Here are a few reasons why:

1. Writing is an art. There is not an easy answer key for the writing teacher.

2. The way writing is taught can often seem esoteric to children. It seems to them that the rules of good writing sure do seem to change a lot. “The teacher liked what I wrote yesterday, but today they say this is not good. I don’t get it.”

3. Staying on top of student writing is hard work for teachers. As such, students have more opportunities to slack off and practice writing the wrong way.

Without a doubt “Pattern Based Writing: Quick & Easy Essay Writing” has gotten a hold of all of these issues. I will admit, the “Pattern Based Writing” program does not teach every aspect of what good writing is. However, what it completely and absolutely solves is what this video below talks about.

Elementary School Essay Writing vs. High School Essay Writing

What is shocking about this video is that it is from Ashworth University and is designed for high school students. (It’s an excellent video on the 5-paragraph essay. The teacher is very clear and concise.)

As you watch it, imagine an entire class of third graders sitting there watching this video and saying, “Yes, we can do all that. We learned that last month. We can organize and write one of those five-paragraph essays in less than 30-minutes.”

The third graders I am talking about are from the inner city and their teacher had become ill early in the year. This began a long string of substitute teachers. I came in at the end of their school year and took them from unorganized sentences to excellent five-paragraph essay in just 37 days.

“Pattern Based Writing: Quick & Easy Essay” solves the essay problem. Whether your students are in elementary school or middle school you can revolutionize their writing quickly and easily. This should not be an issue in high school.

Enjoy the video!

P.S. Concerned parents, “Pattern Based Writing” is an easy way for you to bring control to your child’s writing.

Looking at the “English–Language Arts Content Standards for California Public Schools” one can see why it can be a challenge to figure out exactly what you want your students to accomplish this year.

Notice the writing content standard “Writing Strategies 1.0” is word for word the same in Grade 1 as in Grade 4. In grade 5 there is a subtle switch to using the word “essays”

Grade 1 Writing Strategies 1.0
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Grade 4 Writing Strategies 1.0
Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Grade 5 Writing Strategies 1.0
Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Elementary School Writing Standards Grady by Grade

When you read most state writing standards it’s often hard to tell exactly what the differences are from one year to the next. True, that when you compare 1st grade to 5th grade you can easily see the differences, but from one year to the next… you have to read carefully.

Each year a few words are changed, a few concepts are made more complex, and a few concepts are added.

The reason the changes are so subtle is that our brains don’t handle “brand new information” very well. The majority of a school year is review, along with integrating the new information with the old. (The above example illustrates this point.)

Summary of Elementary School Writing Expectations Grade by Grade

These summaries should provide a good overview of how students progress in their writing year by year.

GRADE 1 WRITING EXPECTATIONS
Students write main ideas with supporting details. Students may not have the skills needed to write a closing sentence for their paragraphs. Students experiment with prewriting organizers but there is not a great connection between their prewriting and their writing. Students are able to focus their writing to a prompt and their stories do have a beginning middle, and end. Students use correct simple sentence structure and from time to time you may see new and interesting words in their word choice. Many of their sentences will have the same basic structure. Day by day spelling and punctuation improves. Students need help with editing. They are not very successful at self-editing.

GRADE 2 WRITING EXPECTATIONS
Students have added a concluding sentence to the main idea and supporting details creating proper paragraph structure with a beginning, middle, and ending. Students understand prewriting and are able to connect their prewriting to their writing. Their narratives (stories) have a clear beginning, middle, and ending. There is some variety to their sentences, not all sentences start the same. Students are developing skill in applying verbs and adjectives. Spelling and punctuation are of growing importance. Students are using many of the verb tenses correctly. They are capitalizing most proper nouns correctly and using a variety of punctuation. Students can do basic editing. They understand the concept of “trying to make it better.” They also understand the stages of the writing process. Students know how to use a dictionary, but it’s going to take them a while to check all those words they are not sure about.

GRADE 3 WRITING EXPECTATIONS
Students’ paragraphs contain more effective details. Details are more specific and provide reasons and facts. Students are getting better at “proving their main idea.” Students use declarative, imperative, interrogative, and exclamatory sentences correctly. A lot of their writing is based on personal experience or creative stories. They are not adept at researching. Their narratives (stories) contain some skill in applying story elements including character and conflict/resolution. However, the stories are simple and may not address all the story elements. Students use varied sentence structure and interesting vocabulary. This means a unique voice is starting to develop. Spelling and grammar are now “mistakes” because they have heard the rules before. (Consciously incompetent) Students are skilled at the writing process. They understand that it takes using a dictionary and a thesaurus to make their writing its best. Students also learn cursive this year.

