Love it or hate it, the five-paragraph essay is perhaps the most
frequently taught form of writing in classrooms of yesterday and
today. But have you ever actually seen five-paragraph essays
outside of school walls? Have you ever found it in business
writing, journalism, nonfiction, or any other genres that exist in
the real world? Kimberly Hill Campbell and Kristi Latimer reviewed
the research on the effectiveness of the form as a teaching tool
and discovered that the research does not support the
five-paragraph formula. In fact, research shows that the formula
restricts creativity, emphasizes structure rather than content,
does not improve standardized test scores, inadequately prepares
students for college writing, and results in vapid writing. In
"Beyond the Five-Paragraph Essay," Kimberly and Kristi show you how
to reclaim the literary essay and create a program that encourages
thoughtful writing in response to literature. They provide numerous
strategies that stimulate student thinking, value unique insight,
and encourage lively, personal writing, including the following:
Close reading (which is the basis for writing about
literature)Low-stakes writing options that support students'
thinking as they readCollaboration in support of discussion,
debate, and organizational structures that support writing as
explorationA focus on students' writing process as foundational to
content development and structureThe use of model texts to write in
the form of the literature students are reading and analyzing
The goal of reading and writing about literature is to push and
challenge our students' thinking. We want students to know that
their writing can convey something important: a unique view to
share, defend, prove, delight, discover, and inspire. If we want
our students to be more engaged, skilled writers, we need to move
beyond the five-paragraph essay.
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