YEAR LEVEL

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1 A
Teacher's
Manual

Structure

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and Stylepl
®
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FOR STUDENTS
YEAR 1 LEVEL A
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Andrew Pudewa

© 2019 Institute for Excellence in Writing, L.L.C.

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Also by Andrew Pudewa

Advanced Communication Series Phonetic Zoo Spelling, Levels A, B, C

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Freedomship and Entrepreneurial Education Speech Boot Camp
High School Essay Intensive Structure and Style Overview
However Imperfectly Teaching Boys and Other Children Who Would Rather
Linguistic Development through Poetry Memorization Make Forts All Day
On Listening, Speaking, Reading, and Writing

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Copyright Policy
Structure and Style for Students: Year 1 Level A Teacher’s Manual
First Edition, November 2019
Copyright © 2019 Institute for Excellence in Writing
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ISBN 978-1-62341-512-9
Our duplicating/copying policy for Structure and Style for Students: Year 1 Level A Teacher’s Manual:
All rights reserved.
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except as provided by U.S.A. copyright law and the specific policy below:
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and Sequence . . . . . . . . . . . . . . . . . . . . 6
Adapting the Schedule. . . . . . . . . . . . . . . . . . . 8
UNIT 1: NOTE MAKING AND OUTLINES Week 7 Weekly Overview. . . . . . . . . . . . . . 53
Week 1 Weekly Overview. . . . . . . . . . . . . . . 9 Board Notes . . . . . . . . . . . . . . . . . . . . . . 54
Board Notes . . . . . . . . . . . . . . . . . . . . . . 10 “Why Opossum Has a Bare Tail” . . . . . . 55
“The Dog and the Shadow”. . . . . . . . . . . 11 Banned Words List – Verbs. . . . . . . . . . . 57
“Giant Saguaro” . . . . . . . . . . . . . . . . . . . 13 Unit 3 Composition Checklist . . . . . . . . 59
Unit 1 Model Chart . . . . . . . . . . . . . . . . 15 Organize Your Binder, Homework. . . . . 60

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Organize Your Binder, Homework. . . . . 16 Week 8 Weekly Overview. . . . . . . . . . . . . . 61
Board Notes . . . . . . . . . . . . . . . . . . . . . . 62
UNIT 2: WRITING FROM NOTES Unit 3 Model Chart . . . . . . . . . . . . . . . . 63
Week 2 Weekly Overview. . . . . . . . . . . . . . 17 “The Little Red Hen” . . . . . . . . . . . . . . . 65
Board Notes . . . . . . . . . . . . . . . . . . . . . . 18 Level A -ly Adverb Word List . . . . . . . . . 67
“Scorpions”. . . . . . . . . . . . . . . . . . . . . . . 19

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Units 1 & 2 Model Chart. . . . . . . . . . . .
Organize Your Binder, Homework. . . . .
Week 3 Weekly Overview. . . . . . . . . . . . . .
Board Notes . . . . . . . . . . . . . . . . . . . . . .
“The Bald Man and the Fly”. . . . . . . . . .
Stylistic Techniques. . . . . . . . . . . . . . . . .
21
22
23
24
25
27
Unit 3 Composition Checklist . . . . . . . .
Organize Your Binder, Homework. . . . .

UNIT 4: SUMMARIZING A REFERENCE

Week 9 Weekly Overview. . . . . . . . . . . . . 71
Board Notes . . . . . . . . . . . . . . . . . . . . . . 72
“The Sahara”. . . . . . . . . . . . . . . . . . . . . . 73
69
70
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Unit 2 Composition Checklist . . . . . . . . 29 “The Gobi Desert” . . . . . . . . . . . . . . . . . 75
Organize Your Binder, Homework. . . . . 30 Unit 4 Model Chart . . . . . . . . . . . . . . . . 77
Week 4 Weekly Overview. . . . . . . . . . . . . . 31 Unit 4 Composition Checklist . . . . . . . . 79
Board Notes . . . . . . . . . . . . . . . . . . . . . . 32 Organize Your Binder, Homework. . . . . 80
Letter to the Editor. . . . . . . . . . . . . . . . . 33 Week 10 Weekly Overview. . . . . . . . . . . . . 81
“The Fox and the Stork”. . . . . . . . . . . . . 35 Board Notes . . . . . . . . . . . . . . . . . . . . . . 82
Unit 2 Composition Checklist . . . . . . . . 37 “The Sahara Sand Viper”. . . . . . . . . . . . . 83
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Organize Your Binder, Homework. . . . . 38 “The Mojave Rattlesnake”. . . . . . . . . . . . 85