GRADE 4 WRITING EXPECTATIONS
Students paragraphs are now becoming purpose specific. Inform, persuade etc. Students are writing multi-paragraph compositions. These are not called essays as there is no requirement for a proper introduction, conclusion, or thesis statement. Students are learning to gather data through research and organize their research before writing. Their narratives (stories) incorporate all the story elements. Students are not writing just for themselves anymore. They write for their audience. Friendly letters sound friendly and reports sound like reports. Students continue to grow in their writing and they now get most of the verb tenses correct. Students use quotation marks… in fact they may use them too often. Students are skilled at using resources to edit their work. Students not only correct spelling but get rid of ideas that don’t work. Students polish up paragraphs and structure.

GRADE 5 WRITING EXPECTATIONS
All of their prior knowledge is now being put to use in complete essays. Both the term essay and thesis statement are part of their vocabulary and their writing is expected to have effective introductions and conclusions. Last year students learned how to gather information and now it is expected to have an “academic” appearance to it. Students will use transitions that effectively link paragraphs together in a clear line of thought. Their narratives (stories) contain an attention getting narrative hook, conflict along with those pesky complications, yet all is resolved in the end. Fifth graders use complex sentences and write with a purpose. Can you convince someone at the North Pole to buy snow? Well… let’s give it a try! Students are skilled at using a lot of the punctuation that their own parents may have forgotten. When students edit, along with grammar and punctuation, they are interested in editing the quality of ideas and the flow of ideas.

What the Standards Get Right

The fifth grade writing requirement is right on target. 5th graders are expected to write about as well as their parents. Obviously, not as well as all parents, but note the TV show, “Are you Smarter than a 5th Grader?” There is a reason that 5th grade was chosen.

The standards also seem to say, “Don’t let children write grammar the wrong way. We don’t want them to practice bad habits. The standards add a little complexity in grammar and mechanics each year, and it is expected to be done correctly.”

What the Standards Get Wrong

The standards are lacking in how they address proper multi-paragraph writing. 1st graders are expected to write stories with a beginning, middle, and ending, yet the word multi-paragraph is not used until 4th grade.

If students can fill a good part of a page, you have to teach them proper paragraph form with a simple introduction, and a simple conclusion. From what I have seen, year after year of practicing the wrong way makes it more difficult to break the habits in the upper grades.

Many teachers teach “simple introductions, simple conclusions and proper paragraph form” long before the state standards explicitly require it. Why? Because the children are ready for it.

The “Pattern Based Writing: Quick and Easy Essay” Guarantee

From the homepage: “I guarantee that this program will bring about better results, faster than any writing program available for all grades 2-6, as well as when used remedially in grades 7 and above. I guarantee that all teachers, homeschooling parents, and even concerned parents will be able to implement this program and get the same results that I have gotten.”

Please take a look at the homepage and see if the “Pattern Based Writing: Quick and Easy Essay” program is right for you and your students.

Ready for essay success!

You and your students have worked hard on writing all year… and now it’s time to make sure it gets all the credit it deserves. Sometimes mandated writing rubrics can have harsh consequences… because sometimes fantastic writing misses the mark when it comes to the rubric.

The goal here is to not only to improve overall writing skills but also to hit a bull’s-eye when it comes to the writing rubric. Almost all writing rubrics will contain the basic topics found here.

1. Address the writing prompt and stay on target:
• How on target is the writing? What is being asked for in the prompt?
• Do the titles for your students’ essays contain any words from the writing prompt?
• Are the words used in the writing prompt sprinkled throughout the essay?
• How can the writing be on target if students don’t use any of the words from the writing prompt in either the title or the essay?

