NarrativeWriting
Part 1 (4 – 5)
Write from the Beginning…and Beyond
1
Overviewof
NarrativeWriting and
Goals
Beginningwith the Basics:
Modeling the
BasicStructure
Closure,Questions,
What ComesNext?
2
Schedule for WFTB & B Narrative Grades 4 - 5 Part 1
Beginningwith the Basics:Using Reverse
Mapping to analyze the
Basic Structure
Beginningwith the Basics:Using the Basic Structure Rubric
to Assess Narrative
Writing
The very first narratives were oral…in the form of storytelling.
These oral stories were passed on from generation to generation.
The storyteller captivated his audience with:
• inflections in his voice• his gestures• his facial expressions
Those who wanted to know more could ask questions and interact with the storyteller.
Written narratives, on the other hand,require much more thought, structure,and attention to detail.
For this reason, students need explicitinstruction in how to create an effectiveand inviting narrative composition.
3
Types of Narrative Writing
PersonalExperience
Sunshine Home by
Eve Bunting
OrganizedChronologically
Imaginative
OrganizedCategorically
Problem/SolutionStructure
“IntriguingAdventure”Structure
When I Was Young in the Mountains by
Cynthia Rylant
Heat Waveby Helen
Ketterman
A Bad Case of Stripesby DavidShannon
Pirates of theCaribbean
Meanwhile Back at
the Ranchby Trinka
Hakes Noble
The Principal from the
Black Lagoonby Mike Thaler
The Cow WhoWouldn’t ComeDown by PaulBrett JohnsonPages 7 - 9 4
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th & 5th Grade
6th- 8th Grade
Personal Narrative Goalsfor
Write from the Beginning…and Beyond
5
6
Narrative Writing Goal for Kindergarten
Kindergarten students will draw a discernible picture focused on a single event that they have
experienced. Details will be reflected in both setting and characters.
The story or event in each picture will be communicated through “print.” This “print” will vary according to the developmental level of the child. Minimum expectation for the grade level is that the writing of each child will demonstrate the effective
use of initial and final consonant sounds to represent words in their writing.
Page 10
7
Second students will create Thinking Maps® to develop and organize ideas for writing. They will write several logically sequenced sentences on a single topic in the Personal and Imaginative Narrative format with a clear beginning, middle, and ending. These students will use details and descriptive language to add quality to their
ideas, as well as appropriate transition words and phrases. The students will use correct capitalization,
end punctuation, and commas in a series. In addition, they will correctly spell high-frequency words and use
decipherable inventive spelling.
Personal Narrative Goal for Second Grade
Page 12
8
Third Grade students will use Thinking Maps® to organize and write multiple sentences/paragraphs on
a single topic in the Personal and Imaginative Narrative format. Each major event (or movement)
will have a topic sentence and a minimum of three supporting details focused on the topic sentence or
movement. The narrative piece will have a clear beginning, middle, and ending with rich descriptive
language, as well as appropriate and varied transition words and phrases. Proper indention, capitalization, and punctuation will be utilized.
Personal Narrative Goal for Third Grade
Page 13
9
Fourth and Fifth Grade students will write structurally sound Personal and Imaginative
Narratives. These narratives will contain multiple narrative strategies (such as
dialogue, indirect characterization, etc.) which enhance the overall quality of the
writing. Student style and voice will be clearly heard. Errors in grammar or conventions of print will not interfere with the readability of
the piece.
Personal Narrative Goal for Fourth and Fifth Grade
Page 14
10
we lined upand wentoutside.
we came inwe looked at
a tree.
We began by When we arrived After twenty minutes
This morning our class went on a mini-field trip. We went outside on the playground to study an old oak tree.
I was first
wrote
This was a great way to study trees! I hopewe can go on another mini-field trip soon.
felt barkJohn was lastNotebooks &
pencils
Examined the leaves
Studied theroot system
Used our notes
Two pages long
•Well thought-out “hook” to grab reader
•Slowed down step-by-step replay of a central event
Dialogue/monologue
Embedded transitions
Well thought out closing
Carefully chosen precise language
Indirect characterization
Slowed down step-by-step replay
of a central event
11
What does it “look” like?
