Dr. Louis' Blog

Dear Dr. Louis,

 "You came to our campus [June 2017] and demonstrated the Jane Schaffer Writing Program by teaching our students as we teachers observed on the periphery of the classroom. You taught my eighth grade students. I know these students well. With you, they behaved differently. They were engaged, curious, and enthusiastic. They were, in fact, model students. You mesmerized them! How do I get that from them every day?"

Ann

Dear Ann,

Thank you for your kind words. You are correct. Your eighth graders were wonderful. Don't be disheartened, though. I was a new face, a novelty. And leading up to my arrival, you probably, in your best, firm teacher voice, threatened any misbehavior when the guest was presenting in your classroom (just kidding). I imagine that behavior, my friend, is more about their respect for you than for me. But it's an interesting question, and it allows me to talk to my colleagues, especially new teachers, about giving and gaining respect in the classroom.

I spent years as a young teacher, learning from my mentors. Jane was a kind, generous, and encouraging mentor. "Trial and Error" was definitely a generous one but not so kind at times! I learned different skills from each. From Jane, I learned that her writing method works for all types of students by removing the mystery from writing in an academic environment. From "Trial and Error," -- well, I learned a lot more than can be written in this one blog. However, to your point, I learned that students feel safe when they know someone is in charge who 1) is credible; 2) has their best interests at heart; and 3) sets expectations. We can have fun -- we do have fun -- but boundaries exist for optimum learning.

If I want engaged, curious, and enthusiastic learners, I must demonstrate those qualities as a teacher.

So, here are the sixteen rules I said to myself each day as I set my intention for the day: I call it "SWEET SIXTEEN: GIVING AND GAINING RESPECT IN THE CLASSROOM.

