Mtel Magic: Communication and Literacy Skills Test Writing Subtest

By Chuck Zucco

What makes this book different is that its author KNOWS this exam. He has worked with over 1000 students since 1999 on the MTEL. Most MTEL books are written by professors who have never personally worked with any MTEL student. How can they really know about this exam? Many books and Internet products are actually written for other states' exams. They only CHANGE THE COVER to read "MTEL."

This book was created with you in mind.  People with learning differences, those who need help with ESL, and many others with and without special issues have had great success with ETI’s programs and study materials—our students' passing rates increase over 500%.  The curriculum is straightforward and concise, and it builds upon itself to help with the learning process.

 

The students who have been through ETI’s MTEL (Massachusetts Tests for Educator Licensure) programs since 1999 say that it is the best in Massachusetts.  They know; they have been through them all.  The author's over 1500 students have offered experiences, suggestions, and feedback that are integrated in the strategies and skills presented.

 

This book is important because it includes all of the skills you need to pass this exam.  Nothing extra is included, and everything that is included is essential.  The strategies are tested and approved by hundreds of test takers who have provided feedback and novel ideas over the last ten years. 

 

• Language: English
• Publisher: AuthorHouse
• Release date: Mar 27, 2009
• ISBN: 9781463482695

Chuck Zucco

Chuck Zucco, founder and president of the Educational Testing Institute, has been preparing aspiring educators for the MTELs (Massachusetts Tests for Educator Licensure) since 1999. A test-preparation expert, he has tutored students of all ages from elementary school through graduate school in all subjects and exams such as the SAT, GRE, MTEL, MCAS, Praxis I, and HSPT. His programs are developed by merging decades of clinical experience working with students with learning differences and a professional background in test-preparation. His students have worked with Chuck and his staff to pass many MTEL exams including the Communication and Literacy, General Curriculum Math and Multi-subject, Early Childhood, Foundations of Reading, Middle School Mathematics, High School Mathematics, Spanish, English 07, Elementary Education, Moderate Special Needs, and other subject exams. His company, The Educational Testing Institute, has been hired by many public school districts, private schools, and colleges to help their teachers and students pass the MTELs. Some former clients include the Boston Public Schools, Lawrence Public Schools, Holyoke Public School, the UMass Boston Star Talk program, Massachusetts Association of Vocational Administrators, Boston Higashi School, Lawrence Family Development Charter School, and others. Chuck is a father of four. He has a master’s degree in social work from Boston University and is certified as an adjustment counselor and secondary principal in Massachusetts. He is also a Microsoft Certified Professional. He chairs a special education department for a public high school in the Merrimack Valley in Massachusetts. For information on joining a guaranteed training program or working with Chuck and his staff to develop an individualized study program for you or your school or district, consult www.PassTheMTEL.com or visit PassTheMTEL.com on Facebook. You can contact him directly at [e-mail] or through Facebook or LinkedIn.

Book preview

©2009 Chuck Zucco. All rights reserved

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

First published by AuthorHouse 02/24/2009

ISBN: 978-1-4389-5955-9

ISBN: 9781463482695 (ebk)

Printed in the United States of America

Bloomington, Indiana

Dad, thank you for all your support.

Introduction:

The name of this book is a misnomer. There really is no magical solution to taking this or any other test. What makes this book different is that it presents a simple formula for passing—skills + strategies + practice = success. I have been preparing people for the MTEL since 1999 with great success. I know what to worry about and what not to worry about, what you need to know and what you don’t need to know.

How to use this book:

The following section will highlight important aspects of this manual and anything I want you to know about the specific chapters.

Page 6, Important references, is critical. Chapter 2 covers much of the skill work you’ll need—punctuation, capitalization, grammar, etc.—but you will need to practice after you complete the exercises here. The websites listed are excellent.

In Chapter I, paragraphs are stressed. Understanding them will help you with your essay and the summary. Learn the 4 parts of the paragraph and pay special attention to the list of how to develop paragraphs on page 16. You must use elements from this list in your body paragraphs. You must also match the development of the original summary passage in your final summary. Memorize the grammar term definitions on pages 19-20. Write in complete sentences and give an example. Forget about studying any other terms.

Chapter II contains all the skills work you’ll need. Punctuation is critical, commas in particular. If you learn how expertly to use commas, you give yourself a great chance to pass this exam. This is especially important if you are a weak writer, work slowly, or have any LD or ESL issues. Strong punctuation and grammar skills can make up for weaknesses elsewhere. Subject-verb agreement and all matters concerning pronouns are the most important grammatical issues. Misplaced modifiers would be my next concern. You want to be able to identify the subjects and verbs of sentences as well as types of sentences (simple, compound, complex, etc.). Use those websites I mentioned to help. Review the capitalization and spelling rules. Pay attention to the Homophones section. Many spelling errors are actually the wrong word.

