This activity uses published texts as models of good writing. Any published text is a possible source, depending on the focus of the instruction (picture books, novels, magazine articles, book reviews, newspaper clippings, non-fiction texts, poetry). Write Like a Writer can be used to instruct numerous aspects of writing, including sentence structure, format, genre, vocabulary, tone and style.The activity as described is for the purpose of teaching sentence structure, however adaptations and variations are almost limitless.
Strategies/Skills Used
Writing Skill 3: I use a variety of sentence lengths and patterns.
Writing Skill 4: I write so my thoughts flow smoothly and are easy to read.
Writing Skill 5: I carefully choose the most effective words to express my ideas.
Writing Skill 7: I use my personal style to make my writing unique.
Writing Skill 8: I re-read, reflect, revise and edit.
(1) Select a published piece of text that could be used as an excellent example for the writing aspect being taught. The text selection should be just above students’ writing instructional level and of interest to them. Linking this activity to texts being used for reading instruction – for example, a book currently being used as a read-aloud – may be the best source. For the purpose of this activity, the focus will be on teaching sentence structure, specifically the correct writing of highly descriptive, complex sentences.
(2) Photocopy and enlarge a section of the text that best exhibits the writing of highly descriptive, complex sentences. Make an overhead photocopy of the original section of the text, to reveal after students have completed the activity.
(3) Blank out certain sections of the text, leaving a few complete examples of the type of sentences that are the focus of instruction. Start by blanking out sections of complex sentences, then entire sentences closer to the end of the text sample. Make an overhead copy of the modified text sample and enough copies for students.
(4) Read aloud the portion of text preceding the section that has been modified, allowing students to hear the sentence patterns. Through teacher-directed discussion, raise awareness of the sentence structure (“What do you notice about the types of sentences the author is using?”). Students can work in groups to record on chart paper what is noticed about the author’s sentence structure.
(5) Put the modified section of the text on the overhead and work through filling in the blanks of the text sections that have been removed, instructing students to think about the types of sentences the author has used by referring to the list generated previously.
(6) Hand out copies of the modified text to all students, and ask them to continue filling in the blanks, trying to write with the same type of sentence structure used by the author. Students can work in pairs or individually, depending on their writing abilities.
(7) As a challenge, students who finish before others can continue writing four or five more sentences that mimic the author’s use of sentence structure.
(8) Have students share their version with others by finding a partner and reading aloud or trading papers.
(9) Place the overhead of the unaltered (original) text on the overhead, and reveal it to the students. Have them compare the sections they wrote with the author’s original. Ask students what they notice. Have students discuss similarities and differences in pairs first, then as a whole group.
Primary
Intermediate
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