Resources

Eighth grader Shelley imagines she is a cowboy in the old West as she writes this journal entry. She includes historical details that add a realistic touch to the writing.

This writing shows that the writer has a real grasp of the meaning of a fable. It has some delightful details.

This writing shows the feelings of the writer and is well organized.

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.

This model is based on an essay submitted by fourth-grader Kristyn. She clearly states her opinion in the first paragraph. Then she shares a supporting reason in each of the middle paragraphs.

Kendra, a fourth grader, submitted this model in which she shares a very personal experience.

Second-grader Pheba wrote a small poem that tells in just a few words what her subject does and how she feels about it.

Michelle (grade 11) develops this eyewitness account by answering the “5 W’s and H” about her parents becoming American citizens. The writer also shares her sensory impressions.

Kim’s essay uses narration and definition to focus on Internet addiction. This essay predates Facebook, YouTube, Twitter, Skype, and smart phones. How has our definition of Internet addiction changed?

In this problem and solution essay, sixth-grade writer Nicholas grabs the reader’s attention with some “shocking statistics” that identify the problem. The essay closes with some possible solutions as well as a point to ponder.

The beginning paragraph of this writer's report invites the reader to keep going. The details show that she knows a lot about cheetahs.

Erin, fifth grade, tells her story from the point of view of her cat. The closing lines bring this adventure full circle.

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

The author’s personal voice comes through loud and clear in this friendly letter submitted by third-grader Andrea.

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

Fifth-grader Trista wrote this poem to give her readers an important message.

The word pictures in this poem, submitted by fifth-grader Sarah, paint a dreamy image!

Joey, the third-grade writer of this poem, uses personification when he says the smoke can “run up the chimney” and the “ashes dodge.”

Five paragraphs in the body of this essay—one for each of the senses—provide a clear organization pattern that is easy for the reader to understand. Note that each of the five paragraphs begins with a sentence that repeats the same, simple pattern. This repetition of a sentence pattern provides unity. The use of an extended metaphor—comparing friendship to the making and baking of bread—works quite well and shows that Nate, the sixth grade writer of this essay, is willing to take creative risks.

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.

This is a very moving narrative about a difficult experience. Sharing what she learned from this friendship makes an effective conclusion.

Cody, a fourth grader, writes about his wish that his little brother could have known their grandfather.

A surprise comparison opens this editorial by eighth grade student Jessie, drawing readers in. Her position on the subject becomes evident early in the essay.

This model is based on a story submitted by first-grader Ashley. Her story has a main character with a problem. The problem is solved in an interesting way.