Expressive Writing helps students learn to express ideas by writing sentences, paragraphs, and stories that articulate precisely what the writer wishes to say. The program addresses essential skills with four instructional strands: Mechanics, Sentence Writing, Paragraph and Story Writing, and Editing. In every lesson, students learn to write with:
- Structure, by writing sentences that first name something and then tell more. Then, by arranging sentences appropriately.
- Coherence, by relating sentences logically.
- Unity, by developing well-supported paragraphs.
- Correct grammar and punctuation, by writing first, then editing, using a self-administered, cumulative Check System.
Use Expressive Writing 1 for students who need to learn to:
- Plan what they want to say
- Write complete sentences and paragraphs that do not deviate from a topic
- Edit their own and others' work
Use Expressive Writing 2 for students who are ready to learn to:
- Write and correctly punctuate compound and complex sentences
- Use varied sentence types
- Produce paragraphs with a topic sentence, supporting details, and a conclusion
- Edit consistently for punctuation, tense agreement, and unclear pronouns
- Revise to improve structure, coherence, and clarity
- Lessons focus squarely on writing to close the gap for struggling writers very quickly
- On-going skill development targets the problems most often experienced by poor writers
- Four placement options in two distinct levels allow you to precisely meet learning needs
- Carefully sequenced instruction moves students from simple paragraph writing to composing and editing sophisticated stories with varied sentences
- Cumulative Check System permits rapid evaluation of student progress and reduces your work time
- In-program Mastery Tests and BLMs provide an easy way to monitor progress and re-teach critical skills
- Using Expressive Writing and Essentials for Writing to Meet the Needs of Secondary Students: Both English Only and English Language Learners with Learning Disabilities
The purpose of this paper is to make the connection between the research and the practices found in two programs, SRA Expressive Writing (Engelmann & Silbert, 1983) and SRA Essentials for Writing (Engelmann & Grossen, 2010), as affects secondary students with disabilities, whether English-only (EO) or English language learners.