Writing Resources

Tips for Using Daily Writing Prompts

RACE Writing Resources

Half-Writes Writing Routine 

Building Context for Close Reads

Supporting Analysis for Close Reads

Teaching Basic Sentence Construction

Sentence Stems

They Say/I Say Templates

AVID Sentence Frames

Sentence Starters, Transitional and Other Useful Words

CommonLit Minilesson: Writing a Complete Paragraph

CommonLit Minilesson: Introducing Expert Knowledge and Opinions

CommonLit Minilesson: Effective Rhetorical Questions

CommonLit Minilesson: Using Transitions to Connect Ideas

CommonLit Minilesson: Adding Sentence Variety

CommonLit Minilesson: Addressing Your Audience Directly

CommonLit Minilesson: Hooking Your Readers With Compelling Evidence

CommonLit Minilesson: Using Descriptive Examples

CommonLit Minilesson: Using Repetition

CommonLit Minilesson: Acknowledging Counterclaims

CommonLit Minilesson: Arguing through Narrative

CommonLit Minilesson: Establishing Credibility

CommonLit Minilesson: Writing Reasoning to Support a Claim

CommonLit Minilesson: Aligning Claims to the Thesis 

The Basics 

What? A protocol for ensuring students determine sentence-level meaning of key sentences in complex, grade-level texts 

When? After the first reading of a complex text 

Why? Helps students break down key sentences with sophisticated syntax to better understand the structure of academic language 

Student Outcomes 

This strategy helps students read complex, grade-level texts and improve their language skills, including understanding and using grade-level vocabulary and syntax. 

How to Implement 

1. Select a sentence from a complex text. It should connect to the unit focus and/or be important to the meaning of the text. It should also have sophisticated syntax and/or academic vocabulary. 

Consider: 

a. Would more work with this sentence support students in understanding the text and the big ideas of the unit? 

b. Does this sentence model grade-level language use? For example, the sentence models what you want to see in your students’ writing or the sentence allows you to address grade-level language standards. 

2. Prompt students to reread the selection of the text prior to analyzing the sentence, as needed. 

3. Engage students in the following mentor sentence analysis protocol. 

a. What does this sentence mean? Display the mentor sentence. Prompt students to express understanding of the sentence. Note where students understand or misunderstand the sentence. Use this information to guide the next steps of the analysis. 

b. What do I notice about this sentence? Display the mentor sentence. Prompt students to share what they notice about the sentence. As needed, provide guiding questions to support students in identifying important components of the sentence (e.g., What are the parts of this sentence? What do you notice about the punctuation? What is the meaning of this phrase? Who is doing what in this sentence?) 

c. What do I know this sentence means? Display the mentor sentence and question words: who/what, did what, when, where, why, how. Direct students to use the sentence, as well as unit texts, to answer the questions. Then ask students to write a summary of the ideas from the sentence and unit text.  

d. What is the structure of this sentence? Display the mentor sentence. Prompt students to make connections between the sentence structure and its meaning. Display a sentence that follows the same structure as the mentor sentence. Prompt students to make connections between the structures of both sentences. Guide the class to create sentence frames that model the structure of the mentor sentence. 

e. Can I write a quality sentence? Ask students a text-dependent question and direct them to respond in writing using a sentence frame created in the previous step.  

4. Monitor and provide descriptive feedback and support as students work. For example, as they write, prompt them as needed by orally reminding them of different steps in the analysis. For example: “Remember, the sentence frame we constructed. How would you structure your thoughts to follow this frame?”  

Resources for Additional Information 

Theory of sentence composing from Don and Jenny Killgallon 

Blog of mentor sentences for imitation and creation based off the work of Jeff Anderson 

Example of how to use in lessons 

🔗Direct Instruction: Writing Strategies

1. Understand what students need to be able to do in the end. Ask yourself:

• What key content do students need to know? What key writing strategies are students developing? 

  • Look at the target task. 