2. Make sure students have an understanding of big picture essay structure and organization. Their essay needs to demonstrate a clear beginning, middle and ending. Students need to have an understanding of how paragraphs flow throughout an essay:
• Introduction – Idea 1 – Idea 2 – Idea 3 – Conclusion
• Introduction – First – Then – Finally – Conclusion
• Introduction – Cause – Effect – Conclusion 
• Introduction – Cause/Effect #1 – Cause/Effect #2 – Conclusion 
• Introduction – Cause #1 – Effect #1 – Cause #2 – Effect #2 – Conclusion
• Introduction – Problem – Solution – Conclusion  (See Cause/Effect for more variations)
• Introduction – Similarities – Differences – Conclusion  (See Cause/Effect for more variations)
• Once Upon a Time – Rising Action – Rising Action – Climax – and They (or I) Lived Happily Ever After

3. Plan, Write, and Revise – Students must allow at least a little time for each of these. Cover the concept of breaking up their allowed time. (Plan 15% Write 70% Revise 15%) If students don’t spend at least a little time in each area, it’s unlikely their writing will be as good as it can be.

4. Sentence Varity – A simple way to bring about sentence variety is to focus on how sentences start. It’s amazing how quickly these simple and fun sentence starting patterns can transform student writing. Kids like them. They bring a lot of rhythm, flow, and beauty to language… without a lot of rules. 

Nine Fun Ways to Start Sentences
1. -ly Beginnings - Surprisingly, my parents liked the clubhouse I had built in our backyard.
2.  Prepositional Phrase Beginnings – Beyond the moon, laid infinite possibilities for exploration.
3. Two Adverb Beginnings - Fast and furious, the little mouse scurried towards the cake.
4. Two Adjective Beginnings-  Beautiful and elegant, the princess bride descended the stairs.
5. -ing Beginnings - Falling down the garbage chute, Billy started to wonder if he had made a wise decision.
6. -ing in the Middle - I brought my secret stash of money to the fair, hoping no one would stop me from spending every last cent of it.
7. Balanced Sentence Structure (Items in a series/ Parallel structure) – Eating ice-cream, watching TV, and wrestling tigers may be fun… but they are not healthy activities.
 8. Appositives (Insert information or explanation) – Shark Cove, the place where all the sharks hang out, is not a place I like to go swimming.
9. Dependent Clauses – After the storm had ended, the sun began to break through the cloudy gloom.

5. Don’t Mix First Person and Third Person – The way students begin their writing is the way they will need to finish their writing. It’s best if students make a conscious choice right at the beginning of their essay. However, this is often doesn’t happen.  Late in the essay process, it’s often better if students simply focus on how they began their essay and continue forward using that same point of view.
Example::: 
Student started with third person:
• “More and more people are developing a deep concern for protecting the environment.”
• “The government has started to enforce stricter environmental laws.”
Student wants to switch to first person:
• “I feel it is a person’s duty to help protect the environment.”
• “Everyone in my family recycles.”
Student should continue with third person:
• “Many people feel it is a person’s duty to help protect the environment.”
• “Studies show that more and more families are recycling.”

6. More Random Tips:
• Make sure the introduction contains a clear thesis statement. A thesis statement is a clear, explicit statement defining the purpose of the essay.
• Along with a clear thesis… see if you can also have a clear “hook.” (Curiosity, pose a question, pose a challenge, or pose a problem.)  
• Have specific transitions between paragraphs. It’s best if there is some variety in the transitions.
• Students should demonstrate that they know who their audience is. Language, vocabulary, and tone all reveal who the author is talking to.
• Demonstrate purpose. Using the words “persuade” and “inform” can be a bit obvious, but they are effective. Have students consider all the possible synonyms they can use to be secretly effective. (Convince, facts, knowledge, information, data, report, statistics…) 
• Give relevant supporting details. What’s relevant? Give value with every detail. Eliminate everything that does not give value.
• Details support, prove, clarify, explain, and give information about the topic sentences. If all else fails… focus on “prove it.” For centuries kids have said “prove it.” Having to prove something makes sense to them. “I had fun at the park.” Prove it. “Okay. I went with my best friend. We played soccer. My mom made a great picnic. I REST MY CASE.” 
• Do not make the details sound like a list.
• Have the conclusion readdress the prompt and more explicitly state the thesis.
• Uses Standard English grammar, mechanics, and sentence structure. Use formal language. Students are not talking to their buddy out on the playground.
• Don’t repeat ideas and sentences. Each sentence communicates a unique idea.
• Don’t generalize. Compare “Peace would be good.” Vs. “Elimination of all war, hatred, and intolerance would be fantastic.”
• Have paragraphs end with a conclusion sentence. Beginning, middle ending… beginning, middle…
• Don’t add new information in the conclusion.
• Every sentence should either be “simple and concise” or “a work of art.” Alternate between these two types of sentences.  
• Write neat!

