how to write an essay 9th grade

How To Improve Writing In Ninth Grade

Written by Dan

Last updated January 31, 2024

Improving writing in ninth grade can be a daunting task for many students. It requires skills such as critical thinking, creativity, and effective communication.

Whether it’s for a class assignment or personal interest, writing is a crucial skill that can benefit students in all areas of their lives. In this article, we will explore various strategies and techniques that can help ninth-graders improve their writing skills.

Related : For more, check out our article on  How To Make Writing Fun  here.

Understanding the basics of writing is the first step towards becoming a better writer. This includes understanding the different types of writing, such as narrative, persuasive, and expository.

Additionally, it’s essential to have a good grasp of grammar, punctuation, and spelling. In this article, we will cover the fundamentals of writing and provide tips on improving these basic skills.

From there, we will explore more advanced strategies to take your writing to the next level.

Table of Contents

Key Takeaways

• Understanding the fundamentals of writing is crucial for improvement.
• Incorporating reading into writing can enhance skills.
• Using technology and resources can be beneficial for writing enhancement.

Related : For more, check out our article on How To Improve Writing In Sixth Grade  here.

Understanding the Basics of Writing

Writing is an essential skill that every student should master. However, many ninth-graders struggle with writing, which can negatively affect their academic performance.

To improve writing in ninth grade, students need to understand the basics of writing, including language, grammar, composition, vocabulary, and phrases.

Language is the foundation of writing. Students must have a good grasp of English to write effectively. This includes understanding sentence structure, punctuation, and spelling.

Students should also be familiar with different types of sentences, such as declarative, interrogative, imperative, and exclamatory, and know when to use them.

Grammar is the set of rules that govern the structure of a language. Students need to have a good understanding of grammar to write well.

This includes knowing the parts of speech, such as nouns, verbs, adjectives, adverbs, pronouns, prepositions, and conjunctions. Students should also be familiar with verb tenses, subject-verb agreement, and sentence fragments and run-ons.

Related : For more, check out our article on  How To Teach Children To Use Emotive Language  here.

Composition

Composition is the art of arranging words and sentences to create a coherent piece of writing. Students need to know how to organize their ideas and thoughts logically and coherently.

This includes understanding the different types of paragraphs, such as introduction, body, and conclusion, and knowing how to connect ideas with transition words and phrases.

Vocabulary is the set of words that a person knows and uses. Students need to have an excellent vocabulary to write effectively.

This includes knowing the meaning of words and how to use them correctly in context. Students should also be familiar with synonyms, antonyms, and homophones.

Phrases are groups of words that work together to convey a specific meaning. Students need to know how to use phrases effectively in their writing.

This includes understanding the different types of phrases, such as prepositional, participial, and infinitive, and knowing how to use them to add detail and variety to their writing.

Understanding the basics of writing is essential for improving ninth-grade writing skills. Students can write effectively and confidently by mastering language, grammar, composition, vocabulary, and phrases.

Related : For more, check out our article on  How To Teach Alliteration  here.

Strategies to Improve Writing Skills

Improving writing skills is a gradual process that requires consistent practice and dedication. The following strategies can help ninth-grade students to enhance their writing skills:

1. Read and Analyze Different Types of Writing

Reading and analyzing different types of writing can help students to understand different writing styles and techniques. This can help them to develop their writing skills. Students can read different genres of literature and analyze the writing style, tone, and structure of the text.

2. Practice Writing Daily

Writing daily can help ninth-grade students to improve their writing skills. They can start by writing short paragraphs or essays on different topics. This can help them to develop their writing skills and build confidence in their writing abilities.

3. Use Writing Prompts

Writing prompts can help students to develop their creative writing skills. Students can use prompts to write short stories, poems, or essays. This can help them to develop their imagination and creativity.

4. Keep a Journal

Keeping a journal can help students to improve their writing skills. Students can write about their daily experiences, thoughts, and feelings. This can help them to develop their writing skills and express themselves in writing.

5. Work on Writing Projects

Working on writing projects can help students to improve their writing skills. Students can work on projects such as research papers, book reports, or creative writing assignments.

This can help them to develop their writing skills and learn how to write for different purposes.

In conclusion, improving writing skills requires consistent practice and dedication. By using these strategies, ninth-grade students can enhance their writing skills and become confident writers.

Related : For more, check out our article on How To Improve Writing In Fifth Grade  here.

Incorporating Reading into Writing Improvement

Reading and writing are interconnected skills, and improving one can positively impact the other. By incorporating reading into writing improvement, ninth-grade students can enhance their writing skills and develop a deeper understanding of literature.

One effective way to incorporate reading into writing improvement is by analyzing the main idea and supporting details of a text. By identifying the main idea, students can better understand the author’s purpose and message.

This can help them develop their own ideas and arguments when writing. Additionally, analyzing supporting details can help students understand how the author supports their main idea and can inspire incorporating supporting details into their own writing.

Another way to incorporate reading into writing improvement is by improving reading comprehension. By practising reading comprehension skills, such as identifying the author’s tone and purpose, students can develop a deeper understanding of the text.

This can help them write more effectively by allowing them to better understand the context and message of what they are writing about.

Topic sentences are also an important aspect of writing, and reading can help students develop this skill. By analyzing how authors introduce and develop their topics, students can learn how to write effective topic sentences that clearly convey the purpose of their writing.

In conclusion, incorporating reading into writing improvement can significantly impact ninth-grade students’ writing skills.

Students can enhance their writing skills and gain a deeper understanding of literature by analyzing main ideas and supporting details, improving reading comprehension, and developing topic sentences.

