Are you a true lover of poetry? Are you an avid and exceptional teacher of poetry in the classroom? If so… then this article is not for you.

This article is for the rest of us teachers who know that poetry has value… but with limited time and so much to cover… poetry needs to prove its case.

Poetry for Teachers Who Prefer Math and Science

Some have felt they were missing the point… or the value of teaching children to write poetry. It just wasn’t their style… and they thought they sounded kind of funny when they tried to explain the profoundness of poetry in being able to uniquely express the human condition.

These teachers understood that poetry could be fun, interesting, artistic, and beautiful. Great! But they wanted more than fun, interesting, artistic, and beautiful. There had to be some kind of “academic” reason for teaching poetry that students would understand and apply… beyond poetry.

Like many teachers, I myself suspected that poetry had the power to communicate to children what ordinary essay and report writing could not. I suspected poetry could be harnessed for academic gains and not just artistic revelry.

The goal for me with poetry was not to simply transform children into “poets” but also to transform them into “skilled and observant communicators.” I believed and dreamed… that poetry had the potential to help transform students writing… across the curriculum!

Here is what I discovered along the way…

Six Traits, Poetry, Patterns, and Communication

I’ve long felt that being a skilled communicator is among the most valuable assets that a person can possess. Even if a person ends up in a science or math oriented profession, being able to effectively communicate one’s ideas will likely have a larger impact on a career than the ideas themselves. A truly skilled communicator has complete mastery over the words they use and the meaning those words convey.

The “Six Traits of Writing” along with “Pattern Based Writing: Quick and Easy Essay” has transformed my teaching of poetry in the classroom. When teaching poetry I now achieve many goals that transfer over to all of the writing that my students do… across the curriculum.

Out of the six traits found in the “Six Traits of Writing” model it seems that there are three traits that are inherently intertwined with the teaching of poetry writing to children. They stand out for me because I find that I am able to communicate their concepts very effectively when teaching poetry… and the concepts learned transfer over into all the writing my students do. This makes teaching poetry fun… and a good use of time!

Three Traits of Poetry Writing Which Improve Student Writing… Across the Curriculum

1. Organization and structure - The most popular forms of poetry that children are taught all seem to have a very definite pattern and structure. They are powerful and compact patterns that create powerful rhythm and meaning. By putting focus on the structure and the pattern in these rather simple poems you can help children to see the organization and structure in much of what they will both read and write… across the curriculum. (If you have used “Pattern Based Writing: Quick and Easy Essay” with your students, you will find that these poems and the patterns found within them are almost a natural extension of the Pattern Based Writing program. Be sure to go to the “PatternBasedWriting.com” home page and see what I mean…)

2. Word choice and usage – The major poetry patterns have descriptive use of language built right into the pattern. Each word in student created poetry is carefully chosen and each word has a specific intent within the poem. Students often consider many choices for that one valuable word in that one specific position. When you have only 17 syllables for an entire poem… you have to be very picky and consider many different word choices… until you find the one that is just right! I’ve found it’s pretty easy to transfer this skill over to students’ essay and report writing.

3. Voice – Often a complete and unique voice is both started and completed in as little as 17 syllables! The most popular poems children are taught to write are powerfully condensed units of expression. It is easy to compare these short poems and clearly hear a unique voice in each one of them. When you compare a Limerick to a Haiku the shift in voice is… an easy teaching moment.

Getting the Most Out of Poetry

Poetry has a lot to offer in helping students to become artistic poets as well as successful students. Using a combination of “Pattern Based Writing: Quick and Easy Essay” and the “Six Traits of Writing” model will transform your teaching of poetry writing into both an artistic and academic endeavor!

Be sure to read “Popular Forms of Poetry to Teach Children” and discover over 15 different types and aspects of poetry that children just love!

The term “voice” is used in the “Six Traits of Effective Writing” model. We want students to know that they are learning to write with voice and not that we are taking away their voice. Students who love to write sometimes feel they are losing their voice when they learn that they must use formal language in report writing.

Some Get It… Some Don’t Want To! 

Many students naturally understand the correct voice, tone, and style for report writing. They have read a lot of this kind of writing and they understand the style. They more easily see the difference between styles of writing and can easily imitate them. For some, it is the writing voice they naturally hear in their head when they write.

Other students hear a different voice in their head when they write. It’s a more colloquial voice and they don’t want to change it.  They don’t want to write in “that boring style.” Some of these students don’t really understand “formal voice” and some seem to rebel against “formal voice.”

Direct Instruction in Formal Voice for Report Writing: Three is the Magic Number for Comparison

Teaching report writing voice with a comparison of two is a mistake. There is not just:

There is a range to formality and three is the magic number for comparison. We can take a lesson from storytelling (and character development) that when you want to show comparison, three is the magic number.