Sometimes we learn the best lessons in life when we are not expecting them. Thatis exactly what happened to me when I was nine years old. Christmas was coming and Mom had cooked delicious goodies, decorated the house, and placed piles of presents under the tree. I was expecting the same Christmas celebration that had been our family tradition for as long as I could remember. But this year, I soon learned, would be different.
My family has celebrated many Christmases since that one Christmas when we visited the poor kids. Yet, no Christmas has been quite as meaningful as that one. I learned something about myself that day. I enjoy giving as much as I enjoy receiving. My mother was a good teacher.
12
13Relating Factor: build
Knowledgeable contractors
structurally sound and beautiful
houses
just like
Knowledgeable students
structurally sound and effective
stories
14
examine the plans, look at the lot and get the lot ready for building.
Kindergarten Teachers
15
lay the foundation and make sure the corners are square, the blocks are tight
and that anything laid on top will be supported!
First Grade Teachers
16
Second Grade Teachers frame the house. Now you can see where the doors and windows will be and you can walk through the rooms…but it is not quite livable yet.
It is still a bit anorexic.
17
Third Grade Teachers make the house livable: windows, doors, wallboard, flooring,
plumbing, and electricity are added! The house is solid and livable, but a bit boring
18
Fourth through Eighth Grade Teachers add the extras that make the house beautiful,
unique, and inviting.
Structure StrategiesUnique Style
& Voice
K – 3rd
How Writing Develops
3rd /4th - 8th
19
Read the bottom of page 157 – 159 for more information.
With Write from the Beginning…and Beyond each teacher in a school owns 1/13 of a
student’s writing proficiency
20
“ When teachers explain with only verbal or written directions, students are working without models.
Words, written and spoken, are not the actions. They are the coded messages for the “real thing”.
Explanations without models require students to translate the code (words) into the actions themselves.
We are, in a sense, testing children to see if they are able to use a code to represent a reality.”
Susan Glazer
Assessment Is Instruction (1998)
In Write from the Beginning…
and Beyond,
Every Teacher
at Every Grade Level
Models Writing
21
Personal Experience Narrative
SequentialOrganization
Thematic/MemoirOrganization
First Next Then
LastAfter that
has opening and closing
has details,descriptive language,and transition words
tells aboutthe experienceby categories
tells aboutthe experience
sequentiallyhas opening and closing
has details anddescriptive language
*Most frequently usedorganizational structure
Page 155
This sessionwill focus on
how to modelNarrative Writing
22
With Write from the Beginning…and Beyond each teacher in a school owns 1/13 of a
student’s writing proficiency
23
Third GradeSecond Grade
Sometimes we have toback up and then
catch up.
Kindergarten
1st Grade
Beginning withthe Basic Structure
of Narrative Writing:• Modeling
• Reverse Mapping• Structure Rubric
24
2nd Grade
3rd Grade
4th & 5th Grade
For studentsin 4th/5th whodo not havethese partsinternalized.
Page 160
Kindergarten
1st Grade
Beginning withthe Basic Structure
of Narrative Writing:• Modeling
• Reverse Mapping• Structure Rubric
25
2nd Grade
3rd Grade
4th & 5th Grade
Page 161 - 169
Personal Experience Narrative
SequentialOrganization
Thematic/MemoirOrganization
First Next Then
LastAfter that
has opening and closing
has details,descriptive language,and transition words
tells aboutthe experienceby categories
tells aboutthe experience
sequentiallyhas opening and closing
has details anddescriptive language
*Most frequently usedorganizational structure
Page 155 26
Modeling the Basic Structureof the
Personal Experience Narrative(Sequential Organization)
Pages 161 - 169
27
Turn to the person besideyou and, without using your manual or your
notes, review the criteria for evaluation on the
Basic Structure Rubric.
28
Structure StrategiesUnique Style
& Voice
How Writing Develops
29
Modeled Writing
Reverse Mapping
Basic Structure Rubric
This is ournext step.
NarrativeWriting
Part 1 (4 – 5)
Write from the Beginning…and Beyond
30
NarrativeWriting
Part 2 (4 – 5)
Write from the Beginning…and Beyond
31
Review ofPart 1:
Questions,Successes,Concerns
Moving Beyondthe Basics
with 3 +’s anda ZAP
(Strategies1 – 3)
Closure,Questions,
What ComesNext?