1. DRESS PROFESSIONALLY. Every day is a first impression when your children walk in the door. Something about business attire sends the message: “I respect you, and we're here to work and develop as productive global citizens.” On major test days, I would even ask my students to dress up. We complain about what the kids wear to school, but look in the mirror. Save the jeans for Fridays, and make sure that the jean you select make you look competent and classy! Every day, look like a professional. That impression goes a long way with students, because they pay attention to what you wear. Clothing, shoes, hairdos, and jewelry do not have to be expensive to be impressive. You are a professional. Dress the part.
2. USE PROPER ENGLISH or whatever proper language your students and you speak. Sure, make them laugh on occasion by using their vernacular, but make it a rarity. Talking like them puts you on their level. You are their teacher. You have at least two degrees, and many of you have several degrees.
3. Absolutely no profanity or even an inkling of profanity. I’m even talking about saying phrases, such as “that sucks,” “pissed off,” "crap," or "damn." Tempting on many days, but inappropriate. Whatever you say aloud to students is fair game for them to repeat. You are a teacher of behavior and etiquette whether you want to be or not. You took the job, and teaching youngsters about when and where certain phrases are appropriate or not will help them in their future.
4. And for goodness sake, do not start a sentence with "me and Jennie" or "her and Alex" or "him and Alicia."
5. BE PREPARED AND ENTHUSIASTIC about your lesson. If you're unprepared and/or bored, the students will be unprepared and/or bored. Trust me on this! They mirror you. They really do. With regard to creating engaging lessons, brainstorm with colleagues about approaches to a lesson that could make it more relevant to the students. Collegial coaching  is one of the most important professional development activity you can do! Also, when teaching, don't be the one asking all the questions. Teach the students to ask Level One, Level Two, and Level Three Questions. That skill will remove some of the apathy you sometimes witness. Yes, some days, I didn't want to be at school. We are all human! But every morning I meditated and set my intention for the day. Be prepared. Be excited. You are their Merlyn.
6. MODEL BEHAVIOR you desire to see in your students. RESPECT THE STUDENTS AND DEMAND THEIR RESPECT --  The way you listen, act, and speak will set the tone every day. I have an entire blog on not letting students call their female teachers “Miss.” You are not a waitress at a diner. I say, "Yes, m'am" and "No, m'am" and "Yes, sir" and "No, sir" to my students. "Please" and "Thank you." Decorum! Set the bar. Demand that STUDENTS ARE KIND TO AND RESPECT EACH OTHER -- The redundancy of good manners is very important in providing a safe environment for asking questions and taking risks when answering questions posed by the teacher. At the beginning of the year, one of my norms is “We do not make fun of each other in this class. We are a team. We care for and about each other. I will not tolerate your being unkind to each other. The punishment is severe for cruelty of any kind in this classroom.” ADDRESS STUDENTS BY NAME when you speak to and with them -- they love to hear their names. I am amazed when a teacher cannot remember a student's name in November. I had 150-200 students every day. I don't remember their names now, but I knew them within the first two weeks of school when they were mine. In high school, I called my students by their last names in the classroom (e.g., Mr. Ricci, Ms. Monda). In the halls and at extracurricular events, I called them by their first names (e.g., Caesar, Valerie). I was teaching how one must adjust one’s attitude and language in different situations. In other words, protocol and decorum rule in the classroom.
7. Pose questions in such a way to ENGAGE EVERYONE. Pose a question to the entire class; have all students write down their answers; wait; then accept volunteers and select non-volunteers to share their answers; everyone must speak and/or participate somehow every day (even in a class of 40). At some campuses I've visited, the lesson cycle (class period) is only forty-two minutes. Unbelievable, but true. In that situation, place your seating chart on a clipboard, and give a quick checkmark to students who spoke aloud during the class. Then, on the next day, make sure those other students speak before you start the cycle again. Adjustments must be made for different circumstances. When teachers expect everyone to participate, then the students realize that their teacher values everyone's opinion. Respect comes from this subtle method of engagement.
8. BE CURIOUS when students give an answer you did not anticipate or one which does not match the answer in your head. Especially in literature, if a student's interpretation is different from yours but can be traced back to evidence in the text, that's a magical moment. If you shut down answers, then don't be surprised when students do not volunteer. Find a way to praise their taking a risk among their peers. If you ask a question, and the student says, "I don't know," do not let that go! That response is a ploy by students. Jane used to respond: "Well, what would you say if you did know?" Be curious and participate in the learning!
9. DIFFERENTIATE by posing questions that fit certain students. Anticipate which student you will select to answer certain questions you have prepared -- everyone can be successful. For example, tell all the students to jot down their answers to a question; then, after all students have written their answers, select a non-volunteer, and say, "David, what did you write down?" See how I did that? When teaching to a whole group, always pose a question to the whole class. In other words, don't say, "David, what does the whirlpool symbolize in Moby Dick?  Everyone else thinks, "That's David's question; I don't have to think about it." When everyone writes down an answer before you call on students, you will be more successful when calling on non-volunteers.
10. How are your desks or tables arranged -- U-shape, in the round, pairs, triads, quads, rows? CHANGE UP YOUR SEATING ARRANGEMENT once a month or quarter or as needed for an activity so that the classroom as a whole remains cohesive and so that cliques cannot splinter off. If you have students in rows, on the first of each month, walk in and say, "Everyone in the last seat of the row, move to the front and everyone else move back one seat." In quads, I'll have a base group, then frequently, I'll move one student from each quad to the next table. The key is to shake things up a little. Routine and structure are imperative. But when students become too comfortable, they get a little lazy. Provide any guest or sub with an ACCURATE SEATING CHART, and make sure the students know that the sub or guest has the seating chart -- whether you are there or not!
11. COMPLIMENT YOUR STUDENTS, OTHER TEACHERS, AND ADMINISTRATORS and make sure your students see and hear you do that. We are in this together! We might not agree at times, but the stakes are too high for pettiness and gossip. Do not say, "Forget everything you were taught last year!" Such quips are disrespectful to your colleagues and to our profession. How would you like it if someone said that in reference to your hard work? Rather, say, "Last year, your teacher was was laying the groundwork for us. Now that you are older and wiser, we're going to take what you have learned and adjust it for your older self. Send notes to teachers and administrators once a semester, thanking them for their collegiality. We need each other. Kindness will pay off!
12. VARY ACTIVITIES FREQUENTLY to keep students on their toes, engaged, and guessing about what you might do next. Shift your middle school students' attention every 12-15 minutes and your high school students' attention every 15 - 20 minutes. Give the students brain breaks. I love gonoodle.com.
13. Alert them to the fact that EVERYTHING YOU ASK THEM TO DO IS FAIR GAME FOR A GRADE, from note-taking to homework to annotating a text, or decoding a prompt -- with or without notice. Keep them on their toes!
14. SMILE! It goes a long way and has a positive influence on everyone—the giver and the receiver!
15. Make EYE-TO-EYE CONTACT when you are talking or listening to students. Depending on the student and the particular interaction, moving toward a student who is answering a question helps to make the student feel like s/he is talking directly to you rather than presenting to the entire class of peers. Your eyes make a greater impact than you realize.
16. ASSIGN ROLES TO STUDENTS in a cooperative learning group: scribe, spokesperson, counselor, timekeeper, dictionary detective, thesaurus sleuth, materials manager, proofreader, comma cop, etc. Each student has a role that benefits the group and the end result. (Remember, group work does not work without individual accountability and positive interdependence) Also, set a social behavior objective for cooperative learning situations: encouragement; using each other's names; "please" and "thank you"; listening intently to each other; eye-to-eye contact when someone is talking. Cooperative learning and social skills practiced in the classroom will create a fun and mature environment and prepare the students for the work force.
17. BE PREDICTABLE, RELIABLE, FAIR, AND CONSISTENT in the manner in which you respond to your students.
18. APOLOGIZE to the whole class when you know you were a human and said something that was less than your spectacular self! Even if you said something you regret to one student, apologize to that student in front of the entire class. Teach them humility and mutual respect!

