RRPS Writers Showcase: High School Compositions
These compositions were submitted by students in grades 9-12 as approved and supported by their teachers. Be aware that some of these submissions may involve topics that are of a sensitive nature (older students tend to write about "riskier" topics) and may be inappropriate for younger students. All submissions are of course screened by the Showcase managers. If you have concerns or questions, please email them: aperrino@rrmh.rrps.k12.nm.us.
View the Elementary School Compositions | View the Middle School Compositions
Directions: Click the tabs below to explore compositions in different genres, and the Title to read the composition. (Version indicates if the composition was submitted in draft or final status.)
- Creative
- Descriptive
- Persuasive
- Narrative
- Expository
The CREATIVE Genre:
Creative writing communicates an idea or experience; it is a highly individual art form that may contain varied elements and structure.
| Date | Author's Initials |
Grade | Title | Version | Student Comments |
Teacher Comments |
5/30/08 |
AB |
10 |
final |
In this assignment, students used Night, Elie Wiesel's memoir of his experiences during the Holocaust, to compose a found poem. As a way to analyze diction in the memoir, students were asked to search the text for sentences of six words or less then select just a few of those line to create their own poems. Class discussion of the power of these sentences in the memoir and how they shaped the meaning of their found poems followed. | ||
5/01/08 |
AL |
9 |
final |
We often write vocabulary review stories to help incorporate powerful words into our daily vocabulary. This student consistently applies creativity to these pieces. | ||
5/01/08 |
AL |
9 |
final |
This poem was written to express personal feelings not for a classroom assignment. I appreciate this student offering this heartfelt poem to the Writers' Showcase. | ||
2/19/09 |
AM |
9 |
final |
|||
5/01/08 |
CC |
9 |
final |
I had these very same adventures with my favorite stuffed animal name Kitty. I lost him so many times, but he always found his way back into my arms. | Students were asked to write a descriptive narrative about their favorite childhood toy. This student did an outstanding job of recreating the interal monologues of a playtime activity. | |
1/26/09 |
CE |
9 |
final |
For the restrictions set and the time given, I'm very proud to say this is what I came up with. | Students wrote a sonnet in 15 minutes, incorporating six vocabulary words from our current list and writing about a picture I provided. A difficult challenge. | |
10/15/08 |
CE |
9 |
final |
Students were asked to write a letter in block format using vocabulary words. | ||
2/18/09 |
CE |
9 |
final |
One of my favorite stories I've written. I got the inspiration for it from a cartoon I saw in an Addams Family cartoon collection. | A magical story re-examined, written with eloquent diction. | |
2/12/09 |
DM |
9 |
final |
Students were asked to write a Valentine's card from the perspective of Penelope just before Odysseus returns home. | ||
2/12/09 |
KM |
9 |
final |
Ody and his group of "men" travel across the playground to help their friend Helena make friends with enemies, Perry and Milo. | This was an assignment for English 9, to write a children's version for grades 3-5 of The Odyssey. | |
5/01/08 |
ML |
9 |
final |
|||
5/01/08 |
ML |
9 |
final |
|||
5/01/08 |
ML |
9 |
final |
|||
5/30/08 |
PS |
10 |
final |
In this assignment, students used Night, Elie Wiesel's memoir of his experiences during the Holocaust, to compose a found poem. As a way to analyze diction in the memoir, students were asked to search the text for sentences of six words or less then select just a few of those line to create their own poems. Class discussion of the power of these sentences in the memoir and how they shaped the meaning of their found poems followed. | ||
5/01/08 |
RY |
9 |
final |
Written for a vocabulary review story, this student incorporates each word in the story with amazing style. | ||
5/01/08 |
SW |
9 |
final |
The story expresses an old woman's never ending love for her long passed husband. | I was touched by this romantic story. I hope you enjoy it, too. | |
5/01/08 |
VC |
9 |
final |
I gave my students the option of writing a "modern day" summary of Romeo and Juliet. This student showed creativity in this mythical story of the "star-crossed lovers." | ||
5/30/08 |
ZN |
10 |
final |
In this assignment, students used Night, Elie Wiesel's memoir of his experiences during the Holocaust, to compose a found poem. As a way to analyze diction in the memoir, students were asked to search the text for sentences of six words or less then select just a few of those line to create their own poems. Class discussion of the power of these sentences in the memoir and how they shaped the meaning of their found poems followed. |
The DESCRIPTIVE Genre:
Description is the basic tool a writer uses to express sensory impressions and can be found in all types of writing.
| Date | Author's Initials |
Grade | Title | Version | Student Comments |
Teacher Comments |
3/09/09 |
BH |
9 |
final |
Descriptive writing assignment | ||
2/03/09 |
CE |
9 |
final |
In this assignment, students were asked to follow a professional model essay on the subject of the emotional roller coaster of being a middle school student. |
The PERSUASIVE Genre:
Persuasive writing aims to convince the reader of a stated opinion or belief.
| Date | Author's Initials |
Grade | Title | Version | Student Comments |
Teacher Comments |
The NARRATIVE Genre:
Narration tells a story; if done effectively the reader shares and relives the writer’s experience.
| Date | Author's Initials |
Grade | Title | Version | Student Comments |
Teacher Comments |
5/01/08 |
AH |
11 |
final |
Students were asked to take off a shoe, place it on the desk and study it. They were asked to use the shoe as inspiration to write an essay or short narrative. They were encouraged to use their imagination and "make-up" or invent details to create a compelling story. This particular narrative received a standing ovation when it was shared with the class. | ||
5/01/08 |
CB |
9 |
final |
|||
1/30/09 |
EC |
9 |
final |
I'm pretty excited about everyone hearing my story. | ||
5/01/08 |
GS |
9 |
final |
This is an excellent example of the writing process. This student has included the prewrite, the rough draft with revisions, and finally the typed final draft. | ||
5/01/08 |
HL |
9 |
final |
|||
5/01/08 |
JC |
9 |
final |
|||
2/20/09 |
JF |
9 |
final |
I got the inspiration from an article in Seventeen magazine. | ||
1/30/09 |
JJ |
9 |
final |
I'm excited to get my paper published. I hope people will read it and understand the moral that comes with this paper. | ||
1/30/09 |
JM |
9 |
final |
|||
1/30/09 |
LL |
9 |
final |
|||
1/30/09 |
SL |
9 |
final |
|||
5/01/08 |
SL |
9 |
final |
I wrote this for extra credit and I ended up this, making me very happy. | This student wrote this essay for the Rio Rancho Observer Essay Contest, on the topic "Pursuing Victory with Honor." This essay is an excellent job of addressing the topic and allowing us to glimpse the inner thoughts of this student. |
The EXPOSITORY Genre:
The goal of expository writing is to inform, explain, clarify, define or instruct.
| Date | Author's Initials |
Grade | Title | Version | Student Comments |
Teacher Comments |
5/01/09 |
VB |
9 |
final |