This workshop provides guidance to teachers on improving writing instruction for students. It outlines a six step process to be implemented over six class periods. Each step provides instruction on an element of writing like choosing a title, using a graphic organizer, writing an introduction, body and conclusion, using a checklist to edit and evaluate writing, conducting peer reviews, and using creative exercises like a story pyramid, comic strips and a flip-flop story to practice narrative composition skills. The goal is to equip both teachers and students with strategies for organizing ideas, structuring essays, and workshopping written work.

4. This work shop is to
guide teachers to a
better writing for
their students.
It is divided into six
steps to be given in
six periods.

12. Step one

13. There are many important things
that students have to know before
writing:
Some spelling rules
The structure of the sentence
Instructions for handwriting

15. Step Two

16. The first step in writing a
composition is to choose the title.
Think about the type of paper
you are expected to produce.
Should it be a general overview,
or a specific analysis.

17. If it is a specific analysis, make
sure your topic is fairly specific.
If it is too general, you must
choose a narrower subtopic to
discuss.

18. (min )5
Choose a title
Be sure to make
it specific

19. The purpose of using a
graphic organizer is to
organize your ideas and
put them on paper, in an
organized format

20. Begin with a circle or a
horizontal line or whatever
shape you prefer in the middle of
a paper.
Inside the shape write the topic.

21. From your center shape
or line, draw 3 or 4 lines
out.

22. At the end of each line, draw
another horizontal or circle.
In each shape or each line,
write the main ideas that you
have about your topic, or the
main points that you want to
.make

24. (min )20
Using a graphic
organizer arrange
your ideas about
the topic you chose

25. Step Three

26. It should give your reader an idea
about the essay's intent, including a
basic statement of what the essay
will discuss
.

27. (min )20
Write an
introduction for
the title you chose

28. It presents the evidence that
supports the ideas.
Use concrete examples and avoid
generalities.

29. (min )20
Write a body
for your essay

30. Step Four

31. The conclusion should
summarize and make
sense of the evidence
you presented in the
body

32. (min )20
Write a
conclusion
for your essay

33. Step Five

34. Editing
While editing isn't always a
student's favorite task, it's an
important task nonetheless.
During this stage, students
will check spelling,
grammar, punctuation,
capitalization, and subject/
verb agreement.

35. n Finished With Writing Chec
cups
C – Capitals
U – Understanding
P – Punctuation
S – Spelling

36. Capitalization
Each sentence starts with a capital letter.
All names of people and places begin
with a capital letter.
Titles in a person's name begin with a
capital letter.
Each important word in a title (that
doesn't refer to people) begins with a
capital letter.

37. Understanding
Story starts at the beginning, or with
. the most exciting event
Beginning and ending make sense.
Order of events is easy to follow.
All sentences are complete and
include a subject and a verb

38. Punctuation
Quotation marks surround all words
that are part of a direct quote.
Commas separate items in a list,
appear within sentences that have
direct quotes.
All sentences end with a period or
other appropriate ending punctuation.

39. Spelling
Make sure that words are spelled
correctly. If you are using a computer,
remember to use the spell check
function.
All sentences are complete and include a
subject and a verb. All subjects and verbs
agree.

40. Fix What Needs Fixing

41. (min )5
Use the
checklist to
evaluate your
essay

42. Peer Review
This cycle allows students one
more look before showing their
work publicly. It can be done
through peer review.

43. (min )7
Use the checklist
to evaluate your
friend’s essay

45. Step six

46. Story Pyramid
Fill in the Story Pyramid with suitable
words:
One word naming the main character
Two words that describe the main
character words describing the place
Three
(setting)
Four words describing the problem
Five words describing another event
Six words describing another event
Seven words describing another event
Eight words describing the ending

47. comic strips
Write out a dialogue in the
bubbles above the characters'
heads

48. Flip-flop Story
1. Fold a paper in half and
crease.
2. Cut 2 slits on one side of
the folded paper.

49. Flip-flop Story
3.Write “Beginning – Middle –
End” on top of each flap.
4. Under the first flap write a
beginning of a story with an
illustration.
5. Pass the Flip-flop to the other
group to continue the development
of the story with an illustration.
6. Pass the Flip-flop, again, to the third
group to write a conclusion for the story with
an illustration.

50. The Newspaper
Write a head line
for the picture
Write an article about
the picture

51. Write it briefly so they will read,
clearly so they will appreciate it,
picturesquely so they will remember
it,
and above all accurately so they will
be guided by its light.
American journalist and p

52. If you want your students to
change
be creative
Because , if you
always do what
you’ve always
done, you’ll
always get what
you’ve always