In her workshops, Jane said, "I can't make you a good teacher." What I realized years later is that she was talking about not only in a teacher's pedagogical approach, but also in a teacher's behavioral approach. If you want model students, be a model teacher!

Have a great school year!

Warm regards,

Dr. Louis

Dear Dr. Louis,

"Quick question -- I was just reviewing my notes from the webinars and remember that at one point, an online dictionary/thesaurus was referenced for the term 'left out' that helped students consider word choice that held the same tone or connotation. I don't seem to have written down the resource/website. It was very easy to navigate so would love to be sure we have that noted. Can you help?" -- Joan

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‍Dear Joan,

Sure! I referenced two: visualthesaurus.com and dictionary.com. I love visualthesaurus.com for many reasons. I especially like it because of its audio capabilityfor ELL students, its multi-dimensional purposes in teaching denotation and connotation, andits visual aesthetics. The other one is dictionary.com. Many teachers use it, and it has some super qualities: when you get there, select the <Thesaurus.> tab. You'll see wonderful tabs that delineate the word or phrase for different denotations and connotations!

And remember, one of the greatest skills a student can develop is the understanding of tone in a reading passage. By understanding the tone of a passage, a student can explain how the concrete details and the tone conveyed by those details contribute to the overall meaning of a passage. Come to our Back-to-Basics training.

There's No Place like Tone!

Keep reading and writing!

Best regards,

Dr. Louis

Dear Dr. D,

I've been researching expository writing and keep getting this type of definition: Expository writing is devoid of descriptive detail and opinion. It contains just the facts.

How can I reconcile that statement with the Schaffer method? 

Thanks, Annette

Dear Annette,

Interesting.

Aristotle deserves much of the credit for initially classifying the modes of discourse into deliberative, forensic, and epideictic. Over the years, however, teachers and professors have delimited the modes to help teach writing. Typically, they are divided into four categories: argumentation, narrative, literary analysis, and expository. We all know that the modes are not as mutually exclusive as some would think; certainly, an argument may have description, analysis, and even narration. However, let's get to your question. "Expository" is too broad of a term to give such a narrow definition as the above one.

There are many different forms of exposition: process analysis, exemplification, definition, classification and division, comparison and contrast, cause and effect, and problem and solution, to name the most popular. Look at that topic sentence handout that I gave you. You’ll see some of the various forms, topic sentence examples, and prompt suggestions.

The definition you provide lends itself to the type of expository writing that does not require commentary or analysis (e.g., explaining a process, explaining a plot, providing an accounting of what was taught in class today, inductive reasoning by giving examples only). It sounds like one that would be given by a teacher in the sciences and social sciences who might first ask her/his students to describe something, perhaps a behavior or phenomenon. Her/his next step might be to take the evidence and look at causes and effects. The final step might be to create an argument about it. So, the definition you are giving me suggests that it might be part of a progression –the first part, or providing the facts. In other words, first, writers collect the evidence (expository), then they might evaluate it (argumentation).

Expository comes from the word “expose.” The prefix “Ex-” comes from Greek through Latin and means “out, or away from.” The root of the word comes from the Latin verb ponere which means “to place.” Translated literally, exposition means “to place out,” and what we are placing out is the information. So, I can see why some would argue that it is fact only. However, the definition you provide is not the norm for state and national standards that ask students to analyze the information they present – also considered expository/explanatory.

Keep reading and writing!

Happy New Year,

Dr. D'

Dear Dr. D',

What do I tell my department when they would like to change the ratios from what they were taught? 

Frustrated Department Chair

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‍Dear Frustrated,

Your question is one which I address on a regular basis; and, now you have given me the opportunity to blog it. New teachers to the writing program have a tendency to change or customize the ratios for specific assignments. Sometimes, depending on the students, it works. Most of the time, however, changing the tried and true ratios reduces the effectiveness and authenticity of student writing and, more importantly, confuses the students.The ratios should remain pure:

• 1:2+ is for literary analysis, style analysis, and rhetorical analysis
• 2+:1 is for expository, narrative, argumentation, synthesis
• 3+:0 is for a summary that requires no commentary
• 1:1 is for the DBQ in AP social studies

Please trust me on this. Since 1984, we have reviewed essays from AP tests, college entrance examinations, and state and national tests. These ratios earn the highest scores. Instead of changing the ratios, your teachers and their students will fare well if teachers make their expectations clearer in the writing prompts and the scoring guides. Let me provide you with examples of both: The writing prompt. I have had the privilege and pleasure of training a wonderful science teacher named Brandon, and he told me that he wanted his ninth grade students, who had just recently been trained in the JSWP method, to write summaries in which they demonstrated their knowledge of the five different elements of scientific inquiry. Therefore, Brandon asked me if his ratio could be 5:0 for a summary response.

My response to Brandon -- Let's keep the ratio 3+:0, so the student recognizes the type of writing s/he is doing, but explicitly give the instructions this way:

Here is his prompt:  Science is a way of thinking, questioning, and gathering evidence. Read 1.3 “Scientific Thinking and Processes.” Then, write a one-chunk (3+:0) summary response that identifies the (5) different elements of scientific inquiry. A concluding sentence is not required.

The scoring guide or point system. Another wonderful teacher, Alison, said, "Deborah, when I write 2+, the students only write two sentences. How do I motivate them to write more?"

My response to Alison -- 1) Work more with the Tchart, so the students will have more fodder for sentences; and 2) Send the students a clear message about your expectations regarding the number of sentences – something like this --

• 2 simple sentences = highest score is a C
• 3 simple sentences = highest score is a B
• 4 or more simple sentences = highest score is an A

More importantly, when they learn “types of sentences,” provide a scoring guide that assesses their learning of sentence types:

• Simple sentences only = 2 points
• A combination of 2 or more simple, compound, or complex sentences = 3 points
• A combination of 2 or more simple, compound, or complex sentence combined with 1 or more compound-complex sentences = 5 points

Finally, adding “chunks” is also a way to “get more” from those noggins . . .Write a well-developed multiparagraph essay

• Ratio: 1:2+
• 1-3 chunks per paragraph

Of course, the writing scores are also contingent on the content of their sentences, not simply the number or the types of sentences, and that’s why you stipulate “highest score” or "points." But the “types of sentences” option truly increases the sophistication of the writing, even without weaving. (By the way, with regard to scoring guides, I am working on a new scoring guide that emulates gaming; students receive points and status.)In English Language Arts (ELA) classes, teach the sentence types to the class as a whole and make the above grading stipulations a formative assessment. The “Shaping Sheet” is a wonderful graphic organizer for you and your students to examine the “types;” to provide one-on-one conferences for relearning; and, to display models of sentence variety before moving on to final drafts. Then, after they have practiced with “types,” add the weaving technique for those individual students who are ready. This works well!

Keep reading and writing!

Warm regards,

Dr. D'

Dear Dr. D',

"Our Scope and Sequence is huge, and I do not know how to get everything done and include the Jane Schaffer Writing Program, too. Help!! I'm drowning!" LisaDear Lisa,

Most teachers feel the same as you about the time crunch with or without JSWP. I know I did, and I became so frustrated at times. Between the Scope and Sequence, the State test, the daily class disruptions and interruptions, the unpredictable field trips, and the loads of paperwork, I sometimes felt like I would drown. I wish an easy answer were available to you. Let me see if I can assuage some of your frustrations.

When I started feeling overwhelmed, the first question I asked myself was “What must my English Language Arts students be able to do to 1) complete this year; 2) graduate from high school; 3) enter and sustain college (if they choose to attend); and 4) become productive global citizens?

The second question is “What can I control?”

‍MY HUMBLE SOLUTION: I like to look at a literary work we are reading in and/or out-of-class. That work could be a novel, a drama, a short story, a poem, or an essay. It could also be a passage. I have written quite a bit in this blog, so you might need to read a little here and there.

1)Vocabulary – Look at the work and pull the vocabulary words which you know your students will not understand upon first reading. Create a list and give it to them. Review it aloud. You will test them over this list, focusing on the first ten words the first week; the first twenty words, the second week; the first thirty words, the third week (select twenty words out of the thirty); the first forty words, the fourth week (select twenty words out of the first forty). Spelling – two points; definition – three points. Next week's Blog will be devoted to a Vocabulary unit developed by me and Mrs. Nancy Sharma of North Richland Hills, Texas.

2)Writing – Create one or more prompts (I like the students to have a variety of prompts from which to choose, and I would rather read paragraphs/essays on different topics than 150 on the same topic – Ugh!).See my previous Blog on creating effective prompts.Notice, I said paragraphs OR essays. Sometimes we think that we have to assign entire essays. The key is to have them write as often as possible, and these experiences can be effective, short, and easy to score.

1. As they read, you could have them create and submit each week the CDs that support their topic, embedded as direct quotations in complete sentences. Discerning strong evidence and embedding it properly in a sentence is a valuable skill that needs much practice. The grading is fast and valuable with immediate feedback.
2. You could have them submit their Tchart for one body paragraph (CDs written in complete sentences). Stagger your due dates. For example, Period 1: Due on Monday; Period 2: Due on Tuesday; Period 3: Due on Wednesday, etc.  Stagger due dates, so you don’t have 150 – 220 pieces of writing at once.
3. You could have them submit all of the graphic organizers, including the Shaping Sheet, for one paragraph.
4. You could have them create and submit a thesis statement.
5. You could have them submit the introduction only (with the thesis).

3)Grammar – For those of you who have taken my training or read my previous blog on writing prompts, you'll remember how I suggested that you create mini lessons in your prompts to discuss with your students grammar, usage, or syntax. AS you read the prompt(s) to the students, identify grammatical constructions on which your students need practice. Tell the students that they are going to work on one or two grammar lessons with each prompt. You demonstrate that grammar, usage, or syntactical phrase or structure in your prompt. Then tell them, "Students, on your Shaping Sheet, (or in the final draft of the paragraph or essay), you will highlight (or draw arrows) and label your demonstration of knowledge of those grammar lessons you have learned." The following list provides some ideas for you to model and assign:

