Write It Right

Welcome to Write It Right!

This toolkit will help you become a better writer in Technology class. Before we start, let's see what you already know. This is not a test — it just helps the tool give you the right level of support.

Language Help

Diagnostic means a quick check to find out what you know. There are no wrong answers — just do your best!

💾 Your work saves automatically!
Your work is saved to the cloud automatically as you type. Next lesson, just type your name and select your class — your work will be restored automatically, even on a different computer! ✅

Part A — Match the Word to the Picture

Click a word, then click the matching picture. Try to match all 6 pairs.

sketch

★
judge quality

perimeter

✎
quick drawing

aesthetics

🍓
how much fits

isometric

⬜
distance around

capacity

🎨
how it looks

evaluate

▱
3D drawing

Part B — Sentence Check

Choose the best answer for each question.

1. Which sentence is correct?

2. Which sentence uses the right Technology word?

3. Which sentence gives the MOST detail?

Part C — Mini Write

Write 2 sentences about something you designed or built in Technology class this term.

Language Help

Think about your paper boat, tower, or marble run. What did you make? What worked well?

0 words

Word Power — Vocabulary Tiers

Language Help

Words can be sorted into 3 levels (called tiers). Tier 1 = everyday words everyone knows. Tier 2 = academic words used in school subjects. Tier 3 = technical words used only in Technology class.

🌱

Tier 1 — Everyday

Words you use every day.
build, draw, strong

📚

Tier 2 — Academic

Words used across school subjects.
evaluate, identify, function

🔧

Tier 3 — Technical

Specialist Technology words.
isometric, aesthetics, orthogonal

Visual Dictionary

Learn these important words from your Technology lessons.

Tier 1 — Everyday Words

🔨

build

To make or put together

"We build models in class."

✏

draw

To make a picture with lines

"I draw my design ideas first."

💪

strong

Able to hold weight without breaking

"Triangles make structures strong."

⚖

heavy

Having a lot of weight

"The base needs to hold heavy items."

✂

cut

To separate using scissors or knife

"Cut along the dotted line carefully."

⬤

shape

The form of an object (circle, square)

"Choose a shape for your design."

Tier 2 — Academic Words

🔍

investigate

To look into something carefully

"Investigate how bridges stay up."

★

evaluate

To judge how good something is

"Evaluate your design against the criteria."

⚙

function

What something does or its purpose

"The function of a handle is to carry."

✅

suitable

Right for the purpose

"Cardboard is suitable for our model."

👁

identify

To recognise or name something

"Identify the materials in the design."

🤔

consider

To think carefully about

"Consider safety when choosing tools."

Tier 3 — Technical Words

▱

isometric

A 3D drawing at a 30-degree angle

"Draw an isometric view of the box."

📐

orthogonal

A flat view from one side (front, top, side)

"The orthogonal view shows the front."

⬜

perimeter

The total distance around a shape

"Measure the perimeter of the base."

🎨

aesthetics

How something looks and feels (beauty)

"Good aesthetics make products appealing."

🍓

capacity

How much something can hold

"The boat's capacity is 12 marbles."

🌿

sustainable

Good for the environment long-term

"Using recycled materials is sustainable."

Activity — Word Sort

Click a word, then click the correct tier to sort it. (Hint: look at the Visual Dictionary above!)

🌱 Tier 1 — Everyday

📚 Tier 2 — Academic

🔧 Tier 3 — Technical

Activity — Fill the Gap

Choose the best word to complete each sentence.

Word Bank

evaluate isometric investigate sustainable

1. I need to ___ my design to check if it meets the criteria.

2. We drew an ___ view to show our design in 3D.

3. Before designing, you need to ___ the problem first.

4. Using recycled materials makes a design more ___.

Activity — Use It!

Choose one word from the list below. Write one sentence using that word about something from Technology class.

Choose a Word

evaluate investigate aesthetics sustainable isometric function

Sentence starter: "In Technology class, I learned that [word] means... For example, ..."

0 words

Module 1 Checklist

I read the Visual Dictionary

I completed the Word Sort

I completed the Gap Fill

I wrote my "Use It" sentence

Text Types — Writing for Different Purposes

Language Help

In English, we write in different ways for different purposes. A text type is the kind of writing you use. The purpose changes how you write.

Procedure

Purpose: Tell someone how to do something step by step.

