Writing Strategies

Organizing Writing

-Writing the sentences in order

• To tell a story or explain how to do something, sentences should go
in an order that makes sense. Writers often start by saying what the
passage is about. Then they write about events in the order that
they happen. Time-order words and phrases make that order
clearer.
• We drove to Clarksville last weekend.
• When we got there, we had breakfast with my grandparents.
• We decided to catch an afternoon movie after we ate.
• Later that evening, we watched the sunset at the beach.
 Writing Strategies
• When a word is more general than another word, it
describes a larger group of things. When a word is more
specific, it describes a smaller set of things within the larger
group.
• The word bird describes any animal with feathers and wings.
• The word crow describes a certain type of bird.
• So, the word crow is more specific than the word bird.
• Using more specific words can add detail to your writing. You
can use more general words when details are not as
important.
General vs specific
• Well-organized writing is made up of sections, like
paragraphs or chapters. Each section should have a
single topic. To organize your writing, group the details
so that every detail in a section is about the same topic.
• Sir Paul McCartney was born in Liverpool, England, in
1942.
• This sentence would fit in a section about Paul
McCartney's childhood.
• McCartney won twelve Grammy awards as a member of
the Beatles.
• This sentence would fit in a section about Paul
McCartney's musical success.
• When you write a paragraph, it should focus on a topic. For
example, maybe your paragraph is about how cheetahs are
different from other big cats. Each sentence should give
information that fits the topic:
• Though cheetahs are large, they aren't like other big cats.
• Most big cats can roar but cannot purr.
• Cheetahs, on the other hand, can purr, but they can't roar.
• Additionally, cheetahs run faster than any other cat.
• Cheetahs also hunt during the day, while other big cats are a
ctive at night.
• If a sentence does not fit the topic, take it out of the
paragraph to improve the focus:
• Peregrine falcons can fly faster than cheetahs can run.
Topic Sentences
• Many paragraphs begin with a topic sentence. A
topic sentence tells the reader what the paragraph
is about.
• For example, maybe your paragraph is about the
first time you went skating. This would be a good
topic sentence:
• My first time skating was scary but fun.(correct )
• Your topic sentence should not be too broad. "Too
broad" means that the sentence doesn't tell you
exactly what the paragraph is about. It doesn't give
enough detail.
• Skating is a fun sport.
• When you write a paragraph, you can begin it with
a topic sentence. A topic sentence tells the reader
what the paragraph is about.
• Topic sentence: Sharks have many teeth.
• Each sentence after the topic sentence should give
more detail to support the topic sentence.
• Most sharks have more than one row of teeth.
• In fact, the bull shark can have fifty rows!
• When a shark loses a tooth, a new one comes in.
• If a sentence does not support the topic sentence,
take it out of the paragraph.
• Sharks have rough skin and fins, too.( wrong )
• Your topic sentence should not be too narrow.
"Too narrow" means that the sentence tells
only about a detail.
• I needed help getting my skates on.
• Your topic sentence should not be off topic.
"Off topic" means that the sentence doesn't
match the paragraph well. It tells about
something else.
• A lot of my friends like to go skating.
• Many paragraphs begin with a topic sentence. A topic sentence tells
the reader what the paragraph is about.
• For example, maybe your paragraph is about how big sharks can be.
This would be a good topic sentence:
• Sharks are some of the largest animals in the sea.
• Your topic sentence should not be too broad. "Too broad" means that
the sentence doesn't tell you exactly what the paragraph is about. It
doesn't give enough detail.
• There are many different kinds of sharks.
• Your topic sentence should not be too narrow. "Too narrow" means
that the sentence tells only about a detail.
• The basking shark can be over thirty feet long.
• Your topic sentence should not be off topic. "Off topic" means that
the sentence doesn't match the paragraph well. It tells about
something else.
• Sharks can be dangerous.
• Many paragraphs end with a concluding sentence. A
concluding sentence often restates the paragraph's
topic sentence. It lets readers know that they have
reached the end of the paragraph.
• For example, maybe your paragraph's topic sentence
is Whales use the fat on their bodies to stay warm.
Here is an example of a good concluding sentence:
• Thanks to the fat on their bodies, whales can 
avoid freezing in very cold water.
• Your concluding sentence should not use too many
of the same words as the topic sentence. Make sure
that you are describing the topic in a different way.
• A story summary includes the most important details in
a story. To write a good summary, think about the main
story elements.
• The story's background includes information that sets
the scene and introduces the main characters. It may
also state the story's setting or describe an important
event that happens at the beginning of the story.
• The main problem in the story is something that goes
wrong for the characters, or something that needs to be
fixed or changed. The problem, or conflict, is what causes
the characters to take action.
• The solution to the story's main problem is how the
problem in the story is solved. The solution, or
resolution, is what wraps up the story.
• You can take notes on story elements using a
graphic organizer, like a table. Then, you can
use the graphic organizer to help you write a
story summary. Your summary should include
the story elements. You should also include
transition words and a few more details to
help the summary flow.
• For example, here is a completed graphic
organizer:
 Lily has to stay home and babysit her little
Background
 sister Marly while their parents go out.

