Resources

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

Ryan tells what he learned on a visit to a space center.

This book review is well organized and shares interesting details related to the book.

This model of “How-To” writing is based on a model submitted by Dagmary. She has decided to list the steps in her recipe instead of putting them in paragraph form.

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.

Fifth-grader Melissa clearly states her opinion in the first paragraph. She shares supporting ideas, with details, in the middle paragraphs. In her conclusion, she restates her opinion in a fresh way.

Opening with a quotation is a great way to begin a book review. Kelsey, the author, summarizes the plot well without giving away the whole story, and she shows genuine enthusiasm for the story.

Dylan, the fourth-grade writer of this model, concludes the report by repeating the main points he explained in the body.

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 voice of Joanna, the author of this book review, comes through as she reveals her concern for teenagers’ vulnerability to eating disorders..

A response to literature can take many forms other than a book report. Sixth-grader Mark decided to respond in a poem patterned after the poetry he read in the Redwall series of fantasy books. (These stories are about peace-loving small animals who exhibit human characteristics in a medieval setting, facing day-to-day struggles of good versus evil, life versus death.) The author of the Redwall books never mentions where the “Badger lords” come from, so Mark created this fictional place called Limadastrin and describes how one would find it.

Sixth-grade student Laura wrote this fantasy in which the “storybook” voice sets the tone appropriately.

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.

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.