  • Look at ( or create) the sample response.

  • Look at (or create) the rubric.

2. Determine how students are going to build knowledge and understanding. Ask yourself:

• What must students know and understand before writing? 

  • If students have learned key knowledge in previous lessons, identify which lessons those are. Think about how you are going to ensure that students understand and hold on to the key knowledge from those lessons.

  • If students are building new knowledge in this lesson, identify the resources students will use to build knowledge. Think about how you will ensure that students will be able to comprehend the resources.

• What vocabulary do students need to know and understand? 

  • Identify and teach and key content specific vocabulary. 

• How will students orally process the content they are learning? 

• How will students take notes? 

3. Determine the structures students will use to communicate their understanding. Ask yourself:

• What structures are students using? What aspects of the structure are a review? What are new? 

• What writing routines will you use to ensure that students have enough interaction and practice with the structure? 

4. Determine the focuses for revising and editing. Ask yourself,

• What craft features are the focus for revision? What writing routines will you use to ensure that students have enough interaction and practice with the features? 

• What language skills are the focus for editing? What writing routines will you use to ensure that students have enough interaction and practice with the features? 

5. Determine how students will receive feedback. Ask yourself:

• What core understandings will you circulate for? 

• What review strategies and writing techniques will you circulate for? 

• Will you include small-group instruction? 

• Will you include targeted writing conferences? 

🔗Extended Writing Opportunities 

🔗Direct Instruction: Writing Strategies

🔗Authentic Audiences & Purposes

🔗Composition Projects: Multimodal

BEFORE WRITING 

Break Down the Prompt

Teach students how to break down the prompt before writing. An example method is using the Background - Big Question - Little Question method. 

• Background: What context, if any, does the prompt provide about the text or lens for analysis? 

• Big Question: What is the big question in the prompt? The big question refers to the thematic overall meaning or the authorial purpose of the prompt. 

• Little Question: What is the little question in the prompt? The little question refers to the ways in which the author that purpose or creates that meaning?

This move will be used more at the beginning of the year when students are learning how to break down prompts. As the year progresses, students should be able to do this work on their own before writing. This move should then only be used to support students who need additional support. 

📄Scaffold: Writing in Zones Protocol

📂Deconstructing the Prompt AVID Resources

Sentence Stems

Provide students with sentence frames. Sentence frames can be used to help students articulate their claims and thesis, or to help support students with the heavy thinking of the task. Suggestions for sentence frames are frequently provided in Enhanced Lesson Plans. When intellectually preparing to teach a lesson, teachers should think about which sub-sets of students may need sentence frames.   

📄They Say/I Say Templates

📄Writing from Sources/Argument Scaffolds

📄Removing Scaffolds

📂AVID Sentence Frames

Rereading with an Annotation Focus and Academic Discourse

Prior to the writing task give students additional time to reread a particularly important part of the text. Provide students with a specific annotation focus and then allow time for students to discuss what they read either in partners or as a whole class.  

DURING WRITING

Give Batch Feedback

Circulate the room during independent writing time. Midway through independent writing time, provide batch feedback, Give one piece of affirming feedback, and one piece of adjusted feedback, based on observations during your circulations, and have students revise their work based on that feedback. Ground feedback and revisions in the criteria for success or the rubric for the unit. 

Chunk Independent Time

Chunk a long segment of independent work time for students by providing an agenda with a time breakdown and/or narrating where students should be when time passes. For example, in a twenty-minute segment, you might suggest that students the following breakdown: 3 minutes to unpack the prompt and plan, 7 minutes to write an intro with context and a thesis, and 7 minutes to write a body paragraph comparing and contrasting the two texts. 

Teacher Conferences

While students are working, circulate to check-in with specific students. Ground feedback and support in the criteria for success or the rubric for the unit. 

📄RADaR Revising Method 

🔗The Painted Essay

AFTER WRITING

Self-Reflection with Rubric

Give students time to self-reflect on their writing. Using criteria for success or rubrics, have students score their writing. If time, then give students time to revise and add to their writing. 

