POWERFUL

Writing Strategies
ALL Students
FOR

by

Karen R. Harris, Ed.D.

and
Steve Graham, Ed.D.
Vanderbilt University

Linda H. Mason, Ph.D.

Pennsylvania State University

Barbara Friedlander, M.A.

Montgomery County Public Schools

Baltimore London Sydney

Paul H. Brookes Publishing Co.
Post Office Box 10624
Baltimore, Maryland 21285-0624
USA

www.brookespublishing.com

Copyright 2008 Paul H. Brookes Publishing Co., Inc.

All rights reserved.

Paul H. Brookes Publishing Co. is a registered trademark of

Paul H. Brookes Publishing Co., Inc.

Typeset by Integrated Publishing Solutions, Grand Rapids, Michigan.

Manufactured in the United States by
Versa Press, Inc., East Peoria, Illinois.

The names of the children in Barbara Friedlanders class have been changed
to protect their privacy.

Readers of Powerful Writing Strategies for All Students may make copies
of the various materials in the book for educational purposes only.

Cover image Masterfile.

Library of Congress Cataloging-in-Publication Data

Powerful writing strategies for all students / by Karen R. Harris . . . [et al.].
p. cm.
Includes bibliographical references and index.
ISBN 978-1-55766-705-2 (alk. paper)
1. English languageComposition and exercisesStudy and teaching.
2. Report writingStudy and teaching. 3. Learning disabled children
Education. I. Harris, Karen R. II. Title.
LB1576.P686 2008
808'.042071dc22 2007035843

British Library Cataloguing in Publication data are available from the British Library.

2012 2011 2010 2009 2008

10 9 8 7 6 5 4 3 2 1
 Chapter 9

STOP and DARE

LESSON 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
LESSON 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
LESSON 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
LESSON 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
LESSON 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
MATERIALS
STOP and DARE Mnemonic Chart
STOP and DARE Directions
STOP and DARE Checklist
Brainstorming Sheet
Linking Words
Cue Cards
Essay Topics
Transfer Sheet
My Self-Statements
STOP and DARE Certificate
Bulletin Board:
Self-Statements Stop Signs
Writing Paper

207
 LESSON 1
CHAPTER 9

LESSON 1
LESSON OVERVIEW
STOP and DARE

The essay planning strategy and essay parts reminder will be introduced in this lesson. The teacher
will introduce the parts of the persuasive/opinion essay planning strategy called STOP:
S: Suspend judgment
T: Take a side
O: Organize ideas
P: Plan more as you write
Collaboratively, the teacher and students will brainstorm, discuss, and list the parts of a
well-written essay: for example, good essays have a topic sentence. The teacher will de-
scribe the reminder for the four essay parts called DARE:
D: Develop your topic sentence
A: Add supporting ideas
R: Reject possible arguments
E: End with a conclusion
The students and teacher will establish goals for using STOP and DAREnamely, To write
better essays with four parts.

STUDENT OBJECTIVES
The students will orally recite the parts of the essay planning strategy called STOP. The students will
orally recite the essay parts reminder called DARE. The students will identify essay parts in an essay
read in class, as well as in their personal essay previously written in a prior class session at school.
The students will graph the number of parts found in an essay.

MATERIALS
One copy for each student: Chart paper or chalkboard
STOP and DARE mnemonic chart Pencils
STOP and DARE Checklist Students previously written essays
Sample essays for identifying parts (see Transfer sheet
essay samples in chapter 8)

SET THE CONTEXT FOR STUDENT LEARNING

This introduction to the strategy emphasizes the qualities that make a good essay. Explain
to the students that for this writing class they will learn how to compose good essays. They
will learn that good essays can persuade someone to change her or his point of view, that
good writers plan before they write, and that good essays have several parts.
Why should students learn to write essays? The basic ideas in essays are found everywhere
(e.g., on TV, on the radio, in newspaper editorials, at government meetings and political ral-
lies, in letters to the editor, at home). People who can write good essays know how to con-
vince and persuade others of their opinions. The students can share examples of their try-

208
ing to convince their parents, teachers, or friends to believe their side of an issue and what CHAPTER 9
that issue was. LESSON 1