Notice in these three fairy tales, comparison is a prominent theme:

• Goldilocks and the Three Bears
• The Three Little Pigs
• Three Billy Goats Gruff

The list goes on and on…

Ideas for Teaching Formal Voice through Comparison and Using the Rule of Three

It’s becoming easier and easier to find three different samples on a particular subject designed for three different audiences and which contain three different voices. It is a little bit of work, but well worth it when teaching “voice” in writing. (Many of the ideas below are kid created and you don’t have to do a thing.)

• Have students write about an experience or describe something from three different age perspectives. This works even if they just write a sentence or a paragraph from these three different age perspectives. It doesn’t have to be a long piece of writing for students to engage in using different voices.

• Read about a historical figure or event from three different sources designed for three different audiences. (Ex. Encyclopedia, text book, student generated from the internet.)

• Show three different news sources reporting the same news story. These days there are quite a few news sources to choose from and they range from stoic to downright wacky at times.

• Use three different video learning sources with different styles and/or designed for different audiences. Examples: 
          1. A documentary.
          2. A kid’s educational video series (Standard Deviants etc.)
          3. A cartoon type or one of those nutty science guys. (Beckman’s World etc.)

More Ideas for Teaching Formal Voice in Report Writing

Have students:

• Find a model (or models) for a voice they want to communicate in their report writing. (A television news anchorperson etc.) Have them write a paragraph describing what they observe in the voice, tone, and style of that person. Have them read their paragraph in their newfound voice.

• Role play in small groups reading samples of writing using a voice they want to have in their report writing.

• Have an imaginary panel of advisors hanging over their shoulder advising them as they write and edit. This panel of advisors will all have British accents and encourage writing in the utmost formal manner.

• Teachers, can you do a proper British accent? If so, kids identify with this as being formal and fun!

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.”

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.)

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

We want our writing to flow naturally. We want our readers to feel that we know where we are headed and we are in control of our writing. This means they can just sit back and enjoy the ride!

We don’t want our readers to feel that we are jumping all over the place. As well, we don’t want our readers to feel that they are reading a list of ideas written by a robot! We want to communicate with our readers in a way that sounds natural to them.

We do this is by using transitions and sequencing to move our reader from one idea to another. We also use these “signal words” to demonstrate to our reader how all our ideas connect together. Our reader will be more likely to understand and enjoy what we have written if we show them the road signs along our path of ideas.

Here are 3 Ways to Think of Transitions:

1. Building bridges between ideas and events
2. Connecting ideas and events
3. Showing the order of ideas and events

We Transition from Sentence-to-Sentence and from Paragraph-to-Paragraph

We use transitions and sequencing to move from sentence to sentence, and to move from paragraph to paragraph. We use transitions and sequencing as an artistic tool. Not every sentence must transition to another sentence. In fact, you wouldn’t want to do this. We want to “sprinkle in” these transitional signal words in an artistic and creative way. The way we transition is the true “art of writing.”

Compared to transitioning sentences, it is a little more common to transition every paragraph into another paragraph. Better though, is to show some artistic creativity! If the ways you use transitions are always the same, people see the pattern and it becomes too predictable. Predictable is not creative.

Transitions and the Art of Writing

When it comes to the “art of writing” there is little more important than the way you transition throughout your writing. You want to lead and guide your reader along a path, but you don’t want them to be overly aware that they are being led and guided. You want them to be so engaged in what you have written that they can’t see or won’t think about your transitions.

In music transitions are the sign of a true master! Have you ever heard a song that starts off slow and quiet, and later in the song it sounds fast and loud? Sometimes you wonder if it’s even the same song! How did they get there? It’s all in the transitions!

Here Are Some Transitions That We Will Want to Signal Our Reader About:

1. That we are adding new information and continuing in the same direction
2. That we are changing directions or we are going to compare and contrast events or ideas
3. That we are going to show the cause and effect of events or ideas
4. That the order/sequence/time of events and ideas is important
5. That we are going to emphasize, repeat, or give examples of events or ideas

The New York Times published an article by Alan Finder in January 2008 entitled, “Giving Disorganized Boys the Tools for Success.” The article addressed the educational achievement gap that is growing between boys and girls. These days it is girls who are having more success in school. The major premise of the article is that the lack of organizational skills may be holding boys back.

The article quotes Judith Kleinfeld, a psychology professor at the University of Alaska as saying, “The guys just don’t seem to develop the skills that involve organization as early.” The article then goes on to explain how certain $100 per hour tutors are getting these boys organized.