🔗Checklists & Rubrics

Show Call and Discourse

Provide two examples: one that is almost there and one that meets expectations. Have students compare and contrast the quality of the examples by scoring them on the associated rubric. Then have students engage in discourse about which paragraph has the strongest thesis and evidence-based on the scoring guide.

• Questioning Sequence for Show Call:

  • Which writing sample has the strongest thesis? Strongest evidence? How do you know? 

  • What words or phrases make the thesis defensible? What words or phrases show that the thesis is an interpretation of the text? 

  • What evidence in the writing sample supports the thesis? In what ways is the evidence referenced specific? 

The Basics 

What? A method for modeling the writing process for students that involves cooperative writing between the teacher and the students; shared writing involves the teacher writing information provided orally by students, while interactive writing involves students recording the information he or she originally provides orally.  

When? In response to reading a text or, in early grades, when engaging in writing about texts or experiences 

Why? To build writing skill in students and demonstrate connections between reading and writing 

Student Outcomes 

This strategy helps students refine their understanding of texts to meet the standards for reading and prepare for writing about texts by refining their writing and language skills. In early elementary, the writing that is produced can also be read and studied to meet reading foundational skills. 

How to Implement 

This is best implemented as an ongoing, procedural strategy to encourage students to become habitual readers and writers. 

1. Develop a prompt in response to a text. In early grades, the prompt might be about an experience. 

2. Present the prompt to the group of students, either whole class or small group. Note: The group is working to write one collective response as a model. 

3. Ask students questions to work through the prompt response. An elementary question might be, “How do we start off a sentence?” while a secondary question might be, “What should our first sentence be?” 

4. Record the written response on chart paper or whiteboard so the group can see. During shared writing, student orally dictate the sentences while the teacher writes, and/or the teacher “shares the pen” to allow students to write the portions they know. During interactive writing, students write the response. 

5. Depending on the developmental level of students, during the shared writing experience, orally describe aspects of the writing and thinking process in which students need support.  This might look like describing how to develop a thesis/claim or make it more specific, gather relevant evidence or integrate quotations, organize an essay, revise a portion of writing together focused on a specific grammar or style skill, etc.  

Resources for Additional Information 

• Overview of this strategy that includes grade level modifications   

• Blog that gives a description of this strategy and provides links to downloadable resources 

• Guide for this strategy from ReadWriteThink.org 

• Guide for this strategy from Digital Promise (UDL)

🔗Mentor Texts Resources and Strategies 

🔗Provide Writing Models

Mentor texts are used in the majority of writing assignments. A mentor text is a response to a similar prompt to the one they are writing on, but it is not the same prompt. The mentor text is a related example that helps show organization and structure. Mentor texts are often read prior to a writing assignment to help students have a vision for what their writing should look like. Students will also engage with the mentor text at multiple points throughout the writing project. How students engage with the mentor text will vary depending on the genre of writing they are doing. 

PERSUASIVE / ARGUMENTATIVE WRITING OR INFORMATIONAL WRITING

Once students have read the mentor text, they can return to it again with a specific focus throughout the writing project. Different focuses for returning to the mentor text are explained below. 

Examining Evidence

Students read through the mentor text and will return to this text as a guide for what their essays should look like. While they are reading the mentor text, students review the “evidence” section of the rubric. Students then underline all of the quoted evidence provided in the essay and review how much evidence is provided and whether this evidence strongly supports the writer’s position.

Crafting a Thesis Statement

Students read through the mentor text and underline the thesis statement. Students then discuss the organization and make predictions -- what will the first body paragraph be about? The second?

• Creating Topic Sentences Aligned with the Thesis Statement: Teachers take one point of evidence, and model what information could be extracted to write a topic sentence from that evidence. Students then share ideas to formulate the wording and organization of these topic sentences and to practice constructing their own topic sentences (sub-claims) while receiving supportive feedback. As a class, review a sample from the mentor text.