STOP and DARE

DEVELOP THE STRATEGY AND SELF-REGULATION

Step 1: Describe and Discuss the Strategy STOP

Discuss the writing process with the students, emphasizing that most expert writers plan
before starting to compose.
Give each student a copy of the STOP and DARE mnemonic chart. The chart should be
covered so that only the first step, Suspend Judgment, shows. Ask the students if they
know what the word suspend means. Analogies such as a policeman stopping traffic
could be used. Clarify that in this case the word judgment means the formation of an
opinion after hearing both sides of an argument. Explain that during this step, they will
brainstorm ideas for and against the assigned topic.
Uncover Take a Side. Tell the students that in this step, they will evaluate what they have
brainstormed up to this point. Spend a few minutes discussing an important part of
planningdeciding which side to believe. Explain that once that decision has been
made, they will try to convince whoever reads their essay to agree with them.
Uncover Organize Ideas. The third step will help the students to select ideas they feel
will support their beliefs and to select at least one argument against the ideas that they
can refute. Arguments both for and against the ideas must be stated to make a strong
essay. Arguments that the writer does not agree with must be countered or dealt with in
some way or they will actually weaken the essay. Discuss ways to refute an argument
such as thinking of a contrasting reason or a condition that would make an exception to
the argument. After the students select ideas and the side or an argument to agree with,
they will number the ideas in the order in which they will be used. Deciding the num-
bered order of ideas is similar to using a map. Explain that when travelers use maps,
they first look for the final destination and then choose a route that will take them there.
Taking a side is like deciding a destination, and the essay will guide others to accept the
side that the writer supports.
Uncover Plan More as You Write. Emphasize that this means to continue planning as
you compose, and remember to include the four essay parts in DARE.

Step 2: Parts of an Essay

The teacher and students will brainstorm parts of a good essay.
Ask the students to state the parts of a good essay. Respond positively to all student an-
swers; write down any answers that correspond with the vital essay parts (i.e., main
idea, reasons, examples, arguments, end).
Tell the students to use the terms topic sentence, supporting ideas, argument(s), and
conclusion for the essay parts. Write these parts on the chart paper or chalkboard. Note
any essay parts that the students have previously generated.

Step 3: Essay Parts ReminderDARE

This step will introduce the students to the essay parts reminder DARE.
Pass out copies of sample essays (selected from Chapter 8 materials or one you have
developed) to each student. Ask the students to read along silently while you read the

209
CHAPTER 9 essay aloud; tell them to raise their hand when they hear the topic sentence, supporting
LESSON 1
ideas, arguments, and conclusion. All the students should have a turn locating an essay
part. Be sure to be encouraging and positive throughout.
STOP and DARE

After the students find all of the essay parts, ask for another example of each part for the
same topic (i.e., an opposing premise). All the students should have a turn generating
one essay part. Write down student responses on chart paper or chalkboard. Tell the stu-
dents that they will learn a reminder for the four essay parts as they practice writing es-
says. Uncover the essay parts reminder DARE:
D Develop your topic sentence.
A Add supporting ideas.
R Reject arguments for the other side.
E End with a conclusion.
Ask the students if they have heard of DARE in another context. They may recall the
Drug and Alcohol Resistance Education program although they need not know what the
letters represent. Tell them that they will be able to remember the word DARE because
they have heard it before.

Step 4: Chart Current Level of Performance

The students current level of performance will be reviewed in this step. The students will
set goals for writing a good essay. If time is running short, proceed to Step 5 and complete
Step 4 during the next writing class.

Remind the students of previously written essays. Hand out the previously written essays.
Tell the students to read their essays and see which essay parts they have. Work out
ahead of time which parts they have and which ones are missing.
Briefly note which parts each student has and which are missing.
As a group, briefly note common missing parts. Note also that even if a part is pres-
ent, the students may be able to make that part better the next time. For example,
It could tell the writers point of view.
It could have several reasons.
It could give examples.
It could consider an argument.
It could reject an argument by countering it or dealing with it in some way.
It could have a clear ending.
Spend a few minutes explaining the checklist. Give each student a checklist and ask him
or her to mark the number of essay parts written in their essays in the DARE section of
the list.
Explain the goal: to write better essays. Remind the students that good essays have all
the STOP and DARE parts and that good essays make sense. The goal is to have all the
parts and better parts the next time. Using all steps of STOP and DARE will help them
do this.

