STUDENT RESOURCE

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PACKET
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First Edition, February 2017

Institute for Excellence in Writing, L.L.C.

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Copyright Policy
Student Resource Packet
First Edition, February 2017
Second Printing, June 2020
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Copyright © 2017 Institute for Excellence in Writing, L.L.C.
ISBN 978-1-62341-274-6
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All rights reserved.
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or otherwise transmitted in any form including, but not limited to, electronic, mechanical, recording, or otherwise,
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policy below:
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Institute for Excellence in Writing

8799 N. 387 Rd.
Locust Grove, OK 74352
800.856.5815
[email protected]
IEW.com

IEW® and Structure and Style® are registered trademarks of the Institute for Excellence in Writing, L.L.C.

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Contents
Instructions7 Unit 8: Formal Essay Models 57
Formal Essay Models Process 59
Unit 1: Note Making and Outlines 9 Sample Unit 8 Basic 5¶ Essay 60
Note Making and Outlines Process  11 5¶ Formal Essay Template 62
Sample Unit 1 KWO 12 Additional Essay Models 63
Symbols and Abbreviations 13
Note Making and Outlines Template 14 Unit 9: Formal Critique  65
Formal Critique Process (Fiction) 67
Unit 2: Writing from Notes 15 Critique Thesaurus 68
Writing from Notes Process  17 Sample Unit 9 Critique (Fiction) 69
Sample Unit 2 First Draft 18 Formal Critique Template (Fiction) 71

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Sample Unit 2 Final Draft 19 Formal Critique Process (Nonfiction) 73
Writing from Notes KWO Template 20 Sample Unit 9 Critique (Nonfiction) 74
Formal Critique Template (Nonfiction) 76
Unit 3: Retelling Narrative Stories 21
Retelling Narrative Stories Process 23 Writing about Literature 77
Sample Unit 3 Story 24

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Sample Unit 3 Story with Conversation
Retelling Narrative Stories Template

Unit 4: Summarizing a Reference

Summarizing a Reference Process
Sample 1¶ Unit 4 Report
Sample 2¶ Unit 4 Report
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31
Response to Literature Process
Response to Literature Suggested Topics
and Details
Response to Literature Word Lists
Sample Response to Literature Essay
Response to Literature Template
Literary Analysis Process
Literary Analysis Thesis and TRIAC Model
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Summarizing a Reference Template 32
Sample 4¶ Literary Analysis Essay 87
Unit 5: Writing from Pictures 33 Literary Analysis Template 89
Writing from Pictures Process 35
Dress-Ups and Word Lists 91
I Keep Six Honest Serving Men 36
-ly Adverbs 93
Sample Unit 5 Composition 37
Adverbs for Essays 94
Advanced: Past Perfect Tense 38
Avoiding Really/Very95
Writing from Pictures Template 39
Who/Which Clause Dress-Up 97
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Unit 6: Summarizing Multiple References 41 Advanced: The Invisible Who/Which98

Summarizing Multiple References Process 43 Advanced: Essential or Nonessential Who/Which?98
Sample 1¶ Unit 6 Process  44 Banned Verbs (Blank) 99
Sample 1¶ Unit 6 Report 45 Strong Verbs: Say/Said100
Sample 2¶ Unit 6 Report 46 Strong Verbs: Go/Went, Come/Came, Move101
Summarizing Multiple References Template 47 Strong Verbs: Get/Got, See/Look, Eat/Ate 102
Because Clause Dress-Up 103
Unit 7: Inventive Writing 49 Banned Adjectives (Blank) 105
Inventive Writing Process 51 Quality Adjectives: Good106
Sample 2¶ Unit 7 Process and Paragraphs 52 Quality Adjectives: Bad, Mean, Ugly/Scary, Plain107
Sample 5¶ Unit 7 Essay 53 Quality Adjectives: Interesting, Big, A Lot, Small108
Inventive Writing 5¶ Essay Template 54 Clausal (www.asia) Dress-Up 109
Advanced Paragraph Style: TRIAC  55 Advanced: Sensory Words 111

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Sentence Openers and Transitions 115
#2 Prepositional Sentence Opener 117
#2 Prepositional Openers (Advanced) 118
#3 -ly Adverb Opener 119
#4 -ing Opener 121
#5 Clausal Opener (www.asia.b)123
#6 VSS (Very Short Sentence) 125
#T Transitional Opener 127

