BMSN’s 7th Grade STAAR Writing Test Study Guide
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Steps in the writing process
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Read the prompt, analyze the prompt with S.O.A.P.E., brainstorm, level experiences OR rank explanations, organize, draft, proofread, revise, edit, proofread, finalize, and proofread.
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What is a Thematic Statement?
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A statement that refers to a general life truth or the \"Big Idea\" Ex. Some tests are not on paper.
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When can a thematic statement be used?
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In either a Narrative essay or and Expository essay
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What does the word \"EXPOSITORY\" mean?
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To explain or inform
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What is the recommended number of paragraphs needed for the EXPOSITORY portion of the STAAR Writing test?
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Four
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What should your introduction include?
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1. an attention grabber a.k.a. \"hook\" (question, thematic statement, quote, statistic, or fact) 2. a thesis which makes reference to the subject/topic
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What should a thesis include?
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1. key words from the prompt 2. your opinion on the subject/topic 3. reasons/beliefs that will be covered in each of your body paragraphs.
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What is a good example of a thesis?
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People should speak up for what they believe because it is important to communicate honestly, to help others understand, and to offer up new insight.
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What is a topic sentence?
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the main idea of the paragraph
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What should your body paragraphs include?
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1. a topic sentence 2. support for your topic sentence
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What kinds of support should you provide for the topic sentence in your expository body paragraphs?
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1. explanations 2. info-shots (creative ways of explaining) 3. experience examples 4. reference examples (movie, book, TV show, song, etc.)
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What two things should your expository conclusion have?
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1. Restatement of thesis (in different words) 2. Leave your audience with something to think about—for instance a possible solution or thematic statement.
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What is a good example of a restatement of the previously given thesis?
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What this means is that if people don't speak up they will never progress personally and others will not be enlightened.
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What does the word \"PERSONAL NARRATIVE\" mean?
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A personal story with the purpose of entertaining the reader.
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Narrative-Brainstorming an Idea
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Think about level two or level three experiences that you have had with family, friends, or at school. Select the one which will produce the best story for you and the reader.
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Narrative Leads/Introductions
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Action, Dialogue, Thematic Statements, or Thoughtshots (Flashback, Foreshadow, or Internal Conflict)
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Narrative Conclusions
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Conclude with an extension of how you felt, what you learned, or how you were affected.
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What should you do after writing a rough draft?
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Revise and edit using M.A.D.E.
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What does M.A.D.E. stand for?
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M - move ideas or details around to most accurately clarify and develop the essay; move sentences around to vary the structure or sentence beginnings A - add stronger word choices, imagery with sensory details, details, thoughtshots, dialogue, info-shots, transitions, and vivid verbs D - delete trash can words, extraneous information, unnecessary punctuation E - edit for paragraph indention, capitalization, spelling, punctuation, look for subject verb agreement, and verb tense agreement.
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What might you consider adding to your writing?
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Literary elements
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Strong Diction
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Word choices which create visuals for the reader; consider a words connotation and strong action verbs. Replace trash can words and BE verbs.
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Imagery
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Visual images which are created with the use of sensory details
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Transition words or phrases
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Signals to your reader which order experiences, explanations, etc. Ex. likewise, futhermore, additionally
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Flashback
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Reference to something that happened in the past.
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Foreshadow
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Reference to something which might occur in the future
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Internal Conflict
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Thoughts you have about your feeling vs. someone or something
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Simile
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A comparison of two things that are essentially different, usually using the words 'like' or 'as'.
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Metaphor
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A subtle comparison in which the author describes a person or thing using words that are not meant to be taken literally.
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Personification
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Figurative language in which non-human things or abstractions are represented as having human qualities.
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Repetition
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The act of repeating for emphasis.
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Hyperbole
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An intentional and extreme exaggeration for emphasis or effect.
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For revising questions about ORGANIZING IDEAS...
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THINK: The sentences have to relate to each other. Look for a place that is talking about the same idea and add a sentence or move one around.
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For revising questions about REPLACING WEAK WORD CHOICES.
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THINK: An author should tell the reader exactly what they are thinking. Words like \"it,\" \"things,\" \"stuff,\" or some other pronouns might not tell the reader what the writer wants to say. Reread around the sentence you are focusing on to understand the context. Use the thesaurus.
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For revising questions about SUPPORTING SENTENCES...
