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1. 4. STOP & DARE
THIS PLANNING MODEL BY DE LA PAZ AND
GRAHAM IS USEFUL FOR PERSUASIVE AND
ARGUMENTATIVE WRITING.
THE ACRONYM/ MNEMONIC STANDS FOR:

2. Suspend judgment.
 Suspending judgment develops in the learner
reflective writing avoid sweeping generalization
or claims that have no clear grounding.
Take a side.
 Students need to take a clear stand on an issue so that
they can produce a unified and coherent argument.
This is one way of making their voice visible in their
written output.

3. Organized ideas.
 Carefully structured claims supported cohesive
and coherent evidences result in effective and
persuasive arguments.

4. Plan more as you write.
 Writing is recursive process so that planning happens
not only in the beginning but in the entire writing
activity.
Develop a topic sentence or a thesis
statement.
The topic sentence of a paragraph or the thesis
statement of an essay is one of the unifying elements of
writing. It helps the writer stay focused in the topic.

5. Add supporting ideas.
 Supporting ideas strengthen the position a writers
take. Learners need to understand that supporting
ideas bring their propositions or claims to life.

6. Reject arguments from the other side
 In taking a position on a writer on an issue , a
writer should be aware of the opposing
arguments so that they can rightfully refute
these.
End with a conclusion.
Clear and emphatic closing or conclusion
persuades the readers to think and feel or
embrace the position of the writer.

7. 5. The five paragraph essay
This strategy is useful in teaching genre writing for
learning. The template includes the introductory
paragraph, which introduces the topic and the thesis
statement. The second, third, and fourth paragraphs
develop the key ideas articulated in the thesis
statement. The 5th or concluding paragraph clichés
the discussion either by summarizing or reiterating
the thesis statement. A sample of this can be seem as
the follows:

8. Five- Paragraph Essay Template
This introductory paragraph begins with a
background or a hook. It also contains the
thesis statement.
These are the three developing paragraphs with
the topic sentences that support or develop the
thesis statements. Writers have to be mindful of the
paragraphs’ unity ( having all sentences related to
the topic sentence coherence ( the way ideas hang
together or the paragraph organization and
presentation pattern, and cohesion ( the
connectedness of the sentences through transition
words)
Conclusion paragraph, which summarizes the key
points or restates the thesis statement. A writer
may also end the essay with provocative question
or a call to action.

9. 6. Cinquain
 Sometimes called a diamond poem, cinquain is a poetic genre created by
Adelaide Crapsey. The didactic cinquain form’s variation has become a
creative strategy for writing poems with the following formula for poetry
writing.
Variation 1
 The first line is one word which is the title of the poem.
 The second line contains two words which are adjectives that describe the
title.
 The third line has three words, usually gerunds, thst tell the reader more
about the subject of the poem or show action.
 The fourth line has four individual words or a four-word phrase that show
emotion about the subject of the poem.
 The fifth line is a one-word synonym or very similar word to the title.

10. Example:
CASTLE
By: William Swink
“ Castle
Strong, beautiful
Imposing, protecting, watching
Symbolizes wealth and power
Fortress “

11. Variation 2
One-word title of the poem.
Two adjectives that describe the first word.
Three other modifiers of the first word, all
ending in ing.
A complete sentence with four or more words.
One word.

12. Examples ( both from anonymous
writers)
“ Star
Hot ,radiant
Shining, burning, exploding
It gives life to everything.
Sun”

13. “ Acrobats
Flexible, amusing
Flipping, twirling, jumping
They make me laugh
Performers “

14. 7. List Poems
This creative writing activity asks
learners to list down an inventory of
persons, places, objects, or ideas. It
incites students to write strong and
funny descriptions of the things they
are passionate about.

15. Example:
What’s in the box under my bed?
Eight marbles and shoestring
A shiny bubblegum ring
Two valuable baseball cards
Some chocolate candy bars
A letter my friend wrote

16. Writing Prompts
Along with the strategies, the teachers can also
motivate the learners to write by giving clear
writing prompts. A prompt is anything that moves
the student to write. It can be an incomplete
statement as a story starter like “ I never thought
I’d survive…., or a question like “ What are the
benefits of urban living?” or thought- provoking
triggers like images, quotes, or songs.

17. Wilfong (2015) offered two types of writing prompts,
infinite which can be answered in multiple ways, and
finite, which requires a direct or straightforward
response. Infinite prompts can be confusing to some
students but would be useful for every day or non-
graded writing activities. Finite prompts are less
daunting for the students because the goal and
expectations are clear. Finite prompts are useful for
formative and summative assessments, especially if
you want to check their understanding of the
concepts and application of specific writing
competencies.

18.  Assessment is central in the teaching –learning process it
provides evidence of learning and informs the teacher on the
course content that needs reinforcement or re-teaching.
However , with the complexity of writing and the diversity of
the writing outputs that the students turn in, teachers often do
not prioritize writing assessment. Checking the written outputs
of the learner is not only tedious but also time-consuming. On
the part of the students, they would get demotivated by the
feedback or the read. Therefore, when we assess we focus not
only the outputs but also on the writers( Tompkins, 2008)

19. THANK YOU!