Week 5 Weekly Overview. . . . . . . . . . . . . . 39 “The Gray's Monitor”. . . . . . . . . . . . . . . 87
Board Notes . . . . . . . . . . . . . . . . . . . . . . 40 Unit 4 Composition Checklist . . . . . . . . 89
“Camels”. . . . . . . . . . . . . . . . . . . . . . . . . 41 Organize Your Binder, Homework. . . . . 90
Practice with Who/Which Clauses. . . . . . 43 Week 11 Weekly Overview. . . . . . . . . . . . . 91
Unit 2 Composition Checklist . . . . . . . . 45 Board Notes . . . . . . . . . . . . . . . . . . . . . . 92
Organize Your Binder, Homework. . . . . 46 “Antarctica”. . . . . . . . . . . . . . . . . . . . . . . 93
Unit 4 Composition Checklist . . . . . . . . 95
UNIT 3: RETELLING NARRATIVE STORIES Organize Your Binder, Homework. . . . . 96
Week 6 Weekly Overview. . . . . . . . . . . . . . 47 Week 12 Weekly Overview. . . . . . . . . . . . . 97
Board Notes . . . . . . . . . . . . . . . . . . . . . . 48 Board Notes . . . . . . . . . . . . . . . . . . . . . . 98
“King Midas” . . . . . . . . . . . . . . . . . . . . . 49 “Marco Polo”. . . . . . . . . . . . . . . . . . . . . . 99
Unit 3 Composition Checklist . . . . . . . . 51 Unit 4 Composition Checklist . . . . . . . 103
Organize Your Binder, Homework. . . . . 52 Organize Your Binder, Homework. . . . 104

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UNIT 5: WRITING FROM PICTURES Week 19 Weekly Overview. . . . . . . . . . . . 161
Week 13 Weekly Overview . . . . . . . . . . . 105 Board Notes . . . . . . . . . . . . . . . . . . . . . 162
Board Notes . . . . . . . . . . . . . . . . . . . . . 106 “Animal Racing in Asia and America”. . . 163
Camel in Tent pictures . . . . . . . . . . . . . 107 “Racing Ostriches, Horses, and Camels”.165
Banned Words List – Adjectives . . . . . . 109 “Desert Racing for Fun and Glory” . . . . 167
Unit 5 Composition Checklist . . . . . . . 111 Unit 6 Composition Checklist . . . . . . . 169
Organize Your Binder, Homework. . . . 112 Organize Your Binder, Homework. . . . 170
Week 14 Weekly Overview. . . . . . . . . . . . 113
Board Notes . . . . . . . . . . . . . . . . . . . . . 114 UNIT 7: INVENTIVE WRITING
Unit 5 Model Chart . . . . . . . . . . . . . . . 115 Week 20 Weekly Overview. . . . . . . . . . . . 171
Overdressed Children pictures . . . . . . . 117 Board Notes . . . . . . . . . . . . . . . . . . . . . 172
Blank Unit 5 KWO. . . . . . . . . . . . . . . . 119 #2 Prepositional Opener. . . . . . . . . . . . 173

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-ly Adverb Word List. . . . . . . . . . . . . . . 121 Unit 7 Composition Checklist . . . . . . . 175
Unit 5 Composition Checklist . . . . . . . 123 Organize Your Binder, Homework. . . . 176
Organize Your Binder, Homework. . . . 124 Week 21 Weekly Overview. . . . . . . . . . . . 177
Week 15 Weekly Overview. . . . . . . . . . . . 125 Board Notes . . . . . . . . . . . . . . . . . . . . . 178