“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…

• Is your instruction geared to helping your students become the next great American novelist?
• Is your primary goal to make sure that your students never leave a dangling participle or split an infinitive?
• Do you hope to develop a passion for writing?
• Is your goal to help develop the writing skills your students will need to be successful in middle school and high school?

All of this is much more likely if your students learn how get an assignment… break it down, organize their thoughts and then quickly start and finish the assignment. There should be very little hesitation from start to finish. These skilled and confident writers have the ability to write fast… and get the assignment done.

Every year I teach much more than what I just described, but first I get students ready for success by creating fluent writers who can… write fast.

Writing Fluency

According to studies (among them the National Reading Panel’s report on “Teaching Children to Read”) fluent readers tend to good readers. Fluency is one of the five important areas that bring about reading success. That makes sense. In fact, it also makes sense in writing. Fluent writers will likely be good writers. My experience is that fluent writers also make happy students! So much of school… involves writing.

Portfolios vs. a Timed Writing System for Monitoring Student Growth

Portfolios have many great benefits… and I am not against them in any way. However, portfolios do not show objective apples to apples comparisons. They are apples to oranges comparisons… and often apples to hamburgers comparisons.

First, and foremost, different amounts of time allowed produce different results. Kids know this when looking at portfolios. Somewhere in the back of their mind they know these are not apple to apples comparisons… so they are not really sure exactly how much they have progressed.

You may have heard the old musing that a monkey left in a room with a typewriter for eternity will eventually type out “Hamlet.” Let’s face it… eternity is a long time. Students don’t have an eternity to get an assignment done. Students also know it makes more sense to do good work quickly instead of spending an eternity trying to get one writing assignment perfect.

Furthermore, kids don’t want to spend all day on their homework. They don’t want to be the last one finished… every single day. Show students ways to become efficient writers… and they are happy.

The timed writing system I use is a high-octane portfolio system where students see real and objective growth. It’s a simple system that quickly lets students compare apples to apples.

The Timed Writing System: Principal Approved!

Using this system my bulletin board always shows excellent and objective student progress. It was so successful that my principal once suggested (or requested) that I put it back up when I had taken it down and was maintaining the timed writings in a portfolio as compared to being displayed.

The way I use the timed writing system has changed a little with the creation of the “Pattern Based Writing: Quick and Easy Essay” system. However, this timed writing system is very effective with or without “Pattern Based Writing.”

Before “Pattern Based Writing” the progress in the students’ writing was always steady and consistent. Over the course of a year, the progress was substantial, and admirable. It was a very accurate representation of the gradual, consistent progress that can be achieved with good writing instruction, and a lot of hard work!

Now, I get the results A LOT faster. Within a month most elementary and remedial middle school writers will be saying, “I can’t even read what I was writing before.”

Of course if your students aren’t making great progress in their writing… this timed writing system will reveal that as well. If this is the case… I would suggest you get “Pattern Based Writing: Quick and Easy Essay.”

The Timed Writing System Directions

1. Students do a 5-minute prewriting and a 20-minute essay.
2. Staple each student’s first timed writing to a piece of construction paper and post them on a bulletin board using pushpins so that they can easily be removed and updated. (Most years I have students illustrate a picture that goes side by side next to the writing on the same piece of construction paper.)
3. After a certain amount time, and after a certain amount of instruction, we do another timed writing. Staple the new writing to the front of the old. Students evaluate their progress and then the writing is returned to the bulletin board.

Simple Benefits

You may be surprised how simple the system is. You’re right, it is. I created this simple system very early in my teaching career. Teachers would ask, “Why are you timing the writing?” I can’t say I was aware of the term “writing fluency” but I did know that the students I taught MUST write faster in order to have success in school.

What I discovered was that when students see OBJECTIVE progress… progress they can see with their own eyes… without anyone having to point it out in a “manipulative” way… they begin to like writing more… and they are willing to invest more.

All teachers want their students to see growth. Quite simply, students become motivated when they see growth. However, “you telling them” is not the same as “them telling you.” Do you have a system where students gleefully proclaim the growth… without being prodded? If not, give this “Timed Writing System” a try! Also be sure to check out the complete writing program.

