conventions of essay writing lesson plan

• Professional development
• Planning lessons and courses

Planning a writing lesson

Writing, unlike speaking, is not an ability we acquire naturally, even in our first language - it has to be taught. Unless L2 learners are explicitly taught how to write in the new language, their writing skills are likely to get left behind as their speaking progresses.

But teaching writing is not just about grammar, spelling, or the mechanics of the Roman alphabet. Learners also need to be aware of and use the conventions of the genre in the new language.

What is genre?

Generating ideas

Focusing ideas

Focus on a model text

Organising ideas

• Peer evaluation

A genre can be anything from a menu to a wedding invitation, from a newspaper article to an estate agent's description of a house. Pieces of writing of the same genre share some features, in terms of layout, level of formality, and language. These features are more fixed in formal genre, for example letters of complaint and essays, than in more 'creative' writing, such as poems or descriptions. The more formal genre often feature in exams, and may also be relevant to learners' present or future 'real-world' needs, such as university study or business. However, genre vary considerably between cultures, and even adult learners familiar with a range of genre in their L1 need to learn to use the conventions of those genre in English.

Stages of a writing lesson

I don't necessarily include all these stages in every writing lesson, and the emphasis given to each stage may differ according to the genre of the writing and / or the time available. Learners work in pairs or groups as much as possible, to share ideas and knowledge, and because this provides a good opportunity for practising the speaking, listening and reading skills.

This is often the first stage of a process approach to writing. Even when producing a piece of writing of a highly conventional genre, such as a letter of complaint, using learners' own ideas can make the writing more memorable and meaningful.

• Before writing a letter of complaint, learners think about a situation when they have complained about faulty goods or bad service (or have felt like complaining), and tell a partner.
• As the first stage of preparing to write an essay, I give learners the essay title and pieces of scrap paper. They have 3 minutes to work alone, writing one idea on each piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the class. It doesn't matter if the ideas aren't used in the final piece of writing, the important thing is to break through the barrier of ' I can't think of anything to write.'

This is another stage taken from a process approach, and it involves thinking about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of view.

• As part of the essay-writing process, students in groups put the ideas generated in the previous stage onto a 'mind map'. The teacher then draws a mind-map on the board, using ideas from the different groups. At this stage he / she can also feed in some useful collocations - this gives the learners the tools to better express their own ideas.
• I tell my students to write individually for about 10 minutes, without stopping and without worrying about grammar or punctuation. If they don't know a particular word, they write it in their L1. This often helps learners to further develop some of the ideas used during the 'Generating ideas' stage. Learners then compare together what they have written, and use a dictionary, the teacher or each other to find in English any words or phrases they wrote in their L1.

Once the students have generated their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way. The examination of model texts is often prominent in product or genre approaches to writing, and will help raise learners' awareness of the conventions of typical texts of different genres in English.

• I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language 'chunks' they can use in their own writing. Genre analysis form 54k
• reason for writing
• how I found out about the job
• relevant experience, skills and abilities
• closing paragraph asking for an interview
• Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raises their awareness of the organisation of the essay and the importance of topic sentences.

Once learners have seen how the ideas are organised in typical examples of the genre, they can go about organising their own ideas in a similar way.

• Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. These can then be pinned up around the room for comment and comparison.
• When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements.

In a pure process approach, the writer goes through several drafts before producing a final version. In practical terms, and as part of a general English course, this is not always possible. Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. Those with access to a word processor can then use it, to facilitate the redrafting process. The writing itself can be done alone, at home or in class, or collaboratively in pairs or groups. Peer evaluation

Peer evaluation of writing helps learners to become aware of an audience other then the teacher. If students are to write a second draft, I ask other learners to comment on what they liked / didn't like about the piece of work, or what they found unclear, so that these comments can be incorporated into the second draft. The teacher can also respond at this stage by commenting on the content and the organisation of ideas, without yet giving a grade or correcting details of grammar and spelling.

When writing a final draft, students should be encouraged to check the details of grammar and spelling, which may have taken a back seat to ideas and organisation in the previous stages. Instead of correcting writing myself, I use codes to help students correct their own writing and learn from their mistakes. Error correction code 43k

By going through some or all of these stages, learners use their own ideas to produce a piece of writing that uses the conventions of a genre appropriately and in so doing, they are asked to think about the audience's expectations of a piece of writing of a particular genre, and the impact of their writing on the reader.

If you have any ideas that you feel have successfully helped your students to develop their writing why not add them as a comment below and share them.

Further reading

A process genre approach to teaching writing by Badger, Richards and White. ELT Journal Volume 54(2), pp. 153-160 Writing by T Hedge. Oxford University Press. Writing by C Tribble. Oxford University Press Process writing by R White and V Arndt. Longman

Really innovative

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It was very informative and…

It was very informative and helpful

Interesting article.

Useful information

This is a very nice and…

This is a very nice and informative article.

Thanks for this amazing article

Planning a Writing Lesson Plan

I believe this will make the lesson not only productive but also interesting. Thank you.

Thanks for a very interesting

Thanks for a very interesting and useful article.

Ideas first, then language

 Thanks for sharing the plan~

I found in my class that it is always 'Ideas firt, then language follows', similar to L1 writing.

Dear Catherine,

I found your article very useful and I love the advice you give. When I ask my students to write an essay, I tend to correct their mistakes for them and after reading the article I realized that I should be doing it the way you suggested. I learned from my mistakes by finding them out and correcting them not having them corrected for me. 

Thank you for a wonderful article.

I am grateful for you for this great article

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Browse fascinating case studies, research papers, publications and books by researchers and ELT experts from around the world.

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TWO WRITING TEACHERS

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Ways to Teach Conventions: Our Favorite Things

During yoga class, my instructor Michelle guided the group into a pose. She had several cues as we moved into half moon and she’d give a cue, repeat a cue, give a different cue, repeat a cue, give another, repeat… and I realized that I needed those repeated cues! As I tried to implement something different, my foot would unflex until I consciously heard her remind me to flex. Maybe someday my foot will just know to stay flexed without the conscious effort (and then maybe I’ll go for MORE flex), but until then, I need the reminders for my best practice. 

Just as I need them in yoga practice, students benefit from revisiting, reviewing, and reminding when it comes to conventions. Writing involves the integration of so many skills and cognitive processing that it’s understandable. Here are some ideas that I hope you can use in your instruction right as the year starts– and then any time thereafter. 

• Take the time to remind students of what they’ve learned in previous years. 

This is a great way to introduce the concept of inquiry for students and to practice an inquiry lesson with the question: What do you know about conventions when it comes to capitalization and punctuation? The chart below is one I’ve used with individual students, and you could also use it as a whole class chart, inviting students to contribute to the various categories. 

• Create a progression of charts.

It’s powerful to remind students of when they may have first been introduced to various skills. You can customize chart progressions by talking to your colleagues, and you can also look through your curriculum if you work in a system that has a scope and sequence for language skills. 

The charts below are ones that I created by sitting in front of the Common Core Language Standards and trying to name out the skills by grade level in order to make the overall chart of expectations less overwhelming for both teachers and students. When I think of conventions as a relay race where someone completes their lap and passes the baton, it’s much less daunting. Maybe first-graders won’t master capital letters for names and dates, but if it’s not brand new information for them, then second graders don’t have quite so much to learn. 

• Isolate skills as necessary.

Whenever I talk about this idea, I use a sports analogy, but you can use whatever analogy that works for you. When I coached soccer, I had the players practice dribbling with tops of garbage cans; they had to dribble the ball around the tops, keeping the ball close enough to be able to turn. Three steps was their goal in between taps, but the more authentic goal was to be able to dribble successfully during a game, swerving around other players the way they’d maneuvered the garbage can tops. Many of the players were much better dribblers in the controlled situation than on game day. That being said, the better they got at the tops, the better they generally were in the game. 

If a writing piece is the equivalent to a soccer game, then the goal is to have convention skills show up in that authentic writing. Convention stations have become my equivalent for athletically-oriented drills. I can design “stations” that specifically address and give extra practice for whatever skill I want to see showing up more in authentic writing. 

The station below is one I’ve used for students working on capitalization, and the digital version of it is here. 

Some other stations I’ve set up successfully are digitally linked below:

Apostrophe Center

End Punctuation Center

Tense Center

Comma Center

Remember: the most effective centers are ones that you make in response to the students in your classroom, so consider these centers as prototypes for ones that you design based on the learning you are seeing in the day to day work. 

TIP: Whenever you are setting up centers, try to avoid having students correct work that is done with mistakes. It’s better for them to see the work done right and then notice and name the skill and rationale. This way their developing brains focus on how the right way looks instead of the fact that it’s confusing. 

Other Quick Practices for Building Convention Awareness:

• Get silly with the power of talk and speak in sentences during times of the day when it works. You can play the audio for an example of me doing it. Kids think it’s pretty funny, but it’s also powerful for them to hear conventions and it helps some kids to visualize it. 
• Spend a couple of days doing what I call “obsessing” during writing workshop, and interrupt students every few minutes to ask if the sentence they just wrote has all of the capitals and conventions they know. Start your reminder with the same few words so those few words become students’ cue to check their previous sentence. 
• Make sure conventions are showing up in ALL the writing students are doing. “Is there a reason you left the period off of your sentence?” is one of my favorite questions when students are working on something outside of writing workshop. 

Michelle’s voice is in my thoughts as I practice poses on my own without her in the room reminding me of all that my body should be remembering. And the truth is that my body has internalized many of the cues. This unconscious element of practice is a powerful way for me to think about my hopes for students when it comes to the use of conventions; names just get capitalized, and periods just happen at the ends of sentences. This shift from conscious competence to unconscious competence is a great goal when it comes to students and conventions. 

