Organizing Writing

Sarah Burgess submitted the following information about recent NUA strategies in her classroom.

My English 10 students are working on analytical essays based on their reading of Julia Alvarez’s In the Time of the Butterflies. I differentiated the pre-writing process per my LINKS assignment this past month. After writing question papers and crafting thesis statements (that were differentiated per their ability levels), students were invited to select the type of outline they would most like to use. The choices included: a traditional written outline, an NUA thinking map (brace map), and a drawing for understanding outline (based on Linda Rief’s work).

Many students chose the brace map and completed their rough outlines of body paragraphs on large 11x17 sheets of paper. I was really pleased because those outlines are the easiest to share, and I was able to walk around with the thinking map outlines as models for other students.

In addition, I found that some students were using thinking maps as a brainstorming device before even beginning their outlines. Some were using bubble maps when trying to determine how they would characterize a particular sister. Others experimented with double bubble maps to compare two particular sisters in preparation for discussions of how they may have influenced each other.

One NUA strategy, “Read Draw Talk Write” technique, seems somewhat similar to the “drawing for understanding” outline that I have inserted below. Students have read the book, they are drawing their paper topics, they will talk me through the outline, and finally will write their papers.

I am also thinking about adding the 4-Square Writing graphic organizer as an outline option in the future. I like how this visual aid forces students to think about how their examples and supporting details relate to the topic.

--Sarah Burgess, English 10 Teacher

Reading in Chemistry Foundations

The chemistry foundations class for sophomores includes reading about relevant, real-world connections to chemistry. In fact, their textbook, Chemistry in the Community, includes many stories about the real-world applications of chemistry.


In preparation for the sophomore state reading test, Chemistry Teachers Chad Nyberg, Dana Weiland and Mike Roddy used some NUA strategies in a lesson as part of the introduction to the heavy metals unit.


The lesson began with an anticipation guide listing statements that would be discovered in the readings that day. The lesson involved four articles for a group jigsaw, so a few statements were made from each reading. Upon reflection, however, the cumulative amount of statements was too large for the time allowed. Around five statements total would have proven sufficient to start the discussion of the impact of heavy metals on people's health.


After the students shared a few responses to anticipation guide statements, they formed groups of four, and each student read a different article. Two articles were on lead poisoning, and two were on mercury poisoning. As students read their assigned article, they completed a 4-Square writing that required the students to find three main ideas and supporting details for each main idea. The fourth square was where students recorded the author's purpose for writing the article. Although the fourth square is typically for a conclusion statement, we changed the box to purpose since we felt purpose was close to a student's final thoughts on an article and since the GRAD reading test often asks the question: What is the author's purpose.

After reading and writing about their articles, students shared the information with their groups, and then the groups re-visited their anticipation guides, discussing and correcting any of the statements.


The format for 4-Square Writing looks like this: