Writing Lessons

Types

I teach all kinds of writing: informational, persuasive, narrative, and poetic. I teach short-term and long-term. A long-term progression might look like this:

Younger students often start with creative writing, such as stories or personal essays, like describing trips they have taken or summarizing their favorite books. Or they may write informational pieces on topics of interest, like animals, famous people or places, or history.

From there, I usually transition to persuasive essays on age-appropriate topics like whether students should wear uniforms or whether they should be allowed to eat in class. After a few essays, I add a research component.

When that is comfy, I introduce literature analysis essays, which covers reading skills, too.

Later in high school, students often take the AP Literature and Composition and/or AP Language and Composition exams, which I help them prepare for. Students may also write essays for other standardized tests, such as the ACT (the College Board dropped the SAT essay). Often, I also help them with other parts of the ACT or SAT.

Finally, I guide them through writing college application essays.

I also work with them on other projects that come up, such as narratives, essays, or poetry for local or national writing contests, like the Scholastic Art and Writing Awards. I have prepared Virginian students to write admission essays for the Thomas Jefferson High School for Science and Technology. And I coach students on essays for academic summer programs, like SUMaC or UCSB programs.

Beyond high school, I have helped students write application essays for graduate school, including medical school. Living near the Mayo Clinic, I’ve had a chance to help research fellows from overseas use natural-sounding English in their manuscripts.

Approach

For writing, I teach the process of preparing, drafting, and revising. It looks like this for essays:

Preparing includes brainstorming, researching (finding and evaluating sources and taking notes), considering multiple viewpoints, and creating a well-organized outline with all the proper components in place (an introduction with a hook, background, and thesis; body paragraphs with topic sentences, evidence, reasons, and a conclusion; and a conclusion with a restated thesis and an answer to “so what?”).

Drafting involves turning notes from the outline into sentences, filling in details, and adding transitions.

Revising starts with content and organization. Does everything fit the thesis? Are the points clear and persuasive? Is the information accurate? Do the ideas flow easily? Is everything in the appropriate part of the essay? Have opposing viewpoints been addressed? Does the essay fit all the parameters of the assignment?

Revising continues with style: energy (dynamic, concrete diction), efficiency (cutting unneeded words), variety in diction and syntax, literary devices (to the extent relevant), tone (including the appropriate level of formality), and sound (euphony, etc.).

Revising ends with grammar and mechanics (for topics in this area, see below).

Informational writing involves many of the same concerns, without the persuasive elements. Narrative writing includes other elements, like characters, setting, plot, description and dialogue, and theme. Narrative essays combine elements of essays and narratives. Poetry includes more elements related to sound and structure as well as denser expression.

The process approach not only covers all the necessary skills but also saves time. For example, if students start drafting without finishing preparing, they have to spend much more time revising. Additionally, if they proofread for grammatical errors before revising for content and organization, they may end up rewriting sentences or paragraphs that they must proofread again. This order also governs what I focus on first. For example, in the earlier lessons, I spend a lot more time on preparing, drafting, and revising content. When these skills are better established, I focus more on style and grammar. Of course, when students have class assignments, I cover all aspects in my recommendations.