Giveaway Information: 

Many thanks to Heinemann Publishers who is donating a copy of ONE of the Classroom Essentials .

For a chance to win this copy of one of these books, please leave a comment about this or any blog post in this blog series by Saturday, August 7th at 6:00 p.m. EDT. Amy Ellerman will use a random number generator to pick the winner’s commenter number. Their name will be announced in the ICYMI blog post for this series on Sunday, August 8th.

Please leave a valid e-mail address when you post your comment so Amy can contact you to obtain your mailing address if you win. From there, our contact at Heinemann will ship the book to you. (NOTE: Your e-mail address will not be published online if you leave it in the e-mail field only.) You must have a U.S.A. mailing address—Sorry, no FPOs—to win a print copy of the book of your choosing. If you have an international mailing address, then you will receive an electronic copy.

If you are the winner of the book, Amy will email you with the subject line of TWO WRITING TEACHERS—FAVORITE THINGS. Please respond to her e-mail with your mailing address within five days of receipt. A new winner will be chosen if a response isn’t received within five days of the giveaway announcement.

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Published by Melanie Meehan

I am the Writing and Social Studies Coordinator in Simsbury, CT, and I love what I do. I get to write and inspire others to write! Additionally, I am the mom to four fabulous daughters and the wife of a great husband. View all posts by Melanie Meehan

23 thoughts on “ Ways to Teach Conventions: Our Favorite Things ”

I loved how the students can speak their conventions; speaking conventions aloud is fun and engaging in visualizing punctuation. Thank you for sharing; I will be using this technique in my future classroom!!

What a great idea to review what students have learned in previous years.

I can’t wait to incorporate these ideas at school this year. I think the idea of talking and naming the punctuation as you speak will be engaging and could also be used in some way with voice to text transcription on devices.

I love your connection to yoga, learning a new skill, and needing repeated reminders. I have found many times I try things in yoga that remind me of what students are going through as they are learning a new process. As we keep learning, we are better able to relate to the feelings our students go through as they learn. Thank you for the reminder to notice and name what they see that is correct vs. showing it incorrectly and editing it. Great post!

Another hit in this series. So practical and tips that can really make a big difference. Thanks Melanie!

We’ve done “talk like a pirate day”, so why not “talk like a computer day”? I think my students will get a kick out of talking with punctuation, so I look forward to trying it out with them, as well as incorporating more quick centers for conventions. Thanks for the ideas and helpful tips.

Repetition is so smart! I think too often we just expect them to remember all things… I love these ideas!

The center practice sheets are short and effective ways to practice the skill. I appreciate your notes about having students see it the correct way in their practice. I like that the sheets have the student explain why the convention was used, and then gives them the opportunity to practice it by creating their own.

I like the idea of reminding students of what they’ve learned in previous years. I also liked emphasizing what has been done correctly, rather than finding errors in writing samples.

The sports analogies are super helpful! I will be planning for ways to practice and build conventions awareness to help build those skills!

These are great strategies for teaching conventions! I love the idea of talking conventions and I could see this being powerful during shared writing experiences too, connecting the visual with the auditory cues. I love that you start with reminding students of what they already know about conventions, develop learning progression charts for each skill, and mention the importance of using correct mentor sentences and asking students to notice and name the skill and rationale. Thank you!

*Also the link for the tense center takes me to the end punctuation center.

I love the soccer and yoga comparisons. Thank you for the ideas you shared in the post and the reminders to use humor- with 8th graders, that is always appreciated. 🙂

Love the idea of stations. I teach pre service teachers and this is an idea I will be passing on!

This has so many wonderful practical suggestions for an area that I struggle to help teachers with. I especially appreciate the model of how we can expect our elementary students to move closer to mastery over time. Thank you so much for this!

What a great reminder to use correct conventions asking students to notice and name! Great tips, thank you!

Love the conventions charts. I need to do something like this also with my high schoolers.

Using an inquiry approach to help students understand conventions is so powerful. Thanks for the freebies!

Love the convention stations! The reminder chart is a great way to start the year.

I teach 2nd graders, and as stated in the post, I am often reminding, reviewing, and revisiting conventions with them. They can tell me what they need/what’s missing, but the fact that that it’s missing shows me it’s not automatic for them as they write. These isolation station ideas will definitely be in use in Room 209 this year. Thank you!

I love the idea of convention stations!

Thanks for all these resources. I have used your third grade reminders in the past- now I must create the fifth grade version:)

I love how you created your progression charts! They are effective yet simple.

Great easy ways to bring real and effective strategies to the teaching of conventions. Thank you.

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University Writing Teaching Library

Resources for teachers working with University Writing

Knowledge of Conventions

Students should demonstrate their knowledge of the following: common formats for different kinds of texts; genre conventions ranging from purpose and structure to tone and mechanics; methods of documenting borrowed information; and conventions of edited syntax, grammar, punctuation, and spelling.

Lesson Ideas & Plans

Introducing Genre (Nate Wood) Building students’ reading in Mindful Writing, in this lesson students explore how genre is defined and engage in simple analysis of familiar genres to pull out conventions and expectations.

Introductions and Conclusions (Erica Larsen) This lesson plan helps students understand how and why effective introductions and conclusions work in a piece of writing.

Paragraphs and Flow (Erica Larsen) This lesson (also a practice in revision) asks students to attend to the flow or logical profession of their writing.

Three ways to style your Conference Paper (Katie Johnson) This lesson looks at the old/new contract, reducing word count, and other techniques to help students focus on the style and flow of their writing.

Principles of Design (Katie Bullock) Students learn some of the conventions of visual design in this lesson by analyzing poor examples of visual design.

Conventions (Becca Purse) Students incorporate style academy principles in their writing. 

Genre (Shaila Bringhurst) Students define genre and identify/analyze  common genres. 

ELA Common Core Lesson Plans

• Create Characters Lesson Plan
• Creative Writing Lesson Plan: Using Details
• How to Write a Cause and Effect Essay
• How to Write a Conclusion for an Essay Lesson Plan
• How to Write a Persuasive Essay
• How to Write a Reflective Essay
• How to Write an Article Critique and Review
• How to Write an Introduction to an Essay
• How to Write a Problem Solution Essay
• Lesson Plan: Effective Sentence Structure
• Lesson Plan: Improve Writing Style with Improved Sentence Structure
• Logical Fallacies Lesson Plan with Summary & Examples
• Teaching Active and Passive Voice
• Teaching How to Revise a Rough Draft
• Teaching Instructional Articles: How to Write Instructions
• Teaching Word Choice: Using Strong Verbs
• Using Imagery Lesson Plan
• Writing for Audience and Purpose
• Writing Transitions Lesson
• Analyzing Humor in Literature Lesson Plan
• Analyzing Shakespeare Strategies
• Fun Reading Lesson Plan
• How to Write a Literary Analysis.
• How to Annotate and Analyze a Poem
• Lesson Plan for Teaching Annotation
• Literary Terms Lesson Plan
• Literature Exemplars – Grades-9-10
• Teaching Short Story Elements
• Using Short Stories to Teach Elements of Literature
• Bill of Rights Lesson Plan
• Fun Ideas for Teaching Language
• Comma Rules: How to Use Commas
• Difference between Denotation and Connotation
• Effective Word Choice Lesson Plan
• Fun Grammar Review Game or Vocabulary & Language Arts
• Lesson Plans for Substitute Teachers and Busy English Teachers
• Lesson Plan: Creating the Perfect Title
• 4.08 – Lesson Plan: Using Semicolons Correctly
• Pronoun-Antecedent Agreement Lesson Plan
• Sentence Combining Made Easy Lesson Plan
• Strategies for Teaching Vocabulary
• Using Tone Effectively Lesson Plan
• 4.12 – Word Choice Lesson Plan: Eliminate and Replace “To Be” Verbs
• Using Voice in Writing Effectively Lesson Plan
• Speaking & Listening
• Teacher Guide Central

Writing Standards

The Writing Standards Page contains an explanation of the Common Core Writing Standards. Before we get to the standards, here are some popular lesson plans to get you started. More can be found under the ‘Writing” section above.

• Writing the Introduction to an Essay
• Paragraph Writing Made Easy (This includes lessons on topic sentence, paragraph development, using supporting details, and more)
• Teaching Active and Passive Voice.
• How to Revise a Rough Draft
• Using Transitions in Writing

Here are some downloadable/printable pdf Common Core writing lesson plans to make your life easier.

Get five writing lesson plans with common core objectives, notes and instructions in a downloadable/printable pdf document. You can simply print it out, stick it in your lesson plan book and wait for administrative accolades. It’s only $4.95

Lessons include:

• “How to Write a Narrative/Reflexive Essay”
• “How to Write an Article Critique”
• “How to Write an Informational Article”
• “How to Write a Literary Analysis”
• “How to Write a Tall Tale.”
• “How to Write a Descriptive Essay”

_____________________________________________________

Need more essay writing lessons for the common core . This guide includes the following:

• How to Write a Problem/Solution Essay
• How to Write a Comparison Essay
• How to Write a Definition Essay

Each lesson contains instructions for writing each type of essay (for your students), a list of common core objectives covered (for your administrator), one or more graphic organizers (for your students), and a rubric to make grading easy (for your sanity).

High School Writing Common Core Standards with Explanations and Lesson Links

The common core writing standards for high school come from the Common Core Standards Initiative Website.

Common Core Writing Standard 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Explanation . The first writing standard requires students to write intelligently, to make claims, to support those claims, and to use valid evidence and logic.  Students should be able to

• Introduce specific arguments and distinguish those arguments from alternate or opposing arguments in an organized manner using logic and evidence.
• Develop arguments fairly and treating both sides of the argument while assessing strengths and weaknesses of different views.
• Develop arguments in a clear, organized manner.
• Establish and maintain a formal style with consistent voice and tone.
• Provide a relevant conclusion.

