Teaching Writing Fast and Effectively!

Three Important Questions about Middle School Writing Instruction

1. Are your middle school students remedial writers or are they on grade level?
2. How do you bridge the gap between your remedial writers and your high achieving writers?
3. What are appropriate goals and objectives of middle school writing instruction?

The Six Traits of Effective Middle School Writing Instruction

Many students are ready for this kind of writing instruction. However, if your students are not, the question is, “What is the fastest way to get them ready for this?”

1. Students apply the skills of using both precise and descriptive language.
2. Students apply advanced levels of syntax and sentence structure.
3. Students apply the skills of precision in language, clarity in language, and unique expression in language.
4. Students develop the knowledge and skills of writing in a variety of genres and across the curriculum.
5. Students engage in deep analysis of many genres of writing and use evaluative rubrics in their analysis.
6. Students apply advanced language usage and sentence structure to essay writing and composition assignments.

Bridging the Gap between Remedial and High Achieving Middle School Writers

One of the greatest frustrations in teaching middle school writing is the wide range of academic skills that students in the same class possess. There is a much larger gap between the high achievers and students who are struggling when compared with both elementary school and high school students.

In elementary school the gap in student achievement is much smaller because there has been less time for the gap to grow. In high school students are essentially on different career paths and as such are in different classrooms. (Furthermore, the statistics on the national high school dropout rates are dismal. This does make it easier for high school teachers; however it is a national failure that we must address!)  

Three-Step Plan for Scaffolding and Remedial Instruction 

1. Get everyone on the same page.
2. Scaffold the new instruction.
3. Remediate with students who still struggle.

Your writing instruction needs to be accessible (inspirational and motivational) across a wide range of abilities!

With “Pattern Based Writing: Quick and Easy Essay” you will:
1. Quickly get everyone on the same page!
2. Easily remediate with students who still struggle!
3. NOW because ALL your students are engaged, scaffolding the new writing instruction actually WORKS!

What is a paragraph and how do you teach children to write a paragraph?

“A paragraph is a group of sentences about one main idea or topic. A paragraph usually contains between 5-8 sentences about that one main idea or topic. All of your sentences in the paragraph must be about that one main idea or topic. These supporting detail sentences are supporting the author’s main idea. The main idea is what is most important in that paragraph. It is what the author truly wants you to understand.”

Explain, demonstrate, and practice… It would take me a long time to get the kinds of results I wanted for my students, and the longer the writing assignment, the more the rules would fly out the window…

“Listen kids, when you want to write about a new main idea, you must start a new paragraph. Does this make sense?” They would all gleefully cheer, “Yes!”

They would try to show me how well they understood by writing an entire page and a half about ONE MAIN IDEA. That’s how well they understood…

“Okay kids, let me explain a paragraph one more time. You see… a paragraph can give information about one main idea, it can explain one topic or you can give your opinion about the main idea or topic. Be sure to put the sentences in an order that will make sense to your reader. You want it to be a logical and natural sounding order. Does this make sense?”

I would be quite enthusiastic when the class would greet me with a resounding, “Yes, Mr. Barger! We get it! Can we start writing now?! Can we show you how well we understand?”

Now the students were able to produce TWO PAGES that contained TWO PARAGRAPHS!

“Listen kids… I want you to choose a topic sentence and I want you to think about that topic sentence… and choose JUST three details that support that main idea. These are supporting details and they support the main idea or topic sentence. Your topic sentence is a kind of general statement about the topic and the supporting details are more specific. Does this make sense?”

I think you know the answer… Luckily I am very patient.

“Listen kids… a topic sentence can be anywhere in the paragraph, but most often the topic sentence is the FIRST SENTENCE in a paragraph. It’s true that sometimes the topic sentence is in the middle of a paragraph and sometimes it is at the end of a paragraph, but USUALLY it is the first sentence in a paragraph. Let’s keep it simple.”

The children would be very excited that I wanted to keep things simple.

“Children, I want you to put your topic sentence first and I want you to follow that topic sentence with 3- 5 supporting details and then I want you to write a conclusion sentence. For now, your conclusion sentence can either sum up what the entire paragraph was about, or it can repeat the topic sentence in a new and creative way. How does this sound? Does all this make sense? Oh… and we have state testing coming up, and I want you all to really concentrate on great paragraphs, because they are really important on this state testing that we are going to be doing. Okay…?…? Okay??”