Key words: First, Then, Next, Finally, After that

"First, measure the cardboard to 30cm. Then, cut along the line. Next, fold at the marks. Finally, glue the edges together."

Information Report

Purpose: Give facts about a topic.

Key words: is, are, has, contains, includes, consists of

"The design process has five stages. It includes investigating, designing, producing, testing, and evaluating."

Explanation

Purpose: Explain why or how something works.

Key words: because, this causes, as a result, therefore, due to

"Triangles are used in structures because they distribute weight evenly. This causes the structure to be more stable."

Persuasive

Purpose: Convince someone to agree with you.

Key words: should, must, it is clear that, I believe, the evidence shows

"Schools should teach more about sustainable design because it helps students understand environmental issues."

Activity — Identify the Text Type

Read each paragraph and choose which text type it is.

"First, draw your design on graph paper. Then, label all the measurements. Next, add notes about materials. Finally, check your drawing against the design brief."

"Triangles are strong shapes because they cannot be pushed out of shape easily. This is due to the way forces are spread along all three sides."

"The design process is a series of steps used to solve problems. It includes five stages: investigating, designing, producing, testing, and evaluating."

"All students should learn about sustainable design. It is clear that using recycled materials helps protect the environment for future generations."

Activity — Same Topic, Different Text Type

The same idea can be written in different text types. Read how "Triangles are strong" is written in each type:

Procedure:
"First, arrange three sticks in a triangle. Then, glue them together. Finally, test the strength."

Info Report:
"Triangles are one of the strongest shapes in engineering. They are used in bridges, roofs, and towers."

Explanation:
"Triangles are strong because the force is spread evenly along all three sides. This prevents the shape from collapsing."

Persuasive:
"Engineers should use triangles more often because they are the most efficient shape for supporting weight."

Key takeaway: The PURPOSE changes HOW you write. Same information, different style!

Mini-Write — Information Report

Choose ONE topic from Technology class. Write 3-4 sentences as an Information Report.

Choose a Topic

The Design Process Elements of Design Measurement in Technology

Beginning frames:
"[Topic] is ___. It has ___ parts. The first part is ___. The second part is ___."

Developing frames:
"[Topic] is an important part of Technology. It involves ___. For example, ___."

0 words

Module 2 Checklist

I learned about the 4 text types

I identified text types correctly

I read the Sentence Transformer examples

I wrote my Information Report

Read the Question — Key Verbs

Language Help

A verb is an action word. In test questions, the verb tells you what to do and how much detail to write. Different verbs need different amounts of detail.

📜

List / Name

Write short answers.
Least detail needed.

📝

Describe

Say what something is like.
Some detail needed.

📖

Explain

Say why or how.
More detail needed.

★

Evaluate

Judge quality with reasons.
Most detail needed.

The ALARM Matrix

Language Help

ALARM stands for: Acquire, Link, Analyse, Respond, Make. It shows 5 levels of thinking, from simple to complex.

Acquire
Get info

Link
Connect ideas

Analyse
Break down

Respond
Give opinion

Make
Create new

ALARM → Verb Demand: Each ALARM level uses different verbs:

Acquire → List, Name, State

Link → Describe, Outline

Analyse → Explain, Compare

Respond → Evaluate, Justify

Make → Design, Create

Activity — How Much Detail?

For each question, decide: does the verb ask for the least, some, more, or most detail?

1. "List three elements of design."

2. "Describe the design process."

3. "Explain why measurement is important in Technology."

4. "Evaluate your paper boat design."

VSCC — Breaking Down Questions

Language Help

VSCC helps you break a question into 4 parts:
V = Verb (what to do) | S = Subject (the topic) | C = Content (the details) | C = Concept (the big idea)

💡 What is the "Concept"?
The Concept is the big idea or reason behind the question. Look for words like "why", "how effective", or "strengths and weaknesses". Not every question has a Concept — simpler questions (like "List" or "Describe") often skip it.

Worked Example:
Question: "Explain why the design process is useful when creating a product."

Explain why the design process is useful when creating a product

Activity — VSCC Colour Highlighter

Click a colour below, then click the words in each question to highlight them.

Question 1:

Describe the design process and its five stages.

Question 2:

Explain why measurement is important when building a model.

Question 3:

Evaluate your tower design against the criteria of strength and stability.

Module 3 Checklist

I understand the 4 verb levels

I completed the verb detail quiz

I highlighted questions using VSCC

Build a Paragraph — TEEL Structure

Language Help

TEEL is a way to organise a paragraph so it is clear and detailed. Each letter stands for a part of the paragraph.