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Board Notes . . . . . . . . . . . . . . . . . . . . .
Book and Dinosaurs pictures . . . . . . . .
Unit 5 Composition Checklist . . . . . . .
Organize Your Binder, Homework. . . .
Week 16 Weekly Overview . . . . . . . . . . . .
Board Notes . . . . . . . . . . . . . . . . . . . . .
Picnic pictures. . . . . . . . . . . . . . . . . . . .
126
127
129
130
131
132
133
Unit 7 Composition Checklist . . . . . . . 179
Organize Your Binder, Homework. . . . 180
Week 22 Weekly Overview. . . . . . . . . . . . 181
Board Notes . . . . . . . . . . . . . . . . . . . . . 182
Sample: Unit 7 Composition Checklist. 183
Sample: “Fish for Dinner”. . . . . . . . . . . . 185
Unit 7 Composition Checklist . . . . . . . 187
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Tortoise pictures . . . . . . . . . . . . . . . . . . 135 Organize Your Binder, Homework. . . . 188
Unit 5 Composition Checklist . . . . . . . 137 Week 23 Weekly Overview. . . . . . . . . . . . 189
Organize Your Binder, Homework. . . . 138 Board Notes . . . . . . . . . . . . . . . . . . . . . 190
Unit 7 Model Chart . . . . . . . . . . . . . . . 191
UNIT 6: SUMMARIZING Letter to Students. . . . . . . . . . . . . . . . . 193
MULTIPLE REFERENCES KWO Conclusion. . . . . . . . . . . . . . . . . 195
Week 17 Weekly Overview. . . . . . . . . . . . 139 KWO Introduction. . . . . . . . . . . . . . . . 196
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Board Notes . . . . . . . . . . . . . . . . . . . . . 140 Unit 7 Composition Checklist . . . . . . . 197

Unit 6 Model Chart . . . . . . . . . . . . . . . 141 Organize Your Binder, Homework. . . . 198
“Sleepy Tortoises” . . . . . . . . . . . . . . . . . 143 Week 24 Weekly Overview. . . . . . . . . . . . 199
“The Desert Tortoise” . . . . . . . . . . . . . . 145 Board Notes . . . . . . . . . . . . . . . . . . . . . 200
-ly Adverb Word List. . . . . . . . . . . . . . . 147 Word Games. . . . . . . . . . . . . . . . . . . . . 201
Unit 6 Composition Checklist . . . . . . . 149
Organize Your Binder, Homework. . . . 150
Week 18 Weekly Overview. . . . . . . . . . . . 151
Board Notes . . . . . . . . . . . . . . . . . . . . . 152
“Nomadic Peoples of the Sahara Desert”.153
“African Nomads”. . . . . . . . . . . . . . . . . 155
“The Bedouin and the Tuareg” . . . . . . . 157
Unit 6 Composition Checklist . . . . . . . 159
Organize Your Binder, Homework. . . . 160

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 Introduction 5

Teacher’s Manual
Gray boxes such as this are in the teacher’s manual and include additional information about the course that will
provide extra information for the teacher or teaching parent to help students in the course.
Depending on the age or aptitude of students, most participants plan to spend thirty to sixty minutes a day, four
days a week, working through the course. Younger or special needs students will need closer to forty-five minutes or
longer each day. Older or more adept students will find thirty minutes or less each day enough time to complete the
assignments. Note that lessons earlier in the year are easier and therefore less time intensive. Trust the system. Don’t
skip the first assignment! The easier lessons are important for all students as they build confidence and lay an important
foundation.

Introduction

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Introduction
Welcome to Structure and Style® for Students, taught by Andrew Pudewa . His humor and step-by-step
clarity have yielded amazing results with thousands of formerly reluctant writers . We hope you will
have an enjoyable year as you learn to write with Structure and Style!

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Assembling Your Binder
Your Structure and Style for Students curriculum features a paper organization system that you will use
to manage your coursework and compositions in every stage of the writing process .
To prepare for your first class, take pages 1–8 from this packet and place them at the front of your
binder—before the Source Texts tab . Each week, you will add the weekly Overview pages to this front
section; therefore, place Week 1 Overview, page 9, on top of the pages that you just moved . When
you begin Week 2, place Week 2 Overview on top of Week 1 Overview .
The remaining pages from this student packet should be placed in the back of the binder, behind the
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Documentation tab . You will be instructed each week by either your teacher or Mr . Pudewa where to
put these additional pages .

Supplies
Every Structure and Style for Students box comes with a Teacher’s Manual, this student packet, videos
containing twenty-four teaching episodes with Andrew Pudewa, and a Student Binder with eight tabs:

Punctuation Documentation
Stylistic Banned Words
and Usage
Techniques
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Work in Process Finished

Source Texts Model Charts Compositions
and Outlines

Fix It! Grammar

To provide an effective and delightful method of applying grammar rules to writing, consider using
Fix It! Grammar in addition to this course .

