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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.

Fifth-grader Ethan moves the reader smoothly through his personal narrative with transition words like first, then, also, so far, and when.

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

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

Adam, the first-grade writer of this model, uses his senses to describe his cat—fluffy, soft, fat. Readers can “see” and “feel” Buzz.

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

This writing has delightful details and a clear voice.

First-grader Traci begins and ends her report with a main idea about parrots: they are pretty, colorful birds.

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.

In Bowen’s story, he imagines himself as a leaf. He gives lots of details about being blown around by the wind.

This author brings excitement to her story when she paints a picture of her friend sprawled like a spider.

The writer’s descriptions in this narrative make it a vivid and memorable story.

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