Decorations129
Alliteration131
Question, Conversation 132
Quotation133

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3sss (Three Short Staccato Sentences) 134
Similes and Metaphors 135
Silly Similes 136
Dramatic Open-Close 137
Attention Getters 138

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Advanced: Tropes

Triples and Advanced Style

Triple Extensions
Advanced: Schemes
Stylistic Techniques Quiz
Advanced Dress-Ups
Teeter-Totters148
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145
147
139

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Noun Clause 149

Punctuation and Usage 151

Proofreaders’ Marks 151
General Rules 153
Punctuation Rules 153
Commas and Dress-Ups 155
Commas and Sentence Openers 156
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Other Comma Rules 157

Homophones and Usage 158

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Instructions
In order of preference, here are three ways to use this packet:
(Mr. Pudewa prefers the first method.)
1. Students build their own notebook as the teacher hands out pages.
Teachers keep the packet and give students a binder with sixteen tabbed dividers.
Teachers hand out the content pages as elements are taught.
Students file the information behind the appropriate tab and build their own writing resource.
2. Students build their own notebook from the packet kept in the back of the binder.

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Students store the entire packet behind the last tab until instructed.
Teachers have them find certain pages from the packet as they need them. Students file them
behind the appropriate tab.
Students build their entire notebook at the start.

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Students insert all the pages from the packet behind the appropriate tabs.
Students can access pages as they are taught throughout the year.
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Institute for Excellence in Writing 7

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yellow UNIT 1: NOTE MAKING AND OUTLINES

NOTE MAKING AND OUTLINES

UNIT 1
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Institute for Excellence in Writing 9

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 UNIT 1: NOTE MAKING AND OUTLINES

Note Making and Outlines Process

1. READ and discuss the text.
2. WRITE the key word outline (KWO).
Take notes from each sentence in the paragraph.
Use two to three key words per line.
Symbols, numbers, and abbreviations are free.
Put a comma between each word or symbol.

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1.

2.

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3.

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5.

3. TEST the key word outline (KWO).

Read the words on the outline.
Think of a complete sentence using the key words on one line.
Look up from your paper, and look at your audience.
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Look over the people’s heads if that helps.

If there is a podium, hold onto it with both hands.
Speak. Say the sentence that you made up.
Speak clearly. Repeat the process for the rest of the outline.

Institute for Excellence in Writing 11

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UNIT 1: NOTE MAKING AND OUTLINES

Sample Unit 1 KWO

1. Read the source text.

The Kakapo

The kakapo (kay-kay-poh) is a green parrot that lives in New Zealand. The name “kakapo”

means night parrot because it comes out only at night. This large bird has the body of a parrot

and the face of an owl. The kakapo cannot fly, but it can climb trees. It glides from tree to

tree using its wings for balance and braking. It is endangered because predators have moved

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onto the island and find this flightless bird easy prey.

2. Create an outline (2–3 key words per line).

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Source: The Kakapo

1.
green, parrot, New Zealand

means, night, parrot 

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2. body, parrot, owl, 

3. fly, climb, trees 

4. glides, T T, wings, balance 

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5. endangered, predators, easy


3. Retell from notes.
Read.
Think.
Look up.
Speak.

12 Institute for Excellence in Writing

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 UNIT 1: NOTE MAKING AND OUTLINES

Symbols and Abbreviations

Symbols, numbers, and abbreviations are free on the outline. They do not count as one of
your three words. A symbol is legal if you can write it in the amount of time it takes to write
the number 4. Below are a few symbols that can be useful as you create your key word outlines.
Feel free to add your own!

Sample Symbols
no or not hand/help
love ear/hear

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happy foot/walk
sad person
equal or even waves/water

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less/before
more/after
plus or add
times
mountains
clouds/sky
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percent/portion Sample Abbreviations

pounds/number vs conflict/against

rich/money/wealth w/ with

up w/o without
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down/dead b/c because

to/go H2O water

home or house AM day

male/man PM night

female/woman ppl people

music
look/see/watch/search

Institute for Excellence in Writing 13

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 UNIT 3: RETELLING NARRATIVE STORIES

Retelling Narrative Stories Process

1. READ and discuss the text.
2. WRITE the key word outline (KWO).
Use the Story Sequence Chart as a guide and notice that each paragraph has a purpose.
Do not choose words from each sentence.

