Resources

Eddie, a seventh grader, wrote a brief journal entry about his little brother’s annoying habit of asking questions all the time—and how it taught him a lesson.

The 9th-grade writer of this personal narrative, Emily, uses original word choice to effectively convey a vivid image of the people and environment she encountered on a trip to Africa. The opening paragraphs communicate a sense of excitement that, by the end of the trip, is reduced to disappointment, shock, and guilt.

Many details are included in this writing, and a personal tone emerges. The piece has a clear beginning, middle, and ending.

This model is based on an essay submitted by fourth-grader Mia. She uses some vivid verbs and sensory details—“devour juicy caramel-covered apples,” “crisp fall breeze,” “soft spring trickles of rain splashing the sidewalks,” “warm summer sun”—to help the reader experience her favorite place.

In this profile of a person, tenth-grade writer Rachel remains focused on an affliction that affects, but never defines, her subject's young life. Rachel engages her readers with direct quotations and plenty of interesting details.