Non-eduspeak Explanation. Students should be able to write and argue without sounding like an idiot, jackass, or moron. If the writing resembles a middle schooler’s love note or a 9-year old’s letter to Santa, it may be necessary to work on this standard.

Common Core Writing Standard 2 . Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Explanation . Write about complex information, ideas, and concepts clearly and logically. Students should be able to

• Introduce a topic and organize complex ideas, concepts, and information by making important connections.
• Use formatting, graphics, and multimedia to make ideas clear.
• Develop the topic with relevant evidence and commentary appropriate to audience level.
• Use appropriate transitions to clarify meaning.
• Use appropriate word choice

Non-eduspeak Explanation . Learn something and write about it without sounding like a moron and putting people to sleep. If the person reading your writing makes fun of you the second you leave then you have not mastered this standard.

Common Core Writing Standard 3: W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Explanation . Use narrative techniques to write a story, a narrative essay, or to make points in an expository essay more clear.  Student written narratives should contain the elements of literature.  Students should be able to

• Engage the reader.
• Sequence events
• Use details and sensory language to enhance theme.
• Provide a conclusion that makes sense of the narrative.

Non-eduspeak Explanation.  Students should be able to tell a story that has a point and doesn’t make you want to rake your eyes with a pitchfork.

Production and Distribution of Writing Common Core Standards

W.9-10.4   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.9-10.1-3.)

W.9-10.5   Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of L.9-10.1-3.)

W.9-10.6   Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically

Explanation : These standards take into account what we call The Writing Process. It’s something we’ve been doing for years. Thank goodness the federal government has given their approval on it.

Non-eduspeak Explanation : No longer can students scratch their essay in crayon five minutes before class on the back of a cheeseburger wrapper and get a B for “trying.” It also means you can take your students down to the computer lab and babysit them for an hour as they take advantage of “technology’s capacity.”

Research Common Core Writing Standards

W.9-10.7   Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8   Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9   Draw evidence from literary or informational texts to support analysis, reflection, and research.

Explanation : This, my friends, is the dreaded research paper. Good luck!

Non-eduspeak explanation : This, my friends, is the dreaded research paper. Hide all sharp objects. Put your life coach on speed dial, keep the “meds” nearby because you have to grade these research papers. Hopefully you’ve covered the standards satisfactorily or you’ll be jamming that red pen up your nostrils in frustration.

Writing about Reading Standards

W.9-10.9a   Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

W.9-10.9b   Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Explanation : This is literary analysis for fiction and non-fiction.

Non-eduspeak Explanation : Every now and then, make those kids write about what they read, using evidence, logic and all that other stuff an educated individual does. Most of the reading lesson plans on this site contain Common Core writing assignments, too. You’re welcome.

ELA Common Core Standards

Whether the Common Core Standards are just the latest fad or here to stay, you need lesson plans that address the Common Core Standards.  The good news is that they’re probably the same standards you’ve been teaching, but with a different name.  Use these links to find lesson plans matched up with the standards.

• Writing Common Core Standards
• Reading for Literature Common Core Standards
• Reading for Information Common Core Standards
• Language Common Core Standards
• Text Exemplars for ELA Common Core Standards Grades 9-10

Last Updated on October 20, 2017 by Trenton Lorcher

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Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

THE ULTIMATE NONFICTION WRITING TEACHING RESOURCE

• 270  pages of the most effective teaching strategies
• 50+   digital tools  ready right out of the box
• 75   editable resources  for student   differentiation  
• Loads of   tricks and tips  to add to your teaching tool bag
• All explanations are reinforced with  concrete examples.
• Links to  high-quality video  tutorials
• Clear objectives  easy to match to the demands of your curriculum

Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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Writing Conventions

Last updated on: Feb 8, 2023

Writing Conventions and Tips for College Students

By: Nova A.

Reviewed By: Chris H.

Published on: Apr 30, 2019

College is hard. There's no getting around it, but with some help from the right resources, you can make college a little easier.

Every student somewhere in their academic life learns how to write essays.  Essay writing  is an essential part of academic life and a student must learn how to master it.

But are you new to the concept of writing conventions?

You are most likely to come across them in your English language assignments.

This does not seem overly complicated. Continue reading to figure out its actual meaning and usage.

This blog post will teach you about writing conventions and tips for college students.

If you're looking for an A+ student experience, keep reading!

On this Page

What are Writing Conventions?

Writing conventions are the generally accepted standards for written English. They are basic language rules that enable the readers to understand the text by making it clear and easy to read. It requires certain lesson plans that ensure the improvement in academic performance along with professional growth.

They also serve as signposts for the readers to provide familiar ground for what the message says. Middle and high school teachers might be lenient but it won't be the case in college.

Having a good grasp of grammar, language, punctuation, and sentence structure is a must. It can't be possible without practice. A student needs a lot of effort and hard work to complete their writing assignments.

The Main Writing Conventions

‘What are conventions in writing?’

There are some key writing conventions that should be mastered to produce the best quality essays. These writing conventions include spelling, capitalization, punctuation, grammar, and sentence structure.

Let us discuss each one in detail.

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Children start learning letters by recognizing the words. Furthermore, they learn the rules of spelling in school. It is a crucial convention of writing as it can make all the difference in life.

Many employers have trashed a lot of resumes simply because they were riddled with spelling mistakes. Similarly, incorrect spellings also become a reason behind poor grades.

Both grammar and punctuation are important for proper language. Grammar is the language structure that is used to form a sentence. It involves the changing of the form of words along with combining it into coherent sentences. You should be consistent while differentiating between present perfect and past simple tense.

Otherwise, the audience may get confused about the time frame or sequence of the described actions. Moreover, it also includes certain rules to follow. Below-mentioned are examples of grammar elements.

• Sentence structure
• Paragraph structure
• Phrases and clauses
• Parts of speech
• Word choice

Punctuation

Punctuations are important in conventions without which the writing would not make any sense. It helps us to read something the way it is. Similarly, it also tells the reader:

• When to pause
• When to read with more expression
• When to stop
• When to start a new sentence

We have multiple ways of making our meaning clear while writing like rhythm, intonation, and pausing. Only the use of proper punctuation serves the cause.

For example, commas mean pausing. However, overusing them may confuse the readers. Therefore, it is important to master this set of rules for writing creatively.

Capitalization

Capitalization rules tell when a new sentence begins or when something has a proper title. Capital letters also assist in showing the importance of certain words by shortening long phrases into acronyms. It takes up less written space and becomes easier to remember.

Writing Conventions for College Students

Language rules usually vary with the content and genre. These convention rules are accepted in both formal and informal essays. They serve as the final step of your editing process.

Being capable of composing your college essays according to spelling, punctuation, and grammar conventions is a real challenge. Here we have mentioned some basic tips on Standard English conventions for college students. Follow them for writing perfect college essays.

• Use correct spellings and punctuations
• The verb tenses should be appropriate
• Writing in complete sentences
• Don't use run-on sentences
• Avoid using fragments
• Do not mention abbreviations
• Put citations correctly
• Organize paragraphs properly
• Use transitions

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Writing Convention for Different Writing Styles

Each writing style has its own conventions that are given below:

• Narrative writing must have a plot, setting, and characters.
• Descriptive writing must include good vocabulary that must appeal to the senses.
• Expository writing must inform, clarify, define and explain.
• Persuasive writing must present an argument on the basis of facts and logic.

If you are stuck with your essay and unsure whether you will meet all the requirements, you might need some help. It is completely natural for the students to pick this option. You can ask professional writers who can guarantee to consider all the instructions.

With  5StarEssays.com , you don’t need to worry about write an essay . We are here to help you meet all the challenges.

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Marketing, Law

As a Digital Content Strategist, Nova Allison has eight years of experience in writing both technical and scientific content. With a focus on developing online content plans that engage audiences, Nova strives to write pieces that are not only informative but captivating as well.

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The Easiest Way to Get Comfortable with Conventions in Writing

You are guessing it right at this point. This blog post is the guide you need to understand everything about conventions in writing. Wait, does it mean that we’ll also have a good idea of using conventions in writing well? Of course, reading examples of how  our writers  turn the ordinary into extraordinary will get you on the right track to achieve that.

Speaking of which, we’ll unlock the simplest route to make those writing norms feel like second nature. Ready to breeze through the maze of writing conventions effortlessly? Let’s get started.

Table of Contents

What are conventions in writing?

Writing conventions are like a set of writing rules. They include things like grammar, punctuation, how you organize your writing, and how you give credit to other people’s ideas.

These rules help make sure that when people read what you write, they can understand it easily. They’re like a guide that everyone follows so that writing looks and sounds clear and makes sense to everyone who reads it. Learning these rules helps you become a better writer and helps others understand what you’re trying to say.

No doubt, understanding all conventions could be challenging for students at first, that’s why we advise you to count on the best  paper writing service  for guidance and assistance. Anyway, let’s move forward with understanding what is a convention in writing.

Why Do Students Find It Difficult to Understand Conventions in Writing?

Students often find understanding writing conventions tricky for a few reasons. First off, these conventions can seem like a whole new language! Things like grammar rules, punctuation, and citation styles might feel overwhelming at first.

Also, these rules can be super detailed and seem picky. It’s like trying to learn all the small, specific things while still trying to express your ideas clearly. Sometimes it feels like following all these rules might make writing stiff or less fun.

Plus, writing conventions vary across different subjects and even different types of writing. What’s okay in an English essay might not be the same in a scientific report. So, keeping track of all these differences can add to the confusion.

And let’s be honest, learning all these rules takes time and practice. It’s not something you master overnight! So, it’s pretty normal for students to find it tough to wrap their heads around writing conventions at first.

