17 Writing

Writing rules are quite different from writing an email (Chapter 1) or a note (Chapter 2). A set of rules may be short or long, but, unlike a personal message, the writer doesn’t use paragraph form. A list is the most common pattern that readers should expect with rules. The format, or arrangement, of a list is formal. Rules are impersonal. Their message is for everyone, or almost everyone, who reads them.

Scaffolding Genre-exploring Activity

Read three similar sets of rules. After you read, decide which set tells people at the Maskwa County meeting what they

• can choose to do
• are not allowed to do
• have to do

Let’s take a look at the way these rules are organized.

Numbers

• Unlike paragraphs, each rule in this set begins with a number.
• Numbers separate each action that a person who wants to ask a question should do. Rule 2 has two actions because the second action adds details about the first one.
• Numbers also show the sequence, or order, of obligatory actions. You must step close to a microphone before you speak into it. After you start speaking, you must ask a clear question. When you finish one question, you must let another person have a turn at asking.
• You may see different styles of numbers such as Roman numerals: I, II, III, IV, V, VI, VII, VIII, IX, or X.

Bullets

Sometimes, the sequence of rules is not so important. Instead of numbers, the writer may use bullets. There are many different styles:

✔ A checkmark bullet may give a positive message. Completing each action is a good thing.

✘ An X could show a prohibition.

• A dot is very popular.

❖ Almost any shape could be a bullet.

Letters

Letters of the alphabet may be used instead of numbers or bullets.

Sets of rules may contain CAPITAL, or uppercase, letters such as A, B, C, or D, or lowercase letters such as a, b, c, or d.

This table has some rules that are not well formatted. It’s not easy to see how many things there are to do. The sequence isn’t clear. Read the rules in the box on the left. How many main actions are there?

Copy these rules into the boxes on the right side in a more helpful format using numbers, bullets, or letters.

Scaffolding Mechanics, Grammar, and Syntax Activity

Imperative Verbs

The rules to the right all use the same grammatical form. The writer of these rules chose an imperative, or commanding, style. When we read this style, we know the writer is giving orders to us. Following these orders is obligatory. We cannot see a subject for imperative verbs. However, we understand that the writer means, “You! Yes, you! Step up to the mic.”

Identify six verbs that command or give an order from the box above. The first one has been done as an example.

Imperatives are very direct. The imperative rules above are not rude because they are not personal. No one is yelling at us or commanding us to obey. However, using imperatives may show that the writer or speaker has power over, or status above, the reader or listener.

Here are three imperative commands. For each imperative, choose who has the power to give it. Some have more than one correct answer.

Modal Verbs of Prohibition

The rules to the right look different from imperatives.

First, each rule has a subject. The writer names someone or something that is prohibited from doing an action. YOU doesn’t mean one single person. YOU is plural here. It means all the people at the county meeting.

• Identify the subject in each rule. The first one has been done as an example.

Second, each rule uses NOT between two verbs. If NOT was missing, these rules would be obligations rather than prohibitions.

• Identify NOT in each rule.

Third, in front of NOT is a modal verb. A modal verb shows the mood of the writer or speaker. In these rules, the writer has power or status to prevent action. MUST, SHOULD, OUGHT TO, and CAN show that there is no choice. These modal verbs make the rules strong and direct.

In the chart below, some characters from our story want to stop other people from doing certain actions.

• Use the words in parentheses ( ) to write a complete prohibition.
• Include a subject, a modal verb, the word NOT, and an action. Add other words to make a full sentence. The first one has been done as an example.

Modal Verbs of Permission

In this set of rules, a modal verb for formally giving permission is used.

• Identify the verb that gives a polite but serious mood or feeling in rules A through D.

In informal or close relationships, people often ask for, give, or refuse permission using the modal verb CAN. Positive permissions with MAY or CAN show that there is a choice. MAY NOT or CANNOT reduce choice. For example, Rule C means it is okay or permissible to give a short explanation. A person also has the choice not to give an explanation. However, if a person’s explanation goes on and on, he or she will be stopped.

Five examples of giving or refusing permission are listed on the right.

• In three of the sentences, giving or refusing permission is possible because in these relationships, the speaker has the power or status to allow or disallow an action.
• In three of the sentences, giving or refusing permission is possible because in these relationships, the speaker has the power or status to allow or disallow an action.

1. Roshan says to his friend, “Nick, you can’t borrow my jacket and tie to wear to dinner with Daniel’s family.”
2. Leela says to her husband, “Dev, you may withdraw your money from the bank.”
3. Priya says to her mother, “Mom, you may send me recipes for cooking the best dishes.”
4. Oksana says to her husband, “Ivan, you may not tell the reeve that we both want the festival cancelled.”
5. Gilles says to his friend, “Claire, you may leave communication with the musicians to me.”

Writing 1

Claire posted a sign about “Camping Courtesies” at Bear Bottom Campground. To read it again, refer to page 122 in this chapter. Claire’s list included bullets. She also used CAPITAL letters or bold print to show the importance of some words. Claire chose a mix of imperatives and modal verbs to make strong and direct rules for campers.

Claire called the basic rules “The Bare Necessities.” She kept the list short. The campground rules cover only five topics. She thought her list included everything campers needed to do to prevent problems and enjoy camping safely. However, Claire noticed that she had missed at least one necessary topic — driving.

How should people drive in a campground?

Write a list of rules for drivers at Bear Bottom Campground.

• Make a title for your list.
• A short title is best. Use only a few words.
• A title should not be a sentence.
• Capitalize the first letter of each content word in your title. Content words include meaningful nouns and adjectives. Do not capitalize prepositions such as “in” or “at,” or conjunctions such as “and” or “but.”
• Format your list with numbers, bullets, or letters.
• Include two or three obligations. Use imperatives.
• Include two or three prohibitions. Use negative modal verbs such as “must,” “should,” or “ought to.”
• Include two or three permissions. Use “may.”

Production Task Rubric

Here is a rubric for measuring success on each part of the writing task.

Writing 2

Courtesy is often called good manners. The “Camping Courtesies” at Bear Bottom Campground include many rules that considerate, polite campers follow to be courteous to their neighbours.

Getting along with neighbours when camping or at home is important. Unfortunately, not everyone is courteous in their neighbourhood.

What should people do or not do in your neighbourhood?

Write a list of rules for neighbours in your community.

• Make a title for your list.
• Keep your title short.
• A title should not be a sentence.
• Capitalize the first letter of each content word in your title.
• Format your list with numbers, bullets, or letters.
• Include two or three obligations. Use imperatives.
• Include two or three prohibitions. Use negative modal verbs such as “must,” “should,” or “ought to.”
• Include two or three permissions. Use “may.”

Production Task Rubric

Here is a rubric for measuring success on each part of the writing task.