Writing by Using Familiar Text Article

8/4/2019 Writing by Using Familiar Text Article

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Teaching D O D D

Getting a Story for W ritingby Using Fam iliar TextRobin P eirce, Teacher Lea der, Wanganui D istrict, New Zea land

This project came about throughdiscussion with a group of ReadingRecovery teachers who consideredthat they were floundering during thewriting section of their ReadingRecovery lessons.While they understood their role ofcollaborating with their students andsupporting their learning, they hadtwo main concerns: first, their abilityto scaffold their students' learningwith sufficient effectiveness to ensureimprovement in each lesson; second,the quality of their conversationand its possible influence on the

_child's composing.Nine teachers in training, sixpreviously trained teachers, and theirteacher leader decided to carry out aproject which would involve examin-ing teaching practice during ReadingRecovery lessons, with particularfocus on the writing segment.The notion of" ... getting the child tocompose and write his own stories... "(Clay, 1993, p. 28) does not initiallyappear to present difficulties, yetaspects of the task seem to beproblematic; especially with childrenwho enter Reading Recovery having avery small repertoire of literacyknowledge and with limited controlof oral language.Assisting such children to learn howto compose stories for writing causesconcern to some Reaading Recoveryteachers. They don't consider they doit well, and this may be evident intheir students' writing ability

remaining well below their readingability. They ask, "Why is it hard?What am I doing wrong? Why am Inot getting the results I want?" Theteachers and teacher leader set out toattempt to answer these questions byexamining their teaching practice inthe composing stories segment ofReading Recovery lessons.A particular issue seemed to besetting a context in which meaningfuland purposeful stories can developnaturally and productively. Thecreation of context for composing amessage is crucial and has to comefrom the "genuine but short conver-sation" (Clay, 1993, p. 29) thatprecedes the composing of the story.This is the time when the teacherhelps the child to go from his ideas tospoken words and where the child islearning how to shape those wordsinto a quality message. There is a finebalance to be achieved betweenaccepting (and therefore valuing)what the child says, and helping himto say it in a way that is going toadvance his ability to control goodsentence structure and use moreinteresting words. Teachers have toassist children to write a story thatcan be undersrood and enjoyed. Theyhave a short time in which to do this,and the first step is talking withthe child.In the writing section, Clay says,"The child is invited to tell astory ... First, talk with the child"(Clay, 1993, pp. 28-29). Followingthis, a short list of suggestions a

teacher might use as starters for thegenuine but shorr conversation isgiven; this conversation is necessaryfor helping children learn how tocompose a message. Three of thesuggestions are connected with texts:

a story he has heard or read a book he enjoyed reading the best parr of a srory he hasjust read

In Becoming Literate: TheConstruction of Inner Control, Clay(1991) discusses composing messagesand notes that" ... very often theurge to write comes from a story ... "(p. 110).In Reading Recovery we talk about"the language of instruction," the"reciprocal nature of reading andwriting," and "the expectation thatchildren will learn to compose andwrite their own stories" (Clay, 2001,pp. 27-30). Clay goes on to note that"This is not done by copying wordsand it is not about mimicking thetexts in storybooks" (Clay, 2001,p. 27). But for a few children, thepath to composing stories may needro take a short detour using structuresin books they can read (Kelly, 2001).Using phrases from a text for a shorrperiod is a helpful part of some chil-dren's development as writers, partic-ularly those whose language struc-tures are initially limited; it may helpthem learn how to " ... get a spokenutterance which can become thewritten message for that lesson" (Clay,2001, p. 27).

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D O D D Teaching

While most children are able to com-pose their own messages following anidea taken from a book they haveread or from other sources, rhosechildren who may not understandabout transferring their ideas intowriting (such as Reading Recoverychildren) are reliant on the genuineconversation and the teaching thatfollows it. If the conversation takesthe form of a barrage of questions,the child is likely to shrink from thewriting task and produce somethingbanal from which nothing much islearned. An interesting conversationabout a familiar book the child hasenjoyed reading may assist thereluctant child ro start to learn aboutcomposing messages. This notionformed the basis of our exploration.

Gathering BackgroundInformationIn order to plan the investigation weneeded to find out what ReadingRecovery teachers were doing whenthe conversation and composing of astory were going well. We decided toobserve each other's teaching and tomake a detailed record of all theconversations and the messages com-posed in these lessons. Full accountswere made by the teacher leader whenvisiting teachers, and by the teacherswhen visiting rheir colleagues. Weanalysed and discussed this materialin depth.Where the composing was going well,these main features were observed.

The teacher began theconversation with a statementthat invited reply beforeasking questions: "That waslovely weaving you did inclass. How did you do that?"