Students would assure me they understood. In fact, they could repeat back every single word I had said! It was almost impressive…

However, students would continue to struggle with paragraphs. Basically, a run on sentence is the easiest way to see that children don’t understand what a paragraph is. If a sentence goes on and on, they don’t understand what a paragraph is…

Often the source of the difficulty is something like, “What’s a topic?”

“Pattern Based Writing: Quick and Easy Essay” takes children from simple sentences to complete essays FAST and with AMAZING comprehension! It just makes sense to them…

State Writing Standards Simplified

State writing standards can be a little difficult to digest. Here is a combined list of elementary and middle school state writing standards that provide a very good overview of what is important in both elementary and middle school writing.

“Pattern Based Writing: Quick and Easy Essay” will provide a rock solid foundation for addressing each and every one of these important state writing standards.

These standards have been simplified and rephrased in a way that should make them a bit easier to understand. Even one serious read through should provide some very important guidance in planning your writing instruction!

• Write stories that have a beginning, middle, and end and contain details creating and supporting the setting, character development, and plot.

• Write an interpretation or explanation of an informational text using evidence from the text that supports the interpretation or explanation. 

• Write formal business letters to professional audiences such as businesses, newspapers, or government leaders.

• Write multi-paragraph essays and reports that contain easy to follow organization, topic development, effective use of detail, and a variety of sentence structures.

• Student writing develops a central idea. Their writing demonstrates knowledge of their audience and their purpose.

• Students successfully utilize all the stages of the writing process which include prewriting, drafting, revising, and editing successive versions.

• Students successfully write multiple-paragraph compositions that have an introductory paragraph, establish and support a main idea, contain supporting paragraphs that develop the main idea, and conclude with a paragraph that summarizes what was written.

• Use appropriate structures for communicating information such as compare and contrast, cause and effect, asking and answering a question, and chronological order.

• Students write expository, narrative, persuasive, and descriptive compositions of between 500 and 1000 words.

• Students create narrative compositions that establish and develop a plot or situation. They describe the setting and present an ending.

• Students create multiple-paragraph expository compositions that establish a topic and develop it with important ideas and events. They provide details and transitions linking paragraphs and ideas. The composition contains a concluding paragraph which summarizes important ideas and details.

• Students write narratives that include sensory details and concrete language which develop the plot and characters.

Using and Benefiting From Prewriting: Elementary and Middle School Students

The benefits of mastering prewriting skills for elementary and middle school students are really quite profound. By learning effective prewriting techniques students can develop the skill of being able to see the big picture before they start an assignment or project of any kind.

When students have truly mastered prewriting they will have developed the habits and the skills of being able to think ahead, as well as being able to find the beginning, middle and ending of all their assignments. This greatly improves their writing and their class work across all subjects. That is powerful!

Prewriting Is a Map for Students: It is a Map that They Create

Prewriting is an excellent map! It helps keep students from getting lost. It also helps students to easily get back on track if they do get lost. It is a map that will greatly improve your students’ writing.

However, looking at a map it is not the same thing as being there. Your students’ writing may turn out to be somewhat different than what their prewriting shows.

Once students begin the actual writing they:
• May not use their prewriting as much as you thought they would
• May use their prewriting in a way that is different than you thought they would

Students may use their prewriting to:
• Check in with and monitor their ideas. They may do this in order to verify and validate that they like the direction they are headed.
• Check and see which important ideas they have not used. Their prewriting is like their personal bank account of good ideas.
• Monitor the direction they are headed and to monitor how their entire essay will connect together.

“Pattern Based Writing: Quick and Easy Essay” contains a unique and powerful prewriting system that teaches students how to improve their writing before they even start writing…

What this means for students is:
• Less editing… and students like that idea!
• Finishing work faster… and students like that idea!
• Creating first drafts that are so good that not even their teacher can believe it is a first draft… and everyone likes that idea!

Be sure to click above for your free guide to writing and to check out the “Pattern Based Writing: Quick and Easy Essay” homepage!

What is the Purpose of Your Writing Prompt? Have You Defined a Goal or Objective?

The most important thing about a writing prompt is for the teacher to have a purpose for the writing prompt. Many teachers don’t think a lot about what their purpose is when they put up a writing prompt.

The thought process usually goes about as far as:

• I want them to write about something that they will have an interest in.
• I want them to write about something that will inspire them.
• I want them to write about something that they will think is fun.