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THINK: Find a detail that talks about the same ideas in the paragraph. This detail should relate to the sentences around it and not get off topic.
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For revising questions about COMBINING SENTENCES...
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THINK: A correct answer usually shouldn't have repetition of words or ideas. Sometimes we use a comma and a conjunction to put together two ideas that could stand alone as their own sentences.
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For revising questions about TOPIC SENTENCES or CENTRAL IDEA...
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THINK: The sentence must state the main idea of the ENTIRE paragraph OR composition. Reread to understand what the paragraph or composition is about. A correct answer probably won't have details.
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For revising questions about CONCLUDING STATEMENTS...
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THINK: One sentence must pull the ideas from the essay passage together and not just mention details or get off topic. It should connect to the sentences right before it.
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For revising questions about TRANSITION WORDS...
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THINK: Look for how ideas are presented with time, sequence, or order of importance. Reread the sentence trying every answer choice.
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For revising questions about ELIMINATING SENTENCES...
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THINK: Look for a sentence that is off topic. Check each answer choice to see how the sentence relates to the ones around it.
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For editing questions about COMMAS...
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THINK: Commas are used with coordinating conjunctions to separate two sentences. Commas are also used after introductory phrases such as a prepositional phrase AND in complex sentences if the dependent clause comes first.
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For editing questions about SPELLING...
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THINK: Sometimes we use double consonants. If something is plural that ends in y, the y might change to \"ies.\" Likewise, a verb that ends in a y might change to \"ied.\" Eliminate the other answer choices if you are unsure. Use the dictionary. WATCH OUT FOR COMMONLY CONFUSED WORDS (CCW'S)
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For editing questions about SUBJECT/VERB AGREEMENT...
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THINK: Find the noun the verb refers to and make sure the tense of the verb is correct. For example, if the composition says, \"We has...,\" I might go through my pronouns using the verb \"has\" in my head (I have, you have, she has, we have, they have).
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For editing questions about COMBINING SENTENCES...
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THINK: Commas will be used with a coordinating conjunction when the part before and the part after the comma can stand alone as their own sentences. If one of the parts cannot, then use a conjunction but no comma. Eliminate answer choices that are fragments or run-on's.
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For editing questions about APOSTROPHES...
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THINK: An apostrophe + s at the end of a word when the word is singular. (Sally's hat) Use an s + apostrophe at the end of a word that is plural. (the kids' classroom). Use an apostrophe in contractions to replace missing letters (you'll, didn't, can't, shouldn't, I'm).
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For editing questions about COMPLETE SENTENCES...
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THINK: A complete sentence must have both a subject and a predicate plus a complete thought. If there is a phrase that does not have both, then it is an incomplete sentence.
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Independent Clause
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A complete sentence that has a subject and a verb. Ex. Anne loves soccer.
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Dependent Clause
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An incomplete sentence that has a subject and a verb but an incomplete thought. Ex. When the bus comes
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Simple Sentence
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One independent clause.
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Compound Sentence
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Two independent clauses joined together with a coordinating conjunction.
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Coordinating Conjunction - definition
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A transition word that combines two independent clauses together to make a compound sentence.
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Coordinating Conjunction - list
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F.A.N.B.O.Y.S for and nor but or yet so
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What punctuation should be used to combine two complete sentences?
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a semicolon ;
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Complex Sentence
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One independent clause joined together with a dependent clause using a subordinating conjunction.
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Subordinating Conjunction - definition
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A transition word that combines an independent clause and a dependent clause together to make a complex sentence.
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Subordinating Conjunction - list
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A.A..W.W.U.B.B.I.S. As, Although, When, While, Until, Before, Because, If, Since
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The following example is what type of sentence? Anne loves soccer.
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Simple Sentence - example
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The following example is what type of sentence? It was the best of times.
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Simple Sentence - example
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The following example is what type of sentence? Jordan was disgusted, yet Sarah still laughed.
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Compound Sentence - example
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The following example is what type of sentence? We did not mind the rain, but the mud was unbearable.
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Compound Sentence - example
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The following example is what type of sentence? Because it had started to rain, the dog ran inside.
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Complex sentence - example
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The following example is what type of sentence? Jordan was disgusted when Sarah threw up on her plate.
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Complex sentence - example
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For editing questions about CAPITAL LETTERS...
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THINK: Use capital letters at the beginning of sentences, for names of people, for names of places, for names of historical events or documents, languages, or nationalities.
