LETTERS TO AUTHORS
AND ILLUSTRATORS
Chelsea Rowe
Jennifer Henson
ECED 4300 A
Dr. Tonja Root
Spring 2009
3rd Grade
GPS
ELA3W2
The student begins to
write in a variety genres,
including narrative, informational,
persuasive, and response to
literature
 f. May include prewriting
JENNIFER HENSON

Prewriting
 PLO: After reading a book,
students will create a graphic
organizer to write a letter to
an author
FORM OF WRITING
Letters to Authors and
Illustrators
 letter written to inform
the author about the different
ways their book has affected
the reader

FORM OF WRITING
reader will include likes and
dislikes about story
 tell the author how the book
made them feel
tell author what writer learned

STAGE OF WRITING
Prewriting
Student will use a graphic
organizer to list ideas
 Later the graphic organizer
will be used to write a draft

GRAPHIC ORGANIZER
Who are you
writing the
letter to?
My
favorite
part of
the
book
was…
What did you
like about the
book?
Do you
have any
questions
for the
author
Henson, J. (2009, April) Graphic Organize for Prewriting, Unpublished Graphic Organizer, Valdosta State University,
Valdosta, GA
PUBLISHED LETTER
Dear Ms. Williams:
I used to think that I had the worst life in the world. I have to move every three
years, leave all my friends each time, and I have a terribly evil brother (at least
he’s terribly evil to me). That was before I read your book Titanic Crossing. In
the book, the kids have a worse life than I do. They are being forced to move by
their kind but strict grandmother. They lost their father, and all I lost were my
friends. At least I can still see my friends. They can never see their father again.
When their mother and uncle died they hardly had any family left -- only their
grandmother. I still have my family.
I used to think that having to do things you don’t want to do was worse. The
kids in the book are always forced to do things that they don’t want to do. Just
as bad, they have been treated terribly because they are in second class. I think
mean parents are bad, but having no parents is worse. I know that I feel like my
parents are mean sometimes for making me move and leave my friends, even
though it’s really the Coast Guard’s fault. Making friends is hard to do, and it is
very annoying to be forced to do it again every three years. When I’m angry or
frustrated with my parents, sometimes I have to stop and remember that I love
them, and the book reminded me again that I have parents that are with me, and
Virginia and Albert don’t.
PUBLISHED LETTER
Your book really made me think about what life is like for people whose
parents died when they were young and they had to live with other relatives.
This book made me think about how good my life actually is, and how
much better it is to still have a family, even if they make you mad
sometimes.
Thank you,
Addie Tousley
MODEL CITATION
Letters About Literature 2000.
In LitSite Alaska.
Retrieved April 5, 2009,
from
http://litsite.alaska.edu/akw
rites/letters/lindsay.html
CITATION
Wheeler,
V. (2005). Yes,
Please No, Thank You.
New York: Sterling
PRACTICE ACTIVITY
Students
will listen to the
story Yes Please, No Thank
You by Valerie Wheeler
 As a whole class, students
will complete a graphic
organizer
ASSESSMENT ACTIVITY
Students
will be given
graphic organizer
Will complete based upon
their likes and dislikes related
to the story.
ASSESSMENT ACTIVITY
Assessment
completion
based upon
CHELSEA ROWE
DRAFTING
GPS
ELA3W2
The student writes in a vari
ety of genres, including narrative,
informational, persuasive, and respon
se to literature.
The student produces informational w
riting (e.g., procedures, report,
correspondence) that:
GPS
Uses organizational
structures for conveying
information (chronological
order, cause and effect,
similarities and differences,
questions and answers).

E.
PLO
Students will draft a letter,
containing all five parts, to an
author using their graphic
organizer.

FORM OF WRITING
Letters
To Authors and
Illustrators
Letters written to inform an
author or illustrator how the
book affected you, the reader
FORM OF WRITING
Letters
to authors and illustrators
have five parts:
-The Heading (your address and date)
-The Salutation (Dear ________,)
- The Body (information)
-The Closing (Sincerely, )
- Signature (Your name)
STAGE OF WRITING
Drafting
Will need graphic organizer
from prewriting stage.
 Form ideas from the graphic
organizer into complete
sentences.

STAGE OF WRITING
Do
not concentrate on
spelling or grammar
Focus on organizing ideas
into complete thoughts
GRAPHIC ORGANIZER
Your name
and address
Greeting
Body
Closing
Signature
PUBLISHED MODEL CITATION
Reyes-Rufelli, L. (n.d.). Letters
About Literature 2000. In
LitSite Alaska. Retrieved April
5, 2009, from
http://litsite.alaska.edu/akwrit
es/letters/lindsay.html
PUBLISHED MODEL
Dear Mary Pipher,
After reading Reviving Ophelia: Saving the Selves of
Adolescent Girls, I felt so much better about myself. I, myself,
am an adolescent girl and I’ve already faced many new
challenges and I know there are many more to come.
Last year I think I went through a stage of depression. I
remember feeling useless and unwanted many times. I also
remember crying myself to sleep a few times. But because of
your book, I’ve felt so much better about myself. It made me
know that I’m not the only one in the world with problems. I
now know that there are many other people with problems far
worse than mine.
Since Junior High started this year, I’ve recommended your
book to a couple of friends. As a matter of fact, my friend,
Sierra, is borrowing the book from me right now! She has been
through way more than I have and I just hope that your book
helps her as much as it helped me. It’s a long road ahead and
all us teenagers have got to learn to make some good choices.
Thank you,
Lindsay Reyes-Rufelli
PRACTICE ACTIVITY
First, discuss the five parts of
the letter
 On large easel paper, model
completion of name and
address, and greeting
 Introduce possible topics to
be used in body of letter

PRACTICE ACTIVITY
Using graphic organizer,
completed during practice,
from prewriting stage
 Ask students to create
complete sentences about Yes
Please, No Thank You

ASSESSMENT ACTIVITY
Each student receives a
drafting graphic organizer
Remind students NOT to focus
on spelling and grammar!
Will refer to prewriting
graphic organizer and practice
activity to complete
ASSESSMENT ACTIVITY
Graphic
organizers will be
collected
Assessment based on
 Completion
of name and
address, greeting, body,
closing, and signature.