Story Sequence Chart

I. Characters and Setting

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Who is in the story?
What are they like? These questions help you describe the
When does it happen? “Once upon a time” part of the story.

Where do they live or go?

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II. Conflict or Problem
What do they need or want?
What do they think?
These questions help draw out the problem
that the main character encounters along with
how he or she deals with it.
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What do they say and do?

III. Climax and Resolution

How is the need resolved?
These questions help you express the climax
What happens after? and tell the story’s end.
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What is the message or lesson?

3. DISCUSS the KWO.

Have the students brainstorm alternative ways to express their ideas about the story, suggesting
synonyms for various nouns and verbs in the story.
4. WRITE the story.
Rewrite the story in three paragraphs using the KWO based on the Story Sequence Chart.
Add the stylistic techniques listed on the checklist. Create a title using one to three key words
from the final sentence.

Institute for Excellence in Writing 23

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UNIT 3: RETELLING NARRATIVE STORIES

Sample Unit 3 Story

Luke
Each section of the
18 September 20-- story sequence
becomes one
A Valuable Lesson paragraph of the story.

One fine day, which happened to be the king’s birthday, the royal cook decided to bake a
Title repeats 1–3 key
cake for the king. He put in a little of this and a little of that, a pinch of this and a quart of that words from the final
until finally it was done. He was about to scoot it into the oven when a voice from the doorway
sentence of the story.

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said, “How much sugar you got in there?” The cook turned to see the official button maker

lazily standing outside the bakery. The cook answered, “Two cups.” The impertinent person

then complained, “Only two cups? When my mother bakes a cake, she puts in five cups of

sugar!” Since the cook was eager to please the king’s subject, he put six cups of sugar in the

cake.

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The cook was about to slip the cake into the oven when another voice from the doorway

said, “Any chocolate in that cake?” The cook said, “Yes.” The man, who was the chief cheese

maker, complained, “It doesn’t look like there’s chocolate in that cake!” The cook promptly

plopped in two more cubes of chocolate. Soon a whole crowd was at the cook’s doorway,
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yelling out what they thought was supposed to be in a cake, and the cook threw in whatever

they recommended. When they all left, the cook frantically threw the somewhat lumpy cake

into the oven. When the cake was done, he slapped some icing on it and stuffed it into a box.

Later that afternoon at the party, the king sent for the cake. When it arrived, he cut himself

a piece and tasted it. He chewed a little, and then he spat it out! He accusingly pointed a finger

at the cook and spluttered, “Did YOU make the cake!?!” The cook, who was backing toward
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the door, meekly answered, “Yes?” That was the last word the cook said in the palace because

he was thrown out of the kingdom. He now goes from door to door giving his services as a

cook. He learned a valuable lesson that day: Never try to please everybody.

24 Institute for Excellence in Writing

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UNIT 3: RETELLING NARRATIVE STORIES

Retelling Narrative Stories Template

Name:

Date:

Source Text:

I. CHARACTERS/
SETTING

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Who?
1. What - like?

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When? image
Where? mood
2.

II.
3.

4.

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PROBLEM
What - want?
1. - need?
- think?
- say?
2. - do?

3.
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4.

III. CLIMAX/
RESOLUTION
How resolved?
1. What happens?
Message/Moral?

2.

3.

4. Final Sentence Title

26 Institute for Excellence in Writing

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pink DRESS-UPS AND WORD LISTS

-ly Adverbs
absentmindedly furiously quintessentially Add your own:
actually generally ravenously

affectionately generously readily
anxiously gently reassuringly 
arrogantly gleefully reluctantly 
bashfully gratefully reproachfully
beautifully greatly restfully 
bravely greedily righteously 
brightly happily rightfully
briskly helpfully rigidly 
broadly helplessly safely 

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calmly highly scarcely
certainly hopelessly searchingly 
clearly immediately sedately 
cleverly incredibly seemingly
closely innocently separately 
coaxingly
commonly
continually
coolly
correctly
crossly
curiously pl instantly
intently
intensely
inwardly
kindly
knowingly
lightly
sharply
sheepishly
softly
solidly
strictly
successfully
surprisingly