32
Schedule for WFTB & B Narrative Grades 4 - 5 Part 1
Moving Beyondthe Basics
with theMedia
Questions(Strategy 4)
Moving Beyondthe Basics
with theClear, Precise
Language(Strategy 5)
Kindergarten
1st Grade
Beginning withthe Basic Structure
of Narrative Writing:• Modeling
• Reverse Mapping• Structure Rubric
33
2nd Grade
3rd Grade
4th & 5th Grade
Pages 174 - 177
The Goal is for Students in 4th and 5th Grade
to score 18 – 20 pointson the Structure Rubric
With Write from the Beginning…and Beyond each teacher in a school owns 1/13 of a
student’s writing proficiency
34
Second GradeThird GradeFou
rth G
rade
Fifth
Gra
de
Structure StrategiesUnique Style
& Voice
How Writing Develops
35
Modeled Writing
Reverse Mapping
Basic Structure Rubric
3 Pluses (Strategies #1 – #3)
5 Media Questions(Strategy # 4)
Precise Language(Strategy # 5)
Page 178
3 +’s and
a ZapRead the highlighted paragraph
on page 179 for more information.36
# 1
Zoom to a
NarrowFocus
37
38
Introducing The Zoom to a Narrow Focus
• Explain the concept of moving from equality in student writing to a more narrow focus (1st paragraph on page 180)
Getting tothe counterand makingthe decision
StandingIn Line
and Pondering
AfterGetting the
Order
The “Zoom” is focusing on making the important decision.
The day had finally arrived. I made my first A on aspelling test and Mom promised I could get Anything I wanted at Dairy Queen. What a tough decision!
Saw Af rican
Area
Went to Bird
Aviary
Watched Reptiles
Last year my second grade class went to Riverbanks Zoo in Columbia, SC. We went to see all of the animals we had been learning about.
elephants Peacocks Huge python
giraff eszebras
Squawking Parrots
Diff erent sizeparrots
Long as 3 cars and f at as a fi re
hydrantSlitheredup a tree
We began Af ter a while Later on
When the teacher said it was time to go I could hardly believe we had been there fi ve hours. Our class trip was a great way to learn more about some interesting animals.
39
Introducing The Zoom to a Narrow Focus
• Explain the concept of moving from equality in student writing to a more narrow focus (1st paragraph on page 180)
• Clarify the concept of moving to a more narrow focus with a demonstration (2nd paragraph on page 180 through page 181)
Mark McGuireStory
Casey atthe Bat
40
Introducing The Zoom to a Narrow Focus
• Explain the concept of moving from equality in student writing to a more narrow focus (1st paragraph on page 180)
• Clarify the concept of moving to a more narrow focus with a demonstration (2nd paragraph on page 180 through page 181)
• Differentiate the types of “zooms” (page 182)
71
One idea thatcontrols the writing
Carries idea throughmultiple locations
Ex. Shopping f or theperfect gif t f or Mom
Focuses on an eventthat occurs in aspecific location
Ex. Telling aboutthe roller coaster
ride in detail ratherthan telling about
every ride
41
Introducing The Zoom to a Narrow Focus
• Explain the concept of moving from equality in student writing to a more narrow focus (1st paragraph on page 180)
• Clarify the concept of moving to a more narrow focus with a demonstration (2nd paragraph on page 180 through page 181)
• Differentiate the types of “zooms” (page 182)
• Analyze student samples to determine: (pages 182 – 187) (1) if the writing “zooms” (2) if it does “zoom”, whether it is an umbrella or location “zoom.”
Let’s Practice Analyzing for the Zoom
• Student Sample # 1 on page 184 (Pa Bear )
• Student Sample # 2 on page 184 (State Fair)
• Student Sample # 3 on page 185 (Minneapolis)
• Student Sample # 4 on page 186 (Crack)
• Assign a different writing piece to each person in your group.
• Read your sample and determine (1) if the writing “zooms” and (2) if it does “zoom”, what type of “zoom” is it.
