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The author’s approach to this report is fresh and original; speaking as the country makes the paper very readable.

The details in this report are presented in an organized manner, and the writer’s strong feelings for Hawaii come through in her writing voice.

Hannah’s seventh-grade science class tried an experiment involving an egg, vinegar, corn syrup, and water. Her observations include not only the outcomes of the different steps in the procedure, but also her personal reactions to the experiment.

This email query is clear, organized, accurate, and engaging. The author gets right to the point—always a good practice in business writing.

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.

Tenth-grade writer Julie develops her report with plenty of information and quotations from her subject, T. McDowell. Readers get a clear picture of McDowell’s determined business sense as well as his dreams for the future.

When writing about pet peeves, you can react humorously or analytically to a common, everyday annoyance. Katie, the writer of this essay, tries to be sensible and analytical about the mosquito in her bedroom but becomes (in her own words) “like a crazed wind turbine.” Watch for a second simile that works very well in this piece. Also notice how the writer feels about the breeze in the first paragraph and how her feelings have changed by the sixth paragraph—this change shows how stressed she has become.

This poem addresses domestic violence. If you prefer not to read about that subject, please continue to the next model. Twelfth-grade writer Jessica’s words paint memorable images; her lines present realism without the aura of shame or blame.

In this model, a dialogue develops between a number of students and their advisor for the school newspaper. Notice how the dialogue takes on a lighthearted tone; it was based on actual conversation. As you begin to write your own dialogue, model it after conversations you have heard. This will help you create dialogue that sounds natural and reveals the personalities of your characters.

This essay opens with a brief explanation of a case in which a herd of elephants is spared from death, but then goes on to explain how that is not typical—that, in fact, elephants are headed toward extinction. Michelle, the author, clearly establishes the main causes and effects of the problem before suggesting possible solutions.

The author of this essay shares a personal struggle against the backdrops of two different schools and the friends at each school. The strong conclusion neatly sums up the lessons she learned from dealing with her illness and offers a positive ending.

Danielle, the writer of this email, presents a clear, organized message. The beginning states the email's purpose, the middle provides the necessary details, and the ending explains what happens next.

Karin, the email writer, speaks knowledgeably and sincerely as she presents a reasonable, thoughtful request.

Sixth-grader Bryan wrote this report after visiting a wolf park in Battle Ground, Indiana.

The use of an authority’s quotation to open this editorial lends credibility to the writer’s opinion. Seventh-grader Jess backs up her position in subsequent paragraphs.

This report is clearly focused around a specific thesis. It is evident from the writer’s voice that he is interested in and knowledgeable about the topic.

Dan writes a problem-solution essay that focuses on one of the great temptations of the digital age: stealing intellectual property via the Internet. The essay begins by explaining the problem in detail and then shifts to recommending a set of solutions.

This historical profile presents accurate information about a famous person and is written in an active, lively manner. Alita, the writer, immersed herself in the life of Rosa Parks until she could “feel” the person and events. She found ways to communicate these feelings to readers.

This report is timely, revealing, and engaging; it flows smoothly with effective transitions between paragraphs. The author has clearly gained a thorough understanding of the subject.

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.