Related : For more, check out our article on  How To Teach Children To Add Suspense To Their Writing  here.

Practical Applications of Writing in School

Writing is an essential skill that is used in various fields, including academics. Students must write different types of papers in school, including research papers, essays, and reports.

Writing assignments help ninth-graders develop their writing skills necessary for their future academic and professional endeavors.

In English language arts classes, ninth-graders learn how to write different types of essays, including narrative, descriptive, expository, and persuasive. They also learn how to analyze literature and write literary analysis papers. These skills are essential for success in high school and beyond.

Ninth-graders learn about history, government, and culture in social studies classes. Writing assignments in social studies classes help students develop their research skills and learn how to write historical and cultural analysis papers. These skills are essential for success in college and in professional careers.

In science classes, ninth-graders learn about different scientific concepts and theories. Writing assignments in science classes help students develop their research skills and learn how to write scientific reports and research papers. These skills are essential for success in college and in professional careers.

In language arts classes, ninth-graders learn about grammar, vocabulary, and writing mechanics.

Writing assignments in language arts classes help students develop their writing skills and learn how to write clear and concise sentences and paragraphs. These skills are essential for success in high school and beyond.

In conclusion, writing is an essential skill that is used in various fields, including academics. Writing assignments in school help ninth-graders develop their writing skills necessary for their future academic and professional endeavors.

Using Technology and Resources for Writing Enhancement

Technology and resources can greatly aid in improving writing skills for ninth-grade students. Various tools and platforms can help students enhance their writing skills, such as online writing tools, writing software, and educational websites.

One of the most significant advantages of technology is the availability of online writing tools. These tools can help students improve their writing skills by providing grammar and spelling checks, thesaurus, and other writing-related features.

For instance, Grammarly is a popular online writing tool that can help students improve their writing skills by providing real-time grammar and spelling checks, suggestions for better word choices, and sentence structure.

Another way to enhance writing skills is using software like Microsoft Word. This software provides various writing tools, including templates, formatting options, and spell checks.

Additionally, students can use various educational websites such as Khan Academy, Coursera, and EdX to improve their writing skills. These websites offer free and paid courses on writing, creative writing, and other related topics.

Videos and games can also be an effective way to enhance writing skills. Various educational videos on YouTube and other platforms can help students improve their writing skills. Additionally, writing games can be an engaging way to improve writing skills.

Games such as Scrabble, Boggle, and Bananagrams can help students improve their vocabulary, spelling, and word formation skills.

Lastly, the school library is an excellent resource for improving students’ writing skills. The library provides access to various books, magazines, and other reading materials to help students improve their writing skills. Students can read books on grammar, punctuation, and writing styles to enhance their writing skills.

Overall, utilizing technology and resources can significantly aid in improving ninth-grade students’ writing skills. Students can enhance their writing skills and become better writers by using online writing tools, writing software, educational websites, videos, games, and the school library.

Writing Activities and Exercises

Ninth-grade students can improve their writing skills through various writing activities and exercises. These activities help students practice their writing skills and develop their creativity. Here are some writing activities and exercises that can help ninth-graders improve their writing:

Writing Worksheets

Writing worksheets are an excellent way to practice writing skills. Ninth-graders can benefit from worksheets focusing on grammar, punctuation, and sentence structure. These worksheets can help students identify common mistakes and improve their writing skills.

Literacy Activities

Participating in literacy activities can help ninth-graders improve their writing skills. These activities can include reading, writing, and discussing literature. By engaging in these activities, students can develop their critical thinking and analytical skills.

Family Traditions

Writing about family traditions is an excellent way for ninth-graders to practice their writing skills. Students can write about their family’s traditions and why they are important. This exercise can help students develop their descriptive writing skills and learn more about their family history.

Biographies

Writing biographies can help ninth-graders improve their writing skills. Students can research and write about famous scientists, inventors, and other historical figures. Students can develop their research skills by writing biographies and learning more about history.

Writing poetry can help ninth-graders improve their writing skills and develop their creativity. Students can experiment with different forms of poetry, such as haikus and sonnets. This exercise can help students develop their descriptive writing skills and learn how to convey emotions through words.

Writing about space is an excellent way for ninth-graders to practice their writing skills. Students can write about space exploration, the solar system, and other topics. This exercise can help students develop their research skills and learn more about science.

Writing about Easter is an excellent way for ninth-graders to practice their writing skills. Students can write about the history of Easter, Easter traditions, and other Easter-related topics. This exercise can help students develop their descriptive writing skills and learn more about Easter.

In conclusion, ninth-graders can improve their writing skills by engaging in various writing activities and exercises. These activities can help students develop their creativity, research skills, and descriptive writing skills.

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About The Author

I'm Dan Higgins, one of the faces behind The Teaching Couple. With 15 years in the education sector and a decade as a teacher, I've witnessed the highs and lows of school life. Over the years, my passion for supporting fellow teachers and making school more bearable has grown. The Teaching Couple is my platform to share strategies, tips, and insights from my journey. Together, we can shape a better school experience for all.

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Why Your 9th Grader Should Practice Essay Writing Now

Whether or not your high schooler enjoys writing, it’s a skill she’ll need to master. As you probably know, writing is something your student will be doing throughout high school—and the rest of her life. So, how can you help her practice and master the art of essay writing now—and why does she need to start early? Read on to find out.

Writing is an essential skill your student will need throughout high school and college.

In college, your student will be doing a lot of writing. While she may not be writing at a college level now, it’s not too early to start developing the skills she will need then, since her instructor will expect her to have mastered at least the basics.

Read How to Prepare for College-Level Writing in High School for advice.

But writing isn’t just something your student will need to do in college. She’ll also need to do it in high school. She should start getting into the habit of working on crafting formal essays now so she won’t have to learn as many new skills later.

It will gear your teen up for the SAT.

The SAT has a Writing and Language section. Plus, if your child chooses to complete the SAT Essay (or ACT Writing) , she’ll need to learn how to compose a structured essay and make a solid argument for the test.

Gaining practice with essay writing prepares your high schooler for standardized test writing since she’ll have experience developing ideas and brainstorming quickly.

It will get your high schooler’s ideas flowing for the college essay.

How your student says it is more important than what she says. Practicing now will allow her to learn how to develop ideas, use rhetorical devices, and learn language nuances. Check out How to Write an Impressive College Essay: A Step-by-Step Guide for tips on crafting a stellar essay.

Your student will also learn how to “speak” to her audience , avoid cliches, and write according to her audience’s needs.

Discover your chances at hundreds of schools

Our free chancing engine takes into account your history, background, test scores, and extracurricular activities to show you your real chances of admission—and how to improve them.

It will build and provide an outlet for creativity.

Writing is an important tool for self-expression. It’s probably not news to you that teens have angst, and it can be helpful to let out their feelings on paper. Your student doesn’t need to limit her writing to formal essays, either; journaling, creative writing, and blogging can also serve as outlets. Read 10 Easy Ways to Help Your Teen Become a Better Writer for more ideas.

If your high schooler is passionate about writing as an art, check out Creative Writing Opportunities for High School Students to find out about activities and programs to help her hone her talent.

It will prepare your student for the real world.

Writing is necessary for nearly every career . Even if your student isn’t planning on going into a humanities field, she’ll still need strong writing skills for tasks like emails, reports, and general daily communication.

If your student does want to pursue a career in the humanities, she will need writing even more. (Be sure to check out 15 Surprising Career Opportunities for Potential Humanities Majors for career-path ideas.)

Why Writing Matters

Writing is one of the most important skills your child will need throughout her life—from high school into her career. That’s why it’s imperative for her to start mastering it now. Encourage your student to write both inside and outside of school. There are plenty of outlets beyond formal essay writing to help her hone her craft. Who knows? She may even find that it’s her calling.

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

Related CollegeVine Blog Posts

Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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February 2, 2016 CG Writing Lessons 9-12 , CG Writing Lessons CCSS 9-12 , ELA Focus - Writing , ELA 9-12 , ELA PD - Grammar Writing , ELA Resources - Charts/Posters , Core Grammar

Teaching argumentative writing in the classroom, grades 9–12, by: tiffany rehbein.

Teaching both tenth and twelfth grade presents its rewards and challenges. It is rewarding because I get to see so much growth and maturity in twelfth graders. It can be challenging when I just finish grading 50 tenth-grade argumentative essays at the end of the first semester only to turn around and grade 50 more twelfth-grade argumentative essays at the beginning of second semester.

The Purpose of Argumentative Writing

While the challenge is in the time it takes to grade the essays, the excitement is within teaching argumentative writing. The purpose of argumentative writing is to defend a position on a particular subject with the goal of persuading readers to accept or at least consider the argument.

Elements of Argumentative Writing

There are four big ideas to remember when teaching argumentative writing: claim, reasons, evidence, and counterclaim.

Claim – This is the main argument of the essay. It might also be called a thesis or thesis statement.

Reasons – These are the ideas that support the claim. In a traditional essay, there are at least three but this varies based upon grade level and complexity of the argument writing.

Evidence – These are the specific details in the argument writing. If students are conducting research, this is where the expert opinions would be included. If students are referencing data, it would be written here. If students are including examples, it would be included here. Any appeals a student used would be evident here.

Counterclaim – This is the other side of the issue. Addressing a counterclaim makes the student’s argument writing stronger.

Addressing Counterclaims

Students can address counterclaims a number of ways in argument writing. Here are some common approaches:

While it may be true that ____________; nevertheless, it turns out that ____________.

A common argument against this is ________, but _____________.

Skeptics may think that ____________, but ___________.

Focus Topics & Transitions in Argumentative Writing

Last November, I had the great pleasure of presenting at the National Council of Teacher’s of English Annual Convention with author, educator, and our special guest Core Grammar blogger, Dr. Beverly Ann Chin. In her presentation, Dr. Chin included the following questions to focus topics in persuasive writing:

Is the scope of my persuasive topic appropriate and manageable?

What is my thesis statement or claim?

What facts, examples, or details contribute to—or detract from—my persuasive topic?

How do my topic sentences and transitional devices help the audience see the unity and coherence in my persuasive writing?

Do the main ideas and supporting ideas address my audience’s questions about the persuasive topic?

The questions Dr. Chin shared during her presentation should also be asked when writing argumentative essays. Keeping in mind topic sentences and transitions, here are some key words that can help support students as they begin to write argumentatively.

To connect the first paragraph to the second paragraph, use phrases such as To begin with , In the first place , or The first reason .

To connect the second paragraph to the third paragraph, use phrases such as Additionally , Another reason why , or Next .

To connect the third paragraph to the fourth paragraph, use phrases such as Lastly , Yet another reason why , or Also

The conclusion also needs a transition, so remind students to use phrases such as In conclusion , To sum it up , or In the final analysis .