210
Step 5: Practice STOP and DARE CHAPTER 9

In each lesson, the students will practice the mnemonics and parts of STOP and DARE. This LESSON 1

will continue until the teacher is certain that both the mnemonic and the parts are remem-

STOP and DARE

bered automatically.
Practice the essay planning strategy STOP. Turn over the mnemonic chart and ask each
student to recall the essay planning strategy mnemonic. After they respond, STOP, ex-
plain again what each letter represents. Ask each student to write the mnemonic on
paper. If the students have trouble, turn the chart over and allow them to look. Keep
doing this until all the students can recite the reminder and explain each letter from
memory.
Practice the essay parts. Ask each student to explain the parts. Turn over the chart and
ask the students to recall the essay parts reminder (DARE). Ask each student to write the
reminder on paper. If the students have trouble, turn the chart back over and allow
them to look. Help the students as needed. Continue to do this until you feel sure that
each student has learned all the parts.

WRAP-UP

Announce that the students will take a non-graded test at the beginning of the next
writing class, at which time they will be asked to recall the essay planning and essay parts
reminder.
NOTE: If you want to establish transfer partners, do so in this or the following lesson. See
the transfer sheet and refer to instructions in Chapter 8, Lessons for Younger Students.

211
 LESSON 2
CHAPTER 9

LESSON 2
LESSON OVERVIEW
STOP and DARE

The essay planning strategy and essay parts reminder will be reviewed in this lesson. The teacher
and students will collaboratively identify parts and elaborations in an essay that is read in class.
The teacher will model using the strategy with cue cards. The students will rehearse the strategy
using the cue cards.

STUDENT OBJECTIVES
The students will verbally state the parts of the essay planning strategy STOP and the parts of the
essay parts reminder DARE. The students will demonstrate an understanding of how to use the cue
cards.

MATERIALS
One copy for each student: Sample essays for identifying parts
STOP and DARE mnemonic chart (see essay samples in Chapter 8)
STOP and DARE Directions Chart paper or chalkboard
STOP and DARE Checklist Pencils
Linking Words Essay Topics
Brainstorming Sheet STOP and DARE Self-Statements
Cue Cards

SET THE CONTEXT FOR STUDENT LEARNING

Test the students to see if they remember the word that will help them remember how to
plan an essay (STOP). Give them a piece of paper and tell them to write down the word.
Ask the students to tell you what each word/phrase in STOP means. Help as necessary. Test
to see if they know the word that will help them remember the parts of a good essay
(DARE). Tell them to write down that word. Ask the students to explain what each
word/phrase in DARE means. Help as necessary.

DEVELOP THE STRATEGY AND SELF-REGULATION

Step 1: Identify Essay Parts and Elaborations

Pass out the STOP and DARE mnemonic chart, directions sheet, and a sample essay to each
student. Ask the students to read along as you read the essay aloud. Tell them to raise their
hands when they hear each essay part. All the students should have a turn locating an
essay part. After reading the essay, go back and ask for other examples of each essay part.
Point out that examples, conditions, and so forth often elaborate reasons, topic sentence,
argument, and conclusions. These elaborations provide support for the reasons, arguments.

Step 2: Model the Strategy

In this step, the teacher will model how to use the strategy to plan and write a good essay.
For this lesson you will need to select a prompt from Essay Topics. It is important that the
teacher has memorized the procedure so that it will be fluent. A sample script for modeling
this strategy is provided below.

212
 Put the STOP and DARE mnemonic chart and directions sheet to the side. You will use CHAPTER 9
cue cards during modeling. LESSON 2

STOP and DARE

Say, I am going to show you how to use STOP and DARE together to plan and write a
good essay. I will talk aloud as I go. You might be able to help me, but what I really
want you to do is to listen and watch me work. It is my turn to work and your turn to
relax!