Structure of a Body Paragraph

Students read through the body paragraphs in the mentor text. Students annotate for the assertion, evidence, and analysis part of each paragraph. Remind students that they’ve already had lots of practice writing analytical paragraphs in class. After reading, students return to the rubric and consider the evidence and analysis sections. How does the evidence and analysis included in these body paragraphs meet the expectations laid out in the rubric? How much evidence is included?

Writing Introductions and Conclusions

Students read through the introduction or conclusion of the mentor text. After reading, students discuss the following questions: What is the purpose of an introduction? Why not just state your thesis and dive right into your body paragraph? Ask students to identify the “hook” in the mentor essay, and discuss what makes it effective. Identify the background information, or context, in the introduction. How does the author leave the reader in the conclusion? What work does the conclusion do?

Rhetorical Appeals

For students who need an additional challenge, introduce the three kinds of rhetorical appeals:

• Logical appeals (logos -- Greek for 'word') involve the strategic use of logic, claims, and evidence. This includes using strong evidence, like facts, statistics, personal experience, and expert authority, to help convince the reader.

• Ethical appeals (ethos -- Greek for 'character') can establish the writer as fair, honest, credible, and knowledgeable about the topic. This includes an understanding of the reader's concerns and any objections. 

• Emotional appeals (pathos -- Greek for 'suffering' or 'experience') connect with the emotions of the reader. This includes using strong, descriptive language or directly targeting the reader through humor, nostalgia, fear, empathy, or other emotions. 

Students can then discuss and review which kinds of appeals can be found in the mentor text.

Students can also refer back to the mentor text when moving from an outline to a final draft, turning the graphic organizer into a five-paragraph essay. 

📄Analyzing a Sample Argumentative Essay

📄Exemplar Research Paper Review

📂UEN Writing Collection-Samples of informative and argumentative essays

NARRATIVE WRITING

Mentor texts, when used in narrative writing projects, can also be focused on a specific goal or objective. After students read the mentor text, they can then examine it closely and use some of the same strategies in their own writing:

Plot and Conflict

Students should read through this text and answer the following questions:

• What is the primary conflict in this story?

• How is the conflict resolved?

• What did the author learn from this experience?

• Why do you think the author considers this event significant enough to remember and write about?

Language

If a story were just a simple list of events that happened, it wouldn’t be very interesting. Descriptive language and sensory details are essential to effective, compelling writing. Literary devices like similes, metaphors, and hyperbole are also a great way of drawing the reader into the text. A mentor text provides many, many opportunities to look at figurative and descriptive language. Students can look for:

• Metaphors/similes

• Sensory details

• Vivid descriptions

Ask students to think about the impact of precise or specific words from the mentor text. 

Dialogue

Underline all examples of dialogue in the mentor text.

• Who speaks in this text?

• What is the impact of these lines?

• What do you learn about the characters from this dialogue?

Have students return to their own writing and either answer those questions for the dialogue they already have in their writing or add at least three lines of dialogue. Students can go back to the underlined dialogue in the mentor text and ask: What do you notice about the dialogue and what it looks like in writing? (How do you know it’s two characters talking?)

Conclusions

Read the end of the mentor text and discuss what happens in these paragraphs. How do these paragraphs help to resolve the conflict of the story? How do the last lines make you feel? Ask students: Imagine how you would feel if the story ended right before those final two paragraphs. Explain that conclusions -- whether they are in fiction or nonfiction writing -- can make or break a story. A strong conclusion makes the reader feel satisfied and should answer the most important questions raised by the narrative. What information is provided in the last paragraphs? How do these paragraphs develop our understanding of the narrator?

Students are frequently asked to brainstorm prior to writing. Include a variety of focused brainstorm structures. 

ACTIVATE SCHEMA

Students brainstorm what they already know about their topic before starting to research or answer a question. Students can also brainstorm search terms for research projects.

