.

B. Using Facts and Opinions to Support Main Ideas

A few communities in the United States have established a twelve-month school year.
Students attend school year round, with two- or three-week vacations in the fall, winter, and spring. On a separate sheet of paper, draft a persuasive essay on the topic of a
twelve-month school year. Include what you like about it and what you dont like
about it. You might use some of the following facts or opinions in your paper. You may
take a point of view opposite to any opinion presented. Just be sure to back it up with
solid evidence.
a. School officials say year-round attendance makes better use of facilities.
b. Old buildings without air-conditioning would not be comfortable in the summer.
c. Students in the United States get more days off than those in Japan and other

developed countries.
d. Students in other developed countries do better in school than students in the

United States.
e. Many teachers use the summertime to study and prepare for the school year.

Writers Choice: Composition Practice, Grade 6, Unit 6

47

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................
W R I T I N G

6.4

A B O U T

L I T E R AT U R E

Writing a TV Review
Key Information

To gather information for a TV review, jot down notes about facts or images as you watch
the program. If possible, tape the program and watch it again, or watch the show with a
friend who can discuss the programs strengths and weaknesses with you.

A. Gathering Information for a TV Review

Imagine that a local television station has selected you to be on a youth panel that
reviews current TV programs. The panel recommends shows to renew for next season
and shows to cancel. Use the chart below to compile information about a series you
think should be renewed next season. Describe the series (which includes all the
episodes shown during the season) rather than just a single episode.
Name of series: ______________________________________________________
Time aired: _________________________________________________________
Subject of series: _____________________________________________________
Regular characters: ___________________________________________________
___________________________________________________________________
Strengths:___________________________________________________________
___________________________________________________________________
Weaknesses (if any): __________________________________________________
Why show should be renewed: __________________________________________
___________________________________________________________________
___________________________________________________________________
B. Writing a TV Review

Use the information you compiled in Part A to write a two-paragraph persuasive

review for TV Guide, telling why the series should be renewed for next season. Use
descriptive words to tell why you feel this series is of interest to people your age.

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Writers Choice: Composition Practice, Grade 6, Unit 6

Copyright The McGraw-Hill Companies, Inc.

___________________________________________________________________

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing in the Real World: Television Program

Key Information

To be effective, persuasive writing should be based on solid research and should try to tell
the whole story about an issue. Instead of telling people what to think, good persuasive writing allows people to weigh the evidence and draw their own conclusions.

A. Brainstorming Ideas

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Imagine that youre writing an after-school television special for sixth-grade students.
The topic is Rap MusicLove It or Hate It. Think about why you like or dislike this
type of music. Think about the reactions of your friends, teachers, parents, and other
adults. Explore several ideas that could be developed to produce a TV special that
would allow viewers to weigh the evidence and draw their own conclusions about rap
music. If possible, name some rap musicians you might feature on the show.

B. Writing About What Viewers Will See

TV depends heavily on images. That is why TV writers must keep in mind the images
that will be shown along with their words. Choose your strongest persuasive idea from
Part A. In your journal write a short paragraph describing what TV images viewers
might see that would support this idea.

Writers Choice: Composition Practice, Grade 6, Unit 6

49

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Literature: From Thanking the Birds, Joseph Bruchac

Key Information

As Joseph Bruchac explains in Thanking the Birds, a good way to share information about
cultural values is though stories and examples. Stories and examples can also be used in persuasive writing to share your personal beliefs with readers.

A. Using Examples Persuasively

Think of an issue you know about and care about. Write a main-idea statement; then
list three examples that might persuade readers to agree with your feelings about this
issue.
Main-idea statement: _________________________________________________________

Persuasive examples: _________________________________________________________

B. Writing Persuasively

50

Writers Choice: Composition Practice, Grade 6, Unit 6

Copyright The McGraw-Hill Companies, Inc.

Have you heard the expression Actions speak louder than words? In the literature
selection Thanking the Birds, Swift Eagles actions with the boys were more persuasive than lectures would have been. Think of another situation in which actions were
or could have beenmore effective than words. For example, your brother may have
told you how to stack the dishes in the drainer after washing them when he should
have shown you first. Write two or more paragraphs describing the situation.

Composition Practice
Name ...................................................................................... Class .................................................. Date ................................

Writing Process in Action

Key Information

When writing persuasively, keep the following ideas in mind: Begin with a main-idea statement and support it with evidence in the form of facts and opinions. Put your evidence in
the most persuasive order. Consider your audience when writing a main-idea statement.

A. Identifying Main-Idea Statements

Read the following statements. Put a check mark after the main-idea statement.
1. Meet with your childs teacher, and learn what the class is doing.
2. Set aside an hour each night to supervise your childs homework.
3. With your child, set reasonable expectations about what marks he or she is capable

of earning.
4. There are many things parents can do to help their children do well in school.

B. Ordering Evidence Persuasively

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Imagine you are writing to the PTA. Develop a persuasive piece of writing based on the
main-idea statement you identified in Part A. Use supporting evidence found in the
other statements, and add additional ideas of your own. Include your own opinion
about how much a parent should be involved in helping a child with his or her studies.
Think about how you will persuade parents of the best ways to help their children succeed in school.

C. Revising

Now have a peer reviewer read your draft. Ask if he or she was persuaded. Then read
your draft yourself. Is your main idea clear? Is your writing directed to your audience?
Does your evidence support your main idea? Revise your draft using additional paper.

Writers Choice: Composition Practice, Grade 6, Unit 6

51