Graphic Organizer for Argumentative Essays

Argumentative writing is powerful and important. I've created two worksheets for download that can assist students in their argumentative writing.

The first is a graphic organizer to capture students’ thinking about a claim, reasons, and evidence. The second is a poster/tip sheet to remind students about the elements of argumentative writing. Download them now!

To read more about writing and revision, download Dr. Chin’s Teaching Meaningful Revision: Developing and Deepening Students’ Writing eBook!

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Creating A Brilliant 9th Grade Literary Essay: A Step-By-Step Guide

Are you a 9th grade student ready to tackle a literary essay? This may be the first but certainly won’t be the last paper you will have to write. It’s a great help to have a guide to follow so you can perform the writing steps one by one in order. It helps the work to go by quickly and before you know it, you will have written a brilliant essay? Are you ready to get started?

The literary paper should be insightful and contain critical interpretations rather than just be a summary of characters, plot or environment. It is an opportunity for you to explore your own understanding of the work you are writing about and present it to your reader in a structured way.

• Have a brainstorming session. Think and write down as many of your ideas as you can. It’s helpful to talk to other people at this stage as well, and bounce your ideas off them and see what ideas they can give you.
• Evaluate your ideas. See which ones you think will be useful for making a great topic. Eliminate the ideas that don’t look like they will make a significant contribution. Once you’ve chosen a main topic, see which ideas can be used for supporting statements.
• Conduct any research you will need. Let your original notes guide you but if you find the perfect pathway to follow to support your topic, go for it even if it deviates from your original plan.
• Now you can make a flow chart or outline. This is a way of connecting all the dots. The ideas and evidence and information you’ve gathered can all be organized into a pattern. Each main idea becomes its own paragraph. This helps you to write the essay in a focused way.
• The introduction should tell the reader what your literary paper is all about. It should also capture the reader’s attention and direct it toward the body of the paper.
• Each paragraph in the body of the paper will support the main thought you are trying to get across. There should be a minimum of three supporting paragraphs.
• The conclusion is the final and perhaps most memorable part of the paper. It should be a summary of the points you made and not contain any new information you haven’t already presented.

Writing Guides

• Sample argumentative essays
• A life changing event essay
• Comparison paper tips
• Starting urban studies essays
• Improving essay writing level
• Crafting an essay in an hour

Completing a great paper simply involves understanding that writing involves a simple formula that anyone can do. Follow easy step-by-step guides and make a great paper by your own efforts!

Helpful Links

How to write a perfect essay

Need to write an essay? Does the assignment feel as big as climbing Mount Everest? Fear not. You’re up to the challenge! The following step-by step tips from the Nat Geo Kids Almanac will help you with this monumental task. 

Sometimes the subject matter of your essay is assigned to you, sometimes it’s not. Either way, you have to decide what you want to say. Start by brainstorming some ideas, writing down any thoughts you have about the subject. Then read over everything you’ve come up with and consider which idea you think is the strongest. Ask yourself what you want to write about the most. Keep in mind the goal of your essay. Can you achieve the goal of the assignment with this topic? If so, you’re good to go.

WRITE A TOPIC SENTENCE

This is the main idea of your essay, a statement of your thoughts on the subject. Again, consider the goal of your essay. Think of the topic sentence as an introduction that tells your reader what the rest of your essay will be about.

OUTLINE YOUR IDEAS

Once you have a good topic sentence, you then need to support that main idea with more detailed information, facts, thoughts, and examples. These supporting points answer one question about your topic sentence—“Why?” This is where research and perhaps more brainstorming come in. Then organize these points in the way you think makes the most sense, probably in order of importance. Now you have an outline for your essay.

ON YOUR MARK, GET SET, WRITE!

Follow your outline, using each of your supporting points as the topic sentence of its own paragraph. Use descriptive words to get your ideas across to the reader. Go into detail, using specific information to tell your story or make your point. Stay on track, making sure that everything you include is somehow related to the main idea of your essay. Use transitions to make your writing flow.

Finish your essay with a conclusion that summarizes your entire essay and 5 restates your main idea.

PROOFREAD AND REVISE

Check for errors in spelling, capitalization, punctuation, and grammar. Look for ways to make your writing clear, understandable, and interesting. Use descriptive verbs, adjectives, or adverbs when possible. It also helps to have someone else read your work to point out things you might have missed. Then make the necessary corrections and changes in a second draft. Repeat this revision process once more to make your final draft as good as you can.

Download the pdf .

Homework help

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A Step-by-Step Plan for Teaching Argumentative Writing

February 7, 2016

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For seven years, I was a writing teacher.  Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.

Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue for as long as I keep this up. But over the next year or so, I plan to also share more of what I know about teaching students to write. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.

So let’s begin with argumentative writing, or persuasive writing, as many of us used to call it. This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. I don’t claim to have the definitive answer on how to do this, but the method I share here worked pretty well for me, and it might do the same for you. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. Then again, I’m always interested in how other people do the things I can already do; maybe you’re curious like that, too.

Before I start, I should note that what I describe in this post is a fairly formulaic style of essay writing. It’s not exactly the 5-paragraph essay, but it definitely builds on that model. I strongly believe students should be shown how to move past those kinds of structures into a style of writing that’s more natural and fitting to the task and audience, but I also think they should start with something that’s pretty clearly organized.

So here’s how I teach argumentative essay writing.