ANALYZE THE PROMPT

Work with students to take the time to understand and break down the writing prompt. Try the R-A-F-T strategy of interpreting writing prompts:

R = role

A = audience

F = format

T = topic

USE GRAPHIC ORGANIZERS

Distinguish between thinking (or analyzing) and writing -- turning that thinking into writing. Have a separate document where students can collect evidence, or ideas, before translating those ideas into a paragraph or essay. 

For example, a literary analysis for Animal Farm may ask students to determine how language is used as a tool of social control. A graphic organizer allows students to collect evidence so that they can also determine which examples may be the strongest before adding that example to the essay.

Students will already be thinking about why this specific evidence is strong so that they are more prepared later when they begin to write the actual analysis.

📄Text Analysis Template

There are many ways to approach research tasks depending on the main objective of the writing project. If the focus is on selecting, analyzing, and disseminating information, it can be helpful to provide students with the research to use. This process can be scaffolded, depending on student need and development, from using all instructor-selected research, to using provided research as a starting point, or to guiding students in the practice of finding their own research.

📄Using Evidence in Writing

ANNOTATE

Review how students should read and annotate research, as a way of taking notes and processing the information.

USE A GRAPHIC ORGANIZER TO KEEP TRACK OF INFORMATION

Consider asking students to use a graphic organizer to keep track of their ideas.

📄Research Note-Taking Graphic Organizer

📄Writing from Sources Essay

OFFER A MINI-LESSON ON PARAPHRASING

As defined by Purdue University Online Writing Lab, paraphrasing is “writing down what an author said in your own words. A paraphrase will have a different vocabulary and sentence structure than the original text but still contains the author’s main point or idea. It is important to remember that paraphrasing is NOT a direct copy of the text. If you directly copy from the text without including a citation you are plagiarizing” (from Purdue University Online Writing Lab (OWL). You can use some or all of these steps in any order:

• Reread the original passage until you understand its full meaning.

• Similar Words: Try to find synonyms for verbs and adjectives and phrases for the words used in the source or in the simplified copy of the source you have written.

• Change Verbs to Nouns: To shorten and change the original source you can change a noun into a verb that has the same or similar meaning

• Combine Sentences: Combine sentence by using conjunctions, relative clauses or appositives is a great way to change the sentence structure of a source (sometimes adding conjunction into a sentence is also a great way to change the order of clauses)

• Paraphrase by Using Definitions: Identify the keywords in the sentence and replace them with their definitions. For example, replace “verdict” with “final judgment” which is what a verdict is.

SUPPORT STUDENTS IN LEARNING HOW TO COLLABORATE

Students will need to collaborate and choose group roles. Students should have a sense of which tasks they are responsible for individually, as well as who they are assisting, and how they are assessing the work. Students should begin by dividing up the components necessary for the project. Decide who will be responsible for each component, and which requirements apply to all team members. 

Students of many different abilities may have the opportunity to work together. You may wish to carefully form groups heterogeneously. However, it is imperative that students share the tasks equally. It can be helpful to have students reflect on their group dynamics (as well as productivity) at the end of every class through a written self and group assessment. Ask each group to complete a reflection on their own process and performance on the task, as a team and individually.

EVALUATE SOURCES

One of the most important parts of research is determining the credibility of the source; this is especially true when performing research on the Internet. Because students are researching recent and current events, they will primarily be relying on newspaper articles. You may wish to give students examples and non-examples of credible sources. Note: Students may ask whether Wikipedia is an acceptable resource. It is actually a great resource for finding links to sources. Students should not be quoting Wikipedia articles; instead, they should be using Wikipedia’s links within articles to find information.

📄Judging the Reliability of a Source and Beginning Research

📄Identifying Unstated Bias

🔗Evaluating Sources

CITE RESEARCH

Students will also need a citation of their research and can use a citation builder to help. I suggest Citation Machine.