Vocabulary
Vocabulary words are included in the lessons . Directions encourage review on a weekly basis .

Beyond this, you only need a pen and several sheets of notebook paper for each week’s assignments.

Structure and Style for Students: Year 1 Level A 5

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6 Scope and Sequence

Scope and Sequence

Week Subject and Structure Style Literature Suggestions

The Dog and the Shadow

Unit 1
Giant Saguaro
1
introduction to structure
The Three Little Javelinas
by Susan Lowell
Unit 2
Scorpions
2

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The Bald Man and the Fly
3 -ly adverb
the title rule

4 The Fox and the Stork

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Unit 3
6
Camels

King Midas
who/which clause
Little House on the Prairie
by Laura Ingalls Wilder
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strong verb
7 Why Opossum Has a Bare Tail banned words:
say/said, see/saw How Jackrabbit Got His
Very Long Ears
banned words: by Heather Irbinskas
8 The Little Red Hen think/thought
go/went
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Unit 4 Deserts
because clause Storm on the Desert
9 topic-clincher sentences
by Carolyn Lesser

I’m in Charge of Celebrations

10 Desert Reptiles by Byrd Baylor

11 Antarctica
Mr. Popper’s Penguins
by Florence and Richard Atwater
12 Marco Polo

6 Institute for Excellence in Writing

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 Scope and Sequence 7

Scope and Sequence

Week Subject and Structure Style Literature Suggestions

quality adjectives Alexander and the Terrible, Horrible,

Unit 5
Camel in Tent banned words: No Good, Very Bad Day
13 by Judith Viorst
good, bad

14 Overdressed Children

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15 Book and Dinosaurs www.asia clause

banned words: Peter Pan

16 Picnic or Tortoise

Unit 6
17

18 pl Tortoises
source and fused outlines

People of the Desert

eat/ate by J.M. Barrie
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19 Animal Racing

#2 prepositional
Unit 7 opener
A Subject of Your Choice
20 banned words:
fun
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21 A Place of Your Choice

King of the Wind
by Marguerite Henry
22 A Person of Your Choice

Writing a Letter
23
introduction and conclusion

24 Timed Essay

Structure and Style for Students: Year 1 Level A 7

Fix It! Grammar is a 33-week course. You will want to continue with one lesson a week until the end of the school year.

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8 © Institute for Excellence in Writing

How to adapt the suggested daily breakdown for a homeschool program:

In a homeschool setting, students will watch the video and complete the homework assigned in the Suggested
Daily Breakdown section on each lesson’s Overview page. On Day 5, parents will collect homework, return
graded assignments from the previous week, and reinforce what Mr. Pudewa taught on the video. Parents may
also discuss grammar and/or literature during class time.

How to adapt the suggested daily breakdown for a one-day-a-week program:

In a one-day-a-week class setting, teachers can adapt the suggested daily breakdown one of these two ways:
A. Using the videos as a guide, teachers watch SSS and then use it as a model for teaching the lessons live.
B. Alternatively, parents can purchase the SSS program allowing students to watch the video at home and
complete the assignment as directed for Days 1–4 in the Suggested Daily Breakdown section on each

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lesson’s Overview page. Class will meet on Day 5 where the instructor can collect homework, return
graded assignments from the previous week, and reinforce what Mr. Pudewa taught on the video.
Teachers may also discuss grammar and/or literature on class day.

How to adapt the suggested daily breakdown for a two- or three-day-a-week program:

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In a two- or three-day-a-week class setting, teachers can adapt the suggested daily breakdown in any one of
these three ways:
A. Using the videos as a guide, teachers watch SSS and then use it as a model for teaching the lessons live.
B. Students can watch Part 1 of the video in class and complete the assignment as directed. Any work not
completed in class will be finished at home. The remaining class day(s) can be used to watch Part 2 of the
video and complete the assignment as directed. Class time will also be used to collect homework, return
graded assignments from the previous week, and reinforce what Mr. Pudewa taught on the video.
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C. Alternatively, parents could purchase the SSS program, allowing students to watch the video and
complete the assignment at home. Instructors would then use their two or three class days to collect
homework, return graded assignments from the previous week, and reinforce what Mr. Pudewa taught on
the video. Teachers may also discuss grammar and/or literature on class day.