Step 1: Watch How It’s Done

One of the most effective ways to improve student writing is to show them mentor texts, examples of excellent writing within the genre students are about to attempt themselves. Ideally, this writing would come from real publications and not be fabricated by me in order to embody the form I’m looking for. Although most experts on writing instruction employ some kind of mentor text study, the person I learned it from best was Katie Wood Ray in her book Study Driven (links to the book: Bookshop.org | Amazon ).

Since I want the writing to be high quality and the subject matter to be high interest, I might choose pieces like Jessica Lahey’s Students Who Lose Recess Are the Ones Who Need it Most  and David Bulley’s School Suspensions Don’t Work .

I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves.

Step 2: Informal Argument, Freestyle

Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. To help them make this connection, I would have them do some informal debate on easy, high-interest topics. An activity like This or That (one of the classroom icebreakers I talked about last year) would be perfect here: I read a statement like “Women have the same opportunities in life as men.” Students who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side.

Every class of students I have ever had, from middle school to college, has loved loved LOVED this activity. It’s so simple, it gets them out of their seats, and for a unit on argument, it’s an easy way to get them thinking about how the art of argument is something they practice all the time.

Step 3: Informal Argument, Not so Freestyle

Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time. I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.

Next, we’d have a Philosophical Chairs debate (learn about this in my  discussion strategies post), which is very similar to “This or That,” except students use textual evidence to back up their points, and there are a few more rules. Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade.

Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. This lays the groundwork for what’s to come.

Step 4: Introduction of the Performance Assessment

Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? It’s generally a written prompt that describes the task, plus the rubric I will use to score their final product.

Anytime I give students a major writing assignment, I let them see these documents very early on. In my experience, I’ve found that students appreciate having a clear picture of what’s expected of them when beginning a writing assignment. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment.

Step 5: Building the Base

Before letting students loose to start working on their essays, I make sure they have a solid plan for writing. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.

I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.

For some students, this early stage might take a few more days, and that’s fine: I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step.

Step 6: Writer’s Workshop

The next seven to ten days would be spent in writer’s workshop, where I would start class with a mini-lesson about a particular aspect of craft. I would show them how to choose credible, relevant evidence, how to skillfully weave evidence into an argument, how to consider the needs of an audience, and how to correctly cite sources. Once each mini-lesson was done, I would then give students the rest of the period to work independently on their writing. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process.

If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. (To learn more about this approach, read this post on self-paced learning ).

As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. I almost never bother talking about spelling, punctuation, grammar, or usage until students have a draft that’s pretty close to done. Only then do we start fixing the smaller mistakes.

Step 7: Final Assessment

Finally, the finished essays are handed in for a grade. At this point, I’m pretty familiar with each student’s writing and have given them verbal (and sometimes written) feedback throughout the unit; that’s why I make the writer’s workshop phase last so long. I don’t really want students handing in work until they are pretty sure they’ve met the requirements to the best of their ability. I also don’t necessarily see “final copies” as final; if a student hands in an essay that’s still really lacking in some key areas, I will arrange to have that student revise it and resubmit for a higher grade.

So that’s it. If you haven’t had a lot of success teaching students to write persuasively, and if the approach outlined here is different from what you’ve been doing, give it a try. And let’s keep talking: Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing.

Want this unit ready-made?

If you’re a writing teacher in grades 7-12 and you’d like a classroom-ready unit like the one described above, including mini-lessons, sample essays, and a library of high-interest online articles to use for gathering evidence, take a look at my Argumentative Writing unit. Just click on the image below and you’ll be taken to a page where you can read more and see a detailed preview of what’s included.

What to Read Next

Categories: Instruction , Podcast

Tags: English language arts , Grades 6-8 , Grades 9-12 , teaching strategies

58 Comments

This is useful information. In teaching persuasive speaking/writing I have found Monroe’s Motivated sequence very useful and productive. It is a classic model that immediately gives a solid structure for students.

Thanks for the recommendation, Bill. I will have to look into that! Here’s a link to more information on Monroe’s Motivated sequence, for anyone who wants to learn more: https://www.mindtools.com/pages/article/MonroeMotivatedSequence.htm

What other sites do you recommend for teacher use on providing effective organizational structure in argumentative writing? As a K-12 Curriculum Director, I find that when teachers connect with and understand the organizational structure, they are more effective in their teaching/delivery.

Hey Jessica, in addition to the steps outlined here, you might want to check out Jenn’s post on graphic organizers . Graphic organizers are a great tool that you can use in any phase of a lesson. Using them as a prewrite can help students visualize the argument and organize their thoughts. There’s a link in that post to the Graphic Organizer Multi-Pack that Jenn has for sale on her Teachers Pay Teachers site, which includes two versions of a graphic organizer you can use specifically for argument organization. Otherwise, if there’s something else you had in mind, let us know and we can help you out. Thanks!

Dear Jennifer Gonzalez,

You are generous with your gift of lighting the path… I hardly ever write (never before) , but I must today… THANK YOU… THANK YOU….THANK YOU… mostly for reading your great teachings… So your valuable teachings will even be easy to benefit all the smart people facing challenge of having to deal with adhd…

I am not a teacher… but forever a student…someone who studied English as 2nd language, with a science degree & adhd…

You truly are making a difference in our World…

Thanks so much, Rita! I know Jenn will appreciate this — I’ll be sure to share with her!

Love it! Its simple and very fruitful . I can feel how dedicated you are! Thanks alot Jen

Great examples of resources that students would find interesting. I enjoyed reading your article. I’ve bookmarked it for future reference. Thanks!

You’re welcome, Sheryl!

Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!

I agree, Laura. I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required.

