Step up to Writing

1
Step up to Writing

• Training Workshop
• Jennifer Nehl
• Innovative Education Solutions

2
What is Step Up to Writing?

• Grandma said when you come on something good,
  first thing to do is to share it with whoever you
  can find that way, the good spreads out where no
  telling it will go. Which is right.
• -Forrest Carter, The Education of Little Tree
  (1.1)

3
Why do we need STEP UP to WRITING?

• We built good, elaborate
• highways for students to follow
• (6 1 Writing Traits, etc.)

4
But we forgot

• They dont know how to drive!
• This is a way of starting out step by step.

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Step Up to Writing is About

• Direct Instruction
• Guided Practice
• Opportunities for Independent Practice
• If you expect it, you must teach it!

(1.2)
6
How many golf balls has Tiger Woods hit?

• 4-14 repetitions to learn something new
• Students with disabilities need 250-350
  repetitions over the years
• STEP UP provides practice!

(1.2)
7
Step Up to Writing is About Tools for your
TeachingTool Box

• Multisensory (folding paper)
• Color (Strips, highlighters, dots)
• Word Lists (transitions, topic sentences, etc.)
• Informal Outlines (Many forms)
• Examples (Student professional writers)
• Small Steps

(1.1-1.5)
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Step Up to Writing Is About the Writing Process

• Prewriting and Planning
• Drafting, Revising, and Editing
• Creating a Final Copy, Proofreading, and Sharing

(1.6)
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Step Up to Writing is About Promoting the Traits
of Good Writing

• Content
• Organization
• Style
• Idea

• Vocabulary
• Sentence Structure
• Conventions
• Presentation

(1.6-1.7)
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Step Up to Writing is About Common Expectations

• Common Language
• Same terminology
• Builds on instruction
• Common high expectations
• Quality writing required in all classes
• Cross curricular transference

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Why do we need to teach expository writing to all
students at all grade levels?

• Most school writing will be expository writing.
• Expository writing teaches clear and logical
  thinking.
• Expository writing helps students learn content.
• Expository writing prepares students
• for the business world.
• 5. SUTW offers strategies and tools to teach
  expository writing if we were never taught
  how!!

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The keys to an effective paragraph

• Expository paragraphs need
• A title
• A topic sentence
• Transitions
• Good explanations and examples
• A conclusion

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Lets say we will be writing about gangs.

• What can we do to get ideas for our paragraph?

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Mom Yikes!
Gang Movies
Bunch of People
Cause Problems
Gangs
Bad
Gang Songs
What if my friends joined?
Stay Away
I wouldnt join
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Gangs are just a bunch of people with nothing
better to do. Gangs cause problems. I would not
join a gang. Well, maybe if I was with my friends
but probably not. My mom is against gangs. The
movies are filled with gangs and there are a lot
of songs about gangs. Stay away from gangs they
are bad for you.
16

Mom Yikes!
Gang Movies
Bunch of People
Cause Problems
Gangs
Bad
Gang Songs
What if my friends joined?
Stay Away
I wouldnt join
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Whats missing?

• ORGANIZATION

Refer to (1-8,11,12)
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The keys to an effective paragraph

• Expository paragraphs need
• A title
• A topic sentence
• Transitions
• Good explanations and examples
• A conclusion

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The Five Elements of Expository Writing

• Organization is the key.
• Topic sentences and thesis statements are the
  heart.
• Transitions are the glue.
• Examples, evidence, and explanations are the
  meat.
• Conclusions tie it all together.

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Great Expository Paragraphs

• Organization
• is the
• key.

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Using Colors to Organization
Go!
Write a topic sentence
Slow Down
Give a reason, detail, or fact. Use a transition.
Stop!
Explain. Give an example.
Go Back!
Remind the reader of your topic.
2.11
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Topic Sentence

• Green means go.
• Green asks the writer to decide
• What am I going to prove? (reason)
• What am I going to explain? (detail)
• What information will I share? (fact)

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Reasons/Details/Facts

• Yellow means slow down.
• Introduce key concepts to support the topic
  sentence.
• The main supporting ideas (reasons, details or
  facts) for the topic sentence.
• Look for common patterns or categories in the
  brainstorming.

2.11
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Explain

• Red means stop and explain.
• Present evidence.
• Provide explanation and examples.

2.11
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Conclusion

• Green means go back to your topic.
• Restate the topic and the position.
• Do not introduce new information.
• Use synonyms and leave your reader with something
  to remember.

