The Co-Constructive Writing Strategy For My Children's Story

Scribe a child’s story and have the children act it out, ala Vivian Paley. Describe the process.

The artist most often uses a brush to apply the paint. Brushes are made from a variety of fibers to create different effects.

You can use a pencil or pen. Drawing tools like crayons, color pencils or markers are often relatively

Pickett's expression beamed brighter with Mirella's compliment. Even though the man believed not a word of what he'd recited, nor in the very existence of the Lord himself, he always experienced a rush of adrenaline when performing for an audience. Even if only of one. "I'm glad you enjoyed, and if it was enough to please Vitrella, it must have been fine indeed."

Throughout the course of my writing career this semester at High Point University, I feel as if I have kept my reputation of being a good writer. In high school my papers were said to been adequate worked and excelled when it came to using good transitions and language. Given these factors, I came to college with the same attitude that I am a good writer, and will produce well written work whenever I am asked to submit an assignment as such. I feel as if I have not slacked off from this, and that I have only gotten better by utilizing feedback from my peers and professors that give constructive criticism. The constructive criticism from peers has helped due to it being from a more relatable person, it helps that it is from someone who is doing

    To compose an extremely marvelous narrative in fifth grade involves a lot of effort. I have encountered it and I want to give you three crucial recommendations to write a compelling and memorable story.

"What?" I murmured. I opened my left eye slightly, only to see my best friend sitting beside me and the whole classroom looking at me with widened eyes.

You might think dealing with kids is problematic, and you’re right. Even though most of the time kids don’t listen to what authorities are saying, they still find time to whine about what food they want versus what food they’re given, or when the kid starts to whine about sharing a toy with another peer like the world is coming to an end. Come on, don’t these kids know what’s currently going on? Also, when it couldn’t get any worse, they have a tough time laying down for nap and refuse to sleep, in ten years they’ll be wanting that nap time in 2nd period history class. So, will kids ever change, hopefully because their parents can hardly tolerate them.

The writing process was a little difficult. Brainstorming a list of possible thesis options was the biggest challenge for me. For me most of the time the benefits of brainstorming outweighed the creative output. I found myself getting frustrated looking for times in my life when I struggled to read and write. For the most part remembering how I conquered the challenges was very hard to recall. Though I found out what I was going to write about, I still haven’t stated my thesis on the paper.

For a child that is struggling with writing, one strategy that can be used at home is to have the child keep a journal. Everyday after school, encourage the child to come home and to write down personal events or experiences that happened that day at school. Make sure the journal has notebook lined paper to provide structure for the student. Allow the child to have space while writing their thoughts down. At school often the teacher is looking over them as they write to see if they are spelling words correctly, using correct punctuation, etc. Let the child enjoy the writing process, even if they mess up a bit. Corrections can be made after the child has written down their experiences. Encourage the child to write down fun or silly things from their day. This will shed a positive and enjoyable light on

It was a long, foggy day in the middle of April in 5th grade. After five classes we went out to recess. The whole 5th grade would come out to the grounds of the Blackberry Creek Elementary School. The Playground yard had a row of eight swings on the right side. With a field of grass in the middle of the grounds. There were big playground sets with a squiggly and a straight slide. Underneath the squiggly slide there was an array of small, brown, wood chips everywhere. That was where a group of people were chatting in a circle, So I came over there and asked,

Rita was a black girl, black as ebony, man oh man, the Queen of Africa Pervis found waiting in line for work. He said to her, “You’re on the dodge, aren’cha? You know how to pick this stuff? Don’t matter. You cook?”

The luminescent sun remained motionless in the air, glaring down at the rugged, mountainous terrain. Light creeped up the hill, gale hustled the loose dirt, and the mountain growled. Yet, David, the nine-year-old Australian boy, remained solitary, his eyes surveying the scene.

Students begin by creating a pencil drawing of their images. They may use the computer or their phone as a picture references. Otherwise, there are various books in the classroom with images that students may use as a reference for their drawing.

Kiki the Kiwi ran through the bush on his speedy little legs. He was in a hurry to get to Puka the Pukeko’s house. “OUCH!” he cried, tripping over an empty soda can and ending up with his tail feathers pointing skyward. He looked around him seeing a pile of empty cans dumped on the track. They had dangerously sharp edges that could hurt unsuspecting animals. “What disgusting litter critter would do this?!” he exclaimed. “IS IT THAT HARD TO DO THE RIGHT THING?” Kiki ran home to get a sack and loaded up the cans to drag to the recycling bin.