This is really helpful! I used it today and put the recess article in a Google Doc and had the kids identify anecdotal, statistic, and ‘other’ types of evidence by highlighting them in three different colors. It worked well! Tomorrow we’ll discuss which of the different types of evidence are most convincing and why.

Love that, Shanna! Thanks for sharing that extra layer.

Greetings Ms. Gonzales. I was wondering if you had any ideas to help students develop the cons/against side of their argument within their writing? Please advise. Thanks.

Hi Michael,

Considering audience and counterarguments are an important part of the argumentative writing process. In the Argumentative Writing unit Jenn includes specific mini-lessons that teach kids how, when and where to include opposing views in their writing. In the meantime, here’s a video that might also be helpful.

Hi, Thank you very much for sharing your ideas. I want to share also the ideas in the article ‘Already Experts: Showing Students How Much They Know about Writing and Reading Arguments’ by Angela Petit and Edna Soto…they explain a really nice activity to introduce argumentative writing. I have applied it many times and my students not only love it but also display a very clear pattern as the results in the activity are quite similar every time. I hope you like it.

Lorena Perez

I’d like to thank you you for this excellence resource. It’s a wonderful addition to the informative content that Jennifer has shared.

What do you use for a prize?

I looked at the unit, and it looks and sounds great. The description says there are 4 topics. Can you tell me the topics before I purchase? We start argument in 5th grade, and I want to make sure the topics are different from those they’ve done the last 5 years before purchasing. Thanks!

Hi Carrie! If you go to the product page on TPT and open up the preview, you’ll see the four topics on the 4th page in more detail, but here they are: Social Networking in School (should social media sites be blocked in school?), Cell Phones in Class, Junk Food in School, and Single-Sex Education (i.e., genders separated). Does that help?

I teach 6th grade English in a single gendered (all-girls) class. We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources!

Glad to hear it, Madelyn!

I’m not a writing teacher and honestly haven’t been taught on how to teach writing. I’m a history teacher. I read this and found it helpful but have questions. First I noticed that amount of time dedicated to the task in terms of days. My questions are how long is a class period? I have my students for about 45 minutes. I also saw you mentioned in the part about self-paced learning that mini-lessons could be written or video format. I love these ideas. Any thoughts on how to do this with almost no technology in the room and low readers to non-readers? I’m trying to figure out how to balance teaching a content class while also teaching the common core skills. Thank you for any consideration to my questions.

Hey Jones, To me, a class period is anywhere from 45 minutes to an hour; definitely varies from school to school. As for the question about doing self-paced with very little tech? I think binders with written mini-lessons could work well, as well as a single computer station or tablet hooked up to a class set of videos. Obviously you’d need to be more diligent about rotating students in and out of these stations, but it’s an option at least. You might also give students access to the videos through computers in other locations at school (like the library) and give them passes to watch. The thing about self-paced learning, as you may have seen in the self-paced post , is that if students need extra teacher support (as you might find with low readers or non-readers), they would spend more one-on-one time with the teacher, while the higher-level students would be permitted to move more quickly on their own. Does that help?

My primary goal for next semester is to increase academic discussion and make connections from discussion to writing, so I love how you launch this unit with lessons like Philosophical Chairs. I am curious, however, what is the benefit of the informal argument before the not-so-informal argument? My students often struggle to listen to one another, so I’m wondering if I should start with the more formal, structured version. Or, am I overthinking the management? Thanks so much for input.

Yikes! So sorry your question slipped through, and we’re just now getting to this, Sarah. The main advantage of having kids first engage in informal debate is that it helps them get into an argumentative mindset and begin to appreciate the value of using research to support their claims. If you’ve purchased the unit, you can read more about this in the Overview.

My 6th graders are progressing through their argumentative essay. I’m providing mini lessons along the way that target where most students are in their essay. Your suggestions will be used. I’ve chosen to keep most writing in class and was happy to read that you scheduled a lot of class time for the writing. Students need to feel comfortable knowing that writing is a craft and needs to evolve over time. I think more will get done in class and it is especially important for the struggling writers to have peers and the teacher around while they write. Something that I had students do that they liked was to have them sit in like-topic groups to create a shared document where they curated information that MIGHT be helpful along the way. By the end of the essay, all will use a fantastic add-on called GradeProof which helps to eliminate most of the basic and silly errors that 6th graders make.

Debbi! I LOVE the idea of a shared, curated collection of resources! That is absolutely fantastic! Are you using a Google Doc for this? Other curation tools you might consider are Padlet and Elink .

thanks v much for all this information

Love this! What do you take as grades in the meantime? Throughout this 2 week stretch?

Ideally, you wouldn’t need to take grades at all, waiting until the final paper is done to give one grade. If your school requires more frequent grades, you could assign small point values for getting the incremental steps done: So in Step 3 (when students have to write a paragraph stating their point of view) you could take points for that. During the writer’s workshop phase, you might give points for completion of a rough draft and participation points for peer review (ideally, they’d get some kind of feedback on the quality of feedback they give to one another). Another option would be to just give a small, holistic grade for each week based on the overall integrity of their work–are they staying on task? Making small improvements to their writing each day? Taking advantage of the resources? If students are working diligently through the process, that should be enough. But again, the assessment (grades) should really come from that final written product, and if everyone is doing what they’re supposed to be doing during the workshop phase, most students should have pretty good scores on that final product. Does that help?

Awesome Step 2! Teaching mostly teenagers in Northern Australia I find students’ verbal arguments are much more finely honed than their written work.

To assist with “building the base” I’ve always found sentence starters an essential entry point for struggling students. We have started using the ‘PEARL’ method for analytical and persuasive writing.