Lily gets upset when Marly spills spaghetti
Problem  all over the kitchen floor.

Lily and Marly turn cleaning up the kitche
Solution n into a fun game.
• A good story summary might be:
• Lily is babysitting her little sister Marly while
their parents go out. During dinner, Lily gets
upset because Marly spills spaghetti all over
the kitchen floor. However, Lily has an idea.
She attaches rags to her and Marly's feet, and
they twirl across the kitchen floor. Just like
that, cleaning up the kitchen turns into a fun
game.
• Time-order words can help show when things
happen.
• Some time-order words tell you that a sentence is
about the past, present, or future.
• We should go to the beach today.
• Tomorrow we can stay home and watch a movie.
• Emily recently learned how to sew.
• Soon she'll be able to make her own Halloween
costumes.
• Some time-order words put events in order.
• First, I got out of bed.
• I got dressed next.
• Andrew was studying in the library before his test.
• Afterward he played basketball in the park.
• When you're writing, use transitions to help
the reader understand how two ideas connect
to one another.
• Different transitions have different purposes.
Purpose
show the order of events in time
show cause and effect
add a new example or idea
contrast, or show differences
compare, or show similarities
emphasize a point
Transitions
first, next, later, finally, afterward
therefore, for this reason, as a result
also, for example, in addition
however, otherwise, on the other hand,
still
similarly, likewise, in the same way
truly, especially, in fact, to repeat
• To use a transition between two sentences,
think about how the sentences are connected.
Choose the transition that best shows that
connection.
• Jason made more free throws this season than
any other player. As a result, he was voted
Most Valuable Player.
• The transition as a result shows that the
writer is about to state an effect of Jason's free
throws.
• Conjunctions (like and, but, or, and so) are used to
put words and sentences together.
• Use and to show that things go together.
• Greg and Kate are playing a game.
• We went to the zoo, and we saw some lions.
• Use but to show that things are different or
opposite.
• I want to read, but my sister wants to play with me.
• Use or to show a choice.
• Do you want to go to the zoo or the park?
• Aaron can ride his bike to school, or he can walk.
• Use so to show that something happens because of
something else.
• Today is my birthday, so my mom baked a cake.
• Subordinating conjunctions show how ideas
go together.
• Use after, before, until, and while to tell when
something happens.
• After I eat my dinner, I will make cookies.
• Let's get popcorn before the movie starts.
• Tom finished cooking while Mary was on the
phone.
• Jim played basketball until it got dark.
• Use because to give a reason.
• Dad is hungry because he hasn't eaten all day.
• Use if to show what might happen or what
might be true.
• We can't play outside if it rains.
• If you like chocolate, you will love this cake.
• Use even though to show that things are
different, opposite, or surprising.
• Even though I am short, my sister is tall.
• Time-order words can help to show when things
happen.
• Some time-order words tell you that a sentence is
about the past, present, or future.
• We went to the zoo today.
• Tomorrow, we will go to the park.
• Now, we are eating dinner.
• We will go to bed soon.
• Some time-order words put things in order.
• First, I got out of bed.
• I got dressed next.
• Then, I had some food.
• Finally, I went to school.
• When you write, you can use linking words to
show how two ideas go together. Linking
words can make your writing stronger.
• For example, without linking words, this
passage is choppy and hard to understand:
• Deb had a terrible morning. She woke up late.
She'd forgotten to set her alarm clock. She got
dressed quickly. She still missed the school
bus. She barely made it to school on time. She
got to class. She saw her lunch was missing!
• With linking words, the passage is easier to
read and understand:
• Deb had a terrible morning. She woke up
late because she'd forgotten to set her alarm
clock. Even though she got dressed quickly,
she still missed the school bus. She barely
made it to school on time. After she got to
class, she saw her lunch was missing!
• You can write for different purposes, or reasons.
• For example, you might write to inform, or teach the
reader something:
• Elephants often cover themselves with sand so they
don't get sunburned.
• This tells a fact about elephants. The purpose is to
inform the reader about elephants.
• You might write to persuade, or get the reader to do
something:
• Buy Shiny Teeth Toothpaste! It will give you the
cleanest smile and the freshest breath.
• This tells why Shiny Teeth Toothpaste is good. The
purpose is to persuade the reader to buy Shiny Teeth
Toothpaste.
• You might also write to entertain, or make
something fun for the reader:
• Where do cows go for fun? They go to the
moo-vies!
• This tells a funny joke. The purpose is to
entertain the reader.
• When you write, you can tell facts or
give opinions.
• A fact is something that can be proved right or
wrong.
• July has thirty-one days.
• This is a fact. You can prove it. You can look at
a calendar.
• An opinion is something that a person
believes, thinks, or feels. People can have
different opinions. An opinion cannot be
proved right or wrong.
• July is nicer than June.
• This is an opinion. You can tell because of the
word "nicer." Some people might think that
July is nicer than June. Other people might not
think so.
• An opinion is what you believe, think, or feel
about something. You can show your opinion
when you write.
• First, give your opinion. Next, support your
opinion with a reason. A good reason tells
why you have the opinion. Then, give
an example. A good example supports your
reason.
• Opinions
• New York City is the best city to visit.
• This opinion shows what the writer thinks
about New York City.