But before you go out and spend $100 per hour on an organization tutor, here are a few links to help you understand the organization of information, as well as how to get students organized:

1. The Six Traits of Writing – Organization and Ideas
2. How to Get Students Organized: The Student Notebook System
3. Pattern Based Writing: Quick & Easy Essay Homepage

While Pattern Based Writing: Quick & Easy Essay’s main goal is not to develop organizational skills, it does do just that. It develops organizational skills that can be used across the curriculum. Pattern Based Writing develops a way of thinking about how one organizes information.

Organizing Information

You may be aware of some of these common organization techniques that help with learning information:

• Previewing the structure of a chapter, section, book etc.
• Skimming and scanning to get an overview
• Reviewing the information
• Connecting the information to what came before and what will come next
• Creating outlines
• Creating timelines

With all of these, a main purpose is to help students understand how the information they are learning is organized. Understanding how the information is organized helps students retain the information. It helps create a filing system of sorts.

In a way, Pattern Based Writing reverses the process. Pattern Based Writing teaches the organization of information in order to use that organized information for a purpose. In a nutshell, because of what Pattern Based Writing achieves, the above strategies for learning information become much more effective. Students and teachers come to understand them in a more purposeful way. As such, all of the strategies above stop being busy work. Learning information and writing about that information become two sides of the same coin… finally!

The Organization of Information and Teaching Across the Curriculum

Much of what we teach (and of what we learn) deals with the organization of information. Have you ever thought about how much of the school day involves classifying and categorizing information? I’m sure it could be argued that at least half the day involves the organization of information. I will admit, we often don’t think of it as having to do with the organization of information; however, if one takes a closer look and thinks about it a little differently, they may be surprised.

In short, thinking about the organization of the information you are teaching, and then teaching that same information in an organized manner will improve student learning of that information.

Please don’t get me wrong, there is more to learning than the organization of information. In fact, a premium should be placed on the application of information for problem solving, as well as having the ability to make connections. Guess what? The organization of information helps in both of these areas. We organize information so that we can use that information. Organization brings control. Unorganized information is not easy to use. Unorganized information is a lot like trivia. It’s interesting, just not purposeful.

Pattern Based Writing: Quick & Easy Essay is a writing program, and as such it teaches students how to write well organized essays and reports quickly and easily. However, it is MUCH MORE than a writing program. It teaches students how to organize information using many breakthrough methods. Click Teaching Elementary and Middle School Writing to learn how!

A pioneer of Six Traits writing was Paul B. Diederich. His traits were a little different than the current Six Traits of Writing; however, his traits did include both organization and ideas. In fact, for Diederich organization and ideas were the most important traits and they received greater weight.

Pattern Based Writing: Quick & Easy Essay agrees with Paul B. Diederich. Did you know that Pattern Based Writing guarantees that students will be able to get ideas, organize their ideas, and then write a complete essay based around those ideas… quickly and easily? It does. Click Organization and Ideas in Writing to learn more.

It’s not that organization and ideas are the only traits; but once students have mastered these two traits, everything else in teaching writing become easier. The truth is, it is easy to layer the other traits on top of great ideas and effective organization. The reverse is not true! Here’s why…

Organization: The Hardest Trait

Organization is the hardest trait.
K-12 Student Writers Across America

Not only is organization one of the most important traits, but it is also one of the hardest traits for students to master. I have seen the above quote many times over the years. I’ll admit, I’m not sure exactly who “K-12 Student Writers Across America” is; however, my experience teaching writing has me agreeing with them.

Do Students Understand Organization in Writing?

Have you ever been surprised to discover what your students’ understanding of a concept was? Sometimes teachers believe they have done a great job teaching a concept, and then a student says something which lets them know that their students don’t understand the concept at all!

I have found this to be VERY true with students’ understanding of the organizational structure of good writing. It can be very eye-opening to ask students what a main idea is! Whatever you do, don’t ask your students what a topic sentence, a paragraph, an introduction, a conclusion, or paragraph form are. You may be shocked.

Actually, I’ll be quite frank here; it doesn’t really matter what your students’ answers are. Being able to explain what these concepts are is not important. When it comes to the skill of writing, that’s not how you show understanding. In fact, being able to explain all of these organizational concepts could be considered the booby prize. The reason this is so is because writing is a skill. Let’s face it, a homerun hitter doesn’t need to understand how to hit a homerun; they just need to be able to hit one.

The truth is we want our students to understand these concepts so that they will be able to apply these concepts to their writing. When students understand organization in writing, they will demonstrate their understanding by applying organizational concepts to their writing. In other words, their writing will be nicely organized.

There are aspects of Pattern Based Writing: Quick & Easy Essay that are traditional; however, there are many parts of the program that simply rely on pattern. “Just do this. Follow the pattern. What do you think?”

Does this method work? Yes! When it comes to getting ideas and organizing ideas… you will have a classroom full of homerun hitters!

Click Essay Writing Success to find out how!