1. The topic has not been assigned. Students choose the topic.

2. The topic has been assigned. Students must follow the directions and stay on topic.

Teachers must find the right balance between these two methods when giving assignments.

These ideas will help when you do assign the topic… however they are especially helpful when your students’ topics have not been assigned. These methods are great for eliminating that sinking feeling that students feel when they do not know what to write about.

The Topic has Been Assigned

This is covered extensively in Pattern #13 and Pattern #14 of the “Pattern Based Writing: Quick and Easy Essay” writing program. Students learn TWO specific strategies for making sure that their writing starts “ON TOPIC” and finishes “ON TOPIC.” Students learn to focus on and follow DIRECTIONS.

The Topic Has Not Been Assigned

Freedom! Students have more freedom, and that means students have a lot more decisions to make. Students sometimes are not quite so thrilled when they discover that the responsibility for these decisions is… theirs.

If the topic has not been assigned, how are students supposed to come up with a topic? Where do good ideas come from? Will any idea do? Or does it have to be a great idea? All of these will be answered below and in the process… your students will become idea machines.

How to Come Up with Great Ideas: It Just Came to Me

Many of the world’s greatest ideas have come to people when they were not trying to come up with them. People ask, “How did you come up with that idea? It’s amazing!” And the other person replies, “It just came to me.”

Here Are Some Places Where Ideas May Just Come to Students

• hiking in the mountains
• taking out the trash
• taking a shower
• laying in bed right before falling asleep
• walking their dog
• grocery shopping with their mom
• stuck in traffic
• cleaning their room
• doing chores
• running an errand
• eating breakfast
• sitting in their backyard looking up at the stars
• daydreaming in class (It happens from time to time, so let’s put it to use.)

Each of the above activities is an activity that keeps a person busy, but does not require great focus or concentration. Often when a person is faced with a difficult decision or problem, someone will say, “Just sleep on it.” It is very likely the next day they will have come to a decision. This shows how so many of the great ideas come to us when we do not have the pressure or stress of trying to come up with a great idea.

The mystery writer Agatha Christie once said, “The best time for planning a book is while you’re doing the dishes.” I rest my case!

Three Ways to Save that Great Idea for Later: Harness Those Quiet Times and Harvest a Bounty of Great Ideas!

What will students want to save? Here are a few ideas!

• Interesting words or phrases
• Colorful descriptions
• Things that happened
• Things people said
• Things they saw
• Ideas for stories
• Inventions
• Things they wonder about
• Things that seem impossible
• How they or someone else felt
• How to solve a problem 
• Something that was strange
• Something that was incredible

1. Scratch It

Many, many writers always have a pen and some scratch paper close at hand. Most any movie or television show where a writer is on screen, sooner or later, you will see the writer reach into his or her pocket, take out a pen and paper, and say, “Oh, I have got to write that down.” They know they can’t afford to wait until it is time to write, to come up with those great ideas.

Provide students with a “Scratch It Idea Sheet.” This is a handy way to make sure students always have a piece of paper handy to get down those great ideas.

One of the best places to keep a pen and paper handy is right next to the bed at night. The poet Carrie Latet said, “If I’m trying to sleep, the ideas won’t stop. If I’m trying to write, there appears a barren nothingness.” In other words, get students in the habit of not waiting until it’s too late. Let’s see how many of those great ideas your students can save.

What do students do with their collections of great ideas? They can create a piggy bank of sorts for great ideas. “The Idea Bank” Use a box or container and cut a slit or hole in the top. Have students decorate them to reflect their unique personality. At the end of the day, slide all of those scraps of paper with all those great ideas they have collected throughout the day in through the top. They will be amazed at how many ideas they have collected when they sort through them a month, or even a week later.

In order to save these great ideas for eternity, have students transfer them to the computer. Have students list the ideas in the order they get them, or they can organize these great ideas into categories using “a table.”

2. Record It

Another common way to capture all those great ideas is it to carry around a voice recorder. These days many cell phones and mp3 players also have the ability to be used as a voice recorder to store all those great ideas. Have students transfer these to paper or the computer.

3. Journal It

One last and very common technique that writers use is to keep a “Writer’s Journal.” In this journal they write down great and even not so great ideas that come to them. The journal gives the writer plenty of space to explore their many ideas. This then helps them decide which ideas they would like to turn into essays or stories. It also provides a writer a safe place to write in freedom, freedom from evaluation, judgment, and grades. It’s a place to write, but not a place where one must be correct. It’s a place for ideas!

