Presentation: http://prezi.

com/lwmjgzkm9vxg/composition-construction/
Handouts: http://www.scribd.com/spillarke/documents

I know that with writing you start where you

are, and you flail around for a while, and if
you keep doing it, everyday you get closer to
something good.
-Ann Lamott

A two-part workshop presented as part of the Plugged-

in to Reading Institute in Chicago, October 2010.
“A Girl Snapping or
My Application for Advanced Placement English”
by Marijeta Bozovic, age 16

educator-n. one who or that which

educates

education- n. the act or process of

imparting knowledge, developing
the powers of reasoning and
judgment, and generally of
preparing intellectually for mature
life

Sometimes I’m tempted to sue the

school system for my parents’ tax money. However, the actual cash would go to my
parents, and they have too much money as it is.
English should have been my favorite subject. I ought to have had teachers
that could make me cry in class. Each day should have meant an opportunity to
learn something, share something, and receive feedback I could respect. In spite of
the school system, I have so far managed to maintain a burning interest in literature
and related fields. (Look up disillusionment, self-education, and renewed faith.)
Advanced Placement English is described as challenging, inspiring, and
intense. I say finally. It is a trifle ironic that the students have to write applications
to be accepted—I think the department should write us an application and prove
that the class will be up to our standards. Let’s see if the high school can offer me
an English class that will make me sweat. Then I’ll be willing to rethink my
criticism. Otherwise, I’ll be back to my usual hobby of picking through the trash in
hopes of finding the Holy Grail.
 Write Traits Word Sort
Read the words below and sort them into the traits of writing.
explode a moment compare/contrast purpose varied punctuation
problem/solution cause & effect powerful verbs shape
correctness brainstorming terminology elaboration
clarity lead talking with others details
concise transitions audience definition/description
presentation conclusion imagery “context sensitive”
planning sensory details “aid and extend spelling
“all about design reader’s punctuation
information” text features understanding” grammar
writer’s experience writer’s personality simplicity usage
topic presentation sound “attention to the
short fingerprint rhythm little things”
formal research style long solid main idea
“writing with strong imagery syntactic emphasis claim/thesis
honesty” paragraphing beginnings sensory details
structure audience length

Ideas Organization Voice Word Sentence Conventions

Choice Fluency
 Write Traits Word Sort
Read the words below and sort them into the traits of writing.
explode a moment compare/contrast purpose varied punctuation
problem/solution cause & effect powerful verbs shape
correctness brainstorming terminology elaboration
clarity lead talking with others details
concise transitions audience definition/description
presentation conclusion imagery “context sensitive”
planning sensory details “aid and extend spelling
“all about design reader’s punctuation
information” text features understanding” grammar
writer’s experience writer’s personality simplicity usage
topic presentation sound “attention to the
short fingerprint rhythm little things”
formal research style long solid main idea
“writing with strong imagery syntactic emphasis claim/thesis
honesty” paragraphing beginnings sensory details
structure audience length

Ideas Organization Voice Word Sentence Conventions

Choice Fluency

explode a paragraphing writer’s purpose sound correctness

moment elaboration personality powerful verbs rhythm spelling
details structure fingerprint sensory details long punctuation
solid main idea compare/contras style terminology short grammar
claim/thesis t strong imagery audience syntactic usage
clarity cause & effect sensory details topic emphasis presentation
concise definition/descri writing with imagery “context “attention to the
presentation ption honesty “aid and extend sensitive” little things”
planning problem/solutio audience reader’s beginnings
brainstorming n understanding” length
“all about lead simplicty varied
information” transitions punctuation
writer’s conclusion shape
experience design
formal research text features
talking with
others
Write Traits Word Sort
Cut apart the words below for students to sort into Write Traits categories.

explode a moment design rhythm

problem/solution text features long

correctness writer’s personality syntactic emphasis

clarity presentation beginnings

concise presentation fingerprint length

planning style varied punctuation

“all about information” strong imagery shape

writer’s experience paragraphing elaboration

topic audience details

short purpose definition/description

formal research powerful verbs “context sensitive”

“writing with honesty” terminology spelling

structure talking with others punctuation

compare/contrast audience grammar

cause & effect imagery usage

brainstorming “aid and extend “attention to the little

lead reader’s things”

transitions understanding” solid main idea

conclusion simplicity claim/thesis

sensory details sound sensory details

 Write Traits Word Sort

Ideas Organization Voice Word Sentence Conventions

Choice Fluency
 Name

DIRECTIONS: Write what you think about each topic in each box below. Favorites? Likes?

Television Reading

My Favorite Things to Do My Friends & I like . . .

My Favorite Things About School In the Future I . . .

© Lee Ann Spillane

Building a Writing a Community

• Share team building activities

• Use surveys
• Complete learning style inventories
• Write Dear Teacher letters
• Build rapport by responding early and often then gradually retreating
• Accept letters from the parents about their children as readers/writers
• Write with your students
• Model enthusiasm for writing
• Allow for writing play
• Begin the writing year with narrative
• Develop relationships between student writers: writing partners, writing groups
• Model sharing writing aloud by reading your writing aloud first
• Allow students to share their writing gradually: with partner, with small group, with class
• Co-create rules for a writing-safe environment: listen respectfully, volunteers share, etc.
• Discuss the difference between grading and responding to writing
• Share writing histories
• Value and praise student voices
• Celebrate writing risk taking - make room for valuing attempt over correctness

© Lee Ann Spillane

 Think, Draw, Share & Write!

Do you remember where you lived when you were in

elementary school? Which was your favorite house
growing up?

1. Draw a bird’s-eye-view of the floor plan of your

Schema favorite home.
2. On your floor plan, mark three Xs where something
M emo r y significant happened.
3. Title each of your X stories.
What are 4. Read around the room the title of ONE of your X
l
association cognitive r sa stories. (Only read the title!)
h ea
re 5. Pause to discuss thinking; resume sharing titles.
processes? 6. In small groups, tell each other ONE of your X
stories.
7. By yourself, write one of your X stories using as
cognition metacognition many specific details as possible.
8. Read your writing aloud to your small group.
WORDS IN OUR THINKING VOCABULARY 9. Choose one story from each small group to read to
the class.
10. Revise your memory writing by adding dialogue,
description or reordering the events of the story.

√ Publish your stories by word processing them and

posting them on the web at KidPub.org or create a
© Lee Ann Spillane classroom autobiographical bulletin board!
© Lee Ann Spillane
 NARRATIVE EXPOSITORY ESSAY PERSUASIVE ESSAY

Title
Audience

2 Sentence
Summary

Main
Ideas

© Lee ann spillane

Topics: _______________________________________________

Purpose: ______________________________________________

Audience: _____________________________________________

© Lee Ann Spillane

 ON WRITING: A BIBLIOGRAPHY

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