NARRATIVE ​WRITING 
Strategies
 

 
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SCAFFOLD STRATEGIES 
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For students who willingly and fluently write, use topic prompts. If 
this is too challenging, start with picture prompts and have students 
brainstorm about the pictures. The next time, introduce topic prompts 
keeping the picture prompts only for those who need it. If the picture 
prompt is too challenging, use a story-planning sheet that includes 
space for setting, main character, character clues, problems, 
attempts, and resolution. 

 
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“ 
If you have the words, there's always a chance that you'll find the way. 
-Seamus Heaney 

” 
SUPPORTING STUDENTS WITH 
LEARNING DISABILITIES 
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There are a number of strategies 
that can be used to support 
narrative writing in students 
with learning disabilites.  

● The PLEASE strategy 

(Welch, 1992) helps students 
generate ideas, organize their 
thoughts, write, and revise. 
● PLAN and WRITE (De La Paz, 
1999) helps students organize 
their writing. 
● TOWER WITH COPS (Mercer & Mercer, 2001) helps students with 
planning, organization, monitoring, and revision. 
 
 
 

 
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REFERENCES 
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Carmichael, J. A., & Hale, J. B. (2016, December 22). Interventions 
for Students with Writing Disabilities. Retrieved from 
https://www.ldatschool.ca/developing-interventions-for-students-w
ith-writing-disabilities-addressing-the-most-complex-academic-pro
blem/ 

De La Paz, S. (1999). Teaching Writing Strategies and Self-Regulation 

Procedures to Middle School Students with Learning Disabilities. 
Focus on exceptional children, 31(5), 1-16. 

Hutchinson, N. L. (2017). Interventions for Students with Writing 

Disabilities. In Inclusion of Exceptional Learners in Canadian 
Schools: A Practical Handbook for Teachers, (pp. 239-240). 
Pearson Education Canada. 

Mercer, C. D., & Mercer, A. R. (1989). Teaching students with learning 

problems. Merrill Publishing Co. 

Welch, M. (1992). The PLEASE strategy: A metacognitive learning 

strategy for improving the paragraph writing of students with 
mild learning disabilities. Learning disability quarterly, 15(2), 
119-128.