T

Topic

State your main idea.

"The design process is useful because..."

E

Evidence

Give a fact or example.

"For example, in class we used it to design..."

E

Explain

Explain why your evidence matters.

"This shows that..."

L

Link

Connect back to the topic.

"Therefore, the design process helps..."

Activity — TEEL Jigsaw

These sentences are mixed up. Click them in the correct TEEL order (T first, then E, E, L).

Activity — Spot the Level

Read these 3 paragraphs about the design process. Click to label each as Grade A, Grade C, or Grade E.

Paragraph 1:
"The design process is good. I liked it."

Paragraph 2:
"The design process is useful because it helps you plan. For example, we used it to design our towers. It has steps like investigate and design. Overall, it makes projects better."

Paragraph 3:
"The design process is an essential tool for creating effective products because it provides a structured framework for problem-solving. For example, when we designed our paper boats in class, we followed the five stages: investigate, design, produce, test, and evaluate. This systematic approach ensured that we considered the constraints of materials and capacity before building. As a result, students who followed the design process produced boats that held more weight, demonstrating that structured planning leads to better design outcomes."

Build Your TEEL Paragraph

Choose a topic and write your paragraph step by step.

Choose a Topic

The design process Measurement in Technology Elements of design

Connectives Wall — Useful Linking Words

Adding: FurthermoreIn additionAlsoMoreover

Cause/Effect: BecauseThereforeAs a resultThis means

Example: For exampleSuch asFor instance

Concluding: In conclusionOverallTherefore

Key Vocabulary

design processevaluateinvestigate functionaestheticssustainable criteriastructureprototype

T Topic Sentence — State your main idea

Frame: "[Topic] is important/useful because ___."

Start with: "[Topic] is..."

E Evidence — Give a fact or example

Frame: "For example, in Technology class we ___."

Start with: "For example,..."

E Explain — Say why your evidence matters

Frame: "This shows that ___ because ___."

Start with: "This shows that..."

L Link — Connect back to your main idea

Frame: "Therefore, [topic] is important because ___."

Start with: "Therefore,..." or "Overall,..."

Your Paragraph Preview

Start writing above to see your paragraph here...

Module 4 Checklist

I understand TEEL structure

I completed the TEEL Jigsaw

I identified Grade A/C/E paragraphs

I wrote my own TEEL paragraph

Analyse a Design — Source Analysis

Language Help

Analysing means looking at something carefully and explaining what you see. In HSIE (History and Geography), students learn to analyse sources. We can use the same method to analyse designs in Technology.

1. Observe — "What do I see?"

Describe what the design looks like. What shapes, colours, and parts can you see?

"I can see... It has... The shape is..."

2. Identify — "What materials and features?"

Name the materials, tools, and special features.

"It is made from... The features include..."

3. Analyse — "Why was it designed this way?"

Explain the designer's choices and reasons.

"The designer chose ___ because... This is suitable because..."

4. Evaluate — "How effective is it?"

Judge the design's strengths and weaknesses.

"A strength is... However, a weakness is... Overall..."

Activity — Guided Analysis

Analyse this design using the 4-step framework.

Design: A phone stand made from folded cardboard
The stand is made from a single piece of cardboard folded into an A-frame shape. It is 15cm tall and 10cm wide. The phone rests at a 60-degree angle against a small lip at the front. It can fold flat for storage.

1. Observe — What do you see?

Frame: "I can see a phone stand that is made from ___. It has ___ and ___."

2. Identify — What materials and features?

Frame: "It is made from ___. The key features are ___ and ___."

3. Analyse — Why was it designed this way?

Frame: "The designer used cardboard because ___. The A-frame shape helps because ___."

4. Evaluate — How effective is it?

Frame: "A strength of this design is ___. However, a weakness could be ___. Overall, ___."

Activity — Compare Two Designs

Compare these two tower designs from Technology class. Use the comparison words to write a paragraph.

Design A — Tall Tower

45cm tall, narrow base
Made from paper rolls and tape
Held 150g before falling
Looked impressive but unstable

Design B — Short Tower

25cm tall, wide base
Made from paper triangles and glue
Held 500g without falling
Simple-looking but very strong

Comparison Words

UnlikeHowever WhileBoth On the other handIn contrast SimilarlyWhereas

Write your comparison paragraph:

0 words

Module 5 Checklist

I learned the 4-step analysis framework

I analysed the phone stand design

I compared two tower designs

Put It All Together — The Challenge

Time to use everything you have learned! Answer this practice assessment question using all the skills from Modules 1-5.