A Little Extra Thought and You Will Get Writing that is More Thought Provoking (Both you and your students will think so!)

The reason teachers use lesson plans is because we want to make the most of our students time. We need to know what it is that we wish to accomplish with our lesson. We want to have a goal, or an objective. If we don’t know where we are going… we will be on the road to nowhere.

Using a writing prompt is no different. We can define our purpose and objectives in many different ways, and I’ll touch on a few.

The Wrong Way to Use a Writing Prompt (a.k.a. Quick! Think!)

Be honest… have you ever gone through this thought process?

“What am I going to have the kids write about? Quick! Think! Hmm… Okay… kids… what you are going to write about today is… hmm… okay… what it is… you are going to write about… umm… what did you… or what… no… describe a time when…”

The thinking that went into your creation of the writing prompt is likely to be reflected in the creation of the writing that the students do. If you don’t think it’s that important, they won’t think it’s that important. Even if they don’t observe exactly how you created the writing prompt, students have a sixth sense for what they perceive as “busy work.” 

Here Are a Few Ways that You Can More Clearly Define Your Purpose, Goal, or Objective When You Give Students a Writing Prompt:

1. You Can Base Your Purpose on the Kind of Growth You Wish Your Students to Experience

• Write in a new and unique way. (In a way they have never written before.)
• Focus on, explore, or expand their creativity
• Break the mold of their previous writing and expand their horizons
• Focus on or experiment with structure
• Focus on or explore word usage
• Focus on or explore the imagination
• Focus on or explore their thoughts
• Focus on or explore their feelings
• Think about their own thinking along with how they learn
• Learn the subject material by writing (Writing across the curriculum)

2. You Can Base Your Purpose on Bloom’s Taxonomy

• You want them to know (facts, information)
• You want them to comprehend or understand (internalize)
• You want them to apply what they have learned or know (use the information)
• You want them to analyze information (what is the significance of this information)
• You want them to synthesis information (kind of like creating new information from old information)
• You want them to evaluate (Is this good/bad, true/false?)

3. You Can Base Your Purpose on Common Essay Structures

• You want them to compare and contrast something (compare and contrast essay)
• You want them to give information about something (informational essay)
• You want them to describe something (descriptive essay)
• You want them to evaluate something (evaluative essay)
• You want them to give the cause and effect of something (cause and effect essay)
• You want them to tell a personal story (personal narrative essay)
• You want them to tell a story that has a point of view (narrative essay)
• You want them to describe a process (process essay)
• You want them to follow a line of argumentative reasoning through to its logical conclusion (argumentative essay)
• You want them to persuade someone about something (persuasive essay)
• You want them to critique something (critical essay)

Check back to read these upcoming articles on “Writing Prompts.”

1. Easy, Fast, and Fantastic Ways to Create Writing Prompts that Will Engage Your Students
2. Teaching Writing Across the Curriculum: Remembering that a Writing Assignment in Any Subject is a Writing Prompt

Should You Teach Your Students to INVENT a Good Story, or to TELL a Good Story?

The truth is that there is very little difference between a personal narrative essay and a fiction story. After all, who doesn’t look at a fiction story and then look at the author and say, “Oh, I didn’t know…” And the author says, “Oh, no, it’s not autobiographical. It’s just a… story.” And then we think, “Me thinks thou doth protest too much!”

A good story is a good story, whether it’s from real life or the imagination. Many, many (if not most) good stories are told from real life knowledge. The real skill is not in being able to INVENT a good story, but in being able to TELL a good story. That is a skill worth having!

Professional authors largely write about, what they know about. Our students should as well. Natalie Goldberg, author of the classic “Writing Down the Bones: Freeing the Writer Within” said, “We must remember that everything is ordinary and extraordinary.”

As teachers we need to help students find the extraordinary in their own ordinary lives. Actually, that’s hard! However it is easy to teach kids to see that everything is extraordinary.

Ex. “Strange Happenings at the Dinner Table”

“Pattern Based Writing: Quick & Easy Essay” does not really get involved with “fiction writing.” It does get quite involved with “story telling” and “creating interest.” Many aspects of the program directly address finding the extraordinary in the ordinary, and that nothing is really ordinary… or extraordinary… (Often when you take something that is “extraordinary” and try to make it sound “extraordinary” it loses its effect and becomes… ordinary. In other words, do you like “hype”?)

