Long Write Entries:I + [P + E2] + C + C

Purpose:

  • Readers construct long write entries to:
  • Develop their reading ideas and reader’s theories
  • Expand on their short writes
  • Examine (closely) literary elements and large themes within texts
  • Extend our reader’s thinking to build connections/comparisons to other texts, experiences, and the world around us
  • Express their responses to literary questions

T.P.A.F:

Topic / Long Write Entries can be written about a variety of reading ideas, such as:
  • Character(s)
  • Conflict
  • Theme(s)/Lesson(s) Learned
  • Setting
  • Plot
  • Social Issues
  • Author’s Purpose
  • Author’s Craft
  • Reader’s Insights

Purpose / To inform
Audience /
  • Partner/Book Club members
  • Teacher
  • Ourselves 

Format / Long Write Entries are similar to essays and include:
  • Introduction paragraph (Main focus)
  • Body paragraphs (Develop argument/point, provide evidence, and explanation)
  • Concluding paragraph (Reinforce point/Wrap up ideas)

Long Write Formulas

Formula 1: I + [P + E2] + C + C

  • Introduction: Reader constructs sentence(s) that establish their point and response for the writing piece.
  • Point: Reader states their point/argument/thinking in response to the selected question.
  • E2 (Evidence and Explanation): Reader includes appropriate text evidence to support their point/argument/thinking and then explains how this evidence supports their point.
  • Connection: Reader builds a connection between the main focus of their response to another text, a personal experience, or an event in the world.
  • Text-Text Connection: Connecting the main text to another book, film, television show, article, etc.
  • Readers often have the most success building sensible connections that are Text-to-Text because you are drawing connection between two similar texts. Your written novel/short story has the same elements (characters, setting, plot, conflict, and theme) as a movie or television show since these are visual stories that often include the same elements.
  • Text-Self Connection: Connecting the main text to a personal experience
  • Text-World Connection: Connecting the main text to a world event or example.
  • Conclusion: Reader constructs a concluding sentence(s) that reinforce their point(s) and bring their response to a close.

Paragraph Breakdown for I + [P + E2] + C + C:

If only one point/question to answer: / If two or more points/questions to answer:
¶ 1 = Introduction
¶ 2 = [P + E2] Point and Evidence/Explanation
¶ 3 = Connection
¶ 4 = Conclusion / ¶ 1 = Introduction
¶ 2 = [P + E2] Point and Evidence/Explanation for question one
¶ 3 = [P + E2] Point and Evidence/Explanation for question two
¶ 4 = Connection
¶ 5 = Conclusion

Successful Planners for Long Writes:

When Using the I.P.E2.C.C Formula

Good readers/writers know that planning out our writing ideas helps to guide our writing on the page. Taking the time to organize your thoughts and select your best fitting evidence will make your writing time more efficient and well-explained.

Also, good readers/writers know that they shouldn’t squeeze their ideas into an organizer. Instead, good readers/writers build an organizer to properly fit and organize their ideas. One of the most critical steps in the planning process is doming up with what your argument (points to be made) will be. By stating your answer (plainly), you can see how many points you will need to develop and explain with text evidence, and can then build an organizer from there.

On the next few pages, you will find three graphic organizers that good readers/writers use when constructing long writes. Readers should select the organizer that best matches their planning and writing style: not all organizers are one size fits all. If these planners do not seem to be suiting your writing needs, consider constructing your ideas in a way that best fits you. As long as there is evidence of planning before the writing, you are in good shape. 

Suggested Organizers:

-Outline

-Four square

-Boxes and Bullets

Model Reader’s Question for Examples Organizers:

Consider the characters in the text:

  • Which character has the biggest impact on the story?

Model Text: Across the Alley by Richard Michelson (Class read aloud)

1 / Outline for I.P.E2.C.C points
I = In Richard Michelson’s Across the Alley, Grandpa is the character with the biggest impact on the story.
P = Grandpa = Big impact because
  • E: Actions influence characters and reader’s perspective
-pg. 9 “First Grandpa looks at me…correct position of his bow.”
C = Scooter in Crash
C: Restate point
______Or If There Are Two Answers/Reasons/Points to be Made______
I = In Richard Michelson’s Across the Alley, Grandpa is the character with the biggest impact on the story.
P1= Grandpa = Impacts other character’s view of the world
  • Words stop Abe from doing what he likes
- p. 4 “Grandpa says Jewish kids….play ball.’”
P2= Grandpa = Actions impact course of the story
  • If reacted differently, plot would not be the same.
-pg. 9 “First Grandpa looks at me…correct position of his bow.”
C = Scooter in Crash
C: Restate point
2 / Four-Square Organizer
(One Question to Answer/ One Point to Explain)
Introduction:
In Richard Michelson’s Across the Alley, Grandpa is the character with the biggest impact on the story.
Point 1: Grandpa’s actions influence the characters in the story.
  • Pg. 4 “Grandpa says…ball.’”
  • Pg. 9 “First Grandpa…correct position of his bow.”

Connection:
  • Grandpa is similar to Scooter in Crash
-both impact main character’s view of the world
-both help reveal theme / Conclusion:
  • Restate point

Four-Square Organizer
(Two or More Questions/Points to Explain)
Introduction:
In Richard Michelson’s Across the Alley, Grandpa is the character with the biggest impact on the story
Point 1: Grandpa’s beliefs influence the characters in the story.
  • Pg. 4 “Grandpa says…ball.’”
/ Point 2: Grandpa’s actions impact the course of the story. (character opportunities)
  • Pg. 9 “First Grandpa…correct position of his bow.”

Connection:
  • Grandpa is similar to Scooter in Crash
-both impact main character’s view of the world
both help reveal theme / Conclusion:
  • Restate points

3 / Boxes and Bullets Organizer
(One Question/One Point to Explain)

  • Point 1: Impacts characters within the story
  • Point 2: Impacts the development of the plot

  • His beliefs and words of wisdom influence Abe’s thinking
-p. 4 “Grandpa says Jewish kids….play ball.’”

  • Scooter’s beliefs and words of wisdom help to guide and change Crash
  • Scooter’s actions influence the plot of the story (emergency)

Boxes and Bullets Organizer
(Multi-Point/Answers)

  • Point 1: Impacts characters within the story
  • Point 2: Impacts the development of the plot

  • His beliefs and words of wisdom influence Abe’s thinking
-p. 4 “Grandpa says Jewish kids….play ball.’”
-
  • His actions change the course of the story.
-p. 9 “First Grandpa looks at me…position of his bow.”
-If Grandpa had reacted differently, the story would be different.

  • Scooter’s beliefs and words of wisdom help to guide and change Crash
  • Scooter’s actions influence the plot of the story (emergency)