1. Agreement: P/A; S/V;
2. Vary your types of sentences: highlight and label an example of a simple, compound, complex, and/or compound-complex sentence (or have them highlight only simple for the first paragraph; simple and compound for the second paragraph; simple, compound, and complex for the first essay; simple, compound, comples, and compound-complex for all future essays);
3. Commas: insert a comma between two independent clauses that are joined with a coordinating conjunction; use a comma after a long introduction (dependent clause, long prepositional phrase . . .) at the start of a sentence; use two commas to set off “grammatically unnecessary” information from the rest of the sentence; use a comma after each item in a series;
4. Syntax: parallelism – demonstrate parallel structure with three or more words on either side; repetition – demonstrate your understanding of anaphora; loose vs. periodic sentences;
5. Vary your sentence openings: Start a sentence with a noun, a pronoun, an article, a gerund, an infinitive, an adverb, a participle, an adverb clause, an expletive, a prepositional phrase, a noun clause, an adjective.

4)Reading – As they read aloud or alone, they should use their red and green pens to annotate (like we do in the training). If they may not write in their books, create a dialectical journal as they write with CDs on the left of the Tchart and CMs on the right of the Tchart.5)Speaking – Once a week or every other week, while they are reading, each student brings a Level Two or Level Three question to class (for a grade). Set up your classroom on those days in Connie Abshire’s Inner/Outer activity. Train them to take turns speaking, pausing, encouraging others, praising each other, discussing the work (great social and academic skills -- remind them that their discussion (CM) must be based on evidence (CD) from the work).You might ask, “But what about preparing the students for the state test, Dr. D?”

‍Expository Create your writing prompts to do that. If the writing is expository, then think of the subjects in the text you are reading. For example, in Mark Twain’s The Adventures of Huckleberry Finn, the following are only a few of the subjects in this 19th century novel that could resonate even today:

• What qualities make a good father
• Knowing the difference between right and wrong
• Friendship
• Importance of family
• Judging another person

(Remember, the above phrases are subjects, not themes. Themes answer the question, “What would the author (in this case, Mark Twain) say about the qualities that make a good father?" One answer: A father figure protects, shows affection, tells the truth, and never abandons a child.)Have them write an essay on one of these subjects: Sample prompt: Families come in many different shapes and forms. Using your observation, experience, and reading, explain what makes a family and how it impacts a person's life. If you use a real-life observation, consider a 2+:1 ratio. For your reading example, consider using a 1:2+ ratio. Provide strong evidence (CDs) and thoughtful commentary (CMs) to support your ideas.

‍Argumentation Or think of some controversial issues in the text (that's why I love using large pieces, such as novels and dramas -- so rich with options). How about using a 1987 prompt that would lend itself well to Huck Finn?

‍In the following passage, E.M. Forster argues that personal relations are more important than causes or patriotism. Read the passage carefully. Then write an essay agreeing or disagreeing with Forster’s views. I hate the idea of causes, and if I had to choose between betraying my country and betraying my friend, I hope I should have the guts to betray my country. Such a choice may scandalise the modern reader, and he may stretch out his patriotic hand to the telephone at once and ring up the police. It would not have shocked Dante, though. Dante places Brutus and Cassius in the lowest circle of Hell because they had chosen to betray their friend Julius Caesar rather than their country Rome. --Forster's "What I Believe" is published in: Forster, E.M.,Two Cheers for Democracy,ISBN 0-15-692025-5.

Assignment: Have the students submit the JSWP graphic organizers and include the counter argument and refutation on the Shaping Sheet. You could have them write an introduction and a thesis statement and two body paragraphs with one being from the reading (Huck Finn) and the other from an observation or experience. Use 2+:1 ratio.Finally, Lisa, what helped me tremendously occurred when I began integrating the skills and concepts in the Scope and Sequence (S&S) rather than taking them on individually and making them mutually exclusive from other skills and concepts in the S&S. This takes time to plan, but saves time -- and even more important -- creates quality time! The rewards are huge!

I hope this helps!

Keep reading and writing!