However, what I’ve seen is that when students are writing regularly in a way that they take pride in, they often discover this aspect of writing all by themselves.

What happens is that there are days when they must simply write about what they see in front of them. Nothing “extraordinary” has happened recently, so they turn to the “ordinary.” Very often it turns into their most satisfying writing. They start to see the beauty in “The Messy Teacher’s Desk,” or wonder about “The Secret Life of Bobby: Why He is Late to School Every Single Day!”

In short, teach students to use real life to create captivating stories!

Teachers are Searching for Answers on How to Teach Writing (The middle school teachers and parents are the ones with a tone of desperation!)

Through my weblogs, I get to see what searches brought people to this website. Here are some of my favorite searches that showed up on the weblogs. If you look at them, they really tell a story! It would be funny, if it weren’t so… true!

• tools to teach toddlers prewriting skills
• how to teach 1st grader to write an essay
• how to teach my 7 year old son to write fast
• small easy essays for grade 2
• my middle school students don’t write sentences
• my 8th grade son does not know how to write an essay
• how do i teach complete sentences? “middle school”

I consider “Pattern Based Writing: Quick & Easy Essay” good common sense in elementary, and the only REAL remedial solution in middle school. (Excellent rapport with middle school students is another really helpful solution!) It’s interesting to see the change of tone in the searches for what I would consider remedial middle school writing instruction.

Have You Taught Middle School Writers… Who You Would Consider to be Remedial?

It may be that you need to have taught middle school students who were “remedial writers” to truly understand and feel the full hidden subtext of pain and frustration in the searches related to middle school students.

Have you ever tried to back it up on middle school students? Backing it up in math, they appreciate! Backing it up in writing, whew… they can turn into a fiery hornets’ nest!

With writing, middle school students think they understand it. “We studied this in elementary school. I know this stuff! This stuff is easy.” By middle school they have definitely been TOLD all the rules of correct writing. However…

My feeling is “you don’t understand it, if you don’t use it.” Writing naturally in correct paragraph form, with nice introductions and conclusions should feel… natural. It should be painful to write with poor paragraph form. It should feel unnatural to have no introduction and a poor conclusion. You should be able to feel beginning, middle ending… beginning middle, ending, both within your paragraphs, and within the full context of the essay, report, or story.

You shouldn’t have to think about it. You should feel it within. Rhythm! Fluency! Natural patterns of communication!

The Best Writers and the Remedial Writers

The best writers in middle school start to feel how to toy with all of these. The remedial writers don’t feel or understand any of these. Remedial writers are writing idea by idea, and sometimes even word by word.

Middle school writers who are not remedial should be focused on:

1. Writing with an academic tone and authority (includes all the exciting aspects of citing references and quoting authorities etc.)
2. Playing with voice, and expression.
3. Playing with structure (Think about the movies Memento, The Usual Suspects, and Groundhog Day as an inspiration for playing with structure. Pattern Based Writing: Quick & Easy Essay should make playing around with structure for middle school students as easy as A, B, C!)
4. Writing with a purpose. This means purpose within paragraphs and purpose within the larger structure of a piece of writing.
5. Being persuasive in their writing! Logic, following a line of thinking through to its conclusion, framing an argument in a way that naturally leads to their stated point of view.

As middle school students work on all of this… there should be no sacrifice to “PARAGRAPH FORM.” If paragraph form continually falls apart, they don’t understand structure at the level they need to. They need to back it up and you need to teach in strictly visual and kinesthetic terms. No more “explanations.” They have heard it all!

Be sure to read “Teaching Writing in Inner City Middle Schools”

If you are struggling with remedial middle school or Jr. High writers, be sure to read an upcoming post on teaching writing in “Inner City Middle Schools.” A MAIN, MAIN, MAIN problem in inner city middle schools is that the majority are “remedial writers.” The majority don’t get it.

Get your middle school students writing correctly… lots of your problems go away… and they start to take pride… (I had written “all of your problems go away.” But no… you may still have your hands full!)

The Dentist

A while back I was having some rather annoying dental issues. My dentist, Dr. Karen, had all sorts of ideas. She was saying, “Well, we could try this procedure or we could try that procedure…”

In the end I explained to her that my bottom line was, “I want it fixed. The truth is… I don’t want to do anything if it’s not going to fix it. I want the problem solved.”

She laughed and said, “You are such a guy.”