2.11
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ACTIVITY ONE

• Cats

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Informal Outlines
Topic Cats can protect themselves.

• R/D/F
• (First) Can get away from their enemies
• R/D/F
• (Next) Good fighters

• Run fast
• Climb trees
• Sharp claws
• Sharp incisors

1-18 a,b,c
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Brainstorm Ways cats protect themselves
Ways cats protect themselves
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ACTIVITY 2Practice Categorizing

• To get students to select the yellows, they must
  be able to look at the exmaples (reds) and pick
  categories that the reds will fit into.
• Practice categorizing games.

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Activity 3 Informal Outline

• Create an informal outline of your ideas using
  cave man talk.

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Accordion Paragraph

• Increase paragraph length by adding more
  supporting main ideas and/or details.
• Eight Sentence Paragraph
• Nine Sentence Paragraph
• Eleven Paragraph

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Activity 4Accordion ParagraphBegin at 2nd grade

• When teaching, even to older students, keep the
  concept simple the first time.
• Fold paper (hamburger, again)
• Add colored dots
• Fill in complete sentences.

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TOPIC
REASON/DETAIL/FACT
EXPLAIN
EXPLAIN
1-24
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REASON/DETAIL/FACT
EXPLAIN
EXPLAIN
CONCLUSION
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TOPIC Cats protect themselves in two ways.
REASON/DETAIL/FACT First, they are able to get
away quickly from their enemies.
EXPLAIN Cat are fast runners.
EXPLAIN They can climb trees, too.
2.8
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REASON/DETAIL/FACT Next, cats are good fighters.
EXPLAIN Cats sharp claws can inflict pain and
discourage attackers.
EXPLAIN They can also use their pointed incisors
to bite their enemies when necessary.
CONCLUSION Felines can take care of themselves.
2.8
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Informal Outlines Kindergarten
Topic Plants

• Sun
• Water
• Soil

1-18, 1-30
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Other Kinds of OutlinesDecimal

• Topic________________
• 1.0____________________
• 1.1___________________
• 1.1.1________________
• 1.1.2_______________
• 1.2___________________
• 1.2.1________________
• 1.2.2________________

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Other Kinds of OutlinesShapes

• Topic____________________
• _______________________
• _______________________

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Other Kinds of OutlinesNumbers

• Topic_____________________
• 1_________________________
• 2_______________________
• 3_____________________
• 3_____________________
• 2_______________________
• 3____________________
• 3____________________

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Other Kinds of OutlinesLetters

• Topic____________________
• R (reason)_________________
• e (explain)_______________
• e ______________________
• R (reason)_________________
• e (explain)________________
• e ______________________

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Other Kinds of OutlinesTraditional Formal

• Topic _____________________
• I.__________________________
• A._______________________
• 1._____________________
• 2._____________________
• a. _________________
• b. _________________
• B.

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Informal Outlines
Topic Fun ways to spend a million dollars

2.9-2.13
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Informal Outlines
Topic Fun ways to spend a million dollars

• Shopping
• Travel

2.9-2.13
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Informal Outlines
Topic Fun ways to spend a million dollars

• Shopping
• Travel

• New wardrobe, Nordstroms
• Paris

2.9-2.13
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Activity 5Write on colored strips

• Write each sentence from the outline on the
  corresponding colored strip.
• Green topic and conclusion
• Yellow main supporting ideas (R/D/F)
• Red examples, explanations, evidence

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Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.
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Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.
First, I would go shopping.
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Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
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Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
Next, I would travel.
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Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.
First, I would go shopping.
A new wardrobe from Nordstrom is a must.
Next, I would travel.
Visiting Paris has always been a dream.
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Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.
First, I would go shopping.
A new wardrobe from Nordstrom is a must.
Next, I would travel.
Visiting Paris has always been a dream.
Being wealthy would clearly provide many
interesting benefits.
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Fun Being Rich

• If I had a million dollars, I would have a good
  time spending it. First, I would go shopping. A
  new wardrobe from Nordstroms is a must. Next, I
  would travel. Visiting Paris has always been a
  dream. Being wealthy would clearly provide many
  interesting benefits.

