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| A brief story that describes an interesting or amusing incident. It is often used to make a point or to illustrate a character trait. |
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| The way details are organized in writing. |
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| Those people who read or hear what you have written. |
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| The main part of the writing that comes between the opening and the closing ideas. It contains the specific details that support the main idea. |
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| Collecting ideas in groups by freely sharing all the different possibilities. |
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| Cliche (with "accent" on the e) |
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| A familiar word or phrase that has been used so much that it is no longer a good way of saying something, such as "good as gold" or "bright as the sun". |
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| Closing/Concluding Sentence |
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| The sentence that sums up the main point being made in a paragraph. |
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| Writing in which all the ideas work together to form a finished product. |
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| Working and sharing in writing groups. |
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| Writing that paints a picture of a person, a place, a thing, or an idea using specific details. |
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| The specific fact, examples, and words used in a piece of writing to support or explain the main idea. |
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| A writer's choice of words. Sometimes it may be informal (i.e. in a story), but sometimes it is formal (i.e. business email). |
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| Checking your writing to make sure the ideas are clear and that the words and sentences are strong and read smoothly. |
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| Words that stretch the truth. It is used in tall tales. |
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| Writing that explains, such as a report or research paper. |
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| A special way of writing to create an effective word picture. IT usually involves making a comparison of some type. |
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| The first complete writing about a subject. |
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| Concentrating on a specific part of a subject (i.e. something specific about the person, place or thing). |
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| The shape of writing-a poem, an essay, a novel, a play... |
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| Writing "unchained" and rapidly to discover new ideas. |
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| A statement that gives the general meaning rather than specific details of a subject (person, place or thing). |
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| The rules and guidelines of language, which are used when you want to be correct in your writing and speaking. |
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| Using a word or phrase to mean the exact opposite of its normal meaning. Example: "Having the flu is so much fun, don't you think?" |
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| A daily record of thoughts, feelings and ideas. |
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| Narrowing a general writing subject to a more specific writing idea. Example: Computers-the Internet-Blogs- The usefulness of Blogs |
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A figure of speech that compares two different things WITHOUT using a word of comparison such as "like" or "as":
"The sun was my best friend" |
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| A word or group of words, that describes another word or idea. |
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| Writing that tells a story or recalls an experience. |
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| Writing that includes facts, with no opinions or personal feelings. |
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| The repeating of phrases or sentences, that are written in the same way: Example: "Josie scratched her head, bit her nails, and shrugged her shoulders" |
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| Writing that tells a story from the writer's life. |
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| A figure of speech in which an idea, object or animal is given qualities of a person. Example: "The pencil sharpener was being stubborn" |
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| Writing that is meant to change the way a reader thinks or acts. |
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| Planning a writing project. Selecting a subject and collecting details are part of this process. |
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| A way of doing something that involves several step. |
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| Checking a final draft for spelling, grammar and mechanical errors. |
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| Regular writing that uses sentences and paragraphs. Opposite of "point form" or "jot notes" |
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| A word or phrase used in a way that gives it a funny twist. Example: "That scary story about rabbits is a real hare raiser!" |
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| The main reason a person has for writing. |
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| Checking a final draft to improve it. |
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| Praise that actually means the opposite, and is meant to put someone or something down. |
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| Details that help us see, feel, smell, taste and hear a subject. |
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| A figure of speech that makes a comparison using either "like" or "as" Example: " I was as grumpy as a bear" |
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| Special words and phrases used by friends when they are talking to each other. Often it changes from generation to generation. |
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| A writer's choice of words, phrases, and sentences. |
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| Writing that includes personal feelings. |
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| The details used to develop a subject or bring a story to life. |
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| The central idea or message in a piece of writing. |
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| The specific subject of a piece of writing. |
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| The sentence that contains the main idea of a paragraph. |
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| Words that help tie ideas together. |
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| The way a writer expresses ideas. |
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a short, wise saying
Example: A chain is only as strong as its weakest link |
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| a poem about someone's life |
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a story of one person who represents a larger group
example: a case study about a student, a teacher, a lawyer, a doctor |
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| a description of a real person |
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a personal opinion about the state of the world
example: Deforesting is upsetting the Ecosystem |
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| a one-way conversation in which someone tells a lot about him- or herself |
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| A message sent between two people using computers |
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| An online positing, that often indicates where you are, what you are doing or what you are thinking |
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| an explanation of a coming event using the 5 Ws |
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| writing that records sight, sounds, and other sensory details |
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| writing down a audio recorded or filmed conversation about an earlier time period |
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a funny imitation of a serious piece of writing
Often comedy shows create skits that are a funny imitation of a part of a serious movie |
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| a personal feeling about something that bugs/bothers you |
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| a formal request adressed to someone in power |
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| a detailed report about a person |
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| writing that captures a particular time period |
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| writing that describes travel pictures (slides, video, film, images) |
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| To do this in writing or oral communication, you must present facts and details showing that something is true or accurate |
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| To do this in writing or oral communication, you must include a number of examples, reasons, or other details, in _________ form. |
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| To do this in writing or oral communication, you must tell how something happens, or show how something works (step-by- step) |
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| To do this in writing or oral communication, you must tell how something or someone looks, feels, sounds..ect. |
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| To do this in writing or oral communication, you must tell what the word or subject in the question means. You do this by showing what it is and what it does. |
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| To do this in writing or oral communication, you must show with examples how things are alike in several ways. |
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| To do this in writing or oral communication, you must show with examples how things are different in several ways. |
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This action is required when you have to do one of the following in writing or oral communication:
list, cluster, identify, memorize, label, name or define. |
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This action is required when you have to do one of the following in writing or oral communication:
review, summarize, describe, show or explain. |
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This action is required when you have to do one of the following in writing or oral communication:
select, organize, demonstrate, choose, illustrate, locate |
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This action is required when you have to do one of the following in writing or oral communication:
compare, contrast, tell why, break down, classify, divide, map or examine |
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This action is required when you have to do one of the following in writing or oral communication:
combine, invent, compose, predict, develop, design, create or imagine |
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This action is required when you have to do one of the following in writing or oral communication:
judge, recommend, persuade, convince, rate, measure or argue |
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| Listing important details, defining terms and clustering information are actions you should be ready to do if you are asked to ______________ |
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| Giving examples and explaining how something works are actions you should be ready to do if you are asked to ______________ |
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| Selecting the most important details (the main idea or the theme), organizing information and to make something work are all actions you should be ready to do if you are asked to ___________ |
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| Making connections between things and showing cause and effect are actions you should be ready to do if you are asked to ______________ |
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| Inventing/Creating a different or better way of doing something or predicting what will happen next are actions you should be ready to do if you are asked to ______________ |
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| Pointing out strengths and weaknesses and determining how accurate something it are actions you should be ready to do if you are asked to __________ |
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| either, neither, their, height, weird and seize |
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| These are examples of words that do not follow the "i" before "e" rule of spelling |
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| This is "everything" that happens in a story. You often need a narrator to tell about this part. |
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| This is the villan in the story who is against the hero. |
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