But not all paragraphs are good… let alone perfect. In fact, it doesn’t take much to make a seemingly good paragraph go bad. I have rounded up two paragraphs that I am sad to say have gone bad. One we can salvage… the other is just plain bad. That second one has no future. We will simply have to scratch it and start over.

This Paragraph Can Be Saved

If you have even one detail that is not about the topic sentence, then it IS NOT perfect. Notice how “Detail B” is out of control off doing his own thing. “Detail B” is not talking about the “topic sentence.”  The solution with this paragraph is to edit or revise.

Detail B has gone bad!

Example:
Over the weekend my family and I went to the park. I played on the swings with my little sister until she was all tuckered out.  I hope next weekend I can see the new “Space World” movie.  The best part of the park was the wonderful picnic my mom packed. Going to the park with my family is always a lot of fun!

Warning! Danger! This is a Bad, Bad Paragraph

This is a collection of disconnected sentences. Some may claim that it is a paragraph… but it is not. It tries to be one… but it can’t. It’s an imposter…. a fake. There is no main idea to this paragraph. This will be difficult for others to read. It’s sad to see good sentences turn so bad… start over.

So sad...

Example:

Over the weekend my family and I went to the park. It was fun. I want to see the new “Space World” movie. My birthday is next week. I hope one day my parents let me have a dog. Well, that’s all I have to say.

Be sure to read the next post which is “Biggest Teacher Mistakes in Teaching Paragraphs.” Hint: Don’t spend too long teaching paragraphs!

(“Pattern Based Writing: Quick and Easy Essay” spends just the right amount of time on paragraphs before making the jump to complete essays!)

Deciding on and Giving the Assignment

Step 1: Spend time on the computer clearly outlining the assignment. You may want to include a rubric detailing how the report will be graded and detailing what is expected. Give detailed directions on how you expect students’ sources to be cited and exactly how you will determine what you consider to be plagiarism. Be sure to discuss exactly what the report must cover along with the formal style that you may expect. Give each student a printed copy of this.

Researching Main Ideas and Sub-Topics

Step 2: Have students find sources of information for their subject. (Library, internet, encyclopedias, textbooks)

Step 3: Students now quickly skim and scan their resources getting a quick overview of their entire subject. Students need to learn the information as they research the material. Writing the report in their own words is hard to do if they don’t understand the material. (Teach students how to avoid plagiarism while they are young. Learning the material as students research helps students write their report in their own words.)

Step 4: Have students use a separate sheet of paper for each of their sources. At the top of each sheet of paper have students write the bibliography information for one source that they will be using.

Step 5: Students now skim and scan each source writing important big picture main ideas and main sub-topics which they feel they could build a report around. They should put a strong focus on headings, chapter titles, and table of contents. Have them write these ideas down in their own words by paraphrasing.

Outlining and Organizing

Step 6: Have students look over their sheets of paper that have all their big picture main ideas and sub-topics. Have them decide which main ideas and sub-topics they will want to build their report around. (Continue to urge students to learn the material.)

Step 7: Now students build a perfect puzzle of main ideas and sub-topics which will outline their report. In other words, they create an outline of what they want to focus on in their report. (It’s okay if they decide they need to change some of their main ideas and sub-topics as they continue to research their subject.) 

Researching for Facts

Step 8: Now students research and take notes. They can continue to use the same sheets of paper that they have their main ideas on, OR they can use an index card for each main idea or sub-topic. If you use an index card with the main ideas you need to be sure to mark which source you got your information from. Students do not write their notes in complete sentences. Have students write their notes in “Frankenstein Writing.” (Nile River – 4185 miles long – longest river in world) Sounds like Frankenstein, doesn’t it? Frankenstein writing is fast, and it makes sure students will later write their report in their own words.

Writing the Report

Step 9: Students follow their outline and use their notes to write their report. Students can research more if needed, but no using books when writing the report. Make sure students understand how to give credit to their sources of information. Students should also understand how to write a proper introduction, body, and conclusion for their report.

Step 10: Students create a bibliography page giving credit to all of their sources of information.

Proofreading and Editing

Step 11: For proofreading and editing, it’s best to give a short cooling off period so students will be able to look at all of their hard work objectively. If students hold off for 1-3 days, they will do a much better job.

Step 12: Students proofread and edit their report.