• Share your responses with your small group. 42
43
Introducing The Zoom to a Narrow Focus
• Explain the concept of moving from equality in student writing to a more narrow focus (1st paragraph on page 180)
• Clarify the concept of moving to a more narrow focus with a demonstration (2nd paragraph on page 180 through page 181)
• Differentiate the types of “zooms” (page 182)
• Analyze student samples to determine: (pages 182 – 187) (1) if the writing “zooms” (2) if it does “zoom”, whether it is an umbrella or location “zoom.” • Demonstrate how a student composition can be rewritten to “zoom” to a narrow focus (page 188)
# 2
Referencesto
Feelingsand
Emotions
44
45
Introducing Referring to Feelings and Emotions
• Explain the concept of intermittent feelings and reflections (1st paragraph on page 189)
Feeling and Emotionsshould occur as a “steady heartbeat”
throughout theNarrative composition.
46
Introducing Referring to Feelings and Emotions
• Explain the concept of intermittent feelings and reflections (1st paragraph on page 189)
• Differentiate the types of intermittent reflections (2nd and 3rd paragraphs on page 189)
Intermittent Reflections
Direct IndirectI was scared to death.
Images of distorted monstersfilled my head as my tremblingfingers tried desperately toclutch the flashlight.
I was very sad. Your Turn
47
Introducing Referring to Feelings and Emotions
• Explain the concept of intermittent feelings and reflections (1st paragraph on page 189)
• Differentiate the types of intermittent reflections (2nd and 3rd paragraphs on page 189)
Student Sample # 1 (Pa Bear) on p. 184)
Read and highlight the second paragraphon page 191.
• Analyze a student sample together for the presence of intermittent references to feelings and emotions and Model how to insert them into the writing. (pages 189 – 191)
48
Introducing Referring to Feelings and Emotions
• Explain the concept of intermittent feelings and reflections (1st paragraph on page 189)
• Differentiate the types of intermittent reflections (2nd and 3rd paragraphs on page 189)
• Analyze a student sample together for the presence of intermittent references to feelings and emotions and Model how to insert them into the writing. (pages 189 – 191)
• Analyze student samples in pairs to determine the presence of intermittent feelings and emotions (pages 182 – 187 and page 191)
Let’s Practice Analyzing for Feelings and Emotions
• Student Sample # 2 on page 184 (State Fair)
• Student Sample # 3 on page 185 (Minneapolis)
• Student Sample # 4 on page 186 (Crack)
• Assign a different writing piece to pairs in your group.
• Read your sample and determine if it has intermittent references to feelings and emotions and whether any references are direct or indirect.
• Share your responses with your small group.49
50
Introducing Referring to Feelings and Emotions
• Explain the concept of intermittent feelings and reflections (1st paragraph on page 189)
• Differentiate the types of intermittent reflections (2nd and 3rd paragraphs on page 189)
• Analyze a student sample together for the presence of intermittent references to feelings and emotions and Model how to insert them into the writing. (pages 189 – 191)
• Analyze student samples in pairs to determine the presence of intermittent feelings and emotions (pages 182 – 187 and page 191)
• Demonstrate how a student composition can be rewritten to “zoom” to a narrow focus (page 192)
# 351
52
Introducing Embedded Transition Words,
Phrases, and Devices• Explain the concept of embedded transition words and phrases and guide the students to Identify them in published and high scoring student samples (1st and 2nd paragraphs on page 193)
In the spring of 1996, the first softball game of the school year was to be played in the afternoon during physical education class. We always played on a dusty field just beside the school. When the two captains chose their teams they always chose the other boys first so Ted and I waited until the very end to be chosen. After all the other players had batted, I came up to bat with two runners on base. As my teammates urged me to try for a walk, I heard players on the other team yelling “Easy out, Easy out.” I was determined not to make an out so I kept my eyes on the ball as it came to me. After waiting for just the right second, I stepped in and swung the bat with all my might. Instantly, the ball flew over the right fielder’s head as I ran past first base and on to second. Later in the game, when it was my time to bat once again, I made it to third base on my hit. From then on I was not the last one chosen for the team.
53
Introducing Embedded Transition Words,
Phrases, and Devices• Explain the concept of embedded transition words and phrases and guide the students to Identify them in published and high scoring student samples (1st and 2nd paragraphs on page 193)
• Differentiate the types of embedded transitions. (3rd and 4th paragraphs on page 193)
Narrative Transitions
Words DevicesPhrases
firstnextthenlast
finallyas
etc.
when we arrivedlater on
at the end of the dayjust as the clock struck on
before we knew itafter a ten hour ride
etc.
Dynamic symmetry
Read andhighlightthe last
paragraphon page 193.