📄MLA Formatting

📄Works Cited Formatting

📄Works Cited Formatting (advanced)

Students should frequently participate in shared writing practice. 

EVIDENCE COLLECTION

Finding evidence to support inferences can be overwhelming for some students. Working with a partner or small group can be helpful. Once students have a basic understanding of their argument or focus, they can use each other as a resource. Working in small groups, based on common topic sentences, or individually, students should review specific events, problems, or evidence from the text.

Sometimes students will find evidence that is disconnected from their topic sentences. Teachers can check to make sure that the evidence from the text they choose strongly supports the inference outlined in the topic sentence. Either choose new evidence or adjust the topic sentence so that it directly relates to the evidence chosen. Working with a peer can also anticipate this issue, as students can work together to determine if the evidence they have found relates to a specific sub-claim.

PLANNING

Students may benefit from orally planning with a teacher or peer before completing their graphic organizers. Students can also begin to brainstorm what they may want to write about with a partner or small group. 

In narrtiave writing, for example, students could share the outline of their stories with a partner. Partners should give feedback on whether the story feels natural and logical.

PEER EDITING

Students who finish early may benefit from working as a peer-editor. Offer students guidance about how to conference and make suggestions and how students can choose to take those suggestions or not. Students can also review the rubric together.

PRESENT INDIVIDUAL WORK 

Have students share their work with the class. The option to share their work with an audience outside of the teacher can be very motivating for students.

PRESENT GROUP WORK

Provide students with a brief exemplar and non-exemplar on how to present digital presentations. Ask students to consider how the speaker’s presentation can affect meaning and impact the audience.

"Where Do Your Ideas End and Mine Begin?": Tools for Avoiding Plagiarism

The Quotation Sandwich: Strategies for Interacting with Sources

Adding Friction. How Do I Teach Students to Avoid Plagiarism?

Considering the Audience: Common Knowledge Questions

Adding Friction. A Teacher Asks, "I'm Confused—What Is a Paraphrase?"

📄Creative Classroom Assessment Toolkit

🔗Feedback on Writing Resources

🔗Writing Conferences Resources

🔗 5-Minute Small Group Conference System

INDIVIDUAL OR GROUP FEEDBACK CONFERENCE

There isn’t one right way to conduct a writing feedback conference, but we do recommend the following steps to ensure that the conference is meaningful.  

1. Research: Build an understanding of the students writing needs. This could be through a quick conversation with the student, or you may have already determined a focus based on reading the students’ work before class. 

2. Compliment: Give the student an authentic and specific complement. Make sure to tie the compliment to a specific craft or language move the student has been working on. 

3. Teach: Teach the students something new. Use guidance from any of the writing-feedback documents for suggestions on what to teach students depending on their needs. 

4. Practice: Have students try out the new teaching strategy. This can happen while you are there, or you can circle back to the student after they have had a chance to try the strategy on their own. 

5. Close: Close by summarizing the concrete strategy you taught the student. 

WHOLE-CLASS FEEDBACK

If you notice more than half of your class is having trouble mastering the same thing, it’s helpful to do a whole class re-teach. This can be a mini-lesson that lasts 10-15 minutes. Follow the same protocol for a feedback conference (above). 

FEEDBACK DROPS

If you’d like to get a pulse on how the whole class is doing, you can do quick 1-2 minute conferences with each student regarding a planned focus. This will help you gather data to focus on during later conferences or to use to sort students into small groups.

🔗Peer Feedback Strategies

🔗The 20-Minute Peer Feedback System

PARTNER FEEDBACK

Partner feedback refers to feedback conversations between students. Students will need to learn how to give targeted feedback so that the sessions are useful. Below are two protocols for partner feedback.

1. TAG

• Review with students the focus of the assignment and potential areas for feedback. Create a class visual. 

• Pair students. Have students decide if they are partner A or partner B.

• Have partner A share their work. After sharing, give partner B a few minutes to think about the feedback they will give using the TAG structure. Provide students with sentence frames if needed. 