Question: "Explain what the design process is and why it is useful when creating a product. Use examples from your work in Technology class."

Step A — Break Down the Question (VSCC)

Identify the 4 parts of this question.

V — Verb (what to do):

S — Subject (the topic):

C — Content (the details):

C — Concept (the big idea):

What ALARM level is this question?

Step B — Choose Your Text Type

Which text type is best for this question?

Step C — Plan Your TEEL

Write short dot-point notes for each TEEL step.

T Topic — Main idea

Plan: "I will say that the design process is ___ because ___."

E Evidence — What example will you use?

Plan: "My example will be ___."

E Explain — Why does your example matter?

Plan: "This shows that ___ because ___."

L Link — How does it connect back?

Plan: "Overall, the design process is important because ___."

Step D — Write Your Response

Connectives Wall

BecauseThereforeFor example This shows thatAs a resultIn conclusion FurthermoreSuch as

Key Vocabulary

design processinvestigateevaluate criteriaprototypeiterate functionaestheticssustainable structurematerial

Target: Write at least 30 words using TEEL structure.
Remember: Use the verb "explain" — that means say WHY using "because".

Target: Write at least 50 words using TEEL structure with key vocabulary.

Target: Write 80+ words with full TEEL, specific examples, and academic vocabulary.

T Topic Sentence

Frame: "The design process is ___ because ___."

E Evidence / Example

Frame: "For example, when we ___, we ___."

E Explain Why

Frame: "This helped us ___ because ___."

L Link Back

Frame: "Overall, the design process is important because ___."

Your combined paragraph:

Start writing above to see your paragraph here...

0 words

Self-Assessment

Read the descriptions below and click the grade that best matches your response.

I chose this grade because...

Reflection — WWW / EBI / YNS

WWW — What Went Well

EBI — Even Better If

YNS — Your Next Steps

Grammar Gym — Verb Tenses

Language Help

Verb tenses tell us when something happens. In Technology, you use different tenses when you write about what you did, what is happening now, and what you plan to do.

⏪

Past Tense

Already happened
designed, tested, measured

"We tested our bridge and it collapsed."

▶

Present Tense

Happening now / always true
designs, supports, measures

"The beam supports the weight."

⏩

Future Tense

Will happen later
will design, is going to test

"We will redesign the prototype."

Activity 1 — Tense Spotter

Read each sentence. Is it Past, Present, or Future tense?

1. "The bridge collapsed during testing."

2. "The structure supports 500 grams of weight."

3. "We will redesign the prototype next lesson."

4. "The students measured the length of each beam."

5. "Triangles distribute force evenly across a structure."

6. "Next term, we are going to build a model house."

Activity 2 — Tense Transformer

Language Help

Change a sentence from one tense to another. Watch how the verb changes but the meaning stays the same.

Example:
Past: "We tested the bridge."
Present: "We test the bridge."
Future: "We will test the bridge."

💡 Future Tense — Two Forms

"will + verb"
Formal / written
"We will test the bridge."

"going to + verb"
Spoken / planned
"We are going to test the bridge."

In technology writing, use "will + verb" — it sounds more professional. Save "going to" for speaking in class.

1. Change to Present tense: "The team designed a phone stand."

2. Change to Future tense: "The students measure the materials."

3. Change to Past tense: "The glue will hold the pieces together."

4. Change to Present tense: "The engineer will evaluate the prototype."

Sentence Structure — Simple, Compound, Complex

Language Help

Good writers use a mix of sentence types. This makes your writing more interesting and easier to read.

Simple

One idea.

"The bridge held the weight."

Compound

Two ideas joined by and, but, so, or

"The bridge held the weight, but the tower collapsed."

Complex

Main idea + reason/condition using because, although, when, if

"The bridge held the weight because we used triangles."

Tip for Year 7: Try to write at least one compound and one complex sentence in every paragraph. This is a quick way to improve your writing grade!

Activity 3 — Sentence Type Sorter

Read each sentence. Is it Simple, Compound, or Complex?

1. "The tower is 30 centimetres tall."

2. "We used cardboard for the base, but we chose balsa wood for the frame."