How to adapt the suggested daily breakdown for a four- or five-day-a-week program:
Teachers who teach in full-time schools can adapt the suggested daily breakdown in any one of these three ways:
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A. Using the videos as a guide, teachers watch SSS and then use it as a model for teaching the lessons live.
The daily breakdown can remain the same, or teachers can adjust or stretch out the lessons. (See blue
page for a suggested weekly schedule for adapting twenty-four weeks of instruction into thirty weeks.)
B. Teachers show the videos as an instructional tool and facilitate the lessons by passing out the papers and
writing on the whiteboard what Mr. Pudewa writes. The daily breakdown can remain the same.
C. Teachers show the class selected clips from the videos, particularly those which introduce a new IEW Unit
(Weeks 1, 2, 6, 9, 13, 17, and 20) and then teach the other weekly lessons themselves. The daily breakdown
can remain the same, or teachers can adjust or stretch out the lessons. (See blue page for a suggested
weekly schedule for adapting twenty-four weeks of instruction into thirty weeks.)

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 Week 3: The Bald Man and the Fly 23

Week 3: The Bald Man and the Fly

Teacher Preparation
Watch TWSS Video 2 - Total Time 47:20
• Stylistic Techniques: How to Teach
• Stylistic Techniques: Dress-Ups
Literature Suggestion
Little House on the Prairie by Laura Ingalls Wilder

Week 3: The Bald Man and the Fly

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UNIT 2: WRITING FROM NOTES OVERVIEW

Week 3: The Bald Man and the Fly

Structure and Style for Students Video 3 Part 1: 00:00–31:27 Part 2: 31:28–end

Goals
•
•
•
•
•
•
•
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to practice the Units 1 and 2 structural model
to write a KWO about “The Bald Man and the Fly”
to write a summary about “The Bald Man and the Fly” from your KWO
to correctly create a title
to correctly add a dress-up: -ly adverb
to be introduced to the composition checklist
to correctly use new vocabulary: mumble
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Suggested Daily Breakdown
• Watch Part 1 of Video 3.
• Create a title for your summary about scorpions following the title rule.
DAY 1

• Read and discuss “The Bald Man and the Fly.”

• Write a KWO with the class.
• Test your KWO by retelling it to a partner. Remember to speak in complete sentences.
Optional: Complete Day 1 in Fix It! Grammar Week 3.
• Watch Part 2 of Video 3 starting at 31:28.
DAY 2

• Learn the -ly adverb dress-up and write a list of -ly adverbs to use for your summary.
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• Learn how to use the checklist.

Optional: Complete Day 2 in Fix It! Grammar Week 3.
• Using your KWO, not the source text, write your summary about “The Bald Man and the Fly.”
• Include and mark (underline) one -ly adverb in your paragraph.
DAY 3

• Follow the directions on the checklist and check off each item as you complete it.
• Hire an editor and ask him or her to check your rough draft.
Optional: Complete Day 3 in Fix It! Grammar Week 3.
• Write your final draft making any changes that your editor suggested.
DAYS 4
AND 5

• Staple the checklist, final draft, rough draft, and KWO together. Hand them in.
Optional: Complete Day 4 in Fix It! Grammar Week 3.

Structure and Style for Students: Year 1 Level A 23

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24 UNIT 2: WRITING FROM NOTES

Board Notes

Title
1 Dramatic Words Title Rule: Title repeats one to three key words from
2 Last Sentence final sentence.

Repeat 1–3 words

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The Bald Man and the Fly

1. summer, traveler, sat

2. sweaty, landing, time

3. “Away, fly,” mumbled

4. tried, instead, head

Dress-Up
1. -ly adverb
-ly adverbs
suddenly
happily
sleepily
(un)comfortably
busily
m
annoyingly
5. (slapped, stung, again)
constantly
6. (failed, frustrated, angry) repeatedly
7. (finally, understood, mistake) violently

8. (hurt, ourselves, angry) vigorously

meanly
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angrily
Note that the key words in parentheses are discouragingly
suggestions. Answers will vary. repeatedly
finally
Name
Date

OK

Additional Assignment
Hire an editor

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 Week 3: The Bald Man and the Fly 25