16 Journal of Reading Recovery Spring 2006

The teacher used one of thechild's previously read booksfor talking about somethingin the story: "Father Bearreally wants Baby Bear tochoose the train, doesn't he? Iwonder what you'd choose."

The teacher refrained fromaltering the child's efforts inthe first few weeks, butgradually helped him to hearcorrect grammatical structuresand extend vocabulary:"Would we say 'Mum cometo take me to hospital', or'Mum came to take me tohospital'?" and,"Do you know a really goodword that means big -i t startse-nor ... "Enormous!"

The teacher allowed the childto make alterations: "Hey! Iforgot to say up . He kickedthe ball up into the tree.""That's OK, I'll help you fitit in."

Successful composing was accom-panied by friendly, supportive,instructive teacher talk. It resulted ina very busy work page and a story inwhich the child's voice could beheard. The group agreed that theircolleagues who made it look easy andwho got the best from this group ofchildren were the ones making greateruse of familiar stories initially, forgetting writing under way.

Setting Up the InvestigationA decision was made to target thechildren in most need of assistancewith composing stories, namely thosewho entered Reading Recoveryreading at levels 0-2 with very low

item knowledge on An ObservationSurvey of Early Li teracy Ach ievement(Clay, 2002) and with limited orallanguage. This resulted in a group of16 children being selected from thosewe were teaching.Limited oral language is a term whichincludes children with varying needs:those who have had very fewconversational exchanges wirh adultsor contact with books prior to school;those who have had some contactwith another language in their earlyyears but who are not proficient inthat language or in English; thosewho are proficient in their firstlanguage but not English; and thosewho have found it difficult to makethe transition from their homes toschool culture.Observations took place during theNew Zealand autumn and winterterms, a period of 21 weeks with a2-week break after week 10. Mostchildren involved in the project weretaught behind the glass once at aninservice session and two or threetimes with an observer present attheir schools. Where possible, a childwas taught on two separate occasionsat inservice sessions so that changeover time could be observed by rhewhole gtoup. Teachers recorded andtranscribed their conversations andanalysed their chosen student'swriting on a daily basis. Scheduledvisits by teacher leaders proceededwirh twO visits per term for theteachers in training and one forpreviously trained teachers; additionalvisits were made as requested.For the purposes of this inquiryptoject only, a familiar story was usedtwo or three times per week as a basisfor conversation and story writing. Byits nature, an investigation requires


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Teaching D O D D

Behind-the-glass sessions, like the one shown here, allow observation of the teacher and child through a one-way glass. Mostchildren in the New Zealand project were taught behind the glass once at an inservice session and two or three times with anobserver present at their schools.

some structure in which the partici-pants can work: Some children withlimited oral language may not needfamiliar books to support their earlywriting once they are comfortablewith their Reading Recovery teacher.Our objectives were

1. to become skillful atconversing with our stu-dents, especially those whofound it difficult to talk;

2. to provide more real learningopportunities in the writingcomponent of the lesson;and

3. to achieve the first twoobjectives by using familiarbooks in two or three out offive lessons for the purposesof this investigation only.

What We DiscoveredThis approach produced livelydiscussions among the group ofteachers-in-training who spent thehalf-hour prior to each sessionenthusiastically sharing theirconversation openers and thecomposing that followed.Conversation openers includedthe following.

Teacher 1: What an interest-ing!exciting! funnystory. Let's look atthe picture you likebest. Tell meabout it.

Teacher 2: I could tell by yourvoice that this partwas funny. Let'swrite aboutthe joke.

Teacher 3: Mmmm, goodstory isn't it. Iwonder whatwould happen if. ..

Teacher 4: My favorite page isthis one. Which isyours?

Teacher 5: Show me the pic-ture you like best.What's happeninghere do you think?

Teacher 6: That was scary!What do you thinkabout it?

As the list grew, one teacherremarked that the quality of theconversations was reliant on"... loading the voice with interest,even when you have read 'Tom isBrave' ninety-nine times."The teachers explored the reason whyusing a familiar book was makingconversation easier to achieve.

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D O D D Teaching

Teacher 1: We both know thebook, so it is easyco talk about.

Teacher 2: A lot of uselessquestions areavoided becausethe answers areknown, and wecan get on withreflections aboutwhat's happening.

Teacher 3: It's easier co helpthe child shape thescory and thinkabout moreexciting words.

Teacher 4: I find it so muchless threatening cohave the book cotalk about with thechild. I can begenuine andsupportive.

Teacher 5: I didn't realize howthe questions Iwasasking wereactually closing thechild down. Now,on the days wedon't use the book,I have moreways of startingconversation thatare productive. "

Teacher 6: She's starting coinitiate the conver-Sa trOrt now ...

