Editing for Present Tense

Writing verbs in the present tense will make your review more lively. The present tense shows that something is happening now or happens regularly. Even though you read the book in the past, you can describe things that happened in the book in the present tense.

1. Something bad (happenshappens, happened) to the main character.
2. Shiloh (cowered, cowerscowers) around people.
3. Marty and his family (livelive, lived) in West Virginia.
4. When Shiloh (ran, runsruns) away, Marty (built, buildsbuilds) him a cage.

Revising to Cite Evidence

Citing specific details from the book can help you explain the characters, conflict, and theme. You can make a general idea (purple) stronger or more convincing by adding different types of specific evidence (green).

• Dialogue is something a character says.

Marty feels bad about lying to his family. He says, “Funny how one lie leads to another, and before you know it your whole life can be a lie.”

• Reasons answer the question why?

Marty feels sad. He catches Judd kicking Shiloh.

• Actions are something a character does.

Lucy wants her own space. She builds a wall to split her shared bedroom.

• Examples provide a specific instance of something.

Lucy doesn't feel connected to some Chinese customs. She doesn’t like traditional Chinese food such as octopus and frog.

Writing the Beginning Paragraph

The purpose of your beginning paragraph is to grab your reader's attention, introduce the title and author of your book, and tell something interesting about it. The paragraph should start with a lead sentence, which gets the reader interested in the book. You can introduce the title and author in the lead or in a new sentence. Then, to close out the paragraph, introduce the big challenge the main character must face in the book. But don't spoil the ending!

1. Ask a question related to the work.

Have you ever felt like a stranger in your school or community?

2. Talk directly to your readers.

You never know when you will meet someone who will change your life.

3. Provide a suspenseful detail from the story.

Just when Lucy thought she was getting her very own room, a stranger showed up and changed everything.

4. Share a feeling you have about the work.

The Great Wall of Lucy Wu by Wendy Wan-Long Shang changed the way I think about my heritage.

Prewriting for Topic and Character Details

Your first prewriting step is to choose a work of fiction for your review. Make sure the work is something you like and remember well. You can also read something new—a mystery, an adventure book, a novel, or even a play.

Assessing with an Explanatory Rubric

Test graders will use a rubric to judge the quality of your writing for assessment. By using the following rubric to judge your own writing, you can become aware of what testers are looking for and can improve your scores in the future.

Writing an Essay for Assessment

Some tests ask you to write an essay response to articles you have closely read. The following activity will help you practice.

1. Read the writing prompt.

Imagine that your teacher has assigned you to write an explanatory essay about the lives of monarch butterflies. You will be using the sources in this unit. Focus your thinking about monarch butterflies and create an essay. Include details from the sources to support your ideas.

2. Answer the PAST questions.

Purpose?

Audience?

Subject?

Type?

Writing a Paragraph for Assessment

Some tests ask you to write a paragraph in response to sources you have read or viewed. The following activity will help you practice responding.

1. Read the writing prompt.

You have just read three articles and watched a video about monarch butterflies. Write a paragraph that explains how the additional sources expand your understanding from Source 1. Include at least two examples, naming the title and author of each source that you use.

2. Answer the PAST questions.

Purpose?

Audience?

Subject?

Type?