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Reasons Outline
Topic Reasons for Learning to Swim

• Safety reasons
• Social reasons

• Help yourself Save others
• Parties
• Vacations
• Summertime

2.15
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Details Outline
Topic The Wedding

• Beautiful Bride
• Clever table decorations
• Wonderful food

• Simple and elegant
• Cages with birds
• Ethnic

2.15
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Facts Outline
Topic Mountain Ranges

• Andes Mountains
• Rocky Mountains

• 4,500 miles
• In South America
• Longest mountain chain
• Height 10,000 ft.
• 3,000 miles
• Mexico to Alaska
• Made by volcanic activity

2.15
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Fold paper hotdog then hamburger fold 4 parts

• Create an informal outline of your own for the
  following ideas.
• Remember, write quickly in cave man talk.
• Topic in green
• Main ideas Reasons/Details/Facts yellow
• Examples/explanations/evidence red

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Differentiation Idea Example

• Same assignment
• Give students with disabilities a frame outline
  asking for 1 yellow and 2 red
• Give students who need a challenge 3 yellow and 7
  red
• To begin, tell students how many yellow and red
  you want. Or you could have a minimum number.
  Later, they may decide.

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Reasons Outline
Topic 2 reasons to send students to our school

• Reason
• Reason

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Details Outline
Topic Description of _________school.

• Detail
• Detail
• Detail

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Facts Outline
Topic Information about ______school.

• Fact
• Fact

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Great Expository Paragraphs

• Topic sentences and thesis statements are the
  heart

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3. However Statements

• Creates a compound sentence
• Independent clauses are joined by a conjunctive
  adverb
• The however is preceded by a semicolon and
  followed by a comma.

My father is very strict however, he has good
reasons for all his rules.
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However Statements

• Conjunctive Adverbs
• As a result -However
• Consequently -Therefore
• Furthermore -Nevertheless
• In fact
• Meanwhile
• Likewise

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Things Trap

• Weak
• As I read about Ben Franklin, I learned two
  things.
• Better
• As I read about Ben Franklin, I learned that his
  life was filled with challenges.

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Better Word Choices

• Actions
• Benefits
• Features
• Reasons
• Improvements

• Ideas
• Items
• Choices
• Qualities
• Thoughts

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Expository Paragraphs Need Transitions

• Transitions are the glue
• for the key ideas

Transitions
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Expository Paragraphs Need Transitions

• Transitions (Direct attention like a ringmaster
  of the circus)
• Without them, it is like beginning to drive a
  stick shiftjerky!
• Introduce new key ideas
• Connect reasons, details, or facts
• Help the writer and the reader

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Placement of Transitions

• The transition goes with each yellow idea.
• On your outline, include the transition in the
  yellow section.

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Topic Advice to a new teacher

4-5,6,7,8,9
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Topic Advice to a new teacher

• (First) Get Organized
• (Second) Get a mentor
• First, a new teacher should get organized.
• Second, a new teacher should get a mentor.

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Common Transition Sets-List AGive students a
copy.

• One way-Another way
• First-Another-Next
• First-Second-Third
• The first-The second
• One-Then-Another
• One-Also
• One example-Another example

• A good-A better-The best
• One-Another-Finally
• First of all-Second-Last
• First of all-Next-The final
• First of all-in addition-Finally
• First-In addition-Equally important

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More Transition Sets

• At first-After
• One-Equally important
• The first-The second
• To begin-Then consequently
• It started when-As a result-Then-Thereafter
• At the beginning-Then-Following this-Finally
• One important-Another important-The most
  important
• Initially-Then-After that
• As soon as-Next-Later-In the end
• To begin-At the same time-Finally
• To start-Furthermore-Additionally-Last

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Vary Your Transitions

• First, a new teacher should get organized.
• Change to
• One important idea is for a new teacher to get
  organized.

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Bury Your Transitions

• Instead of
• Second, a new teacher should get a mentor.
• Try
• Getting a mentor is a second key to success.

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Vary and Bury Your Transitions

• Instead of
• Second, a new teacher should get a mentor.
• Instead of
• Getting a mentor is a second key to success.
• Try
• Finding a mentor is another key to
• success.

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Transitional Expressions

• Transitions for a specific text structure
• To explain a cause or an effect
• Because of
• As a result
• Since
• Consequently

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Great Expository Paragraphs

• Examples, evidence, and explanations are the
  meat.
• Information to back up your reasons, details, or
  facts.