Teaching Writing Creatively

She’s right, I am. In fact, my teacher credentialing program (many years back) was a bit of a paradigm shift for me with so many new and creative ways of engaging students. In fact it was a seemingly endless sea of creative ideas and creative ways that one could be creative in creating creative lesson plans.

When I began my teaching credential program I had already been substitute teaching for a year and had been quite successful. My philosophy (if I had one…) was kind of old school. School like it was when I went to school. My teacher credentialing program was an eye opening learning experience. It was quite the opposite of what my “current teaching philosophy” was. It was really, really… creative.

Initially, I thought all these wild and creative ideas were the secret keys to student success. True breakthroughs! As I gained experience, I started to move a little bit back in the other direction… to the way I am with my dentist.

I began to hear exciting and enticing ideas and think, “Sounds great… but wait a minute. I want something that’s going to work. I have a lot to cover and I would need an extra hour every day just to get in everything that I want to get done. Now is this thing going to work? I want a guarantee!  It sounds good… but is it going to work?  Will it be AT LEAST somewhat practical and somewhat time efficient in a classroom of 30-36 students?

A Compromise

I like the Six Traits of Writing model. Makes sense to me! It lets me clearly see what I’m teaching in my writing instruction. But at the end of the day I’m not sure I really look at whether I have been successful at teaching the Six Traits of Writing. I look at my students’ writing and the state standards to determine if I have been successful teaching my students to write.

Here are just a few of the questions I ask:
1. Do I clearly understand what my students have written?
2. Do I like what they are saying?
3. Is what they have written enjoyable to read?
4. Do I like the way they have said it?
5. Have my students met the standards?

Now much more than ever I determine if the writing instruction has been successful by the students’ reactions to their own writing. I expect students to be thrilled and blown away with their own progress. (If you haven’t heard by now… Pattern Based Writing…Quick & Easy Essay…)

Teaching Writing Videos

Here are two videos on the Six Traits of Writing. One is on organization and the other is on ideas. I find the videos interesting. In fact I find them fascinating. Mastery of teaching writing is always fascinating to me.

However, the part of me that was a frustration to my dentist is also saying, “Look, I want something I know is going to work. What exactly have you said that my students need to understand in order to write well? And how exactly am I supposed to make them understand this?”

After you watch these, compare them to this video on the five paragraph essay that I have posted here. This is the video from Ashworth University that is designed for high school students.

Pattern Based Writing: Quick & Easy Essay is kind of like “The Six Traits Lady” meets “The Ashworth University Lady.” (Actually, it’s a much more visual and kinesthetic version of the two…)

(UPDATE: The videos in this post seem to have been removed from YouTube. Please watch the other video at the link above.)

What Exactly is an “Essay?”

The term “essay,” can be a little confusing to many students (and teachers.) What exactly is an essay?  There is also a little confusion as to when and how to teach essay writing. The truth is much of what students write in both elementary and middle school can be considered an essay.

Aldous Huxley, a famous essayist said, “The essay is a literary device for saying almost everything about almost anything.”

That’s quite a… vague, yet accurate description. Essay writing is a little easier to understand when you see what it has in common with reports and stories.

Here are Five Common Types of Writing that Students do in School

1.     Essay – From the author’s personal point of view 

2.     Report – Based on research

3.     Fiction story – Story from the imagination

4.     Short answer – Usually gives an answer to a specific question; a short answer can be anywhere from one word to possibly a couple paragraphs

5.     Poetry – Artistic use of language

There are Lots of Different Kinds of Essays

Here are just a few: Narrative essay, personal narrative essay, cause and effect essay, descriptive essay, compare and contrast essay, argumentative essay, definition essay, 5-paragraph essay, expository essay, evaluation essay, persuasive essay. A general guideline for the term “essay” is:

v An essay is written from the author’s personal point of view.

v An essay discusses, explores, describes, or analyzes one subject or topic.

v An essay is a multi-paragraph piece of writing.

Is an Essay a Story? AND Is a Story an Essay?

Let’s Take a Look:

v Personal Narrative Essay – Narrative story from the authors point of view based on the author’s personal experience

v Fiction Story – A narrative story that comes from the author’s imagination

These are both “stories.” One is a true story, one comes from the imagination. Though they are both stories, they are not both essays. Notice that the “Fiction Story” is not an essay.

Pattern Based Writing: Quick & Easy Essay does teach essay writing. However, when looking at the Aldous Huxley definition of what an essay is, I think you will find that the program greatly improves all writing that elementary and middle school students will do, including both stories and reports.