Step 13: Recopy for a fabulous report! (This may not always be a great use of time. However, sometimes it’s good for students to see a fantastic final copy on nice white paper.)

Sharing and Displaying

Step 14: Share! Students read their entire report to at least one other person. Also have an “Author’s Chair” where students can read a part of their report to the entire class. 

Step 15: Display! There are lots of ways to display reports. You can put them up on the bulletin board. You may want to put them in a binder to create a class book or have students create a cover for their own report and you have a classroom library! You may want to show them off when it’s time for back to school night, parent conferences, or open house. Consider all this before you send them home.  

Fantastic report! Great job!

A paragraph is a collection of sentences with unity of purpose. A paragraph handles and exhausts a distinct topic.
                                                                   Alexander Bain – 1871
 
This description of a paragraph is about as good as it gets! Alexander Bain is also credited as having been the first person to have formally laid down the rules of paragraph construction.  (Bain’s original rules for paragraphs are outlined below.)

A Modern Look at Paragraph Rules

There is a beauty and logic to all of Bain’s rules for paragraphs, however modern paragraph theory is a little more generalized and seems to center on these three principles. All-in-all they do contain most of Bain’s ideas, however, they also allow a little more freedom for creativity in paragraph construction.

1. Unity – Single minded focus of ideas. All the sentences must have unity of purpose AND there must be no information in the paragraph which does not serve that purpose.

2. Coherence – Ideas flow in a manner which makes them easily understandable.

3. Development – Ideas support and develop a topic sentence or main idea.

Alexander Bain’s Six Paragraph Rules Paraphrased for Easy Reading and Easy Understanding

1. The direction and purpose of each sentence should connect to what came prior. This must be explicit and unmistakable.

2. When several consecutive sentences repeat or illustrate the same idea, they should, as much possible be formed alike. (Parallel construction) The main subject and predicate should maintain their positions throughout.

3. The opening sentence (topic sentence) is expected to indicate the subject of the paragraph.

4. Each sentence in a paragraph should be found in its most suitable location within the paragraph. Every paragraph has a plan dictated by the nature of the composition. As such, sentences should be laid out in accordance of this plan. An out of place sentence brings confusion.

5. A paragraph should possess unity and contain a definite purpose. There should be no sentences or information contained in that paragraph which does not support that purpose. 

6. The big sentences within the paragraph should be the important ideas. The smaller sentences should be the less important ideas. Everything should have bulk and prominence according to its importance.

Interesting concepts! Proportion, symmetry, parallelism, balance…

Paragraph Writing is an Art, but Don’t Forget the Rules!

It wasn’t until the 1600’s when the growing importance of the printing press would put the paragraph on the road to its current prominence in the written English language. (In fact, some still consider the paragraphs most important attribute to be the visual aspect that helps the reader to clearly survey the printed page.)

It’s a little surprising to think that before 1871 the rules of paragraphs had not been clearly laid down. When you think about it… 1871 is not that long ago! 

Though the rules of paragraphs have become more universally understood and taught, there remains much art in what writers actually do. Most confident writers rarely think of the rules of paragraphs as they write. Confident writers just know when to start a new paragraph without even thinking about it. (Most then make changes to their paragraphs as they reread and edit.)

Supporting the argument that there is an art to paragraph writing… beyond rules, is that studies have shown that when paragraph formatting is removed from a piece of writing, few people will re-paragraph it the same way it was before. In fact, the same person may not re-paragraph it the same way two times in a row.

Teaching Kids Paragraphs

Early in my teaching career I remember spending lots of time trying to get students to master paragraphs. I thought, “If I can just get them to master these paragraphs… it’s going to change everything!” 

What I learned was that students don’t develop paragraph mastery until they develop an understanding of how paragraphs fit together within an essay, and understand the relationship between paragraphs and the introduction and conclusion.

A paragraph in multi-paragraph writing reveals the truer purpose and the truer need for the paragraph. Paragraphs make sense to students when they discover how to create a unique “unity of purpose” for each distinct paragraph in their multi-paragraph writing.

It’s a great feeling when you see your students stop thinking about the rules, but still maintain wonderful paragraph structure and paragraph form! That’s what I call a “confident writer!”

Find out how to make this happen at the “Pattern Based Writing: Quick and Easy Essay” homepage!