Model the entire process using the cue cards and the linking words. Follow the steps
and statements, using ideas generated for the model essay.
Say, First, I need to suspend judgment. That means I wont make up my mind about
the topic yet. I need to brainstorm ideas for and against my topic.
Write two or three ideas for one side and one or two ideas for the other side on the
brainstorming sheet.
Introduce the cue cards for Step 1. Say, I have three cue cards for Step 1 to help me
plan, and they all say Suspend Judgment. Cue Card #1 says, Did I list ideas for both
sides? If not, do this now. Let me see . . . I did that! This is easy to do.
Say, What does Cue Card #2 say? Can I think of anything else? Try to write more. All
right, I need to think of more reasons. Add at least one idea to each side of the brain-
storming sheet, pause to think, and then add another idea to one side.
Say, Cue Card #3 says, Another point I havent yet considered is . . . . Think of possible
arguments. Do I have any arguments? Yes, I do. Pause to think and then ask, Are there
any points I havent considered yet? This is hard because I have so many ideas already.
I need to take my time and think of something someone else would say. Add at least
one idea to the brainstorming sheet, preferably on the For side.
Say, Thats great. Im finished with Step 1, and I have done so much good work. Now I
need to do Step 2, which has only one cue card: Cue Card #4. This cue card says, Take
a side. That means I have to pick one side as my argument. Which one do I really be-
lieve? Provide an answer.
Say, This cue card also says, Place a + at the top of one box to show the side you will
take in your essay. This card is the same as the chart where it says Take a side. I can
remember this card right away because it is on the Brainstorming sheet.
Say, Step 3 says that I should Organize Ideas. I need to decide which ideas are strong
and which ideas are not as strong that I can dispute. This means I should think about
all of the ideas I have for my argument. Read each idea that is on the side you have
chosen (the For side) and decide if it is a good idea. You should note at least one idea
that is not strong and decide aloud to skip it.
Say, I now have strong ideas for my argument. I need to decide which ideas I can dis-
pute. That means I need an argument that I can rejectone that I can easily say why I
do not agree with it. Choose one argument from the Against side of the brainstorming
sheet and then think of one more argument. I have to choose my arguments carefully
so my reader doesnt get confused about which side I am on. Im really doing well with
this plan. I like my ideas. Let me look at the three cards for Step 3. The first card, Cue
Card #5, says, Put a star next to the ideas you want to use. I need to choose at least
three ideas to use.
Say, What does the second card for Step 3 say? Cue Card #6 says, Did I star ideas on
both sides? Choose at least ___ argument(s) that you can dispute. I decided that I had
two arguments that I can dispute. The last card for Step 3, Cue Card #7, says, Number

213
CHAPTER 9 your ideas in the order you will use them. Id better think about this. What makes
LESSON 2
sense?
Bring in the map analogy here. Say, Doing things in the correct order, like following di-
STOP and DARE

rections on a map, will help me guide the reader to agree with what I believe. Reflect
aloud about an order that seems logical to you based on the ideas you have generated.
Say, This will be a good essay. Im really taking my time to plan it out. The last step is,
Plan more as you write. Remember to use all four essay parts and continue planning.
That means I should still think of ideas as I write my essay.
Say, Im ready for the card for Step 4. It has the essay parts reminder DARE written
on it. I know what that means. Read the card. Im ready to write my essay. Ill just think
of DARE as I go.
Verify each part that you write by explaining that you have your topic sentence, and so
forth. Point out that you can add supporting ideas after you reject your argument for
what this means. Use cohesive words sparingly at key places, such as when you refute
an argument or with a group of related ideas.
Be sure to elaborate on two or three ideas as you write, and try to revise something as
you go. Give a strong, summative conclusion by restating your premise using different
words.
After you finish, compliment yourself for the work you have done and then demonstrate
how to use the checklist. Mark the checklist for each part and write down the number of
ideas selected on the line under the column. If you have met a goal of more than three,
you busted the chart and can draw a star on top of the column. Thank the students for
their helpwhich may have simply been to pay attention.

Step 3: Rehearsal of STOP and DARE

The students should verbally rehearse STOP and DARE until mastery has been achieved.
The students must be able to recite all steps and essay parts from memory. Wording
doesnt have to be exact, but an understanding of the meaning should be apparent.
Review the four steps. Read STOP off the chart using cue cards as you go. Tell the stu-
dents that they must memorize steps.
Have the students practice in any way you think will be helpful. Read with the STOP and
DARE mnemonic chart and cue cards facing up. Turn the chart and cards over, write,
cover, say, repeat, and so forth.
The students can paraphrase the four steps and DARE from memory.
The students can paraphrase at least half of the cue cards from memory. Tell them that
they will be able to memorize all the cards after they get a chance to compose an essay
during the next session.