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The Es

• The Es support your topic sentence.
• Es make your writing interesting and believable
• -Examples -Events
• -Explanations -Experiences
• -Elaborations -Expert opinions
• -Evidence -Effective Illustrations
• -Everyday life

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Guided Highlighting

• A good way to have students
• check their writing for sufficient
• detail is to have them highlight
• their paragraphs. If there is not
• enough red, there is not enough
• Es, and the development is lacking.

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Guided Highlighting

• Creatures of all sizes find ways to keep
  themselves clean. Large animals like elephants
  head to rivers to cool off and clean up. After
  bathing in the cool water the elephant powders
  itself. Elephants use dust as powder to keep the
  bugs from biting. Smaller animals like rabbits
  also take time to clean. They often lick their
  ears and scrub them to keep them clean. Finally,
  little creatures like birds enjoy bathing in
  puddles. When they finish, they comb their
  feathers. This is called preening. Bath time, it
  seems, isnt just for you and me.

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Guided Highlighting

• Creatures of all sizes find ways to keep
  themselves clean. Large animals like elephants
  head to rivers to cool off and clean up. After
  bathing in the cool water the elephant powders
  itself. Elephants use dust as powder to keep the
  bugs from biting. Smaller animals like rabbits
  also take time to clean. They often lick their
  ears and scrub them to keep them clean. Finally,
  little creatures like birds enjoy bathing in
  puddles. When they finish, they comb their
  feathers. This is called preening. Bath time, it
  seems, isnt just for you and me.

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Writing Great Conclusions

• Conclusions tie it all together.

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Tips for Writing Conclusions

• Restate the position using different words.
  Use the same idea as the topic sentence, but
  state it differently.

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Tips for Writing Conclusions

• Avoid (Weakens statement)
• As I have said
• As I have proved
• As you can see

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Tips for Writing Conclusions

1. Vary the sentence structure
2. Use a quotation
3. Imitate the professionals (Use literature for
   examples)

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Group Activity Summing it up

• T Wyoming, a great place to live.
• Get in groups of 6. (One note card for each.)
• 1- Write topic sentence (Remember to use one of
  the 3 types)
• 2 1st yellow with transition
• 3 Red for 1st yellow idea
• 4 2nd yellow with transition
• 5 Red for 2nd yellow idea
• 6 Writes concluding sentence

88
Share with a partner

• Within the content and grade
• level that you teach, in what
• way could you have students
• write each of these types of
• paragraphs that follow?

89
Different Kinds of Paragraphs
Use the Accordion method for writing

• Summaries
• Process paragraph
• List paragraph
• Compare Contrast
• Persuasive

• Information
• Cause effect
• Problem/solution
• Entertaining
• Current events
• Math processes
• Descriptive

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Writing SummariesReflects the yellows

1. A summary is a shortened, condensed version.
2. The purpose of a summary is to share the main
   ideas.
3. Summaries keep the same tone as the original
   piece and do not contain opinion.
4. Summaries do not require a formal conclusion.

91
A Four-Step Summary Paragraph

• Step 1 Write a topic sentence using the
  three-part topic sentence method (the
  burrito fold).
• Identify the item Select a verb Finish your
  thought
• Step 2 Copy this sentence to look like a real
  sentence. Fix spelling and capitalization
  errors.
• Step 3 Create a fact outline (three yellows).
• Step 4 Use your fact outline to write the
  summary paragraph.

1-33
92
Step 1

• Write a topic sentence using the three part topic
  sentence method. (The burrito fold)

Identify the item Select a verb Finish your
thought
Chapter 2 of The Adventures of Tom Sawyer by Mark
Twain
describes
how Tom got others to do his work.
93
Verb Reference List for Summaries
Acknowledges Evaluates Classifies Adds
Defends Asserts Features Depicts
Identifies Entertains Confirms Names
Considers Offers Judges Contrasts
Praises Demonstrates Provides Recommends
Endorses Asks Suggests entices
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Step 2- Copy this sentence to look like a real
sentence.

• Chapter two of The Adventures of Tom
• Sawyer by Mark Twain describes how
• Tom got others to do his work for him.
• Step 3- Create a fact outline (Yellows)
• -whitewash fence as punishment
• -plan to make the whitewashing look fun
• -buddies come by beg for a turn
• -work gets done with no effort byTom

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ElementaryCharlottes Web
WHO ACTION FINISH






96
ElementaryCharlottes Web
WHO ACTION FINISH
Charlotte helps Wilber

Templeton eats leftovers

Wilber sleeps in the straw

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ElementaryCharlottes Web
WHO ACTION FINISH
Charlotte helps Wilber
a brilliant spider, enables, rescues, befriends comforts, encourages to have hope.
Templeton eats leftovers
a fat, greedy rat consumes, devours at the fair.
Wilber sleeps in the straw
an innocent pig, slumbers, snoozes all day long.
98
Read a story or piece of text

• Do together
• T_________________________
• Brainstorm the details in random order.
• Create an outline with a title and color coded
  items.
• Write about the main ideas of narrative or
  expository writing.

