Overall Picture of WritingLiterary Terms

What is Writing?Writing is simply THINKING on Paper.

If you are capable of thinking, then you are capable of writing.

What is Writing? Writing is a PROCESS. That means that it

follows a step-by-step pattern. Once you learn the steps in the process, you will find that writing is easy and fun. It is the best way to express yourself. As you develop as a writer, you sense of pride will grow an your self-esteem will be stronger because you will have learned a wonderful way to communicate your thoughts and feelings with other people. Some of you may even become famous writers. The first thing you need to learn about writings is that you CAN WRITE WELL!

What makes a Good Writer?

Creativity/Individuality (Voice) Belief in yourself as a writer Structure Content Unity Literary Devices Anecdotes Vivid Action Verbs/Strong, image-making adjectives and adverbs Grammar/mechanics Revision! Revision! Revision!

Literary Terms Alliteration: the repetition of the same or

similar consonant sounds in words that are close together.

Examples of Alliteration: “And the silken sad uncertain rustling”…

from “The Raven” “A dirge for her the doubly dead in that she

died so young.” from “Lenore”-Poems by Edgar

Allen Poe

Literary Terms Assonance: the repetition of identical or

related vowel sounds, especially in stressed syllables.

Examples: “In Xandadu did Kubla Khan/A stately

pleasure dome decree.” From Samuel Taylor Coleridge’s “Kubla Khan”

Literary Terms Onomatopoeia: the use of a word whose

sound imitates or suggests its meaning. Examples: The buzz of a bee Thrum, thrum, tip tap went the drum

Literary Terms Apostrophe: speaking directly to an

inanimate object as though it were alive or to an absent person as though he were present.

Example: “Roll on, thou deep and dark blue Ocean—

roll!” by Lord Byron

Literary Terms Hyperbole: using exaggeration or over-

stating something for effect. Example: “Will all great Neptune’s ocean

wash this blood clean from my hand?” from Macbeth by William Shakespeare

Literary Terms Metaphor: Comparing two unlike things in

which one thing becomes another thing. Example: When you say a person has a

heart of gold, you don’t mean that his heart is a metal—you mean that he is warm and caring.

Literary Terms Simile: making a comparison of two unlike

things by using the words “like”, “as” “resembles,” or “than”

Example: “O my love’s like a red, red rose.” By Robert Burns

Literary Terms Oxymoron: a two-word paradox where you

combine opposite or contradictory ideas. Examples: freezing fire, unkindly kind, living

death, dear enemy

Literary Terms Personification: giving human qualities to

something non-human. Example: I heard the trailing garments of

the Night/Sweep through her marble halls! By Longfellow in “Hymn to the Night”

Literary Terms Paradox: a play on words in which the writer

presents an apparent contradiction that on close study, reveals a great truth.

Example: “Death, thou shalt die.” From “Holy Sonnet 10” by John Donne

MS Writing Rubric: 4 A Masterful Response

Illustrates a thorough understanding of the task by maintaining a clear and consistent focus on the central topic through outstanding control over and development of ideas [details, reasons, examples, evidence, anecdotes, events, descriptions, etc.] that fully support and/or enhance the central topic.

Presents an effective order and structure based upon a strong and purposeful beginning, ideas that flow smoothly and logically, planned rather than formulaic transitions (where appropriate), and an effective ending that avoids a mere restatement of the opening.

Demonstrates a clear, consistent perspective or stance through evidence of identifiable voice, tone, and/or style appropriate for purpose and audience.

Includes purposeful use of variety in sentence structure and length in the presentation of ideas throughout the response.

Contains appropriate, powerful, precise language that consistently assists in the development of ideas.

Contains few, if any, errors; demonstrates effective control of age-appropriate standard writing conventions [spelling, usage, punctuation, and capitalization] that are correct to the extent that errors do not detract from overall delivery and require only minimal editing or appear as the obvious consequence of risk-taking.

MS Writing Rubric: 3 A Skilled Response

Illustrates a competent understanding of the task with a focus on the central topic through strong control over and development of ideas [details, reasons, examples, evidence, anecdotes, events, descriptions, etc.] that usually, but not always, support and/or are relevant to the central topic.

• Presents an adequate order and structure based upon a reasonable but perhaps obvious beginning, ideas that usually flow smoothly and logically, predictable yet purposeful transitions, and an ending that may be obvious but reasonable.

• Demonstrates clear perspective or stance with some evidence of voice, tone and/or style that are appropriate for purpose and audience.

• Includes appropriate variety of sentence structure and length to present ideas in portions of the response.

• Contains appropriate, vivid, precise language that usually assists in the development of ideas.

• Contains occasional errors but demonstrates reasonable control over age-appropriate standard writing conventions; includes spelling, usage, punctuation, and capitalization that are correct to the extent that errors detract only minimally from overall delivery and require only minor editing.

MS Writing Rubric: 2A Satisfactory

Response Illustrates a satisfactory understanding of the task with an apparent focus on the central topic

and with adequate control over and development of ideas; contains ideas that somewhat support the central topic [details, reasons, examples, evidence, anecdotes, events, and/or descriptions, etc.] that may be undeveloped and/or sometimes list-like.

• Presents an order and structure based on a beginning that only loosely relates to the central topic, ideas that may pertain to the topic but may not be connected to each other, mechanical arrangement of events, ideas, and/or details with few or formulaic transitions, and an ending that may be formulaic or that only loosely relates to the central topic.

• Attempts to demonstrate perspective or stance but shows little evidence of voice, tone, and/or style that are minimally adequate for purpose and audience.

• Includes some variation in sentence structure and length but may be characterized by sentences that are simple, rambling, or repetitive.

• Contains words and expressions that may be simple or general but usually clear and appropriate to the task.

• Contains errors that indicate limited control over age-appropriate standard writing conventions; may include problems with spelling, usage, end and internal punctuation, and capitalization to the extent that errors may detract from overall delivery and require moderate editing.

MS Writing Rubric: 1An Insufficient

Response Illustrates little or no understanding of the task with only a weakly implied focus or no focus on the

topic and with limited or no control over development of ideas [details, reasons, examples, evidence, anecdotes, events, descriptions, etc.] that relate to the central topic and, when present, may be confusing, unnecessary, or undeveloped.

• Presents ideas or details that may be based on a beginning that has little direction, ideas that are strung together without apparent order or structure and that often do not pertain to the topic, few or no transitions, and an ending, if present, that is usually inappropriate or unconnected to the response.

• Demonstrates little or no perspective or stance with no evidence of voice, tone, and/or style that, if present, is inappropriate for purpose and audience.

• Includes some sentences with structural and word placement problems that often result in confusion and unnatural phrasing; includes a pattern of simple and monotonous sentences that may be unclear or illogical.

• Contains some vague or incorrect language that may be confusing; words and expressions may be redundant, vague, or incorrect.

• Contains many errors; may demonstrate a struggle with control over standard writing conventions; may include errors in spelling, usage, end and internal punctuation, and capitalization that require extensive editing and that typically detract from overall delivery, sometimes to the extent that they impede understanding.