WRAP-UP

Remind the students that you will check to see if they can remember on their own the
essay planning strategy (STOP) and the essay parts reminder (DARE) at the next session.
NOTE: You may establish the students individual self-statements during this or the next les-
son. Use the My Self-Statements sheet and refer to directions in Chapter 6.

214
 LESSON 3
CHAPTER 9

LESSON 3
LESSON OVERVIEW

STOP and DARE

The students will be given the opportunity to collaboratively write an essay using the essay plan-
ning strategy and the essay parts reminder. The linking words list will be explained in this lesson.
The teacher will work individually with the students, assisting them in establishing personal goals
for writing good essays.

STUDENT OBJECTIVES
The students will verbally state the parts of the essay planning strategy STOP and the parts of the
essay parts reminder DARE. The students will engage in collaborative practice, writing an essay
using STOP and DARE. Using this essay and their previously written essay evaluated in Lesson 1,
the students will set a goal for writing essays.

MATERIALS
One copy for each student: Sample essays from Lessons 1 and 2
STOP and DARE mnemonic chart Students previously written essays
STOP and DARE Directions Paper and pencils
Brainstorming Sheet STOP and DARE Checklist
Cue Cards Essay Topics
Linking Words

SET THE CONTEXT FOR STUDENT LEARNING

Test the students to see if they remember the planning steps and essay parts. Ask if theyve
been thinking about what they have learned. Have the students tell you about times they
have used or thought about using STOP and DARE.

DEVELOP THE STRATEGY AND SELF-REGULATION

Step1: Introduce Linking Words

Tell the students that you will show them some words that will make their ideas go to-
gether. Give each student a list of linking words.
Have the students retrieve the previously read sample essays from Lessons 1 and 2 and
locate linking words in sample essays. Tell them to think of different or better examples
of linking words.

Step 2: Criterion Setting

Have the students retrieve the checklist from their folders. Explain that you will write an
essay together and that this essay will be put on the checklist.

Say, Before we start on the essay, we want to set a goal for ourselves. Remember, we
will use everything we have learned to help us. What will our goal be?

215
CHAPTER 9 Look at the students checklists. Set the goal as having all four parts, plus more than
LESSON 3
three ideas. Talk with the students about what they think is reasonable. Hint: Set the
collaborative goal to be appropriate for the middle student in your class.
STOP and DARE

Step 3: Collaborative Practice

Explain that planning and composing one essay will be completed together. Get out the
essay topics, mnemonic chart, directions, cue cards, and brainstorming sheet.
As a group, select one topic quickly.
Ask the students, What is the first thing you have to say to yourself? They should an-
swer, Plan my essay, or an equivalent response.
Say, Now we start the steps. What is Step 1 in STOP? The students should say, Sus-
pend Judgment.
Ask, How do we suspend judgment? The students should say, Brainstorm ideas for
and against the topic. Get each student to brainstorm one idea. Write ideas on the
brainstorming sheet. Direct the students through the cue cards for this step. Make sure
that each student reads his or her own set of cards as you go.
Ask, What is Step 2 in STOP? The students should say, Take a Side. You will lead dis-
cussion here, gaining group consensus for the side they will take. If the students dis-
agree, you decide and tell them that they will get a chance to write their own essay next
time from the other point of view then.
Ask, What is Step 3 in STOP? The students should say, Organize Ideas. Again, lead the
discussion, selecting strong ideas for the selected point of view and one or two argu-
ments. Direct the students to use the cue cards. Ask the students to suggest an order, al-
lowing each student to give you an order first, and then you select best order. Remind
them of the map analogy by saying, Deciding the order will help lead the reader to
agree with our point of view. Also stress the logic behind the order (i.e., not jumping
back and forth).
Ask, What is Step 4 in STOP? The students should say, Plan More as You Write. Read
the cue card with DARE and tell the students to keep this card in front of them as they
compose. Tell the students that they will take turns thinking of sentences for the essay.
Ask for a volunteer for the first sentence. If the student doesnt create a topic sentence,
refer to the D in DARE, and then prompt him or her to create a topic sentence. Continue
generating sentences, referring to DARE and linking words.