99
Compare and Contrast

• Title Shoes
• Step 2 List 12 descriptors for each pair
• First Pair Second Pair
• Brown Black
• Loafers Lace up
• Rubber soles New

3.25
100
Compare and Contrast

• Step 4 Create Categories (These will be the
• yellows)
• Age Decoration Safety
• Brand Fasteners Size
• Color Heels Sole
• Comfort Height Style
• Condition Material Use
• Cost Purpose

3.25
101
Compare and Contrast

• Step 5 Write a Topic Sentence
• You may use any of these pairs of words or
  another pair like them.
• Alike Different
• Compare Differences
• Opposite Varied
• In common - Unlike

3.25
102
Sample Topic Sentences

• Power number with a compare word
• ___ and ___are wearing shoes that are alike in
  three noticeable ways.
• Occasion/position with a contrast word
• While ___and ___are both wearing black shoes,
  their footwear is significantly different.
• However topic sentence with a contrast word
• ___and ____are both wearing black shoes however,
  their footwear differs significantly.

103
Compare and Contrast

• Step 6 Do an informal outline of your
  paragraph.
• Step 7 Add transitions next to the categories
  you selected.
• Step 8 Write draft
• Step 9 Revise and edit
• Step 10 Final copy

3.25
104
Persuading or Convincing ParagraphsYellows are
the arguments or reasons

• A clear topic sentence
• Obvious organization
• Strong transitions
• Specific examples evidence
• A memorable and very strong
• conclusion

3.30
105
Persuade or Convince

• Who is my audience?
• What will my reader need to know?
• What emotions do I want my reader to feel?
• What do I want my reader to do?

3.31
106
Persuade or Convince

• Start with a strong point.
• Transition into a weaker point.
• End with your strongest point.
• If writer begins with a weak point or ends with a
  weak point, they will loose their audience.

3.31
107
Other kinds of organizers

• There are a variety of
• ways to helps students
• organize their thinking
• that may be used in many
• different content
• areas.

108
Writing in Math
Q Q
Step 1 Ex.
Step 2 Ex.
Step 3 Ex.
3.53-3.55 9.9-9.11
109
Content Learning Logs

• Adding fractions is easy if you just follow these
  four instructions.
• _______, the main character in ______, is
  involved in two conflicts.
• The Civil War occurred for three reasons.
• The water cycle has three parts.

3.56-3.57
110
Framed Paragraphs

• Framed paragraphs are great. You can
• use them for science, history, art, and
• social studies. You can even leave them
• with a substitute teacher. Try them!
• You will like them!

3.59
111
Sample Framed Paragraph

• Name________________ Date_____
• After completing my reading this week, there are
  several things I want to tell you about the book,
  _______, by ________. First, ___________________.
  Second, _______________. Then, ___________
  ________________. Finally, I predict __
  __________________________________________________
  _____________.

3.59
112
A Thesis Statement (Step 2)

• Is the heart of your paper
• Gives the main idea of an essay
• Contains key words
• Presents a general idea that will be supported
• Might be called your position statement

4.17-4.31
113
Steps 2-4

• (thesis) Even though Ben Franklin was seventy
  years old at the time of the Revolution, he still
  had a lot to do with the independence of the
  colonies. (plan) Helping the colonists, informing
  people of the world about the revolution, and
  serving on many committees were some of the
  important things that he did.

Informing
Helping
Serving
Conclusion
4.20
114
Expository Vs. Narrative

• Purposes and processes are different in these two
  kinds of writing.

