When I started my first job as a professional newspaper reporter (This job also served as an internship during my junior year in college — I just didn’t leave for about 6 years.), I quickly realized that all my experience, and all my years of journalism education had not been enough to help me write stories about drug busts, fatal car accidents and tornadoes. All the theoretical work I’d done, and all of the nifty little scholastic and collegiate stories I had done, did not prepare me for real world writing.
At that point, I had to find a solution quickly. After all, I had a deadline to meet, and it was only a few hours away.
One of my colleagues, who also served as a mentor, had the solution. She introduced me to the newspaper’s “morgue.” This was a room filled with filing cabinets in which we kept old — dead — stories arranged by reporter. Whenever I wasn’t’ sure how to write a story, all I had to do was check the morgue for similar stories. If I needed to write a story about a local drug bust, for example, I’d find another story on a similar incident, study its structure, and mentally create a formula in which to plugin the information I’d gathered.
Once I’d gained more experience, and had internalized the formula for that particular type of story, I felt free to branch out as the situation — and my training — warranted.
I do the same thing when I want to write a type of letter, brochure, or report that I’ve never written before.
This is what writing looks like in the real world.
Research by “Write Like This” author Kelly Gallagher indicates that if we want students to grow as writers, we need to provide them with good writing to read, study, and emulate. My personal experience backs this up, as does the old adage “all writing is rewriting,” oft quoted by everyone from LA screenwriters to New York Times bestselling authors.
Of course, if you’re a new teacher like me, there is one problem with providing mentor texts to my students: I have a dearth of middle school level writing sitting around in my file cabinets.
Fortunately, the Internet is full of sources, so I scoured the bowels of Google to find examples. I know how busy you are, so I’m sharing.
Expository writing examples for middle school
Below are several sources of expository writing samples for middle school students.
Finally, here is an article in the New York Times that will help you teach your students real-world expository writing skills.
Descriptive writing examples for middle school
Narrative writing examples for middle school
Argumentative/persuasive writing examples for middle school
Reflective writing examples for middle school
If you know of any other online writing example sources, please feel free to share them in the comments below.
I am a secondary English Language Arts teacher, a University of Oklahoma graduate student, and a NBPTS candidate. I am constantly seeking ways to amplify my students’ voices and choices.
Filed Under: PedagogyTagged With: writing examples, writing samples
When I look back to my first experience teaching five paragraph essays to fifth graders, I can remember how terribly unprepared I felt. I knew that the five paragraph essay format was what my students needed to help them pass our state’s writing assessment but I had no idea where to start. I researched the few grade-appropriate essays I could find online (these were the days before Pinterest and Teachers Pay Teachers) and determined that there was a structure to follow. Every essay followed the same basic structure. I taught the structure to my students and they did well. I have been teaching five paragraph essay structure and everything that goes with it for a lot of years now. I hope that after you read this blog post, you will have a good understanding of how to teach and grade five paragraph essays.
Start with Paragraphs
We always start with simple paragraphs. Yes, this is basic, but if your students cannot write excellent paragraphs, their five paragraph essays will be train wrecks. Trust me! We spend a while cementing paragraph structure:
I give students topics, they come up with their own topics, we write together, they write with a partner or independently, the more variety, the better. We have fun with simple paragraphs. Then, it’s time to move on to organization.
Organize and Write the Body Paragraphs
Please refer to my five paragraph essay organizer below. The three body paragraphs are absolutely crucial to the success of the five paragraph essay. Some teachers have trouble teaching the structure of five paragraph essays because they start with the introduction paragraph. Always teach the body paragraphs first! The body paragraphs are where the bulk of students’ ideas will be written AND the topics of the body paragraphs need to be set for students to write a thesis sentence. So, once your students have planned out their three body paragraphs, it’s time to write them out on paper. I had a teacher say to me once, “What’s the point of just writing parts of the essay? They need to write the entire five paragraphs to get all of the practice they need.” I understand that point. However, think of it as building a house. Should you test out the foundation and make sure it’s sound and sturdy before building on top of it? Absolutely! That’s what we’re doing here. The three body paragraphs are the foundation of the essay. Ask students to write out their three body paragraphs just like they have practiced…Topic sentence…Detail 1…Detail 2…Detail 3…Closing Sentence. I “ooooh and aaaah” over their three paragraphs. Students are on their way to five paragraph essays, so be sure to build their confidence.