Step 4: Review Essay and Chart Performance

Have each student fill in a checklist. Note that this essay is better than their previously written
essay examined in Lesson 1. Compare the two essays. If needed, discuss whether the stu-
dents goals were appropriate (i.e., if they set the goal too high, a new goal should be set).

Step 5: Verbal Rehearsal

Say, We will memorize the cue cards along with the planning steps and essay parts.

To help the students memorize the planning steps and essay parts, teach them an exer-
cise called rapid fire. This is called rapid fire because the steps are to be named as rap-
idly as possibly. Tell the students that they may look at the chart or cue cards if they
need to, but they shouldnt rely on them too much because the cards will be put away

216
 after several rounds of rapid fire. Allow the students to paraphrase but be sure that in- CHAPTER 9
tended meaning is maintained. LESSON 3

Do rapid fire with planning steps, adding appropriate cue cards as they occur. If the re-

STOP and DARE

sponse is correct, make a brief positive comment; if it is incorrect, prompt the student by
pointing to the information.
Do rapid fire without cues. If a student does not know a step, you should provide it.
After rapid fire, explain to the students that they must be able to name all the steps, cue
cards, and essay parts in an oral quiz. Give them time to rehearse.
When the students indicate that they have learned the steps, ask them to recite them
orally, including information from the cue cards. Describe the information the students
have omitted or named out of sequence.

WRAP-UP

Remind the students that you will check to see if they can remember on their own the
essay planning strategy (STOP) and the essay parts reminder (DARE) at the next session.

217
 LESSON 4
CHAPTER 9

LESSON 4
LESSON OVERVIEW
STOP and DARE

The students will practice writing an essay independently using STOP and DARE. It is crucial that
the teacher provide continuous feedback during the writing process.

STUDENT OBJECTIVES
The students will verbally state the parts of the essay planning strategy STOP and the parts of a
good essay as in DARE. The students will independently practice writing an essay using STOP and
DARE. Using their individual previously written essay, the students will set a goal for writing the essay.

MATERIALS
One copy for each student: Linking Words
STOP and DARE mnemonic chart Students previously written essay
STOP and DARE Directions Essay Topics
Brainstorming Sheet Paper and pencils
Cue Cards

SET THE CONTEXT FOR STUDENT LEARNING

Using the rapid fire method, test the students to see if they remember the planning steps
and essay parts. Ask if theyve been thinking about what theyve learned. Have the students
tell you about times they have used or thought about using STOP and DARE.

DEVELOP THE STRATEGY AND SELF-REGULATION

Step 1: Criterion Setting

Set goals with the students individually for two or three times the initial level of their previ-
ously written essays. Be sure to include all four parts and the understanding that the essay
must make sense.

Step 2: Independent Practice with Feedback

Give each student two essay topics and a brainstorming sheet.
Tell the students to use their cue cards, list of linking words, directions, and chart when
they are planning.
Make sure the students plan before composing. Provide assistance only when a student
skips a step or does it incorrectly. You may need to help the students whose order can
lead to an illogical essay. Encourage them to use at least one word from the list of link-
ing words if they fail to do so on their own.

Step 3: Review Essay and Graph

After each student finishes, review each essay as a group. Have the students read their
essays aloud; identify the parts, pointing out elaborations as well as the topic sentence,
reasons, arguments, and conclusion, if they are present.

218
 If any parts are missing, discuss how and where they could be added. Completely re- CHAPTER 9
view one essay before going on to the next. The students should help each other think LESSON 4
of parts that are better or to make the order better for next time.

STOP and DARE

Have each student fill in a checklist. Note that they reached their goal if they have done so.
Discuss the goal for next time, which will be to use all four essay parts and two to three
times more parts than on essays written before learning STOP and DARE.

WRAP-UP

Remind the students that you will check to see if they can remember on their own the
essay planning strategy (STOP) and the essay parts reminder (DARE) at the next session.

