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

Charlotte, the seventh-grade writer of this model, organizes her essay into paragraphs that describe different aspects of her subject. The closing leaves the reader with a clear idea of the important place her grandfather holds in her memory.

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 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.

Jordan wants to have a nice, long summer at the end of seventh grade; her persuasive essay makes that quite evident with several points that support her opinion through the use of statistics, comparison, and expert testimony.

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.

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.

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.

In this feature article, eighth grader Irené informs the reader about spina bifida as she highlights the achievements of a classmate who has the condition. Quotations from the classmate add a personal side to the writing.

This model is based on an original story submitted by Elise, a sixth-grade writer. Note how she uses dialogue and details to bring her characters to life.

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

Seventh-grade poet Brittany invites her readers to share in a real experience.

Kevin, the sixth-grade author of this poem, effectively uses personification to paint a vivid picture of his backyard.

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.

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.