Warm regards,

Dr. D'

Dear Dr. D',

"I have a question regarding last year's 7th grade Expository STAAR® Prompt.  We just took our 2015 benchmark (MOCK STAAR) and I am reading the students' essays.  I am a bit confused about how they would have come up with a specific concrete detail to write about with this prompt.  The prompt is "Write an essay explaining the importance of having a good friend."  I am unsure of the types of things that I would see in the Specific Concrete Detail box.  Some students spoke of others who were friends, but did not focus on why it is important to have a friend.  With essays like "Explain the importance of never giving up" I can see how to get the concrete detail, but the good friend almost seems too personal to me."David

Dear David,

The State of Texas Assessment of Academic Readiness, known as the STAAR, requires its 4th, 7th, and 9th grade students to write a 26-line expository essay at the end of the school year. The challenge for the test makers is to design a prompt which is accessible to the minds of our 7th graders, so the test makers choose topics, such as friendship (2015) and laughter (2014), to engage students' ideas on topics with which they are familiar. Most 7th graders have at least one friend and tend to laugh frequently (albeit at inappropriate times -- but, hey, they're 7th graders!).

As teachers, our challenge is instructing the students on how to access their ideas and provide solid examples while still maintaining the expository mode of discourse. Too often, with these types of topics, our students easily lapse into a personal narrative.

So, here's what we do at JSWP to assist teachers:

STEP ONE: Teach the students to write in third person. This helps tremendously.

STEP TWO: Teach the students to generate solid examples outside of their personal experiences.

You'll remember in your training in August, David, that concrete details come from four different places:

1. What I have read;
2. What I have seen;
3. What I or someone else has done; and
4. What I or someone else has said (dialogue/famous quotations, etc.).

Another way of looking at "what I have read, seen, done, said" is to have students generate ideas and examples by using the acronym, GET HELP.G - Government (Politics, Candidates, Issues)E - Education (Science, Math, English, Social Studies)T - TV Shows (Sitcoms, Series)H - History (Famous Historical Events)E - Entertainment (Art, Movies, Social Media)L - Literature (Novels, Dramas, Short Stories, Poetry, Essays)P - Personal (Family, Friends, Hobbies, Goals)Now, let's look at the 2015 7th grade composition prompt again: "Write an essay explaining the importance of having a good friend."

• Friendships in Government: John Adams and Thomas Jefferson (statesmen)
• Friendships in Education: Science class - electrons and protons; seeds and flowers (a little twist on friendship . . .)
• Friendships on TV: Ariana Grande -- a show based on two friends who start a baby-sitting service to earn money; Friends sitcom with Rachel, Monica, Phoebe, Joey, Chandler, and Ross
• Friendships in History: Meriwether Lewis and William Clark (trailblazers); Gertrude Stein and Ernest Hemingway
• Friendships in Entertainment: Han Solo and Chewbacca
• Friendships in Literature: Harry Potter by JK Rowling: Harry Potter, Ron Weasley, and Hermonine Granger; Of Mice and Men by John Steinbeck: George and Lennie (a little old for 7th grade, but 9th graders might use this one); The Giver by Lois Lowry: Jonas, Asher, and Fiona
• Personal Friendships: Each student would have his/her own.

You'll notice that "Personal Friendships" is last, and I'm happy it worked out that way in the acronym. I tell the students, "Use personal examples as your last resort, but use them, if necessary."

STEP THREE: There are two other types of sentences, critical in the body paragraphs, which help students to avoid the personal narrative: topic sentences and concluding sentences. Have the students start and end their body paragraphs with observations about the topic, not personal feelings. Reminder: A topic sentence (TS) has a subject (topic of the paragraph) and an opinion. The same may be said for the concluding sentence (CS); and, the concluding sentence gives a finished feeling.

• Good friends are reliable.  Not, I can rely on my best friend. (Note: Avoid first person in an expository essay.)  
• Good friends arrive when no one else will.
• Good friends make us laugh when we are down.

Notice in the last sentence, I use the "royal we" instead of allowing students to use that pesky second person pronoun, "you." The idea is to teach the students to return to their purpose -- explaining the importance of friendship. We do that when we remove ourselves from the topic and make statements known as universal truths.

On October 5, 2015, the personal narrative was removed from the test; so, I have recently revised our Middle School STAAR writing guide. Doing so gave me the opportunity to provide a few more models for teaching.

Wishing you a wonderful holiday season! See you next year!

Keep reading and writing!

Deborah (aka Dr. D')