Chapter III explains the format for the essay. Being able to write a good essay in an hour or so is a unique skill that many of us have not mastered. The arguments in the body paragraphs are the most important. The introduction and conclusion are secondary. The only real way to get better at writing is to write. Practice on the topics given or check the website. Use the essay question to help you formulate your arguments. Read the sample essays to get a sense of how to create an argument.

Chapter IV, the summary—ahhh! the summary. For most people, this is the most difficult part of the exam. There are so many skills involved—writing, reading, grammar, punctuation, and paraphrasing. Follow along with the chapter. Practice. Go to the website for more practice.

The Written Mechanics (Chapter V) can be your saving grace. This is worth 25% of your score. If you know your punctuation (especially commas), spelling, and capitalization, you can ace this section and pass with a weaker summary or essay. Pay close attention to the common error types.

Each of the three Grammar and Usage section is worth 8 1/3% of the exam. The grammar terms should be easy. The sentence corrections and paragraph improvements can be tricky. If you study the grammar, you should be fine. Just don’t spend too much time on any one of these sections.

TEST ORDER and TIMING STRATEGIES:

REMEMBER TO FOCUS ON ONE SECTION (READING OR WRITING) PER TEST DATE!

This means to pick a section to pass and DO ALL THE PARTS OF THAT TEST FIRST.

If there is time, do the remaining sections of the other test.

Order and timing strategy:

Writing only—4 hours: Reversing the order of 5,6, or 7 should not matter.

Reading only—4 hours: Reversing the order should not matter.

Reading and writing—4 hours: Reverse the order of reading and writing sections if appropriate.

Thank you for purchasing this ETI product. Please send any errors, comments, or questions to [e-mail].

Contents

Chapter I

Chapter II

Chapter III

Chapter IV

Chapter V

Chapter VI

MTEL MAGIC

Communication and Literacy Skills Test

Workbook

Writing Subtest

www.MassTeacherTest.com

781-621-8033

Chuck Zucco

Educational Testing Institute

©Copyright 2003-2008

About the Exam and Our Program of Study

The Communication and Literacy MTEL consists of two subtests:

1)   The Reading Subtest

2)   The Writing Subtest

■   Each of the subtests is scored separately.

■   You need to pass each of them with a scaled score of 240 (perfect is 300).

■   You may take one or both at each testing date.

You have 4 hours to complete the test.

■   You may take both or only one section in the allotted four hours.

We strongly recommend that students take one exam per day. Decide to focus on either the Reading or the Writing, pass that test, and then take and pass the other at the next exam.

The Reading Subtest

The Reading Subtest consists of 2 different sections:

1.   Reading Comprehension-There are 6 reading passages (of up to 750 words) each with 5 multiple-choice questions. These questions fall into 5 categories:

■   Main Idea and Detail

■   Writer’s Purpose

■   Idea Relationships (interpreting graphs and charts,)

■   Critical Reasoning

■   Study Skills (outline questions)

2.   Word Meaning-There will be 6 vocabulary words for you to define. They are not very difficult words—you will know most of them—but they are tricky to define.

How it is scored:

Each of the questions carries equal weight toward the reading score.

■   The score reporting has recently (the fall of 2006) been changed.

■   The final score is a scaled score. Each question is worth a certain number of raw points. The total (raw points) is then scaled to a score from 100-300. A passing score is 240. This does not mean that an 80% is required to pass. The raw score necessary to pass is the same now as it was before the change. Only the scaled score—converted from the raw score—has changed.

■   The SAT uses scaled scores that you are probably more familiar with. For each correct answer the SAT, you get one point; an incorrect answer costs a % point (there is no penalty for wrong answers on the MTEL). The total raw score is calculated and then converted to a scaled score from 200800.

Note: This book does NOT cover any aspect of the Reading subtest.

The Writing Subtest

The writing subtest consists of 4 different sections. Each is worth 25% of the writing subtest score:

1)   Mechanics Exercise (25%)-The first section of the exam booklet is this 30-question, multiple-choice test of spelling, punctuation, and capitalization. This replaced the dictation section in October 2003.

2)   Grammar and Usage (25%)-This consists of 3 sections:

a)   Paragraph Improvements-Thirteen multiple-choice questions concerning punctuation, grammar and usage, sentence and paragraph structure and development (worth 8.333%).

b)   Sentence Corrections-Three sentences contain errors of grammar and punctuation (worth 8.333%).

c)   Grammar Definitions-You will need to define 3 grammar terms (parts of speech or types of sentences) (worth 8.333%).

3)   The Written Summary (25%)-This section entails summarizing a

lengthy passage in 250 words or fewer. Accuracy in describing the main ideas and themes of the writer’s original work in your own words is paramount.

4)   The Written Composition (25%)-You will be asked to write a

persuasive essay (350-650 words) on an assigned topic of general interest.

Each of the four sections counts as 25% of the writing subtest score.

How it is scored:

The multiple-choice sections (the mechanics exercise, the reading comprehension, and the paragraph improvements) are fed through a machine. These are the only part of the exam that will be rescored if you have your exam rescored. Your essay or summary will NOT be reread. It is not worth paying $50 for this.

