Writing Riot
Personal Narratives

Focus – Alan, Grade 8

This personal narrative is written by one of my grade 8 students. He has successfully sequenced the events leading to the climax, which is descriptively depicted, helping readers to vividly imagine the scene. He has used some of the elements of fiction, such as dialogue and foreshadowing to make the narrative an interesting piece to read. He has also used a number of literary devices, such as simile, and imagery, to help readers imagine the events in the plot. Finally, he has presented his thesis clearly at the end of the story.

Personal Narratives

Unexpected Gift – Eric, Grade 7

This personal narrative is written by one of my grade 7 students. He has used some of the elements of fiction, such as dialogue, flashback, suspense, to make the narrative an interesting piece to read. He has also used a number of literary devices, such as simile, and imagery, to help readers imagine the events in the story. Finally, he has presented his thesis clearly at the end of the story.

Fables, Short Stories

The Unwavering Snail – Chris, Grade 7

This short fable is written by one of my grade 7 students. He conveys his message through the animal characters very vividly. He uses positive adjectives to describe the snail’s resolution in achieving his goal, such as unwavering and strong-willed. Also, he applies the literary device of repetition in order to better convey the theme of the story. The punchline of the story, which comes right at the end, is the most effective element in delivering the main message of the fable. 

Inquiry Essays

Reaction to Adversities – Selina, Grade 12

This inquiry essay is written by one of my grade 12 students. She has an interesting hook-clincher strategy, starting the essay with an analogy and ending it with the same analogy. In order to explore the issue, she draws on a number of resources, including some TED talks and the ISU novel. She also makes some valid connections to herself and to the world, which makes the essay very reflective in nature. Finally, she sums up the essay by providing an insightful qualitative comment, which requires some deliberation on the part of the readers.

Commentaries, Comparative Literary Essays, Literary Essays

Pablo Neruda – Ben Grade 10 IB

This comparative commentary is written by one of my grade 10 IB students. The essay focuses on Pablo Neruda’s poems, exploring his stance on communism. Three literary devices, namely symbolism, metaphor, and diction, are specifically pointed out as the textual elements that Neruda has applied in his poems to establish his position in favor of communism. Above all, each element has been elaborated on, convincing the readers of Neruda’s standpoint.

Argumentative Essays, Standard Five-Paragraph Essays

Banning Cell Phones – Angela ESL-E Grade 9

This standard five-paragraph essay is written by one of my ESL-E grade 9 students. She has clearly mentioned her subtopics in a parallel structure in the introduction. She has also followed the rules of unity and coherence, discussing only one issue per paragraph. Each paragraph also begins with a short clear topic sentence. Each point also is supported by a number of specific examples and details, which makes the essay very convincing. Finally, she ends the essay by making an appeal to all teenagers to put away their cell phones and live a healthy life.

IELTS Essays, Informative Essays, Standard Five-Paragraph Essays

Raising Empathy – Sabrina, IELTS Student

This standard five-paragraph essay is written by one of my IELTS students. She has an interesting hook-clincher strategy, starting the essay with the Syrian boy and finishing it with the same image. Also, she proposes three different strategies, which can be used to raise empathy and compassion in people. Finally, she successfully includes specific examples and details to back up her points, which makes the essay very convincing.

IELTS Essays, Inquiry Essays

Banning Homework – Leila, IELTS Student

This standard inquiry format essay is written by one of my IELTS students. She has written a general statement as the hook, which is a wise technique when writing an examination. The writer does not mention her thesis in the introduction in order to follow the prompt requirement, which asks for the discussion of both views before presenting a personal point of view. She adequately discusses both sides, tilting a bit towards the proponents in order to prepare the readers for her stance on the issue. Finally, she clearly presents her position on this issue in the conclusion. The essay contains 281 words.