Structure Unit 2: Writing from Notes Style Introduction to Style

the title rule -ly adverb
• To form a catchy title that grabs the reader’s • The IEW dress-ups are descriptive words, phrases,
attention, students use the title rule: title repeats or clauses added to a sentence. To indicate that a
one to three key words from final sentence. dress-up has been added to a sentence, students
• Students should look at the checklist before writing underline it.
to know what is expected. While writing, they • The first dress-up is the -ly adverb. Do not allow
should check off items on the checklist as they students to use -ly impostors (adjectives) such
complete them. Before submitting an assignment, as ugly.
they should review the checklist to ensure their • From now on, students should include and mark an
paper is complete. -ly adverb in each paragraph that they write.
• If students complete the checklist, they can expect

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to receive an A for accepted. If students fail to
complete the checklist, they are not yet finished
and should receive an I for incomplete.

Week 3: The Bald Man and the Fly Definitions from Source Text

Source Text

pl The Bald Man and the Fly

Attributed to Aesop
On a hot summer day, a tired traveler sat down to rest and
N
took off his hat . A fly began buzzing about his bald head and
mumble (v): to speak in a way that is
not clear enough to be understood
R
m
sweaty face, landing on his skin from time to time . “Get away,
IO
PL FO

fly!” he mumbled . He tried to smack the fly, but instead he hit

only his own head . When he slapped his skin, it stung, but he
AT

slapped again and again, trying to get that pesky insect . But
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he failed and thus became frustrated and angry . Finally, the

DU OT

man understood his mistake . He thought, “We are likely to

IC

hurt only ourselves when we get so angry .”

N

Structure and Style for Students: Year 1 Level A 25

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 Week 3: The Bald Man and the Fly 27

Dress-Ups
Indicator: underline
Stylistic Techniques
Minimum Rule: each
one in every paragraph
I . Dress-Ups
1 . 4 .
Week 3
2 . 5 .
1. -ly adverb
3 . 6 .

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Indicator:

R
Week 5
Minimum Rule:
2. who/which clause

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PL FO
Week 7
ATII . Sentence Openers 3. strong verb
1 . 4 .
2 .

pl 5 . Week 9
DU OT

3 . 6 . 4. because clause
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Indicator:
Week 13
Minimum Rule:
5. quality adjective
N

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Week 15
III . Decorations
6. www.asia clause
1 . 4 .
2 . 5 .
3 . 6 . Sentence Openers
Indicator: Indicator: number
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Minimum Rule: Minimum Rule: each

yellow

one in every paragraph

Week 20
2. prepositional

Structure and Style for Students: Year 1 Level A 27

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 Week 3: The Bald Man and the Fly 29

Teachers and parents should remember IEW’s EZ+1 Rule. The checklist should include only those elements of style that
have become easy plus one new element. If students are not yet ready for a basic element on the checklist, simply have
them cross it out.
Note that students can include more than one -ly adverb. However, they should only mark (underline) one.

Week 3: The Bald Man and the Fly

Unit 2 Composition Checklist Writing

from
Week 3: The Bald Man and the Fly Notes Teachers who prefer
checklists with point
Name: values, see the blue

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Source Text: page in the front
of this book for
STRUCTURE the Reproducible

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 name and date in upper left-hand corner _____ Checklist with
R
 composition double-spaced _____ Points link.

IO
pl
 title centered and repeats 1–3 key words from final sentence _____
PL FO
 checklist on top, final draft, rough draft, key word outline _____
STYLE
¶1 Dress-Ups (underline one of each)
 -ly adverb _____
AT
MECHANICS
 capitalization _____
_____
DU OT

 end marks and punctuation

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 complete sentences (Does it make sense?) _____
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 correct spelling _____

Sa N

Structure and Style for Students: Year 1 Level A 29

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30 UNIT 2: WRITING FROM NOTES

Organize Your Binder

• Put “The Bald Man and the Fly” behind the Source Texts tab.
• Put your KWO, your bald man summary, and the Unit 2 Composition Checklist behind the Work in Process tab.
• Put the Stylistic Techniques and your -ly adverb list behind the Stylistic Techniques tab.
• When you finish your homework, put it in the front pocket of your binder so you can turn it in.

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Homework

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1. Write one paragraph using your KWO and the Unit 2 Composition Checklist.
2. Include and mark (underline) one -ly adverb in your paragraph.
3. Follow the directions on the checklist.
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Sa

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