• Have partner B share their feedback with partner A. 

• Repeat with partner B sharing their work. 

Structure

T = Tell something you liked. Potential sentence stems: 

• I really enjoyed ___________ because __________. 

• You did a good job with ____________ because ___________. 

• I noticed you __________________. 

• The strongest part of your work was __________________ because_________.

A = Ask a question. Potential sentence stems: 

• Why did you _____________? 

• Why is _____________? 

• What are _____________? 

• What did you mean by _______________? 

• Did you consider ______________? 

• I was confused by ____________. Can you explain what you were thinking? 

G = Give a positive suggestion. Potential sentence stems: 

• One suggestion would be ___________________. For example, __________. 

• I think you should add ________________. 

• If you ______________ it might ________________. 

• You might change ________________. 

• You might consider ________________ because __________________.

2. Notice and Wonder

• Review with students the focus of the assignment and potential areas for feedback. Create a class visual. 

• Pair students. Have students decide if they are partner A or partner B.

• Have partner A share their work. After sharing, give partner B a few minutes to think about the feedback they will give using the notice and wonder structure. 

  • “I notice ______________.”

  • “I wonder _____________.”

• Have partner B share their feedback with partner A. 

• Repeat with partner B sharing their work.

MORE PEER FEEDBACK SENTENCE STEMS

COMMENTS AS QUESTIONS

• Why did you _______________?

• What made you think of writing _____________________?

• Have you considered ______________________?

• Is it possible that ________________?

• Have you considered the possibility that ____________?

• I was wondering why _________________?
  
  

COMMENTS AS STATEMENTS

Agree / Disagree

• I agree that _______________ because _______________.

• I disagree with your thought that _______________ because _______________

  Clarifying

• I was a little confused about _______________. Could you explain _______________?

  Adding Your Thoughts

• I really enjoyed _______________ . Have you thought about ____________?

• You mentioned that _______________. This had me thinking _______________,

• You bring up the problem _______________. I think a solution might be _______________.

COMMENTS AS PARAGRAPHS

Paragraph #1 – Agree / Disagree

I agree with _____________ but I’m wondering if __________________ is also true.  I feel this way about ________________, because __________________. What do you think about that?

Paragraph #2 – Questioning / Adding Additional Thoughts

I feel ___________ about your thoughts on_______________.  What you said about __________ had me wondering about ______________. Have you considered ________?

Paragraph #3 – Quoting the Post

You mentioned, “quote.” I agree/disagree with this, because _______________.

Paragraph #4 – Adding Your Own Thoughts

I agree with _______________. I also think (give your own thoughts).

SENTENCE-LEVEL FEEDBACK AND SUPPORTS

PARAGRAPH-LEVEL FEEDBACK AND SUPPORTS

NARRATIVE WRITING FEEDBACK AND SUPPORTS

INFORMATIONAL WRITING FEEDBACK AND SUPPORTS

ARGUMENTATIVE WRITING FEEDBACK AND SUPPORTS 

📂myPerspectives Writing Rubrics

• Argumentative Writing: Literary Analysis Paragraph Rubric

• Argumentative Writing: Literary Analysis Essay Rubric

• Argumentative Writing: Persuasive Essay Rubric

• Argumentative Writing: Persuasive Letter Rubric

• Argumentative Writing - Daily Response Rubric

• Narrative Writing: Short Story Rubric

• Narrative Writing: Memoir Rubric

• Narrative Writing: Free Verse Poem Rubric

• Narrative Writing: Prose Poem Rubric (basic)

• Narrative Writing: Prose Poem Rubric (advanced)

• Narrative Writing: Comic Rubric

• Informational Writing: Presentation Rubric

• Informational Writing: Essay Rubric

• Informational Writing: Infographic Rubric

• Informational Writing - Summary Rubric 

• Grades 9-12 Composition Writing Rubric
  This should not be used in its entirety but broken apart based on the success criteria for the specific writing task.