The essay is a literary device for saying almost everything about almost anything.

Aldous Huxley – Famous essayist

First Off…

Since calling a bottom on the stock market on March 5th, 2009 during one of the worst financial crises in history I’ve received quite a few emails from people that read my post at “The Elementary Educator” blog. They seem to be impressed.

I’ve only brought it up in relation to “Pattern Based Writing: Quick & Easy Essay” because it’s been my passion for both teaching and studying patterns that has led to the creation and effectiveness of this writing program, as well as being able to see things clearly when our country was in a time of crises.

The “A, B, C Sentence” in Pattern Based Writing is directly connected to one of the most famous of all patterns in the stock market which is called an “A, B, C Patten.” The A, B, C Pattern simply lets you see things clearly. I wanted to be able to make my students be able to see things clearly in their writing, and the “A, B, C Sentence” worked like nothing I had ever seen before.

I bring it up because… I want people who are considering “Pattern Based Writing: Quick & Easy Essay” to know that this is a truly unique writing program that gets amazing results. It’s not what you think… and it works better than you can imagine.

When I made the post on “The Elementary Educator” blog, I had nothing to lose. If I had been wrong, who would have blamed me? But it turns out that depending on what market you look at it was within ONE or TWO days from the actual bottom.  This means ONE or TWO days from the bottom of a financial crisis that had been going on for 1 ½ years!

I’m not in the habit of making predictions, and that will likely be my “prediction of a lifetime.” Also please note that in my prediction I use the word “probably” and “probability” quite a bit. I didn’t “know,” but I felt so strongly that this was the very bottom that I knew I should put it in writing.

Basically… I’m a teacher… and I’ve created a writing program that helps kids visualize an entire essay in their mind before they even start writing.

How I Made My Call for a Market Bottom and a Brighter Future

You can find my market prediction by doing a Google search for “Paul Barger One Teacher’s Prediction.” I wrote this prediction on another teacher’s blog (mrpullen.wordpress.com) in response to their rather bleak prediction. (Scroll to the bottom of their page where I added my comment to their blog.)

For me, their bleak prediction was the first piece of the puzzle. As the weeks passed I could see continued pieces of the pattern coming together. Finally, I was quite sure that “this is the bottom,” so I went on record.

A Little Bit about Patterns

Patterns help you see and understand what is going on. Here are my favorite two examples of what I would call the power of patterns.

In the movie “A Beautiful Mind” there is a part where he looks up and points out all the beautiful patterns shining in the night sky. Most people think, “How great it would be to see the world that way! What a gift!” The truth is we all have the ability to see the world that way. We all have a beautiful mind…

By the end of the Pattern Based Writing program, students have the ability to see writing just the way that the character in the movie was able to look up at the stars and see the constellations. It’s all clear. They understand what they are doing, and where they are going in their writing. Total control makes writing fun!  

Blink- The Power of Thinking Without Thinking

In the book “Blink- The Power of Thinking Without Thinking” the author, Malcolm Gladwell’s basic premise is about how our first impressions and our intuitions are actually our amazing and natural gift of being able to instantly decode and process patterns.

Pattern Based Writing leads to writing in an organized and beautiful nature without really even having to think about it. It’s kind of like what Malcolm Gladwell describes.

It’s like teaching an artist some patterns, and then watching them create new patterns using those patterns. (Pattern Based Writing does not lead to “rote writing.” It actually gives students the control to do to their writing what Picasso did to his painting. And they do!)

Patterns in Language and the Stock Market

I learned patterns in both NLP (neuro linguistic programming) and the patterns in the stock market. Between these two subjects I’ve studied just about every single kind of pattern found in science, nature, art, and in language.

I’ve read LOTS of books on patterns in the stock market and in NLP. (I’d be embarrassed to tell you how many…) NLP is VERY pattern intensive and is most famously known for it’s in depth study of visual, auditory, and kinesthetic learning styles. I have to admit that I was shocked to find the kinds of advanced language patterns found (and hidden) in language.

It’s quite amazing that you can tell by listening to the words a person is using if they are in a visual, auditory, or kinesthetic learning mode.

Language is amazing, and you can be sure that CEO’s, lawyers, and presidents have long SEEN the power of language!

Pattern Based Writing: Quick & Easy Essay is the first step in opening up a new universe for students and teachers!

Stock Market Prediction