A simpler form of this would be a word box, where the student generates possible vocabulary as a list. Various forms of visualization can be used. The fingers of one hand can be assigned to the concepts of "who, what, where, when and why" to help students remember to include all those elements when writing to report. Karge (1988) encourages other supportive imagery, such as that of a hamburger, with the top bun the topic sentence, the hamburger, pickle, ketchup, lettuce, etc. As supporting details, and the bottom bun a closing sentence.

These articles demonstrate that it is possible to think clearly and precisely about how to teach writing to students who struggle with that skill, and that it is possible to provide...

1999. "I don't like to write, but I love to get published': Using a classroom newspaper to motivate reluctant writers." Reading & Writing Quarterly 15:4, 6p.
Hansen, C. Bobbi. 1998. "Using reflective portfolios as a tool to teach writing to students with learning disabilities." Reading & Writing Quarterly 14:3, 11p.

Karge, Belinda. 1988. "Knowing what to teach: Using authentic assessment to improve classroom instruction." Reading & Writing Quarterly 14:3, 13p.

Newcomer, Phyllis; Nodine, Barbara; and Barenbaum, Edna. 1988. "Teaching writing to exceptional…