How can we help struggling writers organize their ideas for writing?
Graphics organizers have been widely touted as a method to help students brainstorm ideas for their writing, but do these organizers help struggling writers write an essay under timed test conditions?
In one GED prep session, high school dropout and single mother Rona, 22, developed an incredible line and bubble graphics organizer about her personal experiences with the given topic. I was impressed. She showed it to me and promptly began to cry. Why? Because she had no idea how to get her great ideas down on paper in an acceptable essay. Her fantastic graphic organizer overwhelmed her. She just had no idea how to begin her essay. She felt hopeless and wanted to drop out of the GED prep program. The graphic organizer approach for Rona was not helpful.
On the other hand, other struggling writers write whatever pops into their minds with little thought given to organization of ideas. They write on and on to fill the page but say nothing of importance. They load examples and details in the first paragraph, then have nothing more to say in the rest of the essay. They either write too much with an over abundance of detail, or they write too little, leaving the GED essay reviewer with no clear indication of their writing ability.
What is the solution? One approach is to teach key words and key examples.
In GED prep classes, we often take a list of sample topics and have students choose three key words for each topic. As a group, we go through a list of topics rapidly, citing key words for each topic. The goal is to show students how quickly they can organize their ideas. Then we choose one topic and write a five paragraph essay.
For example, when students write about a person who has influenced them (their personal hero), they think of three qualities of this person. Grandmom might be honest, resourceful, and caring. These three key words organize the essay. Paragraph one restates the prompt and introduces grandmom with her proper name and a bit of description. Then comes a list of the three key words in one or two sentences. A transition sentence leads to the rest of the essay.
Paragraph two takes the first key word and develops it. The topic sentence states the key word, and the following sentences give a specific example that "proves" that quality. We ask students to "name the dog" (Clark, 2008) by including "capital letter words." In other words, we tell students to include specific details with their examples--who, what, when, where--with proper nouns. Our honest grandmom, Sally Whozit, walked two miles back to the Peterson's Grocery Store on Main Street in Kalamazoo, Michigan to return the extra dollar the cashier gave her in change. Not only do these capital letter words in these examples make the essay more interesting, it enhances the style of the writer.
Paragraphs three and four follow the same format: topic sentence with key word stated, followed by a specific example that demonstrates the given quality.
The closing paragraph gives no new information but quickly summarizes the first paragraph. A closing statement about grandmom finishes the essay.
The key words, key examples approach uses a simple format, but it gives struggling students a way to begin writing. It alleviates anxiety and helps them get started. Those students who claim they never learned anything in English class can be successful using this approach, and you can see the satisfaction on their faces! When they head off to take the GED, they feel confident that they can pass the essay section because they have a strategy.
The five paragraph format may not produce outstanding writing, but it gives struggling writers a strategy to pass the GED essay test. Many who pass go on to take college classes or vocational classes and eventually become financially independent.
"Name the dog" strategy from Roy Peter Clark, Writing Tools, 50 Essential Strategies for Every Writer
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