Writing Traits in Action

Read aloud the introduction to each trait, and then have a different student volunteer read each example aloud. Afterward, instead of reading the bracketed material, prompt a discussion of the trait.

• What do you like about the (ideas) in this example?
• What specific examples can you give?
• Why do you think the (ideas) in writing are important?

Extension activity: Assign students to search for another piece of writing that strongly demonstrates a given trait. Students can find examples in textbooks, novels, games, poems, street signs, or any other writing they are interested in. Have students share the writing with the class and tell why they think it strongly demonstrates the trait. You might even offer extra credit for examples brought in from outside the classroom.

Effective Sentence Style and Correct, Accurate Copy

Have students imagine being the owner of a company and having an employee say each of these three sentences:

• "After long consideration and a lot of soul searching, I've decided that the only way forward is to seek new employment opportunities elsewhere."
• "I need to let you know that I have decided to leave the company."
• "I quit."

Ask students how each sentence makes them feel, as the boss:

• What is good about each sentence length?
• What is bad about each length?
• What situation would be most appropriate for each sentence?

Help students understand that different lengths and styles of sentences—and different types of punctuation—express ideas in different ways. Then present students the examples on the handbook page.