Everything You Need to Know About Conventions in Writing

Understanding and effectively using conventions in writing is crucial for clear communication. Here’s a comprehensive breakdown:

Grammar and Punctuation

Grammar forms the foundation of effective writing. It involves understanding sentence structure, verb tense, subject-verb agreement, and more. Punctuation, including commas, periods, semicolons, and dashes, helps convey meaning and structure within sentences. Mastery of these elements ensures clarity and coherence in written expression.

Let’s break down their significance and how they contribute to conveying meaning:

Grammar Fundamentals

Sentence Structure:  Understanding how sentences are constructed is vital. A sentence typically comprises a subject, a verb, and sometimes an object. For instance, The cat (subject) sat (verb) on the mat (object).

Verb Tense:  Proper use of verb tenses is crucial for conveying the timing of actions. For instance, She runs (present tense) versus She ran (past tense).

Subject-Verb Agreement:  Ensuring that the subject and verb agree in number (singular or plural) is important. For example, He walks (singular subject with a singular verb) versus They walk (plural subject with a plural verb).

Punctuation’s Role in Clarity

Commas:  Used to separate clauses or items in a list, they help clarify the structure of a sentence. For example, I enjoy reading, writing, and painting.

Periods:  Indicate the end of a sentence. Each sentence starts with a capital letter and ends with a period. “The dog barked. Then it ran away.”

Semicolons and Dashes:  These punctuation marks help connect related clauses or emphasize information. For instance, She loved the outdoors; it was her sanctuary. Or The house—the one on the corner—was painted yellow.

Example demonstrating grammar and punctuation

Original sentence with errors:  “The students goes to school, they enjoys learning.”

Corrected sentence with proper grammar and punctuation:  The students go to school; they enjoy learning.

The subject (“students”) agrees with the verb (“go”) in terms of number.

A semicolon is used to connect related but independent clauses.

The verb tense is adjusted to match the subject and convey the present tense for enjoyment (“enjoy”).

Style and Tone

Writing style encompasses the way you express your ideas. It involves choices in vocabulary, sentence structure, and overall tone. Different styles suit different contexts; for instance, academic writing may require a formal tone, while creative writing allows for more flexibility.

Let’s dig into their significance with examples:

Writing Style and Its Components

Vocabulary Choices:  The words you choose impact the tone and clarity of your writing. For instance, using technical jargon might suit a scientific paper but may confuse readers in a casual blog post.

Sentence Structure:  Varied sentence structures (simple, compound, complex) add depth and flow to your writing. Varying lengths and structures keep the reader engaged.

Overall Tone:  Tone reflects the author’s attitude towards the subject. It can be formal, informal, persuasive, informative, or even humorous.

Adapting Styles to Contexts

Academic Writing:  Often demands a formal tone, objective language, and adherence to specific formatting and citation styles. For example, The study examined the correlation between X and Y, following established methodologies.

Creative Writing:  Allows for more flexibility and experimentation with language. It may employ descriptive language, vivid imagery, and varied sentence structures. For example, The stars danced across the velvet sky, whispering secrets to the night.

Example illustrating different styles in context:

Academic Style:  The statistical analysis revealed a significant correlation between increased exercise and reduced stress levels among participants, validating the study’s hypothesis.

Creative Style:  As the sun kissed the horizon, the world sighed in relief, and the heartbeats of the weary slowed to the rhythm of a tranquil evening.

Formatting and Structure

Proper formatting organizes your writing effectively. This includes setting margins, using headings and subheadings, and adhering to specific guidelines for different writing formats (like essays, research papers, or reports). A clear structure, with introductions, body paragraphs, and conclusions, helps convey your ideas logically.

Let’s explore their significance in detail:

Formatting Essentials

Margins and Spacing:  Consistent margins and appropriate line spacing (such as double-spaced or 1.5 spacing) enhance readability.

Headings and Subheadings:  These help organize content, signaling shifts in topics or subtopics, making it easier for readers to navigate through the text.

Font and Size:  Using a readable font style and size ensures clarity. Common choices include Times New Roman, Arial, or Calibri with a font size of 12 points for most academic works.

Adherence to Writing Guidelines

Different Writing Formats:  Essays, research papers, reports, and other types of writing often have specific guidelines for structure and formatting. For instance, an essay might follow an introduction-body-conclusion structure, while a research paper might include sections like abstract, methodology, results, and discussion.

Citation Styles:  Different disciplines might require different citation styles (APA, MLA, Chicago, etc.). Adhering to these styles for citing sources is crucial for academic integrity.

Conventions of Academic Writing (Essay Structure Example)

Introduction:  Introduces the main topic and presents the thesis statement that outlines the essay’s purpose.

Body Paragraphs:  Each paragraph addresses a specific point or argument, supported by evidence or examples.

Conclusion:  Summarizes the main points and restates the thesis, providing a closing statement.

Research Paper Structure Example

Abstract:  Briefly summarizes the research paper, including its objectives, methodology, results, and conclusions.

Introduction:  Provides background information, introduces the research question, and states the thesis.

Body Sections:  Each section covers specific aspects of the research, such as methodology, results, and discussion.

Conclusion:  Summarizes the findings, discusses implications, and often suggests areas for further research.

Citations and Referencing

Citing sources correctly is essential in academic writing. It involves acknowledging the ideas or information you’ve borrowed from other sources. Various citation styles (APA, MLA, Chicago, etc.) have specific rules for citing books, articles, websites, and other sources.

citations and referencing are foundational in academic writing, ensuring credibility and acknowledging the contributions of other scholars. Here’s a detailed breakdown:

Purpose of Citations

Acknowledgment of Sources:  Citations give credit to the original authors or creators whose ideas, research, or work you’ve referenced in your own writing.

Supporting Claims:  They lend credibility to your arguments by demonstrating that reputable sources and existing research back them.

Avoiding Plagiarism:  Proper citations prevent plagiarism by distinguishing your original ideas from borrowed information.

Components of Citations

Author(s) and Publication Year:  Include the author’s name(s) and the year of publication within the text or in parentheses.

Title and Source Information:  For books, articles, websites, or other sources, include the title and publication details.

Page Numbers or URLs:  When quoting or paraphrasing specific sections, page numbers (for print sources) or URLs (for online sources) are often included.

Different Citation Styles

APA (American Psychological Association):  Commonly used in social sciences, business, and nursing, it emphasizes author-date citations and a references page.

MLA (Modern Language Association):  Often used in humanities and liberal arts, it employs author-page citations and a works cited page.

Chicago/Turabian Style:  Widely used in history, arts, and humanities, it offers two documentation systems: notes-bibliography and author-date.

Example illustrating citations in different styles

APA Style Citation:  (Author Last Name, Year)

According to Smith (2020), the impact of technology on education is profound.

MLA Style Citation:  (Author Last Name Page Number)

The concept of cultural diversity is widely discussed (Jones 45).

Chicago Style Citation:  (Author Last Name, Publication Year, Page Number)

It has been argued that this phenomenon is not uncommon (Miller 2015, 32).

Clarity and Coherence

Conventions in writing aim to make your writing clear and easy to understand. This involves avoiding ambiguity, using transitions to connect ideas, and ensuring a logical flow of thoughts.

Clarity in Writing

Avoiding Ambiguity:  Clarity hinges on precise and unambiguous language. Clearly articulating ideas leaves no room for confusion or multiple interpretations. For instance, The new policy benefits everyone” might be ambiguous; specifying who benefits makes it clearer.

Concise Expression:  Using clear, concise language without unnecessary jargon or overly complex sentences enhances readability and understanding.

Coherence in Writing

Transitions and Cohesive Devices:  Employing words or phrases (e.g., ‘however,’ ‘moreover,’ ‘in addition’) creates bridges between sentences and paragraphs, guiding the reader smoothly through the text.

Logical Flow:  Arranging ideas in a logical sequence ensures that each point connects seamlessly to the next. A well-structured outline aids in maintaining this logical progression.

Example illustrating clarity and coherence:

Without Clarity and Coherence:

“The event was good. Many people attended. Food was served. It was enjoyable.”

With Clarity and Coherence:

“The event drew a large crowd due to its engaging program. Attendees relished the variety of delicious dishes served, creating an enjoyable and memorable experience.”

In the improved example:

Clear and specific details replace vague statements, making the description more vivid.

Transitional phrases (‘due to,’ ‘creating,’ ‘and’) link the ideas together, providing a smoother flow between sentences.

Good Conventions vs, Poor Conventions

Here’s a table showing a comparison between a text with good conventions of English and a text with poor conventions.

How can Students Learn the Conventions of Writing

These are the best practices for students to get better at learning the conventions of writing. Even if you hire a  thesis writing service , the expert would suggest these:

Study Guides and Resources

Using grammar books, style guides, and online resources tailored to specific conventions helps in understanding rules and their applications.

Practice and Writing Exercises

Regular writing practice, including essays, reports, or creative pieces, allows students to implement learned conventions.

Peer Review and Feedback

Engaging in peer reviews or seeking feedback from instructors helps identify areas for improvement in applying conventions.

Online Courses or Workshops

Enrolling in writing courses or attending workshops focusing on grammar, style, formatting, and citations provides structured learning.

Analyzing Sample Texts

Studying well-written texts helps in observing how conventions are applied in professional or academic writing.

Utilizing Writing Centers or Tutors

Seeking guidance from writing centers or tutors offers personalized assistance in understanding and applying conventions effectively.

Final Thoughts on Understanding Conventions in Writing

Understanding conventions in English is like learning the secret codes of effective communication. It’s more than just following rules; it’s about wielding a powerful toolkit to make your words shine. These conventions like grammar, punctuation, formatting, and citations aren’t mere guidelines;. Instead, they’re the building blocks that shape your writing.