219
 LESSON 5
CHAPTER 9

LESSON 5
LESSON OVERVIEW
STOP and DARE

The students will learn to create their own brainstorming sheets in this lesson. By this lesson, the
students should set goals for writing and composing essays independently.

STUDENT OBJECTIVES
The students will verbally state the part of the essay planning strategy STOP and the parts of a good
essay as in DARE. The students will create a brainstorming sheet for writing the essay and will in-
dependently write an essay using STOP and DARE. The students will set a goal for writing an essay.

MATERIALS
One copy for each student: Linking Words
STOP and DARE mnemonic chart Students previously written essays
STOP and DARE Directions Essay Topics
Cue Cards Paper and pencils

SET THE CONTEXT FOR STUDENT LEARNING

Using the rapid fire method, test the students to see if they remember the planning steps
and essay parts. Ask if theyve been thinking about what theyve learned. Have the students
tell you about times they have used or thought about using STOP and DARE. Tell them they
will learn a way to use the strategy without the brainstorming sheet. Be sure to emphasize
that by planning themselves, they can use STOP and DARE any time they want to write a
good essay.

DEVELOP THE STRATEGY AND SELF-REGULATION

Step 1: Create a Brainstorming Plan Sheet

Show the students how to create their own planning brainstorming sheet by taking
paper, writing STOP at top, drawing a vertical line down the page, and writing DARE at
the bottom. Model how to cross out letters in each word as they complete the steps.
Briefly model a plan for an essay with a topic that the students had used during collabo-
rative practice or independent practice. Do this quickly, but emphasize the steps that the
students havent yet mastered, such as making the order of ideas logical. If they have
been doing this well, model a different organization than they have been using.

Step 2: Goal Setting

Set goals with the students individually for two or three more parts as in previously written
essay, and include all four parts of DARE without using the brainstorming sheet.

Step 3: Independent Practice with Feedback

Give each student two essay topics. Tell the students that they will need to make and
write their own brainstorming sheet. Remind the students to use a new piece of paper

220
 for writing their essay. Make sure they plan before composing. Be sure to check each CHAPTER 9
students plan! Provide assistance only when a student skips a step or does it incorrectly. LESSON 5

Tell the students they can use their list of linking words if they want or need to.

STOP and DARE

Step 4: Review Essays and Graph
When the students have finished working, review each essay as a group. Have the stu-
dents read their own essays aloud; identify the parts, pointing out elaborations as well
as the topic sentence, reasons, arguments, and conclusion, if they are present.
If any parts are missing, discuss how and where they could be added.
Have each student fill in the checklist. Note that they reached their goal if they have
done so.

WRAP-UP

The students should repeat Lesson 5 until they reach a criterion performance of two or
three times as many essay parts as in their previously written essays.

221
CHAPTER 9
STOP and DARE

STOP
Suspend Judgment
Take a Side
Organize Ideas
Plan More as You Write

Did I list ideas for each side?

Can I think of anything else? Try to write more.
Another point I havent considered yet is . . .
Put a star next to ideas you want to use.
Put an X next to arguments you want to dispute.
Number your ideas in the order you will use them.

DARE
Develop Your Topic Sentence
Add Supporting Ideas
Reject Arguments for the Other Side
End with a Conclusion

222
Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 CHAPTER 9

STOP and DARE Directions

STOP and DARE

1. Suspend Judgment Consider each side before taking a position.
Brainstorm ideas for and against the topic.
When you cant think of more ideas, see the
first three cue cards:
(a) Did I list ideas for each side? If not,
do this now;
(b) Can I think of anything else? Try to
write more ideas; and
(c) Another point I havent considered
yet is . . .

2. Take a Side Read your ideas. Decide which side you

believe in or which side can be used to
make the strongest argument. Place a +
on the side that shows your position.

3. Organize Ideas Choose ideas that are strong and decide

how to organize them for writing. To help
you do this, see the next three cue cards:
(a) Put a star next to the ideas you
want to use. Choose at least ____
ideas;
(b) Choose at least ____ argument(s) to
refute; and
(c) Number your ideas in the order you
will use them.

