Write On is a three-book writing series designed for young EFL students. Throughout the series, students practice writing in a wide variety of styles such as narrative, descriptive, process, definition, expository, summary, review, compare/contrast, persuasive, and cause/effect paragraphs.

1. Write On

2. What is Write On?
 Write On is a three-book writing series designed for young EFL students (upper
elementary and middle school).
 Throughout the series, students practice writing in a wide variety of styles such
as narrative, descriptive, process, definition, expository, summary, review,
compare/contrast, persuasive, and cause/effect paragraphs.
 Write On allows students to analyze a model paragraph in the chosen style
before moving on to planning and then writing their own paragraph on a related
topic.
 A variety of activities in each student book works to develop students’ writing
skills with an engaging and fun means.

3. What makes this
series special?
1. From reader to writer
2. Appeal to multiple intelligences
(Howard Gardener and the theory of
multiple intelligences )
3. Process writing

4. From Reader to Writer
Why Reading Matters
• Research suggests that strong readers are more likely
to become good writers than students with weaker
reading skills (Dr. Nancy Cecil, Striking a Balance: A
Comprehensive Approach to Early Literacy, 2011)
• Familiarity with correct usage of phrases and
expressions
On the My Own Writing page of each unit, students are
provided with semi-fixed expressions taken from the
model paragraph. Having seen them in the model, they
are now encouraged to adapt them for their own use.
• Increases vocabulary

5. From Reader to Writer
Why Reading Matters
Proficient readers know how to
• decode information
• make connections
• visualize
• evaluate
• ask questions
These skills are all essential when gathering and
putting together information to write a paragraph.

6. From Reader to Writer
Therefore, each unit starts with a model paragraph.
Three-fold function
1) Warm-up: Opportunities for opening up
discussion, predictions, feelings, and
background knowledge about the topic
2) Sample writing: what a paragraph written in the
target style/genre should look like.
3) Target language in context: How to use the
language

7. Multiple Intelligences
Writing is not BORING!
• Students (and teachers) may complain that
writing is not interesting and doesn’t suit their
learning style. This is just not true.
• Write On meets the needs of a wide variety of
intelligences.
• What are multiple intelligences, and how does
Write On meet their needs?

8. Multiple Intelligences

9. Multiple Intelligences
• Theory developed by Harvard psychologist
and professor of neuroscience, Howard
Gardener
• Intelligence is the skills that enable us to gain
knowledge and solve problems.
• Different intelligences lead to different
learning styles.
• Only by recognizing these styles can educators
effectively facilitate learning.

10. Write On and Multiple Intelligences
How does Write On incorporate multiple intelligences?
Using Book 1, Unit 1as a model (applicable to all units in the series):
Verbal Linguistic
In the Modeling exercise (Bk1, page 7) the student is asked to read a
paragraph and find key words.
Logical/Mathematical
In the Mapping activity (Bk1, page 8) students use a mind map to organize
information. Mind maps are referenced by Multiple Intelligence proponents as
useful in building logical reasoning.
Visual
As an extension activity each student can draw, label, and share with the class
a picture illustrating the paragraph body on Bk1, page 11.
Auditory/Musical
Students read aloud with correct intonation and pronunciation the
Language Focus sentences on Bk1, page 9.

11. Write On and Multiple Intelligences
Auditory/Musical
Students read aloud the Language Focus sentences (Bk1, page 9) with
correct intonation and pronunciation. Students can read the model
paragraph (p.7) in a reading chain – one sentence per student.
Body Kinesthetic
As an extension activity students can act out words and phrases in the
Brainstorming activity (Bk1, page 10).
Interpersonal (with others)
Students can answer discuss the post-reading questions on Bk1, p.8.
Students can work in pairs or groups to discuss and share the Brainstorming
Mind Map on Bk 1, page 10. The Language Focus extension activities
available online also feature group and pair work.
Intrapersonal (alone)
Students work individually to complete the paragraph Outline on page 11
and the final paragraph on p.12.

12. Write On and Multiple Intelligences
Each Chapter in the Write On Series can be used to support Howard Gardener’s
theory of
Multiple Intelligences

13. Write On and Process Writing
(Using Unit 1 as an example)
A multi-step process:
Thinking
Thinking about what to write is sometimes very difficult,
even for native speakers. Write On helps scaffold writing
by presenting methods for organizing and generating
ideas and provides useful vocabulary in the
Brainstorming word box section
Brainstorming
Students take the ideas from the Brainstorming word
box and organize them in a mind map. This helps the
learners see connections between ideas (Book1, page
10).

14. Process Writing
 Outlining
Students use the outlining template in each chapter to help
them in organizing and structuring their ideas (page 11).
 Writing
Students then proceed to My Own Writing where they write
a structured paragraph in based on their outline (page 12).
 Editing
Students use the Check Your Writing segment at the very end
of the chapter to review their paragraph (and the paragraphs
of other students if desired) and make any final edits or
corrections (page 12).