We are pretty certain that by mastering these conventions, you transform your writing into a clear, coherent, and impactful medium. They provide structure, ensuring your ideas flow seamlessly, and your message is easily understood. Embracing these norms allows your voice to resonate confidently, whether in academic papers, creative works, or professional documents.

Hopefully, this blog post was of great help in making you understand the conventions in writing.

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Can You Convince Me? Developing Persuasive Writing

• Resources & Preparation
• Instructional Plan
• Related Resources

Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing. Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.

Featured Resources

From theory to practice.

• Students can discover for themselves how much they already know about constructing persuasive arguments by participating in an exercise that is not intimidating.  
• Progressing from spoken to written arguments will help students become better readers of persuasive texts.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

• Computers with Internet access  
• PowerPoint  
• LCD projector (optional)  
• Chart paper or chalkboard  
• Sticky notes  
• Persuasive Strategy Presentation
• Persuasion Is All Around You  
• Persuasive Strategy Definitions  
• Check the Strategies  
• Check the Strategy  
• Observations and Notes  
• Persuasive Writing Assessment

Preparation

Student objectives.

Students will

• Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class  
• Gain knowledge of the different strategies that are used in effective persuasive writing  
• Use a graphic organizer to help them begin organizing their ideas into written form  
• Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence  
• Develop oral presentation skills by presenting their persuasive writing pieces to the class  
• Analyze the work of others to see if it contains effective persuasive techniques

Session 1: The Game of Persuasion

Home/School Connection: Distribute Persuasion Is All Around You . Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.

Session 2: Analysis of an Argument

Home/School Connection: Ask students to revisit their persuasive piece from Persuasion Is All Around You . This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. Check for understanding with your ELLs and any special needs students. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.

Session 3: Persuasive Writing

Session 4: presenting the persuasive writing.

• Endangered Species: Persuasive Writing offers a way to integrate science with persuasive writing. Have students pretend that they are reporters and have to convince people to think the way they do. Have them pick issues related to endangered species, use the Persuasion Map as a prewriting exercise, and write essays trying to convince others of their points of view. In addition, the lesson “Persuasive Essay: Environmental Issues” can be adapted for your students as part of this exercise.  
• Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays.

Student Assessment / Reflections

• Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies, use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer them guidance and practice as needed.  
• Collect both homework assignments and the Check the Strategy sheets and assess how well students understand the different elements of persuasive writing and how they are applied.  
• Collect students’ Persuasion Maps and use them and your discussions during conferences to see how well students understand how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make changes from the map to their finished essays.  
• Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.
• Calendar Activities
• Strategy Guides
• Lesson Plans
• Student Interactives

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

• Print this resource

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Tag: writing

C2 proficiency: hooks for articles & reviews.

My C2 proficiency students have just taken a full mock exam and one of the issues their writings had in common was the lack of “hooks” in their articles and reviews to draw the reader in an encourage them to keep reading. So, I put together this lesson plan, based heavily on this great article by Suzanne Davis.

The final task I set my students is on the topic of fame, so you might want to use my “The Life of a Celeb” vocabulary lesson before setting it. Download the handout below:

Have students read the opening paragraphs by Gary Provost to each other out loud and ask them to reflect on the message. Encourage them to attempt a similar range of sentence lengths in their own articles.

Have students refer to the 7 steps to success while writing their article for homework.

Lead students through the different types of hook and field questions.

Draw students’ attention to the need to use an engaging title.

Have students read the writing task and underline the content points. Then put them in pairs and have them discuss which hook would work best for this particular task. Then have them choose an expression about fame for their title.

Some possible answers could be:

Story hook: Imagine the scene, you just want to nip to the shops for a pint of milk but no sooner have you stepped out the door than a mob of paparazzi are hassling you. The constant click, click, click of the shutters, the blinding flashes fill your eyes, it’s enough to make you question if it’s all worth it.

Metaphor hook: Fame is, undoubtedly, a double-edged sword; while it bestows upon you all the riches your heart could desire, it slices away such basic comforts as privacy and anonymity.

Quotation hook: As Clive James once said “a life without fame can be a good life, but fame without a life is no life at all”

Writing Part 2 – 7 Steps to Success

• Read the task, underline content points.
• Organise content points into paragraphs.
• WHAT are you going to say? Add notes to paragraphs. STAY ON TOPIC!
• Register? Formal/informal?
• Inversions (not only/no sooner/not until/seldom)
• Inverted conditionals (Were I to…./Had they known…)
• Cleft sentences (What impressed me most was…)
• Participle clauses (Having visited the city before, I know what to expect. Being a massive fan of cheese, I had a whale of a time in France)
• Double comparatives (The more cheese I ate, the fatter I became. The more I studied the more I understood about French culture.)
• Phrasal verbs. (switch over, zone out, sit back)
• Idioms/similes (like watching paint dry/to be on the edge of one’s seat)
• Relevant vocabulary to the topic (chat show, current affairs, couch potato, remote control)
• Other expressions (Something for everyone, a smorgasbord of options, kill time, etc.)
• Forms and conventions: Report/proposal – paragraph titles, letter conventions.
• Punctuation

An Article “Hook”

Capture the reader’s attention with your introduction, draw them in and make them want to read more.

The Story Hook

Throw the reader straight into a narrative or story related to the topic. The story should be in the 1st person, be descriptive and intriguing:

I got off the train and pulled my luggage behind me.  A cab pulled up to the curb, and the driver got out.  He lifted my luggage and said, “Miss, I’m just going to put your stuff in the boot.”  I didn’t know what he meant until I saw him open the car’s trunk.  Then I realized the boot means car trunk.  I got in the cab, wondering how many other words would be different in England.

Start in the middle of the most exciting part, then go back later:

“Boom, boom, boom,” The sound of my heart beating faster and faster echoed in my ears. How on earth had I got myself into this situation? You might ask. Twenty feet underwater with nothing but a thin metal cage between me and perhaps the most terrifying apex predator on the planet, the great white shark….

Well, it had all started two weeks previously when….

The Descriptive Hook

Similar to the story hook but focus more on describing one moment/thing in great detail. Leave the reader wanting to know more about it.

The dog howled in pain and limped along the side of the road.  His leg was cut and blood streamed down his leg.

Doesn’t this scene make you curious about what will happen to the dog?

The leather strap of the ancient watch was creased and faded from long years in the sunlight. Down the glass of the face ran a long, roughly vertical crack, recalling the blunt impact which had stopped the hands of the timepiece dead all those years ago.

Don’t you want to hear the story of the watch?

The Metaphor/Simile Hook

The metaphor/simile hook engages your readers because it makes them think about a topic in a different way. 

A metaphor is a figure of speech that directly compares one thing to another, but these two things seem unrelated.  An example of a metaphor is: Her boyfriend is a rat.

The boyfriend is not really a rat, but he behaves like one.

A simile is like a metaphor.  Both compare two unrelated things to each other, but a simile uses the words like or as to connect them. For example:  Writing a research paper is like running a marathon when it’s 95 degrees Fahrenheit.

If your article topic is on business blogging you could write the metaphor hook:

A business blog is a magnet pulling clients to a company.

Or the simile hook:

A business blog is like a magnet that pulls clients to a company.

The Quotation Hook

This is a hook where you begin your article with a quotation.  The quotation could be from a famous person, but it doesn’t have to be. You can quote anyone if it connects to what you’re writing about.

If you are writing about the topic of education you could begin with: Nelson Mandela said, “Education is the most powerful weapon you can use to change the world.”

If you want to use a quotation for a hook, make sure you quote the words exactly.  Choose quotations where the words are striking, powerful, and/ or memorable.

Famous quotes:

• “The journey of a thousand miles begins with one step.” – Lao Tzu
• “That which does not kill us makes us stronger.” – Friedrich Nietzsche
• “Life is what happens when you’re busy making other plans.” – John Lennon
• “When the going gets tough, the tough get going.” – Joe Kennedy
• “You must be the change you wish to see in the world.” – Mahatma Gandhi
• “You only live once, but if you do it right, once is enough.” – Mae West
• “You miss 100 percent of the shots you never take.” – Wayne Gretzky
• “Strive not to be a success, but rather to be of value.” – Albert Einstein
• “Life is like a box of chocolates. You never know what you’re going to get.” – Forrest Gump

Article Titles – Keep it Catchy

Most proficiency articles require a catchy title, try to include:

• Taking the rough with the smooth
• Life in the limelight
• Coming face-to-face with a man-eater!
• The long arm of the law

You recently read an article from an online youth magazine on the pressures of fame for young celebrities. The magazine has invited readers to respond to the topic with a short article of their own, which answers the following questions…

• Is becoming famous worth it?
• Do male and female celebrities experience the same pressures?
• What can be done to shield young celebrities from the drawbacks of fame?

B2+ Formal Linkers

A new worksheet for B2+ students to help them add more cohesion to their writing through the use of formal linkers and connectors. Download the handout and key below:

Lead students through the worksheet. Encourage creativity in the final activity. Set students an FCE or CAE part 1 essay for homework.

Label the groups of linkers (A, B, C, D) with the titles in the box based on their function.

• ____________________
• One of the main benefits of research into green energy is the impact it can have on the environment. Furthermore, by switching to renewable energy sources, we can reduce our dependence on fossil fuels such as oil.
• The project failed to live up to the expectations of the management team. What is more, it was €100,000 over budget.
• Construction of the solar farm was finished on time. Moreover, workers were able to increase power output by 15% in the first month.
• Many parts of the world are being ravaged by extreme weather conditions due to/owing to the impact of climate change.
• Emissions of harmful greenhouse gases have increased owing to/due to the fact that the world’s population keeps growing.
• Further research is needed in order to push the boundaries of our scientific knowledge.
• Governments should provide more funding for green energy projects so as to increase their efficiency.
• More charging stations for electric cars should be installed so that there are enough to meet demand.
• Space exploration is undoubtedly an exciting area of research. Even so, is it really the most pressing issue humankind is facing right now?
• In spite of/Despite recent technological advancements we have seen, we still know very little about the universe.
• In spite of/Despite the fact that time is running out, we must not give up and accept our fate.
• Much progress has been made in this field. Nevertheless, there is still a lot to be done.
• Unless we take steps to combat climate change now, we may be too late.
• Even if we manage to reduce emissions considerably, there is no guarantee that it will be enough.
• We are still not sure whether or not we are alone in the universe.