If it helps here a free scaffold for the method:

https://www.teacherspayteachers.com/Product/FREE-Paragraph-Scaffold-PEEL-to-PEARL-3370676

Thanks again,

Thank you for sharing this additional resource! It’s excellent!

I’ve been scouring the interwebs looking for some real advice on how I can help my struggling 9th grader write better. I can write. Since it comes naturally for me, I have a hard time breaking it down into such tiny steps that he can begin to feel less overwhelmed. I LOVE the pre-writing ideas here. My son is a fabulous arguer. I need to help him use those powers for the good of his writing skills. Do you have a suggestion on what I else I can be using for my homeschooled son? Or what you may have that could work well for home use?

Hi Melinda,

You might be interested in taking a look at Jenn’s Argumentative Writing unit which she mentions at the end of the post . Hope this helps!

Mam it would be good if you could post some steps of different writing and some samples as well so it can be useful for the students.

Hi Aalia! My name is Holly, and I work as a Customer Experience Manager for Cult of Pedagogy. It just so happens that in the near future, Jenn is going to release a narrative writing unit, so keep an eye out for that! As far as samples, the argumentative writing unit has example essays included, and I’m sure the narrative unit will as well. But, to find the examples, you have to purchase the unit from Teachers Pay Teachers.

I just want to say that this helped me tremendously in teaching argument to 8th Graders this past school year, which is a huge concept on their state testing in April. I felt like they were very prepared, and they really enjoyed the verbal part of it, too! I have already implemented these methods into my unit plan for argument for my 11th grade class this year. Thank you so much for posting all of these things! : )

-Josee` Vaughn

I’m so glad to hear it, Josee!!

Love your blog! It is one of the best ones.

I am petrified of writing. I am teaching grade 8 in September and would love some suggestions as I start planning for the year. Thanks!

This is genius! I can’t wait to get started tomorrow teaching argument. It’s always something that I have struggled with, and I’ve been teaching for 18 years. I have a class of 31 students, mostly boys, several with IEPs. The self-paced mini-lessons will help tremendously.

So glad you liked it, Britney!

My students will begin the journey into persuasion and argument next week and your post cemented much of my thinking around how to facilitate the journey towards effective, enthusiastic argumentative writing.

I use your rubrics often to outline task expectations for my students and the feedback from them is how useful breaking every task into steps can be as they are learning new concepts.

Additionally, we made the leap into blogging as a grade at https://mrsdsroadrunners.edublogs.org/2019/01/04/your-future/ It feels much like trying to learn to change a tire while the car is speeding down the highway. Reading your posts over the past years was a factor in embracing the authentic audience. Thank You! Trish

I love reading and listening to your always helpful tips, tricks, and advice! I was wondering if you had any thoughts on creative and engaging ways to have students share their persuasive writing? My 6th students are just finishing up our persuasive writing where we read the book “Oh, Rats” by Albert Marrin and used the information gathered to craft a persuasive piece to either eliminate or protect rats and other than just reading their pieces to one another, I have been trying to think of more creative ways to share. I thought about having a debate but (un)fortunately all my kids are so sweet and are on the same side of the argument – Protect the Rats! Any ideas?

Hi Kiley! Thanks for the positive feedback! So glad to hear that you are finding value in Cult of Pedagogy! Here are a few suggestions that you may be interested in trying with your students:

-A gallery walk: Students could do this virtually if their writing is stored online or hard copies of their writing. Here are some different ways that you could use gallery walks: Enliven Class Discussions With Gallery Walks

-Students could give each other feedback using a tech tool like Flipgrid . You could assign students to small groups or give them accountability partners. In Flipgrid, you could have students sharing back and forth about their writing and their opinions.

I hope this helps!

I love the idea of mentor texts for all of these reading and writing concepts. I saw a great one on Twitter with one text and it demonstrated 5-6 reasons to start a paragraph, all in two pages of a book! Is there a location that would have suggestions/lists of mentor texts for these areas? Paragraphs, sentences, voice, persuasive writing, expository writing, etc. It seems like we could share this info, save each other some work, and curate a great collection of mentor text for English Language Arts teachers. Maybe it already exists?

Hi Maureen,

Here are some great resources that you may find helpful:

Craft Lessons Second Edition: Teaching Writing K-8 Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts and Mentor Texts, 2nd edition: Teaching Writing Through Children’s Literature, K-6

Thanks so much! I’ll definitely look into these.

I love the steps for planning an argumentative essay writing. When we return from Christmas break, we will begin starting a unit on argumentative writing. I will definitely use the steps. I especially love Step #2. As a 6th grade teacher, my students love to argue. This would set the stage of what argumentative essay involves. Thanks for sharing.

So glad to hear this, Gwen. Thanks for letting us know!

Great orientation, dear Jennifer. The step-by-step carefully planned pedagogical perspectives have surely added in the information repository of many.

Hi Jennifer,

I hope you are well. I apologise for the incorrect spelling in the previous post.

Thank you very much for introducing this effective instruction for teaching argumentative writing. I am the first year PhD student at Newcastle University, UK. My PhD research project aims to investigate teaching argumentative writing to Chinese university students. I am interested in the Argumentative Writing unit you have designed and would like to buy it. I would like to see the preview of this book before deciding to purchase it. I clicked on the image BUT the font of the preview is so small and cannot see the content clearly. I am wondering whether it could be possible for you to email me a detailed preview of what’s included. I would highly appreciate if you could help me with this.

Thank you very much in advance. Looking forward to your reply.