3. "Although the design looked strong, it failed the weight test."

4. "The prototype worked well because we followed the design process."

5. "We tested the bridge and it held 2 kilograms."

6. "Sustainable materials reduce waste."

Activity 4 — Sentence Builder

Language Help

Start with a simple sentence. Then make it compound (add and/but/so). Then make it complex (add because/although/when).

1. Start: "The bridge held the weight."

Sentence frames to help you:
Compound: "The bridge held the weight, [and / but / so] __________."
Complex: "The bridge held the weight because __________."

Make it compound (use and, but, or so):

Make it complex (use because, although, or when):

2. Start: "We chose cardboard as our material."

Sentence frames to help you:
Compound: "We chose cardboard as our material, [and / but / so] __________."
Complex: "We chose cardboard as our material because __________."

Make it compound:

Make it complex:

3. Start: "The design failed the test."

Sentence frames to help you:
Compound: "The design failed the test, [and / but / so] __________."
Complex: "Although __________, the design failed the test."

Make it compound:

Make it complex:

Module 7 Checklist

I can identify past, present, and future tense

I practised changing sentences between tenses

I can identify simple, compound, and complex sentences

I built compound and complex sentences

Sentence Builder — Write Like an Engineer

In Modules 1-7 you learned to identify sentence types. Now you'll learn to build them yourself using Technology vocabulary. Strong sentences = strong design folios.

Sentence Pathway

Level 1: Simple → Level 2: Compound → Level 3: Complex → Level 4: Compound-Complex → Level 5: Advanced Structures

Level 1 — Simple Sentences

A simple sentence has one subject and one verb. In Technology, we use simple sentences for clear labels, measurements, and facts.

Pattern

Subject + Verb + Object/Complement

Technology Examples

"The bridge supports the load."
"Cardboard is a lightweight material."
"The model measures 30cm."

Practice: Complete the Simple Sentences

Fill each gap with a Technology word from the box below.

Word bank: sustainable, prototype, evaluate, materials, function

1. The designer built a __________ to test the idea.

2. Recycled timber is a __________ material.

3. We need to __________ the design against the criteria.

Your Turn: Write 2 Simple Sentences

Use Technology vocabulary. Each sentence needs one subject and one verb.

Level 2 — Compound Sentences (FANBOYS)

A compound sentence joins two simple sentences with a coordinating conjunction. Remember FANBOYS:

For And Nor But Or Yet So

Pattern: [Simple sentence], [FANBOYS] [simple sentence].

"The tower was tall, but it was not stable."
"We tested the bridge, and it held 500 grams."
"The material was cheap, so we chose it for our model."

Practice: Choose the Right Conjunction

1. "The design looked great, _____ it broke during testing."

2. "The base was too narrow, _____ the tower collapsed."

3. "We could use timber, _____ we could use recycled plastic."

Your Turn: Build Compound Sentences

Join each pair of simple sentences with a FANBOYS word. Remember the comma before the conjunction!

Join: "The tower is 30cm tall." + "It has a wide base."

Join: "Cardboard is easy to cut." + "It is not very strong."

Level 3 — Complex Sentences

A complex sentence has a main clause (makes sense alone) and a subordinate clause (depends on the main clause). They are joined by subordinating conjunctions:

because although when if while after so that unless

Two patterns:
1. Main clause first: "The tower fell because the base was too narrow."
2. Subordinate clause first (add a comma): "Although the design looked good, it failed the test."

Practice: Add a Subordinate Clause

Complete each sentence with a subordinate clause that makes sense.

"We chose recycled cardboard because..."

"Although the first prototype failed, ..."

"If we had used a stronger base, ..."

Quiz: Identify the Subordinating Conjunction

1. "We redesigned the structure because it failed the load test." — What word makes this complex?

2. "Although timber is renewable, it can be expensive." — Which clause is the subordinate clause?

3. "The model will crack if you bend the cardboard too quickly." — What type of conjunction is "if"?

Level 4 — Compound-Complex Sentences

A compound-complex sentence combines Levels 2 and 3: it has at least two main clauses and at least one subordinate clause.

Example:
"Because the base was unstable, the team redesigned it, and the new version held 500g."

Subordinate clause + main clause 1 + FANBOYS + main clause 2

Practice: Build a Compound-Complex Sentence

Combine the three ideas into ONE sentence using a subordinating conjunction AND a coordinating conjunction (FANBOYS).