Sentence Structure Rules

• What do you notice about the way all 4 linkers are used?

Look at the sentences and choose the correct alternative:

• Due to/owing to + a noun // a clause (subject + verb + object)
• Due to/owing to the fact that + a noun // a clause (subject + verb + object)
• In order to + a verb // a clause
• So as to + a verb // a clause
• So that + a verb // a clause
• What do “even so” and “nevertheless” have in common?
• In spite of/Despite + a noun // a clause (subject + verb + object)
• In spite of/Despite the fact that + a noun // a clause (subject + verb + object)

Look at the linkers in group D and match them to their meaning

• “it doesn’t matter if”
• “If we don’t”
• “If or not”

Complete the sentences with a linker from the previous exercise, more than one answer might be possible.

• They brought in extra seats …………. everyone could sit down.
• ………… you were the only man in the world, I still wouldn’t go out with you.
• They planted trees in the garden …………… attract more wildlife.
• His CV is impressive. ………….., I’m still not sure if he’s the right candidate.
• …………. all their hard work, they weren’t able to complete the project on time.
• I was unable to attend the meeting ……………. the heavy snowfall.
• Many people have chosen to move out of the city ……………….. house prices have fallen in the countryside.
• One benefit of city life is the superior health facilities. ……………….., there are many more job opportunities.
• It seems like a very tempting offer. ……………….., I feel I must reject it.
• ……………….. we run, we’re going to miss the last train.
• I’m still not sure ……………….. we made the right decision.
• He cancelled all his morning appointments ……………….. spend time with his family.

Creative Practice

Use linkers to upgrade these sentences for use in a C1 essay. You can also upgrade the language in the sentences.

• Shopping in shops is good, but shopping online is better.
• We should build more parks because they’re good for people.
• People got sad because the pandemic was bad.
• It doesn’t matter if you recycle, big companies are bad for the planet.
• There are too many cars, that’s why there’s lots of pollution.
• We should make drivers pay more to make them take the bus.
• Veganism is good but I don’t think I could do it.
• Books are good because they help you learn words and you imagine things.

C1 Advanced Essay Task: Reducing Your Carbon Footprint

This is a writing task for C1 students preparing for the Cambridge Advanced exam. Download the handout below:

Your class has recently taken part in a debate on ways individual citizens can reduce their carbon footprints in order to combat climate change. Below are three of the methods discussed and some quotes from people who took part in the debate.

• Changing our diets
• Changing travel habits
• Changing our shopping habits

“Going vegetarian or vegan would be so hard for me, I couldn’t live without meat or cheese!”

“Airplanes and cars pollute so much, I cycle to work and try not to fly too often.”

“Fast fashion is terrible for the planet, people buy cheap clothes and sometimes don’t even wear them!”

Write an essay discussing two of the methods in your notes. You should explain which method you think is most realistic for most people and give reasons to support your argument.  You may, if you wish, make use of the opinions expressed in the debate but you should use your own words as far as possible. Write your essay in 220-260 words in an appropriate style.

C1 Advanced: Writing Part 1 Formal Essay

This is yet another designed to help students prepare for part one of the C1 Cambridge Advanced (CAE) writing exam. Some of the content has been rehashed from old posts but the approach is slightly different. Download the student handout below:

Give out the handout and draw students’ attention to the task on page one and the first version at the bottom of the page. Have them read the task, then the model answer, then answer questions 1-3 with their partner:

• Which of the three areas (convenience, cost & enjoyment) does the writer focus on? cost and convenience
• Which one do they decide has the biggest impact on where people choose to shop? cost
• Content (have they answered the question?) 4.5 – 5 – yes, question is fully answered
• Range of language 2.5 – reads more like a B2 First essay
• Appropriate style (formal/informal) 1.5 – too informal, not the right style: contractions, words like “stuff”, too personal (too much “I” and “we”), “first let’s look at”

Now have students look at question 4. If you’re pressed for time, you could skip this part. Have students brainstorm more formal and advanced ways of expressing the parts in bold in pairs or groups. Perhaps you could assign one paragraph to each group and have them report back in open class. Board their ideas.

Now have students flip the paper over. Version 2 essential expresses the same ideas but with more advanced language and a more appropriate register. Direct students to find the “fancy” equivalents of the underlined phrases from version 1 in version 2.

Set students the homework task by first encouraging them to discuss the topic:

Factors when deciding where to go on holiday:

• Cultural activities

Encourage them to use the language from version 2 and the language on pages 2 and 3 in their compositions.

Read version 1 and answer the questions:

• Which of the three areas (convenience, cost & enjoyment) does the writer focus on?
• Which one do they decide has the biggest impact on where people choose to shop?
• Content (have they answered the question?)
• Range of language
• Appropriate style (formal/informal)
• Look at the sections in bold, how could you express the same ideas in a more impressive/formal way?

We’re always hearing in the news about how more and more people are buying things on the internet . It’s a big problem that fewer people are going shopping in physical shops nowadays . But, what makes people decide where to shop?

First, let’s look at convenience. It’s true that shopping online is much easier than shopping in physical shops. You can buy stuff on your computer and you can sit on your sofa , you don’t need to leave your house . Also , the stuff gets sent to your house . When you go to the physical shop you have to take it home yourself.

Now I’ll talk about cost. Some people think that cost is the most important thing people think about when they decide where to shop. For example, when the sales are on people buy things in shops they don’t normally go to. But some people don’t care about the price. It doesn’t matter if it’s expensive or not.

In conclusion, looking at the facts, I think that cost is the most important thing for most people because if you don’t have enough money , you can’t buy it.

Find and underline the ways that the same ideas are expressed in this version.

Hardly a week goes by without another news report about the recent dramatic increase in online shopping. The decline of the high street shop is undoubtedly a major issue in this day and age. However, which aspect of shopping has the biggest influence on where people shop?

The first area to take into account is convenience. It is undoubtedly the case that shopping online is much more convenient than shopping on the high street. Not only can you make a purchase with the click of a button, but also you can do it from the comfort of your sofa without setting foot outside your door.  In addition, the goods are delivered directly to your door whereas when you shop in physical shops you have to carry it home yourself.

Another aspect to consider is cost. There are those who argue that cost has the biggest impact on where people decide to shop. This is illustrated by the fact that during the sales many people buy things in shops they would not normally enter. Nevertheless, for some people the cost is not an issue, they buy what they want to buy no matter the price.

In light of the above, weighing up all the evidence, it is probably true to say that cost does indeed have the biggest influence on where people decide to shop due to the fact that most of the time, if you cannot afford something then you will not be able to buy it.

(247 words)

Homework Task

Your class has had a class debate on the most important factors when it comes to deciding on a holiday destination.

Some opinions expressed in the debate:

• “If it’s not a sunny place, then I’m not going. Why would I visit a cold, rainy city?”
• “I want my money to go further. For the price of a weekend in Paris, I could spend 2 weeks in Morocco.”
• “I can’t stand just lying on a beach, I need to get out and learn something about the places I’m visiting.”

Write an essay for your tutor, discussing two of the factors in your notes. You should explain which factor is the most important for most people , giving reasons to support your argument.

You may, if you wish, make use of the opinions expressed in the debate but you should use your own words as far as possible. Write your essay in 220-260 words in an appropriate style.

Language for introductions

• In this day and age…
• … is a hotly-debated topic that often divides opinion.
• … is a growing issue in today’s society
• We live in an age when many of us are…

More and more families are choosing to have only one child.

The trend nowadays is towards having smaller families.

Over the past ten years or so the media have frequently carried reports of ……………

Recent research indicates that the number of teenagers who smoke is increasing.

Hardly a week goes by without another report of …………….. appearing in the media.

• Although most people would generally agree that …………… few would deny that ……..

Language for topic sentences

Second Paragraph

• …. clearly/undoubtedly has an impact on…
• It is common knowledge that… plays a crucial role in…
• It is undoubtedly the case that…
• There is little doubt that…
• … is widely believed to contribute to…
• It is generally considered that…
• Recent research suggests that…
• Studies have shown that… has an impact/influence on…
• Few people would contest/dispute the fact that…

Third Paragraph

• Another factor to consider is…
• On the other hand/In contrast…
• It is often claimed that…
• All the evidence suggests that…

Language for supporting ideas

Language for introducing supporting ideas:

• For example,
• For instance,
• An obvious example of this is…
• A clear example of this is…
• This is illustrated by…
• As a case in point…

Paragraph Skeleton

It goes without saying that …………………………………………………………………… A clear example of this is ………………………………………………………. In addition, ……………………………………………………………………. Nevertheless, …………………………………………………………………………………………………………………………………………………. Overall/in summary ……………………………………………………………………………………………………………………………………………..