• Reasons
• There are many things to do there.
• This reason supports the opinion. It tells why
New York City is the best city to visit.
Examples
• You can walk around Times Square or see a
Broadway show.
• This example supports the reason. It shows two
things people can do in New York City.

• Look at how the opinion, reason, and example work

together:
• New York City is the best city to visit because there
are many things to do there. For example, you can
walk around Times Square or see a Broadway show.
When you write, you can use sensory details.
These sense words help your reader understand
what something  looks, sounds, tastes, smells,
or feels like.
• Sensory Category
• Sight
• Sound
• Taste
• Smell
• Touch
Sight
These are words like bright, clean, and purple. A 
reader can imagine looking at these details.

Sound
These are words like hissing, buzzing, and ringing
. A reader can imagine hearing these details.

Taste
These are words like juicy, sweet, and burnt. A re
ader can imagine tasting these details.
Smell
These are words like fruity, sweet, and stinky. A r
eader can imagine smelling these details.

Touch
These are words like fuzzy, wet, and soft. A reade
r can imagine feeling these details.

Many sense words can describe more than one

sense. For example, soft can describe a touch or a
sound. And sweet can describe a taste or a smell.
• When you write, you can add details to your
sentences. Details can make your sentences
clearer. They can also make your sentences
more interesting and fun to read.
• For example, you can add details to describe
how a person looks or acts:
• Grinning from ear to ear, Sandy jogged across
the field.
• You can also add details to describe what a
place or thing is like:
• Grinning from ear to ear, Sandy jogged across
the large grassy field.
• When you write, choose your verbs
carefully. Strong verbs can add extra
information and make your writing more
interesting.
• For example, here is the same sentence with
two different verbs:
• Finn ate a grilled cheese sandwich.
• Finn gobbled up a grilled cheese sandwich.
• Both sentences tell you that Finn ate a
sandwich. But the second sentence uses a
stronger verb. Gobbled up tells you that Finn
ate his sandwich quickly.
• Dialogue is when two or more characters in a
story talk to each other.
• You can use dialogue to show what characters
think or how they feel. It can also make your
characters come to life.

• Bert knew the answer to the question.

• "I think I know the answer," Bert said.
Kayla laughed at her friend's dog.
"Your dog is so goofy!" Kayla laughed.

It was a cold, windy day.

That wind almost blew my hat off!" Tyler
shouted.

The dialogue you write should sound real when

you read it out loud. That is, it should sound like
something a person would actually say.
• When you write, you can sometimes combine
two short sentences together to make a longer
sentence. Combining sentences can make your
writing more interesting. Sentences are more
interesting when they have different lengths.
They are also more interesting when they don't
use the same words over and over.
• Every sentence has a subject and a predicate.
The subject tells who or what is doing
something. The predicate tells what the subject
is doing.
• When two sentences have the same predicate,
you can combine them. Use the word and to
join the subjects.
• For example, look at these two sentences. Find
the subjects and predicates.
• Ed likes cooking.
• Meg likes cooking.
• Join the two subjects with and. Then, add
the predicate. Use the plural verb like because
the subject is now plural.
• Ed and Meg like cooking.
• When two sentences have the same subject,
you can combine them. Use the word and to
join the predicates.
• For example, look at these two sentences. Find
the subjects and predicates.
• Tim sings.
• Tim dances around.
• Start with the subject. Then, join
the predicates with and.
• Tim sings and dances around.
• When you write, try to include different kinds
of sentences. Sentences are more interesting
when they are not all the same.
• One way to change a sentence is to move
information from the end to the beginning.
• We got into bed late at night.
• Late at night, we got into bed.
• I biked to school after I ate.
• After I ate, I biked to school.
• She is ready to go now.
• Now she is ready to go.
When “then” is used as an adverb at the
beginning of the sentence, however, a comma
should be introduced following it. A comma
after “then” is also necessary when it is preceded
by a semicolon. Additionally, if “then' is used as a
conjunction, placing a comma after it is not
considered to be grammatically correct.
when introducing a series of items. But a comma
is generally unnecessary (and sometimes
incorrect) when using "first" as an adverb of
time, an adjective, or a noun. Add commas after
"first", "second", "third", etc. when introducing a
series of items.