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dearly likely suspiciously 
deceivingly longingly sympathetically
delightfully loudly tenderly 
desperately madly terribly 
diligently meaningfully thankfully
dreamily mechanically thoroughly 
enormously miserably thoughtfully 
especially mockingly tightly

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evenly mostly tremendously

exactly naturally triumphantly 
excitedly nearly truly
extremely neatly unfortunately
fairly nicely usually
famously openly utterly Some Impostors:
ferociously partially vastly -ly Adjectives
fervently patiently viciously chilly lovely
foolishly playfully violently friendly orderly
frankly positively warmly ghastly prickly
frantically potentially wholly ghostly queenly
freely powerfully wildly holy surly
frenetically properly willfully kingly ugly
frightfully quickly wisely knightly worldly
fully quietly wonderfully lonely wrinkly

Institute for Excellence in Writing 93

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tan DRESS-UPS AND WORD LISTS

Banned Adjectives

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Institute for Excellence in Writing 105

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 PUNCTUATION AND USAGE

General Rules
Capitalization Rules Naturally, I like the
story about the knight
• first word of a sentence who helped King Peter
• proper nouns and titles with a name fight the dragon near
the town of Bangor.
• the word “I”

Writing Numbers
one hundred; 459
• Spell out numbers that can be written in one or two words.
first
Use numerals for other numbers.

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January 1, 1940
• Spell out ordinal numbers. 40%
• Use numerals with dates.
• When numbers are mixed with symbols, use figures.

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Punctuation Rules
End Marks . ? !
• Use periods for statements, question marks for direct questions,
and exclamation marks for strong emotion.
• Put end marks inside quotation marks.
Do you like tacos?
George does. He
consumed 267 tacos
last week!
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He reasons, “They
contain all the major
food groups in one.”

Quotations and Conversation “ ”

• Punctuation goes inside the closing quotation marks.
The old woman asked,
• Enclose what someone says in quotation marks, but not the “Would you like an
apple?”
narration that sets it up.
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The young lady replied,

• Place a comma after the set-up narration or surrounding narration “They do look lovely. I
that interrupts the speech. would take one, but I
was told not to accept
• When a speaker continues with more than one sentence, do not gifts from strangers.”
close the quotes until the end of his speech. “Why don’t you take
• For conversation within conversation, use single quotation marks. one,” coaxed the old
lady, “and see for
• Not truly a quotation? No comma. yourself?”
The young lady replied,
“Well, my grandmother
did say, ‘You can always
trust an old lady.’” The
old woman agreed that
older people could
certainly be trusted.

Institute for Excellence in Writing 153

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PUNCTUATION AND USAGE

Apostrophes ’
• contractions, replacing missing letters it’s = it is

• possession singular: ’s one cat’s whisker;

Princess’s whisker
• possession plural: s’ two cats’ whiskers
• ø apostrophe for possessive pronouns its whisker

Semicolons ; The cat leaped;

• Use instead of a period when two sentences are expressing one idea. the mouse fled.

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Hyphens (-) and en dashes (–)
• Use hyphens in some compound nouns. You will need to consult a mother-in-law
dictionary to know which need them. chocolate-covered

• Use hyphens with compound adjectives before a noun. sixty-six; three-eighths

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• Use hyphens with compound numbers from twenty-one to ninety-
nine and in spelled out fractions like one-fourth.
• Use hyphens in phone numbers.
• Use an en dash to indicate a span of numbers.
555-1234
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Em Dashes (—) and Parentheses
Fern’s pig—the one that
• For emphasis, use em dashes in place of commas. she saved from a cruel
death—became quite
• To minimize, use parentheses in place of commas. famous.
• Em dashes indicate an interruption in speech or a sudden break (No one really noticed
in thought. that spider in his pen.)
The pig was named
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Wilbur—now that is not

a name you hear very
Colons : often.
• Use a colon after a complete sentence to set up a list, example,
or quotation. Do not use after words such as “for example.” Little boys are made of
many odd things: snips,
• Use a colon to separate the hour and minutes when telling time. snails, and puppy-dogs’
tails.
You must be home by
5:00 sharp.

154 Institute for Excellence in Writing

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