Introducing Embedded Transition Words,
Phrases, and Devices• Explain the concept of embedded transition words and phrases and guide the students to Identify them in published and high scoring student samples (1st and 2nd paragraphs on page 193)
• Differentiate the types of embedded transitions. (3rd and 4th paragraphs on page 193)
• Identify examples of dynamic symmetry in literature. (1st and 2nd paragraphs on page 194)
Examples of Dynamic Symmetry
When theRelatives Came
“they came up from Virginia,at four in the morning, whileit was still dark, before even
the birds were awake”
SilverPackages
“each new child born in themountains learns to walk, talk,
and wait for the Christmas train” 54
Introducing Embedded Transition Words,
Phrases, and Devices• Explain the concept of embedded transition words and phrases and guide the students to Identify them in published and high scoring student samples (1st and 2nd paragraphs on page 193)
• Differentiate the types of embedded transitions. (3rd and 4th paragraphs on page 193)
• Identify examples of dynamic symmetry in literature. (1st and 2nd paragraphs on page 194)
• Create examples of dynamic symmetry using models from literature. (1st, 2nd , and 3rd paragraphs on page 194)
55
Dynamic Symmetry
Using 3 strong verbs to
move the reader through time
Summer of My German Soldier by Bette Greene
“The train braked, screeched, and finally
came to a halt.”
Using 3 sensory phrase
to orient thereader in time
“The aroma of coffeeperking, griddle cakes
rising, and baconfrying…”
Using 3 short sentences
or sentencefragments to
move the readerthrough time
“Improve you aim. Hitthe hubcap. Win a
prize.”
Working in your small group, create at least one additional example for each category above.
Be prepared to share your creations. 56
Introducing Embedded Transition Words,
Phrases, and Devices• Explain the concept of embedded transition words and phrases and guide the students to Identify them in published and high scoring student samples (1st and 2nd paragraphs on page 193)
• Differentiate the types of embedded transitions. (3rd and 4th paragraphs on page 193)
• Identify examples of dynamic symmetry in literature. (1st and 2nd paragraphs on page 194)
• Create examples of dynamic symmetry using models from literature. (1st, 2nd , and 3rd paragraphs on page 194)
• Analyze student samples # 1 - # 4 for the presence of embedded transition words, phrases, and devices. (pp. 184 – 187 and 194)
57
Introducing Embedded Transition Words,
Phrases, and Devices• Explain the concept of embedded transition words and phrases and guide the students to Identify them in published and high scoring student samples (1st and 2nd paragraphs on page 193)
• Differentiate the types of embedded transitions. (3rd and 4th paragraphs on page 193)
• Identify examples of dynamic symmetry in literature. (1st and 2nd paragraphs on page 194)
• Create examples of dynamic symmetry using models from literature. (1st, 2nd , and 3rd paragraphs on page 194)
• Analyze student samples # 1 - # 4 for the presence of embedded transition words, phrases, and devices. (pp. 184 – 187 and 194)
• Demonstrate how a student composition can be rewritten to include embedded transitions (page 195) 58
ZAP !Irrelevant
Information
Read about introducing the ZAP! on page 196.
Highlight information you want to remember.
59
Explain to each other your understanding of 3 +’s and a Zap
Take your manual with you and form a pair with someone who is not in your group.
Analyze the Student Sample on page 197 to determine if the 3 +’s are present.
Also, decide if any of the information in the writing should get a Zap!
Look at the Individual Student Scoring Sheets on page 198. Discuss how you would use this
with the Student Sample you just analyzed.60
Structure StrategiesUnique Style
& Voice
How Writing Develops
61
Modeled Writing
Reverse Mapping
Basic Structure Rubric
3 Pluses and a ZAP (Strategies #1 – #3)
5 Media Questions(Strategy # 4)
Precise Language(Strategy # 5)
Page 178
September 11, 2001Media Questions
• What did you do when this happened?
• What were those around you doing?
• What were you thinking?• How did you feel?• Can you describe what
you saw? Read pages 199 – 200. See if you can identify the answers to the Media Questions in Caitlyn’s composition on page 201. 62
How do these
strategies
for Elaboration
(Rainbow Writing)
affect Style
and Voice?
63
64
Look again at Student Sample # 1 (Pa Bear)
on pages 183 and 184.
What is the dominantMedia Questionthe student isanswering?