Teach the Introduction Paragraph
I have to say, this is my favorite paragraph to teach. The introduction paragraph is what draws readers into the essay and makes them want to read more. We start with what I call a “hook.” The hook captures the readers’ attention and can come in many forms: asking a question, making a bold statement, sharing a memory, etc. After the hook, I ask students to add a sentence or two of applicable commentary about the hook or about the prompt in general. Finally, we add the thesis sentence. The thesis sentence always follows the same formula: Restate the prompt, topic 1, topic 2, and topic 3. That’s all you need to write an excellent introduction paragraph! I do suggest having students write the introduction paragraph plus body paragraphs a couple of times before teaching the closing paragraph.
Teach the Closing Paragraph
In the conclusion paragraph, we mainly focus on restating the thesis and including an engaging closing thought. With my students, I use the analogy of a gift. The introduction paragraph and body paragraphs are the gift and the conclusion paragraph is the ribbon that ties everything together and finishes the package. When you talk about restating the thesis sentence, tell students that they need to make it sound different enough from their original thesis sentence to save their readers from boredom. Who wants to read the same thing twice? No one! Students can change up the format and wording a bit to make it fresh. I enjoy teaching the closing thought because it’s so open to however students want to create it. Ways to write the closing thought: ask a question, personal statement, call to action, or even a quote. I especially like reading the essays in which a quote is used as a closing thought or a powerful statement is used.
Example of a full five paragraph essay:
Let’s Talk About Color-Coding!
Who doesn’t like to color? This is coloring with a purpose!
Training your students to color-code their paragraphs and essays will make grading so much easier and will provide reminders and reinforcements for students. When students color-code their writing, they must think about the parts of their paragraphs, like topic sentences, details, and the closing sentence. They will be able to see if they are missing something or if they’ve written something out of order. Color-coding is a wonderful help for the teacher because you can skim to ensure that all parts of your students’ paragraphs and essays are present. Also, when you are grading, you can quickly scan the paragraphs and essays. Trust me, you will develop a quick essay-grading ability. I start color-coding with my students at the very beginning when they are working on simple paragraphs. I add the additional elements of the color-code as we progress through our five paragraph essays. This is the code that I use:
Let’s Talk About Grading Five Paragraph Essays!
Imagine a lonely, stressed teacher grading five paragraph essays on the couch while her husband is working the night shift. That was me! Seriously, guys, I would spend about ten minutes per essay. I marked every little error, I made notes for improvement and notes of encouragement. I reworked their incorrect structure. Those papers were full of marks. On Monday, I proudly brought back the essays and asked students to look over them and learn what they needed to fix for next time. You can guess what happened… there were lots of graded essays in the trashcan at the end of the day.
I decided that my grading practices had to change. I needed my weekends back and my students needed to find their own errors! This is my best advice:
- STOP correcting every error! Your students are not benefiting from marks all over their writing. They need to find those errors themselves so that they will remember their mistakes and change their writing habits.
- Do a quick scan of each student’s writing as soon as it’s turned in to you. If there are major problems with a student’s writing, call him/her over individually and show him/her what needs to be fixed or put the student with a competent peer editor who will help them fix their mistakes. If you have several students who are struggling with a skill, like closing sentences, do a mini-lesson on this topic. You can do a mini-lesson with a small group. However, I prefer doing mini-lessons with the entire class. The kids who need help will get it and the rest of your class will receive a refresher.
- It’s ok if there are some small spelling/grammar mistakes. If the errors are few and they don’t take away from the meaning/flow of the essay, I don’t worry about them. Our students are still learning. Even your brightest star writer will have a few spelling/grammar mistakes from time to time. Don’t discourage students from writing because of some small errors. Students who receive papers back with markings all over them don’t think, “Oh boy, my teacher has made it so easy for me to make all of these corrections.” They are thinking, “What’s the point in writing? I must be a terrible writer. Look at all of these mistakes.” If your students are taking a standardized writing assessment, the structure and flow of their essays will be worth much more than perfect spelling.
Need more help?
I created this five paragraph essay instructional unit for teachers who are new to teaching five paragraph essays OR just need all of the materials in one place. “Teacher Talk” pages will guide you through the unit and this unit contains all materials needed to help students plan, organize, and write amazing five paragraph essays! Click here to check it out:
I have a freebie for you! Click on the image below to reach the sign up page. You’ll receive three original prompts with five paragraph essay organizers AND two lined final draft pages!
Once your students are good essay writers…
These task cards will help your students stay sharp on their five paragraph essay knowledge. Students will review hooks (attention-getters), thesis sentences, body paragraphs, topic sentences, closings, and more. Each card contains a unique writing example!
I suggest using these task cards as a quiz/test, scoot game, individual review, or cooperative group activity.
Click on the image to view these task cards:
Filed Under: Writing