Writing Strategy

Title of Strategy
TEKS

Write What You Read!

110.31
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are
expected to:
(C) relate the figurative language of a literary work to its historical and
cultural setting.
(14) Writing/Literary Texts. Students write literary texts to express their
ideas and feelings about real or imagined people, events, and ideas.
Students are responsible for at least two forms of literary writing. Students
are expected to:
(A) write an engaging story with a well-developed conflict and
resolution, interesting and believable characters, and a range of literary
strategies (e.g., dialogue, suspense) and devices to enhance the plot;

College and Career

Readiness
Standards

II.A.
(7)Evaluate the use of both literal and figurative language to inform and
shape the perceptions of readers.

Detailed
Description of the
Writing Strategy

This strategy can be used in unison with the reading strategy beforehand
or all on its own. For this demonstration, they will be linked.
The students will learn about several components of figurative language
and read a passage containing some of them. The students will then try to
write their own short story, or introduction to a story, that incorporates the
techniques that the passage they read used and one additional one from
what was taught. The students should view the passage they read as a
mentor text.

If this strategy is being paired with the reading strategy before, you can
also stipulate that they should use a certain number of the new vocabulary
words that they used in their short stories.
Prewriting, drafting, This is a drafting strategy showcasing how to use prior knowledge and
revising and
mentor texts to create a new concept.
editing? Use(s)?
Other variations

You can choose to include or exclude the vocabulary component.

and/or
modifications?
Considerations for
special populations
(ELL, ESOL,
struggling readers,
etc)

References:

This strategy is really useful for special populations because it provides a

mentor text as a model for the students. They can see exactly what the
finished product should look like before they even begin writing.