Take care and all the very best, Chang

Hi Chang! Jenn’s Argumentative Writing Unit is actually a teaching unit geared toward grades 7-12 with lessons, activities, etc. If you click here click here to view the actual product, you can click on the green ‘View Preview’ button to see a pretty detailed preview of what’s offered. Once you open the preview, there is the option to zoom in so you can see what the actual pages of the unit are like. I hope this helps!

Great Content!

Another teacher showed me one of your posts, and now I’ve read a dozen of them. With teaching students to argue, have you ever used the “What’s going on in this picture?” https://www.nytimes.com/column/learning-whats-going-on-in-this-picture?module=inline I used it last year and thought it was a non-threatening way to introduce learners to using evidence to be persuasive since there was no text.

I used to do something like this to help kids learn how to make inferences. Hadn’t thought of it from a persuasive standpoint. Interesting.

this is a very interesting topic, thanks!

Hi! I’m a teacher too! I was looking for inspiration and I found your article and thought you might find this online free tool interesting that helps make all students participate meaningfully and engage in a topic. https://www.kialo-edu.com/

This tool is great for student collaboration and to teach argumentative writing in an innovative way. I hope this helps!

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What Is the Most Effective Way to Teach Ninth Graders Good Essay Skills?

Writing is an important skill for life, but high school teachers often don't have time to effectively teach it, according to education program developer Kathy Greeley in "Tests Rob Writing Time" for "USA Today." Students need to write every day with topics and issues they care about. Teachers who use effective tools such as writing scaffolds, essay formats and relevant topics can motivate them to enjoy writing with appropriate grammar and composition skills.

Practice, Practice, Practice

Freshmen need daily writing practice in multiple subjects. High school teachers can work together to include writing with their assignments, such as writing and synthesizing historical facts into a first person narrative, as suggested by high school English teacher Cindy Heckenlaible in "The Research Paper: Engaging Students in Academic Writing" for the National Writing Project. A math teacher might challenge students to write word problems and share them with classmates, and a science teacher could challenge students to write an account of a field trip for inclusion in the school newspaper.

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High school freshmen may initially lack the necessary skills to write good essays, so provide them easily understandable and useful tools such as the research paper scaffold and the five-paragraph essay model to guide them into good habits. The scaffold asks students to consider what type of literary hook will interest a reader into perusing the essay, find relevant resources for the topic and determine how the resources answer the question the essay will address. The Five-Paragraph format walks students through formulating an introduction, three relevant body paragraphs and a conclusion that successfully summarizes the information.

Informative Feedback

Students need effective feedback to know what they did wrong and how to correct it. That can come if students submit several essay drafts and the teacher or peers provide input about how interesting the essay is, additional ideas that can make the essay better and corrections in grammar and spelling before the student hands in the finished paper. Freshmen who use texting and email shorthand may forget to use appropriate grammar, punctuation and spelling, according to English instructor Cindy Glover, as cited in "Yo, can u plz help me write English?" for "USA Today." Teach the appropriate forms for educational papers.

Make It Public

Challenge students to write public essays, such as writing a response to the editor of a newspaper or magazine about a relevant topic or participate in a writing contest organized by the school or a local organization. Allow students to write first person accounts of family stories to reduce the temptation to plagiarize and to engage students' interest. Publish the essays in a class book or post them online where parents and friends can read them.

• USA Today: Writing Skills
• National Writing Project: The Research Paper: Engaging Students in Academic Writing
• ReadWriteThink.org: Research Paper Scaffold

Rev. Kathryn Rateliff Barr has taught birth, parenting, vaccinations and alternative medicine classes since 1994. She is a pastoral family counselor and has parented birth, step, adopted and foster children. She holds bachelor's degrees in English and history from Centenary College of Louisiana. Studies include midwifery, naturopathy and other alternative therapies.

9th Grade Writing Research Papers

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How To Write A Ninth Grade Essay

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• Author Sandra W.

Writing A 9 th  Grade Essay

Writing skills is one of the most tested things in both elementary and secondary curricula in many States. Ninth graders are one of the graders that get such task of writing an essay that is comprehensive enough. Often they are required to write on something of their interest which should relate to history, literature, or biological science. From either of this category they are required to develop a topic that they will write about. This task is not a big challenge for many 9 th  graders so long as they follow the necessary steps in essay writing.

Steps that will guide you when writing 9 th  grade essay

• Identify a topic that is relevant with the type of your essay. Use recognizable tone as well as theme that you can identify with.
• Gather enough information for your essay from website, books and in the library. Where necessary consult secondary sources like newspaper reports, encyclopedia information for more clarification. Primary sources can be used as well for example; interviews to write your essay.
• Do not start to write without drafting an outline of your essay which should contain just main points that will be covered. Do not be very much concerned on the level of accuracy at this point. For example, writing an essay analyzing reasons why U.S. got involved in Second World War may include the following.
• In the introduction discus how World War I ended and the impact of the war.
•  Body section looking how the climate was in the U.S.at that time.
• Using another body paragraph outlining the mood and how the situation was at that time.
• Finally why the United States found it unavoidable to get involved in the war.
• Take short break before you revise your draft several times as you eliminate unnecessary information. Ask for a second party to help in your revisions by asking them to read and give suggestions for improvement.
• Finally ensure that your essay meets minimum set requirements and does not overlook some key requirements. Proofread the essay by checking for spelling errors or grammatical mistakes that may be there. Have a final sentence of your essay that is appealing to the reader and can keep lingering in him for some time.

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