The written portions (all other sections) are scored by at least two graders. As many as six graders can grade a section if there is disagreement regarding the score. They are graded on a 1 (poor) to 4 (excellent) scale.

The writing exam also receives a scaled score from 100 to 300.

The Educational Testing Institute Program

The program focuses on preparing students for the exam in several ways:

1)   Skills—We cover all the content you need. You need to know what is covered. Nothing but important information is presented.

2)   Strategy—You will know how to attack each section of the exam. You will understand what the graders are looking for.

3)   Practice—Your homework is vital to getting the most out of the program. Your test taking and timing strategy depend on your practice through trial and error.

4)   Psychological factors—This test has demoralized many excellent teachers who have nearly quit the profession out of fear and frustration after failing this exam. You will be mentally ready to take and pass this test after this course.

We will go over each section of the exam in detail.

Important references:

These references have been used by the author or recommended by students of the Communication and Literacy program.

The Gregg Reference Manual 10th Edition ISBN # 0-07-293653-3 This book is a standard by William Sabin.

The Allyn & Bacon Handbook 4th Edition ISBN # 0-205-30953-4 An very good and comprehensive handbook. This has Internet links and ESL highlights.

Write Source 2000 ISBN # 0-669-46774-X

The best basic and down-to-earth resource I have seen. It has all you need to study for the exam or brush on the basics.

http://owl.english.purdue.edu

Use this excellent web site early and often to prepare for the exam or brush up on your skills. http://www.towson.edu/ows/index.htm

This is another college’s outstanding writing, grammar, punctuation, etc. site.

http://webster.commnet.edu/grammar/index.htm Grammar lessons and online activities.

http://www.grammarbook.com Grammar lessons and online activities.

http://www.chompchomp.com Grammar lessons and online activities.

Baron’s A Dictionary of American Idioms (2nd Edition) ISBN—0-8120-3899-1 There might be a more recent edition. This is good for ESL students.

The Princeton Review’s Grammar Smart

Under the Grammar Hammer Douglas Cazort ISBN: 0-929923-75-8

How to Teach Spelling www.espbooks.com

http://www.cooper.com/alan/homonym.html

Amazingly complete list of homonyms (necessary for spelling errors on the mechanics exercise).

Chapter I

Writing Basics:

Good writing is clear, direct, and simple. There is no need to be fancy. Many people make the mistake of thinking that writing is a different way to communicate than speaking. it is not. While writing has more rules, it should be seen as speaking on paper. Just say what you mean.

As you write, keep two things in mind:

■   Just say it and:

■   KISS (Keep It Simple, Stupid).

For example, the following sentence is taken from a student essay on cloning humans.

…now that we have advanced in the knowledgeable realm of things, why tamper with our true purpose of life?"

Advanced in the knowledgeable realm of things? Would anyone ever actually say something like that? She might mean that although humans have advanced intellectually and scientifically, she believes that certain things like cloning ourselves should not be attempted because of some higher meaning. Each of these thoughts needs to be expressed simply, clearly, and directly—just as we would say them.

Whenever you write something, ask yourself if you (or anyone else for that matter) would ever utter the words in question. If you find your construction awkward or nonsensical, re-write your sentence in whatever way it takes to make your meaning clear.

How would you fix these sentences? (See page 8 for answers.)

1.   A student who is preparing themselves physically is introducing themselves to extra curricula activities or to sports.

2.   In order for an educator that is trained in reading to be a specialized reading teacher, the test must be passed.

Answers

1.   A student who is preparing themselves physically is introducing themselves to extra curricula activities or to sports.

Students who play sports should exercise.

Or

Students who exercise are preparing themselves to play sports.

2,   In order for an educator that is trained in reading to be a specialized reading teacher, the test must be passed.

Educators who want to be a specialized reading teacher must pass the test.

The Written Composition

We will work in steps toward writing an essay. Let’s first look at paragraphs. Paragraphs make up an essay; if they are weak, your essay will be as well. You will pass or fail the essay based on the body paragraphs you write.

The Paragraph

Paragraphs are very a very important to understand when considering the MTEL. Mastery of them helps with the essay, the summary, and the reading comprehension.

The paragraph is a group of related sentences that focus on one topic or unit of content. It can stand on its own or be a part in a larger work of writing. The basic, well-constructed paragraph contains a topic sentence, is unified, is coherent, and is well developed.

Topic Sentence

We need a good topic sentence. Topic sentences are used to announce the topic. Although not every paragraph uses one, nor do they always come at the beginning, we will practice starting our paragraphs with one.

A good topic sentence has three characteristics: a subject and controlling idea, it is limited, and it lends itself to development. It should also interest and engage the reader (when used to begin a paragraph).

The college town is an American institution. Throughout the 19th century, it was common practice to locate private colleges in small towns like Amherst in Massachusetts, Middlebury in Vermont, and Pomona in California. The idea was that bucolic surroundings would provide the appropriate atmosphere