Using simple sentences most of the time. Having shorter and longer sentences.
Mixing in different types of sentences.
Using fragments more often.
Utilizing different sentence structures.

Select all that are true of simple sentences:
Are short in length
Contains one or more subject and verb sets
Contain one or more subordinate clauses
May contain phrases
Contain one independent clause
Are long in length
Contain two or more independent clauses
Require coordinating conjunctions
Require subordinating conjunctions or relative pronouns

Select all that are true of complex sentences:
Are short in length
Contains one or more subject and verb sets
Contain one or more subordinate clauses
May contain phrases
Contain one independent clause
Are long in length
Contain two or more independent clauses
Require coordinating conjunctions
Require subordinating conjunctions or relative pronouns

Select all that are true of compound sentences:
Are short in length
Contains one or more subject and verb sets
Contain one or more subordinate clauses
May contain phrases
Contain one independent clause
Are long in length
Contain two or more independent clauses
Require coordinating conjunctions
Require subordinating conjunctions or relative pronouns

Select all that are true of compound-complex sentences:
Are short in length
Contains one or more subject and verb sets
Contain one or more subordinate clauses
May contain phrases
Contain one independent clause
Are long in length
Contain two or more independent clauses
Require coordinating conjunctions
Require subordinating conjunctions or relative pronouns

When is the best time to evaluate options? a. during the first step of decision-making b. as you identify options c. after you've identified many options

Write 2. using what you have learned about evidence, explanation, quotations, and paraphrase, write your body paragraphs in the space below. muir and wordsworth you will need to include at least one of each of the following: a direct quotation introduced with a complete sentence and a colon a direct quotation introduced with a signaling phrase and a comma a direct quotation that is introduced and explained in one sentence a paraphrased example an embedded quotation locate 3. within the body paragraphs of your essay, locate a direct quotation that is introduced with a complete sentence and a colon. copy and paste it here. be sure to include the entire sentence that contains the quotation as well as the explanation sentence(s) that come after it. 4. within the body paragraphs of your essay, locate a direct quotation that is introduced with a signaling phrase and a comma. copy and paste it here. be sure to include the entire sentence that contains the quotation as well as the explanation sentence(s) that come after it. 5. within the body paragraphs of your essay, locate a direct quotation that is introduced and explained in one sentence. copy and paste it here. 6. within the body paragraphs of your essay, locate one paraphrased example and copy and paste it here. 7. within the body paragraphs of your essay, locate one embedded quotation and copy and paste it here. 8. using techniques learned in this lesson, write the conclusion to your essay in the space below. 9. how did you connect your introduction and your conclusion? (did you use a similar technique, repetition of a significant word or phrase, explain. 10. copy and paste the words or sentence that signals closure of your essay. 11. copy and paste the sentences that synthesize your ideas. remember, synthesis combines the main ideas of your essay and comments on the significance of those ideas. 12. copy and paste the sentences that answer the question from the prompt: what conclusion or implications can you draw? (it is ok if you have these sentences as a part of your synthesis or challenge to your audience. include them here as well. it is also ok if these sentences are separate from those two elements.) 13. copy and paste the sentences from your conclusion that challenge your audience to think, feel, or do something.

Match the definition to the term. 1. pronouns or verbs used to show the person speaking, the person spoken to person 2. a form of noun, pronoun, or adjective used to show its relation to other words gender 3. the grouping of nouns into the classes masculine, feminine, and neuter case 4. an inflection or word form that shows whether one or more than one is meant number 5. pronouns that show by their form personal pronouns