Language for conclusions:

• In light of the above, / Taking all this into consideration/account,…
• As far as I am concerned, / in my opinion, / as I see it, etc.
• … is the most effective way to… due to the fact that…
• Despite the fact that… undoubtedly plays a role in… I firmly believe that… is more effective due to the fact that…

C1/C2 Writing Task: Lockdown Report

This is a writing task for students preparing for the C1 Advanced or C2 Proficiency exam. Students are required to write a report on the effects that the initial coronavirus lockdown had on young people in their country and also give recommendations to improve the situation in the event of a second lockdown. Download the handout below:

Formal advanced language key:

• MINORITY, DISSATISFACTION
• MOTIVATION, PROCRASTINATION
• UNPRECEDENTED
• TEETHING, ADEQUATE

CAE Informal Letter of Recommendation

Image credit: theodysseyonline.com

Follow me on twitter  @ RobbioDobbio

This is phrase sheet for CAE students to help them tackle informal letters of recommendation, which sometimes come up in part 2 of the writing paper. Download the handout below:

Informal Recommendation Letter

A possible letter task in the CAE is an informal letter to a friend recommending (or not) a course/activity/holiday you have been on. Below is an example:

You have recently been on a two week adventure holiday in a foreign country. A good friend writes to you because they are thinking about booking a holiday with the same company. You should describe the highlights of the holiday and any problems you encountered and state if you would recommend the experience to your friend.

Informal greetings

Mixing good with bad.

In the task you have to tell your friend about both the positive and negative sides of the activity. What I don’t want you to do is write one paragraph of good points and one of bad because who writes a letter like that? I want you to mix the good with the bad.

2 nd Conditionals

3 rd conditionals, phrasal verbs, circle stories.

Image credit:  www.thekettle.ca

This is a lesson plan designed for lower-level (A2-B1) teenagers. It is designed to help students write short stories using different narrative tenses, sequences and discourse markers.

Preparation

All you need is plenty of paper and a pen for each student.

Sit students in a circle and give them each a pen and piece of paper. Tell them that they are going to write stories together; if you have 8 student, at the end of the class they will have written 8 stories.

Write on the board:

Once, there was a man/woman called ……. who….

Tell students to copy the sentence onto their piece of paper, decide if the character is a man or a woman and give them a name.

Students then pass the piece of paper to the left; they must then complete the first sentence, for example:

Once, there was a man called Jimmy who lived under a bridge.

Students then pass the paper again, and copy down and complete the following:

One day ….. was …..ing….

For example:

One day Jimmy was walking down the street

Students pass again and complete the following:

when…+ past simple

One day Jimmy was walking down the street when he saw a police car driving towards him.

Continue the process but now start to introduce different words to begin the sentences, the whole writing process will look like this:

• Once there was a man/woman called …who…
• Complete sentence 1.
• One day …. was….ing
• Complete sentence 3: when…..
• Suddenly….
• Fortunately….
• Unfortunately….
• And in the end….
• And the moral of the story is….

While students are writing try to monitor and help them with vocab and narrative tenses. When they have all finished have them read out their stories one by one and then vote on their favourite one.

Students write another story using the same basic structure for homework.

Informal Letter Phrases from Cork English Teacher

Another amazing phrase sheet from Cork English Teacher. Here’s the link to their instagram.

CAE Review – Phrase Sheet

This is essentially the same as my CPE sheet but with the title and word limit changed. Download it here:

To feast/gorge on (eat a lot of)

To eat/drink to your heart’s content

Devour/gobble up

Aromas wafting from the kitchen

Cheap – economical/reasonably-priced

Expensive – pricey/costs an arm and a leg

€20 a head (per person) Killer Lines: Were I to sum up … in one word, it would be…

… left a lot to be desired (wasn’t good enough)

…more than lives up to the hype (is as good as everyone says it is)

… is by far and away the best … you’re likely to … this year

… really raises the bar (sets a higher standard)

… sets the benchmark for other (others will be judges against how good it is)

… ticks all the right boxes

… holds up well in comparison with …

…comes off badly in comparison with … Grammar check list Have you included?

·         An inversion (not only/no sooner/seldom)

·         An inverted conditional (Were we to…)

·         A participle clause (Being…/Having gone…)

·         A double comparative (The more we… the more)

·         A cleft sentence (What is most crucial is…)

·         Idioms

CAE Writing Part 1: A Formal Essay

Photo Credit: http://ozgekaraoglu.edublogs.org/2015/04/01/how-to-get-a-good-essay-written-by-writers/

Just a quick note…

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. We have released 5 episodes so far and you can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉

https://soundcloud.com/2tspod

https://www.facebook.com/2tspodcast/

This is a lesson plan to help students approach and complete the new formal essay task in the CAE writing paper.

You will need the handout and teacher’s key:

CAE Writing Part 1 handout

CAE Writing key

The new CAE writing part 1 is a formal essay based on a talk/lecture that the student has recently attended. There are always 3 bullet points that the lecture discussed, of which the candidate must only address two. There are also some quotes from other attendees/surveyed people that can be used. The final part of the task will include a question that the essay MUST answer.

Credit: Spotlight on Advanced – Cengage Learning and National Geographic.

Make enough copies of the 2nd page of the hand out for one between two. Cut the hand out up, give the slips of paper with the different planning steps to the students and have them put them in order. My suggested order is as follows:

• Read task carefully. Underline most important parts; focus on the question that your essay MUST
• Brainstorm ideas based on the 3 bullet points.
• Choose the 2 bullet point you have the most ideas about.
• Brainstorm ways to express your ideas and the quotes in the task using advanced grammar:
• Inversions: Not only is/do…..but also… Rarely/seldom do people….
• Double comparatives: The cheaper the…., the more popular…
• Participle clauses: Being a keen shopper myself,… Having bought many products online,….
• Advanced linkers: Despite the fact that…., ….. due to the fact that = because
• Plan your introduction:
• An interesting way to introduce the topic.
• Formal questions that the essay will answer.
• Plan your conclusion: Focus on answering the question you underlined in step 1.
• Reread carefully checking for:
• Repetition of words/structures.
• Contractions
• Boring/informal vocabulary.
• Also Furthermore/moreover. Because due/owing to the fact that. Although In spite of the fact that. However nonetheless/nevertheless.
• Have you answered the question completely?

Have students complete step 1 in pairs:

Have students complete step 2 as a CAE speaking part 3 task. Draw a spider diagram on the board. In the middle write: What influences where/how people shop? On the 3 spokes write the three bullet points: Convenience, cost and enjoyment. Briefly recap some language for speaking tasks  and have students discuss the topic for 3 minutes.

Hold a plenary session and board all the students ideas in note form. Then put them in pairs to complete the next step: Brainstorming impressive grammar structures to use.

When shopping online not only do you avoid paying parking fees, but also crowds of people.

Having shopped both online and in stores, I would say that….

Linkers activity

Give out 1 copy of the third page of the handout to each student and have them complete it in pairs.

Pimp my paragraph

Either hand out the paragraph upgrade sheet out or project it on to the board. Students must upgrade the language in the paragraph to make it more impressive and more formal.

Introduction Phrases:

I got these great phrases from another handout I found on the internet:

This raises the issue of whether ……………..

Although most people would generally agree that …………… few would deny that …………….

I hope you find these activities useful in developing your students’ writing abilities, I appreciate any feedback or constructive criticism in the comments section.

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Punctuation, Mechanics, Writing Conventions

| Apostrophes | | Commas | | Quotation Marks | | Semicolons | | Practice with Multiple Punctuation Marks |

Apostrophes

Click here for lesson plans on apostrophes.

Capitalization

Capitalization and Washington, D.C. In this unit, students learn and practice capitalizing names of cities, states, countries, streets, buildings, bridges, and geographical places around the theme of Washington, D.C. This lesson is designed for grades 3-5 and could be modified for any city.

Capitalization Activities and Worksheets Online practice, slide presentations, and worksheets for upper elementary and middle school.

Click here to find ideas for teaching commas.

Quotation Marks

Click here for quotation marks lesson plans.

Click here for lesson plans and teaching resources dealing with semicolons.

Practice with Multiple Punctuation Marks

12 Uncommon Punctuation Marks You Should Start Using Right Now These aren't traditional punctuation marks, but they do suggest a writing activity. After reading this informational text, students might brainstorm other writing situations that traditional punctuation doesn't address well. They could invent a punctuation mark of their own and write a paragraph to justify its existence.

The 15 Punctuation Marks This printable infographic lists the punctuation marks and their uses. Good for a bulletin board or as a reference handout. Adobe Reader required for access.

Be the Editor! Students search for capitalization, punctuation, spelling, and grammar errors in a work sheet about famous African-Americans. Designed for grades 3-8.

Be the Sentence Students take on the roles of different words and punctuation and work collaboratively to create a complete sentence using correct parts of speech, word order, and punctuation. Students progress from simple sentences to more complex sentences. This lesson is designed for grade 4.

Does Punctuation in Text Messages Matter? Students read a news article about punctuation in text messages and then respond to discussion questions.

Grammar Girl This series of podcasts provides "quick and dirty tips" for specific writing issues. Since the target audience is the general public, preview to make sure the podcast is appropriate for your classroom.

Hyphens in compounds: tips and tricks Explanation and downloadable poster, infographic.

Making a Successful Punctuation Lesson Central to this teacher's article is the "Holistic Punctuation Chart" that approaches punctuation by purpose.

The Tongue Untied: A Guide to Grammar, Punctuation, and Style Explanations, worksheets with answer keys, interactive quizzes. This site is designed for college students but is appropriate for high school and possibly middle school.