We noted what Clay has to say inChan ge Over Time, page 27:

In classrooms children whohave a limited control of thelanguage of instruction needmore oral language learningopportunities as well as literacyinstruction .. .In a one-co-onelesson for 30 minutes each day


a child has a teacher whoknows about his or her lan-guage and literacy progress indetail, and a little more timemust be borrowed from eachlesson activity co allow for moreconversation." (Clay, 2001,p.27)

As the children's stories were collectedand analysed, we began co see apattern emerging-a progression inthe children's efforts as they maturedinto the process of composing theirmessages. In the early stages of theirlessons, the children sometimesrepeated the phrases in the storywhen the conversation ended with,"What could you write about that?"The teachers agreed that-particular-ly for those children whose orallanguage was limited-this seemed cobe something they needed co gothrough in order co be able co controlsimple language structures forthemselves, as well as to engage withthe story. Following are someexamples from children written acrosstheir series of lessons, together withexamples of the kinds of things theteachers said.Weeks 1to 4:

Teacher: We're going to talkabout the story youjust read. Show methe part you likebesr. That wouldbe good to writeabout. Tell mewhat you wantto say and I'llhelp you writeit down ...

Child 1: Look in the treeDad said Kate.(H ide an d Seek,Level 5)

Child 2: Ben went to lookin Mum's pocket.A plane! (B en 'sTrea sur e Hun t,Level 5)

Child 3: Ben is looking forthe teddy bear.(Ben's Tedd y Bea r,Level 5)

Child 4: Who will play withme said the littleWhite Rabbir.(A Friend for Litt leWhite Rabbit,Level 8)

Child 5: Dad kicked theball up into thetree. (T he B ig K ick,Level 4)

Weeks 5to 7:During this period, the childrenmoved coward writing from anobserver's stance and built moreinteresting vocabulary in the process.Here, we noted Clay's reminder that" ... composing has to be learned ...and we must be patient about it"(Clay, 2001, p. 28).These examples indicate the kind ofconversation openers the teachersused.

Teacher: Let's talk about thepart in this storythat you enjoyedthe most. What'shappening here?(or more directly):You can use thepicture to talkabout what'shappening in -yourwords. You don'thave to say thesame as thebook does."


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ome children w ith lim ited oral language may not need fam iliar books to s up portheir early writing once they are com fortable with their Reading Rec ov er y te acher .

Child 1: Tom can see theball up in the tree.Tom and his Dadare looking for theball. I can see it.(The Big Kick,Level 4)

Child 4: Greedy Cat lookedin Mum's shoppingbag. She putpepper in it and heate the pepper.YOW! (G ree dy Cat ,Level 9)

Child 2: Sam's ice cream felloff and Bingo ate itoff the ground.(Bin go's Ice Cream ,Level 4)

Some children took another step andput themselves in the story. Thisappeared to be a move towards moremature reflection. The conversationmight have begun as follows.

Child 3: This is a goodstory, isn't it? Youcould write some-thing about it. .. orwhat about puttingyou in the story?

Nick wants to be aflower girl and shegets flowers so shecan be in thephoto. (T he FlowerGir l, Level 4)

Teacher:

Child 1:

Child 2:

Child 3:

Child 4:

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"Look at my bal-loon" said Lucy. "Itlooks like a cat."(Sam's Bal loon,Level 3)Jill said "You arethe best dog in theschool and I loveyou Gizmo."(B ingo Goes toSc hoo l, Level 9)Dad and me madea house in a tree. Itwas cool. I likelooking down atmy sister. I don'twant her to comeup. (The House inthe Tree, Level 11)Igot a puppy formy birthday. Imgoing to look aftermy puppy. (M yBir th da y Sur p ris e,Level 11)

Weeks 8 to 10Around this time, excitement rose asthe children began spontaneouslyretelling and eagerly joining inconversations, which sometimes raninto the danger of taking too long.The teacher frequently had to stopthe flow.

Teacher:

Child 1:

You could writeabout this story.What could youwrite?or,Back there you hada really good startfor your story. Yousaid .... Now, startwriting that.The cat ran up thetree because it was

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D is cu ss io ns p re ce din g a nd fo llo win g a b eh in d-th e-g la ss s es sio n h elp te ac he rs id en tifY a re as o f s tr en gth s a nd w ea kn es ses .Th e New Zea land teac her s observed each other' s te ac hing an d made detaile d re cord s o f all th e co nve rs ations an d th e mes sag esc om po sed in th e lessons .

