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

Fifth-grader Kelli begins this personal narrative with a question that captures the reader’s interest.

Tenth-grader Lisa’s voice comes through loud and clear in this model. The use of strong details and dialogue—including the author “talking” to herself—makes this a believable essay about a student’s first high school crush.

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.

Lindsey, an adult who uses public speaking in her career, reflects on the childhood experiences that prepared her for success.

Before Facebook, Snapchat, and Pinterest allowed us to gather and store images digitally, students kept their memories in photo albums and even shoeboxes. In this historic model, Alita writes about her shoebox collection of memories. Vivid details recreate the feeling of thumbing through pictures.

Karen, in eleventh grade, shares the details of a Saturday spent working for her family’s business. Her descriptions bring the subject to life, and her ending tells the reader why this work is important to her.

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.

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.