Which Media Questions
are not present?
All ManualsMust BeClosed !
65
66
Prompt: Write about a time when you made an important decision.
The day had finally arrived. My parents promised that if I made all A’s on my report card I could have ANYTHING I wanted atDairy Queen. Now THAT was an important decision!
Getting tothe counterand makingthe decision
Standingin line and pondering the choices
Aftergetting theorder and
reflecting onthe decision
The “Zoom” is focusing on making the important decision.
Guided Practice
on Elaboration
67
Working in pairs, readyour paragraph aloud
to your partner.
Turn to pages 203 – 205
Take a few minutes to review this
information in pairs.
Examining Sentences Variety and Quality
How manywordsare in each
sentence?
What are the first 4
wordsof each
sentence?
What strongverb(s)are in each
sentence?
What is theend
punctuationof each
sentence?
What sophisticated
language appears in
each sentence?
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
68
69
Working in pairs, tellyour partner one revision you thinkyou need to maketo your paragraph.
70
71
Waitingfor thetrain
Thetrain
arrives
Afterreceivingthe gift
Another Suggestion for
Guided Practice
on Elaboration
72
Structure StrategiesUnique Style
& Voice
How Writing Develops
73
Modeled Writing
Reverse Mapping
Basic Structure Rubric
3 Pluses and a ZAP (Strategies #1 – #3)
5 Media Questions(Strategy # 4)
Precise Language(Strategy # 5)
Page 178
Carefully Chosen Precise Language
An ESSENTIAL Narrative Strategy
Not just any word will do. . .
74
Introducing Carefully Chosen Precise Language
• Explain the concept to the students and provide specific examples. (page 206)
StrongVerbs
crunchedgallopedstumbled
PreciseNouns
Unique/SpecificAdjectives
sedan jackhammermoccasins
glitteringspiny
tousled
Precise Language
Working in your small group, create at least one additional example for each category above.
Be prepared to share your creations. 75
Vivid vs. Vague Language
VagueThe food was unappetizing.
VividThe pale turkey slices floated limply in a pool of murky fat.
VagueThe room was messy.
Vivid
76
Introducing Carefully Chosen Precise Language
• Explain the concept to the students and provide specific examples. (page 206)
• Identify examples of words/language in literature that create a vivid picture in the reader’s mind, or that can be acted out or demonstrated. (page 206)
As the monsters swooped down to land, huge legssprang from their bulging sides, and like gaping mouths doors flew open, then ramps shot to the ground. And down the ramps came a horde of tiny creatures swarming out onto the meadow.
77
78
Read the lastparagraph on
page 206 to seehow this sign could be used with students.
79
Introducing Carefully Chosen Precise Language
• Explain the concept to the students and provide specific examples. (page 206)
• Identify examples of words/language in literature that create a vivid picture in the reader’s mind, or that can be acted out or demonstrated. (page 206)
• Create examples of figurative language (page 207)
80
Similes
Ineffective Trite/Used-up
Effective/Fresh/
Reader ConnectsI ran as fast as acheetah.
He was assly as a fox. What and
when orunder what
circumstances
?81
quiet
What was quiet? When ?
Where ?Under what
circumstances ?
Snow falling on snow
The telephone when I amwaiting for my boyfriend
to call
Chick Fil Aon Sunday
A mortuaryin the middleof the night
82
hot
What was quiet? When ?
Where ?Under what
circumstances ?
The asphalt on an Arizona highway In
the middle ofJuly
?
My grandmother’ S oven on Thanksgiving morning
? Your Turn
83
Bulletin Board onDescriptive LanguageWoodnewton School
Corby, England84
Introducing Carefully Chosen Precise Language
• Explain the concept to the students and provide specific examples. (page 206)
• Identify examples of words/language in literature that create a vivid picture in the reader’s mind, or that can be acted out or demonstrated. (page 206)
• Create examples of figurative language (page 207)
• Demonstrate how a student composition can be rewritten to include more carefully chosen precise language (page 208)
85
Structure StrategiesUnique Style
& Voice
How Writing Develops
86
Modeled Writing
Reverse Mapping
Basic Structure Rubric
3 Pluses and a ZAP (Strategies #1 – #3)
5 Media Questions(Strategy # 4)
Precise Language(Strategy # 5)
Page 178