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Opening with a quotation is a great way to begin a book review. Kelsey, the author, summarizes the plot well without giving away the whole story, and she shows genuine enthusiasm for the story.

Fifth-grader Ashley begins her story in the middle of the action. After the first paragraph, the reader is hooked and needs to know . . . “What happens next?”

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

Fifth-grader Tommy includes lots of details in a story that leads up to a surprise ending.

Layton, a fifth grader, grabs the reader’s attention with a couple of questions and a clear picture of what he is planning to talk about in his report. Notice the effective use of humor in the final paragraph.

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

Nicholas, the fifth-grade author of this model, uses repetition effectively in a poem about a young Native American facing the realities of his time.

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

Seth, this model’s fifth-grade author, wrote a poem about a historical event and the reasons behind it.

Molly, the fourth-grade author of this short poem, tells us something about her favorite food.

Chloe, in fourth grade, uses a repeating phrase and rhyming words to give her poem rhythm.

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

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 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.