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#4122. Writing Conventions

Lesson Plan Subject: Writing Date: Thursday January 25, 2007 Behavioral Objective (measurable & observable): Given a written paragraph that contains six convention errors, a convention checklist and a verbal request, each student will independently identify capitalization, punctuation and spelling errors by marking them correctly on the paragraph with 6 out of 7 mistakes marked. Illinois Learning Standard: STATE GOAL 3: Write to communicate for a variety of purposes. 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. Teaching Steps: 1. Anticipatory Set (focus, a hook to grab students' attention): I would really like to review the process of editing and go over it with you. Specifically, today we are going to be look at writing conventions. That word should sound familiar to you because that word is already on one of your editing checklists. Can either of you tell me what conventions refer to on your other checklist? 2. Purpose (objective): Usually when you are here the focus is on your own writing and how to make yourself a better writer. I think it will be very helpful to you to have some practice reading someone else's paper. Part of being a good author is being able to read your work and the work of others. 3. Input: Let's review transition words, they act as a connector. Can you give me some examples of a transition? (Words from the wall poster) What about things I might not choose ("third grade words or others)? What about capital letters? I know we capitalize the first word in a sentence, but what other kinds of words do we capitalize (Jackie, why did you capitalize the canyon?) Let's not forget punctuation. What has to go at the end of a sentence? Finally, we have spelling. If I'm not sure how to spell a word, what should I do? 4. Modeling (show): The example I have for you today is an essay that someone wrote about teachers. I'm going to make sure I have my checklist and then I know I can begin going through one paragraph at a time. We go through the paper one paragraph at a time and make sure all of the key conventions are correct. These are the specific things I need to look for. Name. . . Date. . . Title. . . Transition. . . I know when I'm looking for a transition it should be one of the words from our transition list. I also know it should be the first word in the body paragraph.. . . Capitalization. . .Did I capitalize the first letter of each sentence and all proper nouns? Punctuation. . .Do all of my sentences have punctuation? Spelling. . . Did I scan all words that are misspelled? 5. Guided Practice (follow me): Okay, I got through that paragraph, I think maybe you should help me on this next one. Are you ready for body paragraph number two? Repeat previous steps with the students. 6. Check for Understanding (verbal): Okay, I think you both have got this down pretty well. Let's pause for a minute so I can double check. If one of your friends from class asks you to proofread one of their papers and you agree to do so, what are the specific conventions (can look at the worksheet, since they are provided a checklist) you need to look for. 7. Independent Practice: I think you are ready for the challenge! You are both going to independently read paragraph three. I would like you to use the checklist and make any necessary corrections. There will be six corrections that need to be made. After you think we got them all we can go over it together. 8. Closure: Give feedback on third paragraph. Review the key conventions that are on the checklist. Remind me again, what are some of the conventions we are looking for when we read someone else's paper? Time to. . . (Either work on writing assignment or go to go back to class. . . depending on time) 9. Materials: Convention checklist Peer review checklist Pens Sample writing Spell checker (if needed) Transition list (on the wall) Here is one sample I created to model skills: Sally Somebody 1/20/2007 What are the Qualities of Good Teachers? There are many things that make a teacher a good teacher. In this essay, I will talk about three qualities of a good teacher. the first quality of good teachers is that they are very nice. That does not meen that they cant yell at you every so often. if they do yell it should be in a nice way. good teachers do not yell very often the second thing that makes good teacher is that they don't have too many rules? Good teachers don't worry about the small stuff too much. I mean like hall passes and getin your homework dun exactly on time. good teachers know that students may not always know how to follow rooles, sometimes they need examples the third thing about being good teachers is that they should be organized. They should know where my stuff is. Sometimes I lose my folder? Good teachers know were to find things. Sometimes teachers will know where my homework is. good teachers keep their work space organized. they should have there papers put into folders Those are the three best qualities in a teacher.

Creative Writing Lesson Plans: Week One

Looking for creative writing lesson plans? I am developing creative writing lesson ideas! 

I’ve written and revamped my creative writing lesson plans and learned that the first week is vital in establishing a community of writers, in outlining expectations, and in working with a new class.

What are some good creative writing exercises?

Some good creative writing exercises include writing prompts, free writing, character development exercises, and fun writing games.

The first week, though, we establish trust—and then we begin powerful creative writing exercises to engage young writers and our community.

How can add encouragement in creative writing lesson plans?

I’ve found students are shy about writing creatively, about sharing pieces of themselves. A large part of the first week of class is setting the atmosphere, of showing everyone they are free to create. And! These concepts will apply to most writing lesson plans for secondary students.

Feel free to give me feedback and borrow all that you need! Below, find my detailed my day-by-day progression for creative writing lesson plans  for week one.

Creative Writing Lesson Day One: Sharing my vision

Comfort matters for young writers. I’m not a huge “ice breaker” type of teacher—I build relationships slowly. Still, to get student writing, we must establish that everyone is safe to explore, to write, to error.

Here are some ideas.

Tone and attitude

For day one with any lesson plan for creative writing, I think it is important to set the tone, to immediately establish what I want from my creative writing students. And that is…

them not to write for me, but for them. I don’t want them writing what they think I want them to write.

Does that make sense? Limitations hurt young writers. My overall tone and attitude toward young writers is that we will work together, create and write together, provide feedback, and invest in ourselves. Older kiddos think that they must provide teachers with the “correct” writing. In such a course, restrictions and boundaries largely go out the window.

Plus, I specifically outline what I believe they can produce in a presentation to set people at ease.

The presentation covers expectations for the class. As the teacher, I am a sort of writing coach with ideas that will not work for everyone. Writers should explore different methods and realize what works for them. First, not everyone will appreciate every type of writing—which is fine. But as a writing community, we must accept that we may not be the target audience for every piece of work.

Therefore, respect is a large component of the class. Be sure to outline what interactions you find acceptable within your classroom community.

Next, as their writing coach, I plan to provide ideas and tools for use. Their job is to decide what tools work for their creative endeavors. My overall message is uplifting and encouraging.

Finally, when we finish, I share the presentation with students so they can consult it throughout the semester. The presentation works nicely for meet-the-teacher night, too!

After covering classroom procedures and rules, I show students a TED Talk. We watch The Danger of a Single Story by Chimamanda Adichie. My goal is to show students that I don’t have a predetermined idea concerning what they should write. This discussion takes the rest of the class period.

Establishing comfort and excitement precedents my other creative writing activities. Personalize your “vision” activities for your lessons in creative writing. Honestly, doing this pre-work builds relationships with students and creates a positive classroom atmosphere.

Creative Writing Lesson Day Two: Activating prior knowledge

Students possess prior knowledge concerning creative writing, but they might not consider that. Students should realize that they know what constitutes a great story. They might not realize that yet. An easy lesson plan for creative writing that will pay off later is to activate prior knowledge. Brainstorm creative, memorable, unforgettable stories with students. Share your thoughts too! You will start to build relationships with students who share the same tastes as you (and those that are completely different!).

Activation activity

During this activity, I want to see how students work together, and I want to build a rapport with students. Additionally, activating prior knowledge provides a smooth transition into other creative writing activities.

This creative writing activity is simple:

I ask students to tell me memorable stories—books, play, tv shows, movies—and I write them on the board. I add and veto as appropriate. Normally doing these classroom discussions, we dive deeper into comedies and creative nonfiction. Sometimes as we work, I ask students to research certain stories and definitions. I normally take a picture of our work so that I can build creative writing lessons from students’ interests.

This takes longer than you might think, but I like that aspect. This information can help me shape my future lessons.

With about twenty minutes left in class, I ask students to form small groups. I want them to derive what makes these stories memorable. Since students complete group and partner activities in this class, I also watch and see how they interact.

Students often draw conclusions about what makes a story memorable:

• Realistic or true-to-life characters.
• Meaningful themes.
• Funny or sad events.

All of this information will be used later as students work on their own writing. Many times, my creative writing lessons overlap, especially concerning the feedback from young writers.

Creative Writing Lesson Day Three: Brainstorming and a graphic organizer

From building creative writing activities and implementing them, I now realize that students think they will sit and write. Ta-da!  After all, this isn’t academic writing. Coaching creative writing students is part of the process.

Young writers must accept that a first draft is simply that, a first draft. Building a project requires thought and mistakes. (Any writing endeavor does, really.) Students hear ‘creative writing’ and they think… easy. Therefore, a first week lesson plan for creative writing should touch on what creativity is.

Really, creativity is everywhere. We complete a graphic organizer titled, “Where is Creativity?” Students brainstorm familiar areas that they may not realize have such pieces.

The ideas they compile stir all sorts of conversations:

• Restaurants
• Movie theaters
• Amusement parks

By completing this graphic organizer, we discuss how creativity surrounds us, how we can incorporate different pieces in our writing, and how different areas influence our processes.

Creative Writing Lesson, Days Four and Five: Creative Nonfiction

Students need practice writing, and they need to understand that they will not use every word they write. Cutting out lines is painful for them! Often, a lesson plan for creative writing involves providing time for meaningful writing.

For two days, we study and discuss creative nonfiction. Students start by reading an overview of creative nonfiction . (If you need mentor texts, that website has some as well.) When I have books available, I show the class examples of creative nonfiction.

We then continue through elements of a narrative . Classes are sometimes surprised that a narrative can be nonfiction.

The narrative writing is our first large project. As we continue, students are responsible for smaller projects as well. This keeps them writing most days.

Overall, my students and I work together during the first week of any creative writing class. I encourage them to write, and I cheer on their progress. My message to classes is that their writing has value, and an audience exists for their creations.

And that is my week one! The quick recap:

Week One Creative Writing Lesson Plans

Monday: Rules, procedures, TED Talk, discussion.

Tuesday: Prior knowledge—brainstorm the modeling of memorable stories. Draw conclusions about storytelling with anchor charts. Build community through common knowledge.

Wednesday: Graphic organizer.

Thursday and Friday: Creative nonfiction. Start narrative writing.

Students do well with this small assignment for the second week, and then we move to longer creative writing assignments . When classesexperience success with their first assignment, you can start constructive editing and revising with them as the class continues.

These creative writing activities should be easy implement and personalize for your students.

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Are you interested in more creative writing lesson ideas? My Facebook page has interactive educators who love to discuss creative writing for middle school and high school creative writing lesson plans. Join us!

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