115
Baseball and football require similar skills
however, the goals of each game are different.
116
Quick Sketch Stories

• Step 1 Title
• Step 2 Quick Sketch
• Step 3 Quick Notes
• Step 4 Get the Story Rolling
• Step 5 Story transitions
• Step 6 Smooth stop
• Step 7 Revise, Edit, Proofread

117
Narrative Outline
Topic Narrative

• Setting
• Time
• Place
• Meet Characters
• Glimpse of problem
• Learn more about problem
• Conflict developed
• Solve problem
• Conflict resolution

• Beginning
• Middle
• End

2.15
118
Planning a Short StoryStep 1 Title___________

• Step 2 Quick sketch your plan for your story in
  pictures. (May use sticky notes)

• Step 3 Jot ideas, descriptions, and plans for
  your story

119
Quick Sketch Method

• Sara fakes sick
• Beach
• Decides to skip school

• Parents leave for work
• Rides bike to beach
• Swims
• Sunburned

• Trouble with parents and school
• Stay home next day
• Sick from sunburn

120
Quick Sketch OrganizerTitle_______________
Who Where Problem Beginning Middle End
121
OK, so I have my story sketched out. How do I
begin writing?

• Try one of these ideas to hook your reader into
  reading on.

122
Get the Story RollingProvide a Where

• Step 4
• Near the park
• Below the surface of the water
• In Chicago
• Behind the old shed near mothers rake
• Beyond the city limits
• Throughout the crowded room

123
Get the Story RollingProvide a When

• Step 4
• Just as the bell rang
• After we left the movie
• Before I turned six
• Before my eighth birthday
• - When the alarm went off
• When the firefighters arrived

124
Get the Story RollingOther Options

• Step 4
• Provide an Action Verb (Run. Thats all I could
  thinkrun for your life!)
• Introduce a Character (Uncle Charlie tops the
  list of weird folks I know. As a matter of fact,
  he is WAY at the top!)
• Interesting Comment (I glanced up and saw Death
  staring me in the face. )
• Dialogue ( with younger students limit this)
  (Mom, I think Im going to be sick, Timmy
  whined from the back seat.)
• Sound effect (Br-r-r-ring!)

125
Step 5Story Transitions Move the Story Along

• The next day
• At dusk
• In between times
• Some time later
• In the afternoon

• When we arrived
• Immediately
• Hours went by
• After we walked a mile

126
Writing the Story of Goldilocks

• Once upon a time there were three bears, Papa
  Bear, Mama Bear, and Baby Bear, who lived in a
  house in the woods.
• Each morning Mama Bear would make wonderful
  porridge, Papa Bear had a big bowl of porridge,
  Mama Bear had a mediumsized bowl, Baby Bear had
  a little bowl for his porridge.
• One morning Mama said the porridge was too hot
  to eat, so the bears decided to go for a walk and
  let the porridge cool off.
• While they were gone, a little girl by the name
  of Goldilocks came to the house, She knocked on
  the door and looked in the window, but no one was
  home. She tried the door and it opened. She went
  in and she saw the bowls of porridge on the table.

127
Writing the Story of Goldilocks

• Once upon a time there were three bears, Papa
  Bear, Mama Bear, and Baby Bear, who lived in a
  house in the woods.
• Each morning Mama Bear would make wonderful
  porridge, Papa Bear had a big bowl of porridge,
  Mama Bear had a mediumsized bowl, Baby Bear had
  a little bowl for his porridge.
• One morning Mama said the porridge was too hot
  to eat, so the bears decided to go for a walk and
  let the porridge cool off.
• While they were gone, a little girl by the name
  of Goldilocks came to the house, She knocked on
  the door and looked in the window, but no one was
  home. She tried the door and it opened. She went
  in and she saw the bowls of porridge on the table.

6.8
128
Planning a Short StoryStep 1 Title___________

Each morning
Just as she
About that time
10-46
129
Step 6Come to a Smooth StopDont write THE
END. Instead, finish with a strong sentence that
will help your reader

• Feel a feeling ending
• Tori lived in Mobridge for the next fifteen
  years, and she never forgot the kindness that the
  children shared that first day.
• Remember a character ending
• No one spoke up, but everyone knew that it was
  Edgar, the class clown, who gave Mrs. Anderson
  the flowers and the thank-you card.
• Get your point ending
• The children finally understood what the police
  officer said about
• hitchhiking.
• Think about the story ending
• Sometimes it pays to help someone, even if they
  dont appreciate it!

6.9 10-47
130
Editing with CUPS

• Capitalization
• Usage
• Punctuation
• Spelling

131
Head, Heart, Feet

• Head- Write down one thought you have that
  relates to what you learned today.
• Heart- How do you feel about that new learning?
• Feet- What will you do differently because of
  what you learned?