4. Plan More as You Write Continue to plan as you write. Use all four
essay parts (see the last cue card if you
cant remember DARE):
Develop Your Topic Sentence
Add Supporting Ideas
Reject Arguments for the Other Side
End with a Conclusion

223
Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
CHAPTER 9

STOP and DARE Checklist

STOP and DARE

Suspend Judgment
Did I list ideas for both sides?
Can I think of anything else?
Try to write more.
Another point I havent yet
considered is . . . Think of
possible arguments.
Take a Side
Place a + at the top of one
box to show the side you will
take in your essay.
Organize Ideas
Put a star next to ideas you
want to use. Choose at least
____ ideas that you will use.
Plan More as You Write
Use DARE

Develop Your Topic Sentence

Add Supporting Ideas
Reject Arguments for the
Other Side
End with a Conclusion

224
Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 CHAPTER 9

Brainstorming Sheet

STOP and DARE

Suspend Judgment. Brainstorm ideas for and against the topic.
___________ ___________
(for) (against)

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

Take a Side. Place a + at the top of the box that shows the side you will take.
Organize Ideas. Decide which ideas are strong and which ideas you can dispute.
Plan More as You Write. Remember to use all four essay
parts and continue planning.

Now write your essay on another piece of paper.

225
Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
CHAPTER 9

Linking Words
STOP and DARE

First
Second
Third
Fourth
Fifth

Another
One more
Also
Additionally
Furthermore
Likewise
Besides
Still
In fact

and
DARE

226
Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Cue Cards

STEP 1 STEP 1 STEP 1 STEP 2

Suspend Judgment Suspend Judgment Suspend Judgment Take a Side

Cue Card #1 Cue Card #2 Cue Card #3 Cue Card #4

Did I list ideas for Can I think of Another point I havent Place a + at the top
both sides? anything else? yet considered is Think of one box to show the
If not, do this now. Try to write more. of possible arguments. side you will take in
your essay.

227
DARE
STEP 3 STEP 3 STEP 3 STEP 4
Organize Ideas Organize Ideas Organize Ideas Plan More as You Write

Cue Card #5 Cue Card #6 Cue Card #7 Cue Card #8

Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
Put a star next to ideas Did I star ideas Number your ideas in Develop your topic
you want to use. on both sides? the order you will use sentence.

Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Choose at least ___ Choose at least ___ them. Add supporting ideas.
ideas that you will use. argument(s) that you Reject possible
can dispute. arguments.
End with a conclusion.

STOP and DARE

CHAPTER 9
CHAPTER 9

Essay Topics
STOP and DARE

1. Do you think children should have to go to school in the summer?

2. Do you think teachers should give students homework?
3. Are school rules necessary?
4. Do you think children should be required to clean their rooms?
5. Do you think children should be allowed to pick which movies they
can see?
6. Do you think parents should decide who their childrens friends
should be?
7. Do you think children should be allowed to eat whatever they want?
8. Do you think children should be allowed to have their own pets?
9. Should parents give their children money for getting good grades on
their report cards?
10. Do you think children should be allowed to choose their own bedtime?
11. Do you think the school day should be shorter?
12. Should students be able to choose the subjects they study in school?
13. Should children be punished when they do something wrong?
14. Do you think children should be allowed to choose which television
shows they can watch?
15. Is it better to be an only child or to have brothers and sisters?
16. Should children be required to learn how to use computers?
17. Should parents coach their childrens sports teams?
18. Do you think children your age should be allowed to go to the mall
alone?
19. Should boys and girls be taught in separate classes in school?
20. Do you think sports stars should be treated as heroes?
21. Do you think children your age should be able to vote?
22. Should children your age be allowed to have paying jobs after school?
23. Should children give some of their toys to children who do not have
toys?
24. Should students be required to wear uniforms at school?
25. Should students be graded on their schoolwork?

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Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 CHAPTER 9

STOP and DARE

I Transferred My Strategy I Helped My Partner

and and
DARE DARE

229
Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
CHAPTER 9

My Self-Statements
STOP and DARE

To think of good ideas:

While I work:

To check my work:

and and
DARE DARE

230
Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 of Achievement

STOP Congratulations to
and
DARE

Powerful Writing Strategies for All Students by K. Harris, S. Graham, L. Mason, & B. Friedlander.
Copyright 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.
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