In the real world of state standards and standardized tests, it can be a little difficult for a teacher to get their head around what Writer’s Workshop is. As long as I have been teaching there has been a continuing push towards making teachers more and more accountable for student achievement.

With Writer’s Workshop teachers are accountable… but they are also asked to take a leap of faith into the world of flexibility. The teachers are asked to believe that Writer’s Workshop is the best way to get the results that EVERYONE wants for the students they teach.

In this multipart series on Writer’s Workshop you will:
• Learn what Writer’s Workshop is
• Discover how you may already be using certain aspects of Writer’s Workshop
• Learn some tips for implementing Writer’s Workshop
• Learn how to avoid some of the stress and traps of implementing Writer’s Workshop

I am a teacher… and the realities of REAL teaching in actual classrooms will always be a part of everything you will read in this series.

What is Writer’s Workshop?

Here are “the parts” of Writer’s Workshop. We will examine each of the following parts and will explore the pros, the cons, the problem areas, and the areas of benefit for each stage of Writer’s Workshop.

1. Mini-lesson – Direct instruction lasting between 5-15 minutes.
2. Status of the Class – As students begin work on their individual writing project, the teacher quickly monitors the status of each student. Where are the students in their writing and how will they be spending their writing period? (2-3 minutes)
3. Writing and Conferencing – Students write and teachers either write or conference. The teachers can conference with individual students or small groups. Teachers are encourage to spend at least some workshop time actually writing themselves in order to model what authors do. (25- 40 minutes)
4. Sharing – There are a variety of ways to share. Author’s chair, peer editing, and reading to at least one other student are popular methods. (5-10 minutes)

Using the Writing Process in Writer’s Workshop

It is important to note that the entire Writer’s Workshop process incorporates the entire Writing Process. Here is a simple version of the writing process outlined for you:

1. Prewriting
2. Drafting
3. Revising
4. Proofreading
5. Publishing

The actual writing process is not a straight line and there are other models of the writing process which more accurately reflect the TRUE writing process. This five step model is “the classic version” and one which is easy for students to grasp. Essentially, this is what students will be implementing during Writer’s Workshop. 

Using the Six Traits of Effective Writing in Writer’s Workshop

Also worth mentioning is that a natural part or integration of Writer’s Workshop is the Six Traits of Effective Writing model.

The Six Traits of Effective Writing are:
1. Ideas
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions

Let’s Use More and More and More Workshops!

 How important is Writer’s Workshop to creating fantastic writers? Proponents propose that it is indispensible to creating students who can truly write. But before we go hog-wild on Writer’s Workshop here are some more workshops where the proponents propose the dire necessity of the workshop.

• Reader’s Workshop – Your students will develop independence in reading and become lifelong readers outside of the classroom. Your students will conference with peers and teachers yet the focus is always on becoming independent learners. Reader’s Workshop often becomes the favorite part of a student’s day!

• Independent Work Time (IWT) – Students must have a time each day where they work productively in groups while the teacher meets the needs of individual children. Teachers also need a time where they can challenge advanced students and give support to struggling students… and the Independent Work Time Workshop is the method you should use!

• Math Workshop – Meet the needs of your children! Boring textbooks leave behind the students who can’t keep up while too much hands-on math ensures that all your students will fall behind. We have the perfect solution. It’s “Math Workshop!” We have uniquely found the right balance!

I think you will be able to find a “workshop theory” for every single subject and every single concept that a teacher might teach.

The Truth about Writer’s Workshop

The truth about Writer’s Workshop is that teachers have used workshop strategies for years and years without a lot of the rhetoric associated with “Writer’s Workshop.”

Many workshop strategies are used across the curriculum in order to:
• differentiate instruction
• scaffold instruction
• meet student’s needs

Sometimes people get carried away with “philosophies.” Can anyone say “out of touch administrators” or “professional development guru?” It seems a lot of decision makers have not been running a classroom for a long, long time…

Personally I use many aspects of Writer’s Workshop… and… I also know I have to use my time wisely!

There is not enough time in the day for workshop after workshop and still teach the curriculum and meet state standards and prepare for the upcoming standardized test.

But… it’s great to know about all these theories and strategies so we can continue to grow as teachers!

Be sure to:
1. Check back for Part 2 of this series
2. Read “The Controversy over Writer’s Workshop in Elementary and Middle School”
3. Go to the homepage and discover “Pattern Based Writing: Quick and Easy Essay.”