Ideas:

The bridge was too weak.
We added triangle supports.
The bridge held 500 grams.

Sentence frame: "Because [reason], we [action], and [result]."

Ideas:

We chose recycled materials.
Sustainability is important.
Our design scored well on the criteria.

Level 5 — Advanced Structures

Challenge Zone

These sentence patterns are used in formal Technology reports and design evaluations. They make your writing sound professional and precise.

5A: Passive Voice

In passive voice, the object comes first. This sounds more formal and is common in evaluation writing.

Active: "We tested the materials."
(subject does the action)

Passive: "The materials were tested."
(object receives the action)

Rewrite these in passive voice:

Active: "The team measured the bridge."

Active: "We selected recycled cardboard for the model."

5B: Conditionals

"If... then..." sentences are essential for evaluations and improvements.

Type 1 (real possibility): "If we use triangles, the structure will be stronger."
Type 2 (hypothetical): "If we had more time, we would add a roof."
Type 3 (past hypothetical): "If we had tested earlier, we would have found the weakness."

Write one conditional sentence for each type about your bridge design:

Type 1 (real possibility):

Type 2 (hypothetical):

Type 3 (past hypothetical):

5C: Participial Phrases & Appositives

Participial phrase — starts with an -ing or -ed word:
"Using recycled materials, the team built a sustainable design."

Appositive — defines a noun in the middle:
"Cardboard, a lightweight and recyclable material, was used for the model."

Write one sentence with a participial phrase and one with an appositive:

Participial phrase:

Appositive:

Module 8 Checklist

I can write simple sentences with Technology vocabulary

I can join sentences using FANBOYS (compound)

I can add subordinate clauses (complex)

I tried at least one advanced structure (passive, conditional, or participial)

Write It Right — Year 7 Academic Writing Toolkit

Welcome to Write It Right!

Part A — Match the Word to the Picture

Part B — Sentence Check

Part C — Mini Write

Word Power — Vocabulary Tiers

Tier 1 — Everyday

Tier 2 — Academic

Tier 3 — Technical

Visual Dictionary

Tier 1 — Everyday Words

Tier 2 — Academic Words

Tier 3 — Technical Words

Activity — Word Sort

Activity — Fill the Gap

Activity — Use It!

Module 1 Checklist

Text Types — Writing for Different Purposes

Procedure

Information Report

Explanation

Persuasive

Activity — Identify the Text Type

Activity — Same Topic, Different Text Type

Mini-Write — Information Report

Module 2 Checklist

Read the Question — Key Verbs

The ALARM Matrix

Activity — How Much Detail?

VSCC — Breaking Down Questions

Activity — VSCC Colour Highlighter

Module 3 Checklist

Build a Paragraph — TEEL Structure

Activity — TEEL Jigsaw

Activity — Spot the Level

Build Your TEEL Paragraph

Your Paragraph Preview

Module 4 Checklist

Analyse a Design — Source Analysis

1. Observe — "What do I see?"

2. Identify — "What materials and features?"

3. Analyse — "Why was it designed this way?"

4. Evaluate — "How effective is it?"

Activity — Guided Analysis

Activity — Compare Two Designs

Module 5 Checklist

Put It All Together — The Challenge

Step A — Break Down the Question (VSCC)

Step B — Choose Your Text Type

Step C — Plan Your TEEL

Step D — Write Your Response

Self-Assessment

Reflection — WWW / EBI / YNS

Congratulations!

Skills You Practised

Grammar Gym — Verb Tenses

Activity 1 — Tense Spotter

Activity 2 — Tense Transformer

Sentence Structure — Simple, Compound, Complex

Activity 3 — Sentence Type Sorter

Activity 4 — Sentence Builder

Module 7 Checklist

Sentence Builder — Write Like an Engineer

Level 1 — Simple Sentences

Practice: Complete the Simple Sentences

Your Turn: Write 2 Simple Sentences

Level 2 — Compound Sentences (FANBOYS)

Practice: Choose the Right Conjunction

Your Turn: Build Compound Sentences

Level 3 — Complex Sentences

Practice: Add a Subordinate Clause

Quiz: Identify the Subordinating Conjunction

Level 4 — Compound-Complex Sentences

Practice: Build a Compound-Complex Sentence

Level 5 — Advanced Structures

5A: Passive Voice

5B: Conditionals

5C: Participial Phrases & Appositives

Module 8 Checklist