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Praxis Teaching Reading (5205) > Writing > Flashcards

Writing Flashcards

1
Q

name ways teachers can help students write clearly and coherently

A
  • organization/graphic organizers
  • transitional words
  • cooperative learning
  • frameworks
  • rubrics
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2
Q

these assessment tools outline expectations for student writing / outline a set of parameters that help students focus their writing

A

rubrics

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3
Q

the techniques, language, and approaches used in writing to make the writing appealing to the reader

A

writer’s craft

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4
Q

linking/transition words, precise language, figurative language, temporal words, dialogue, and sentence variety are all part of ____’s _____.

A

writer’s craft

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5
Q

these are words that link two ideas and are used to provide sentence variety in writing

A

linking words (like: in addition, however, therefore)

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6
Q

language that clarifies or identifies specific details

A

precise language

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7
Q

using metaphor, imagery, hyperbole, etc. in writing to make the writing interesting

A

figurative language

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8
Q

these are words used to indicate time

A

temporal words (i.e., meanwhile, before, after, then, next)

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9
Q

words used to show a conversation or verbal exchange between characters

A

dialogue

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10
Q

refers to the practice of varying the length and structure of sentences to avoid monotony and provide appropriate emphasis

A

sentence variety

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11
Q

Pieces of literature that both teacher and student can return to and reread for many different purposes. They are texts to be studied and imitated.

A

Mentor texts

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12
Q

stages of the writing process

A

1) pre-write
2) drafting
3) peer review
4) revising
5) editing
6) rewriting
7) publishing

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13
Q

brainstorming, considering purpose and goals for writing, using graphic organizers, connecting ideas, and designing a coherent structure for a writing piece

A

pre-writing

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14
Q

working independently to draft the sentence, essay, or paper

A

drafting

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15
Q

students evaluate each other’s writing in this process

A

peer review

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16
Q

reworking a piece of writing based on structure, tone, and clear connections

A

revising

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17
Q

making changes to writing based on conventions and mechanics

A

editing

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18
Q

incorporating changes as they carefully write or type their final drafts

A

rewriting

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19
Q

producing and disseminating the work in a variety of ways, such as a class book, bulletin board, school newspaper, or website

A

publishing

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20
Q

what are the four main modes of writing?

A

1) opinion/argumentative
2) informative/explanatory
3) descriptive
4) narrative

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21
Q

writing that describes or helps form a visual picture using sensory details and spatial order

A

descriptive writing

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22
Q

a first-person account that tells a story as it happens using sensory details and chronological order

A

narrative writing

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23
Q

point of view impacts the ________ a reader has with the story

A

relationship

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24
Q

POV where the story is told from a character in the story (I, me, she)

A

1st person

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25
Q

POV that puts the reader in the story (you, your)

A

2nd person

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26
Q

POV where the narrator is not in the story (she/he, her/his)

A

3rd person

27
Q

text structure: analyzes two or more items to establish similarities/differences

A

compare and contrast

28
Q

text structure: gives information in order of occurrence

A

chronological sequence

29
Q

text structure: describes things as they appear

A

spatial sequence

30
Q

text structure: gives reason/explanation for occurrences and describes what results

A

cause and effect

31
Q

text structure: sets up a problem and outlines a solution

A

problem and solution

32
Q

text structure: descriptive details about characteristics, actions, etc.

A

description

33
Q

what three elements shape the content in a piece of writing?

A

tone, purpose, audience

34
Q

this refers to the overall feeling of the piece of writing

A

tone

35
Q

this refers to the reason for the piece of writing (i.e. is it to entertain, explain, persuade, etc,)

A

purpose

36
Q

this refers to the individual(s) expected to read the writer’s work

A

audience

37
Q

T or F: writing is a linear process

A

F: the writing process is flexible and recursive

38
Q

tools used to convey expectations and criteria of an assignment-
they provide an explicit breakdown of the elements used to grade a students’ writing and provide teachers with a framework to implement specific and meaningful feedback

A

rubrics

39
Q

when should rubrics be given to students?

A

before writing to convey explicit expectations
during writing so students can check their progress
& after writing to communicate grades/progress

40
Q

person, place, or thing

A

noun

41
Q

replaces a noun

A

pronoun

42
Q

action words

A

verbs

43
Q

describes nouns

A

adjective

44
Q

modifies verbs or adjectives

A

adverb

45
Q

word placed before a noun or pronoun to form a phrase modifying another word (often shows location)

A

preposition

46
Q

words that join clauses or phrases

A

conjunction

47
Q

words that express emotion

A

interjection

48
Q

words used to describe actions or states, and they form the main part of the predicate of the sentence

A

verbs

49
Q

what are the 5 main forms of verbs?

A

1) simple/base form
2) third person singular present (s-form)
3) past tense form
4) -ing form
5) past participle form

50
Q

the main verb used in the present tense

A

simple/base form

51
Q

verbs that have -s or -es added to the simple/base form of the verb & these actions are present tense

A

third person singular present (s-form)

52
Q

the basic past tense of the verb (usually add -ed or just -d)

A

past tense form

53
Q

a verb ending in -ing and is either a present participle or a gerund

A

-ing form

54
Q

when the verb is the subject and functions as a noun

A

gerund

55
Q

used with had or have to form the past perfect tense (like: have drive, had tried, have completed)

A

past participle form

56
Q

sentence that consists of one independent clause

A

simple sentence

57
Q

sentence that consists of two independent clauses with a comma in between (comma is followed by a coordinating conjunction like and, but, so)

A

compound sentence

58
Q

sentence that consists of an independent clause and a dependent clause

A

complex sentence

59
Q

sentence that consists of at least two independent clauses, and at least one dependent clause

A

compound complex sentence

60
Q

contains a subject and a verb and expresses a complete thought

A

independent clause

61
Q

contains a noun and a verb but does not express a complete though

A

dependent clause

62
Q

the part of a sentence or clause containing a verb and stating something about the subject (e.g., “went home” in Jane went home ).

A

predicate

63
Q

dependent clauses without the independent clause in a sentence

A

fragments

Praxis Teaching Reading (5205) (7 decks)

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