15. Write On

16. Recommended Classroom Hours
• 1. Textbook only:
1 unit – 2 x 50-minute lessons
• 2. Textbook teaching with extension activities:
1 unit – 3 x 50-minute lessons

17. How to Teach: Sample Plan
• Three lessons per unit
Unit 1
Lesson 1 – 50 minutes
Components: Modeling & Mapping Ideas
Lesson 2 – 50 minutes
Components: Language Focus & Brainstorming
Lesson 3 – 50 minutes
Components: Making an Outline & My Own Writing

18. Lesson 1

19. Lesson 1
• Warm-up -
activate schema
• Ask open-ended
questions about
pictures on the
first page
Introduction
(3 mins)
•Talk about the topic
– what do I want to
know?
• Pre-teach
vocabulary - equip the
students to read
Discussion of the
topic (5-6 mins)
• Read the
paragraph
(teacher to
students or silent
reading)
Reading
(5 mins)

20. Lesson 1
• What did I find out
about the topic?
Post-reading
(2-3 mins)
• Identify parts of the
paragraph: answer
questions in SB (select
students to write the
answers on the board)
Paragraph Analysis
(5 mins) • Fill in mind map with
details from the
paragraph
Mapping Ideas
(10-15 mins)

21. Lesson 1
• Answer questions that follow
the mind map – What did I
understand?
Reading
Comprehension
(5 mins)
• Language Focus Extension
Activity (see online Teaching
Tips)
Take It Beyond the
Book
(7-10 mins)
• Select students to briefly
introduce themselves to the
class using words and
expressions they’ve
practiced using in the
extension activity
Wrap-Up

22. Sample Extension Activity
Extension Activity: Language Focus
• Ask the students what kind of information they usually share when they first meet someone. Ask “When you meet
someone for the first time, what do you tell them?” Elicit things like ‘name,’ ‘age,’ ‘where you live,’ ‘school name,’
‘hobbies,’ ‘ brothers and sisters,’ and write them on the board. Next, with the students, think of the questions they
could ask to find out this information. Elicit the questions and write them on the board. (What is your name? /
How old are you?/ Where do you live? etc.) **This could be done pre-reading**
• Have the students talk to a partner. They will use the questions to introduce themselves and find out about their
partner. Give them a conversation starter to help them get started:
• “Hello, I’m _____. What’s your name?”
• Model a short sample conversation with one student.
Sample conversation:
T: Hello, I’m _________. What’s your name?
S1: I’m Yuna.
T: How old are you, Yuna?
S1: I’m eleven years old. How old are you?
T: It’s a secret! Where do you live?
S1: …
• You can also have the students fill in a sheet with the information about their partner. If time allows, once
students have finished talking to one partner, they can change partners and talk to a different student.

23. Lesson 2

24. Lesson 2
•Recap of previous lesson
- brainstorm details from
the model passage on
board using target tense
/ mini-self introductions
as review
Warm-up
(5 mins)
•Textbook exercises – go
over examples as a class
then have students work
alone
Language Focus
Introduction
(5 mins)
•Textbook exercises Part A
– look at first three
example answers together
and pre-teach vocabulary
• Have students work
independently,
•Get students to check their
answers in pairs, then go
over answers. Pair check,
then do a whole class check
•Repeat process with Part B
Language Focus
Exercises
(15-20 mins)

25. Lesson 2
• Brainstorm ideas for
Brainstorming Part A with
whole class, then have
students fill in their own idea
in their book
• Follow with pair check
Brainstorming
(5 mins)
• Go over the brainstorming
chart from the book on the
board
• Look at the suggested vocab
in the book and elicit
additional ideas from the
students
Brainstorming
(5 mins) • Have students work
individually to fill in their own
brainstorming charts. Set a
time limit (10-15 minutes).
• Peer review and wrap up
Independent
brainstorming
(10-15 mins)

26. Lesson 3

27. Lesson 3
•Review Brainstorming from
previous class, allow time to
add/alter info
•Discuss topic sentences – time to
select one or make own (depending
on the class)
Review and Topic
sentence (7 mins)
•Students choose info from the
brainstorming chart
•Have students fill in their outline
with ideas –body need not be in
sentences yet.
Making an Outline
(7-10 mins) •Students write their paragraph and
title, using the Outline page for
guidance
•Checklist – either check own or a
partner’s work
•If time, have a couple of students
read their paragraph to the class
My Own Writing
(20-25 mins)

28. Additional Assignments
• Further writing practice for each unit at the
back of the book (see handout)
• 2 pages: Language focus review
Brainstorming
Outlining
Writing
• Homework or in-class
• Extra writing idea on Teaching Tips

29. How to Teach: Short Plan
• Sample 2: Two lessons per unit
Unit 1
Lesson 1 – 50 minutes
Components: Modeling, Mapping Ideas,
Language Focus
Lesson 2 – 50 minutes
Components: Brainstorming, Making an Outline,
My Own Writing

30. Wrap-up
Using Write On, teachers can involve all 4 skills.
o Talking
o Listening to each other/teacher
o Reading
o Finally writing!
www.compasspub.com

31. Image sources:
• http://classroomchoreography.wordpress.com/2010/05/10/dance-and-
multiple-intelligences/
• http://www.literacyworks.org/mi/assessment/findyourstrengths.html
• http://www.myskillcheck.com/
• http://debrabell.com/2011/10/middle-school-tools-2nd-
semester/writing/
• www.vectorjunky.com
• http://www.picturesof.net/search_term_pages/quiet.html