Teacher:

Child 1:

Child 2:

Teacher:

Child 2:

scared of the doggoing woof woofwoof

Child 3:

Whar happenednext?Kate had to bringfood so the carwould come down.The car smelledthe fish. And thetrick worked.(T abb y in th e Tree,Level 12)

Child 4:

Baby Bear is reallysmart.Why do you thinkhe's smart?Dad didn't thinkabout going up atree to look for themushrooms. BabyBear did. (M ush -rooms fo r D inn er,Level 11)

Child 5:


The old fence wasall bust up so thecows pushed itdown. Then theymade a very bigmess in the garden.The new fence isbig and srrong tokeep them out!(Cows in theGarden , Level 11)This boy putmake-up all overhimself so helooked like aclown. Man, mymum would becross if I did that.(M ichae l is aClown, Level 16 )The lion didn't earthe mouse. He lethim go. The lionwalked into a net,"Help help" he

shouted. Themouse came andhelped him to getour. (The Lionand th e Mou se ,Level 11)

Child 6: This story is a bitsilly.A fishwouldn't be able towalk up the steps.It's a bit funny.(The Biggest F ish,Level 16)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~

The preceding examples show therewas no lack of reaching opportunitiessuch as use of boxes for soundanalysis and orthographic learning,use of analogy, and spelling irregularwords. Children were quickly andspontaneously moving to the workpage to problem solve and eventelling the teacher when they thoughtsound or letter/spelling boxes wereneeded. The level of fluency andspeed reached in the writing also


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eant that lessons did not run over0 minutes. By now, most teachers

y used a familiar book when thereas a lack of other topics thatterested the child. Using a storys the basis for conversation wasradually phased Out and returned to

y when the child was particularlyited about what he had read.

wee ks 11 to 1 5-p lus:owards the end of the teaching time,e conversations became relaxed andatural and most of the children'sory composing was exceedingxpectations. Below are somexamples from the final weeks ofstruction, when the child wasompetently composing and some-ing in a book acted as a kindf "aide mernoire" for a personalxpenence.

Child 1: I went to Kai-iwibeach with myfamily and we hada lot of fun playingon the rocks. Theyare sharp rocks.Tyler slipped andhurt himself on arock and we had togo home. (experi-ence related to astory read to thechild byhis sister)

Child 2: I know why Godstarts us as littlebabies. The parentshave to do all thework to teach themthings, so Goddoesn't have tobother. (T he F lood,Level 15)

Child 3: I've been to amuseum. It was TePapa and I liked

being able to playthe computergames. Themuseum IS1IlWellington and wewent in the car.(experience relatedto the brochurefrom the museum)

Child 4: When we have PetDay at school, I'mgoing to bring ascary pet. I think itwould be good tobring a pet spideron Pet Day. It willbe an enormousblack hairy oneso you'll screamyour head of(W here is M ySp ider? Level 17)

The following examples, alsocomposed during the last few weeksof instruction when stories were notbeing used as supports, are indicativeof the success of the project for someof the children whose language wasparticularly limited.

Child 1: We are doing art inour class and I lovepainting with allthe colors. I ammaking a pictureof a butterfly withbig wings. I amputting on patternswith lots of brightcolors.

Child 2: I didn't have a bikebut now I do. TeAwarangi helpedme learn to ridemy bike and wecan have races now.We can go veryvery fast round theold track.

Teaching D O D D

Child 3: One day there wasa magICmonster.The monster wasvery sad because hehad no friends.One day he had anidea how he couldmake some newfriends. He asked acat and a dog toplay with him."Yes"said the catand the dog. Sothey played togeth-er and the monstersaid "Thank youfor playing withme" and he walkedhome happily.The end.

At the outset of this inquiry project,we hypothesized that using familiarbooks as starters for conversation andfor composing could improve thequaliry of both. Our aims were toimprove our expertise in scaffoldingchildren's learning effectively and toconverse with our students in waysthat would help them to master thetrue nature of composing theirown messages.

What the Teachers LearnedThroughout, teachers observed eachother working with children andtalked to each other about the qualiryof their conversations and how theseaffected their students' abiliry tocompose a story.As the inquiry progressed, so did theteachers' and children's enthusiasmand confidence. When observingbehind-the-glass lessons at ReadingRecovery sessions, the pleasure ofengaging in a short talk andcomposing a story about it becameincreasingly obvious to observers.Teachers learned the importance of

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D O D D Teaching

knowing exactly where the child wason the path towards learning how tocompose messages and reached afuller understanding of the role ofscaffolding children's learning.Teachers were surprised at the growthof both quantity and quality ofwriting from children who begantheir series of Reading Recoverylessons with limited knowledge andability. They remarked that anotherunexpected result was the impetus agood conversation gave to theproduction of the story. Therewas general agreement that theconversation became more naturaland easy with the help of books totalk about, and that moving intoexchanges about children's ownexperiences benefited from use offamiliar texts early in the ReadingRecovery lessons.Using familiar little books helpedteachers to better understand theimportance of supporting children inshaping their stories, building moreinteresting vocabulary, and usingmore complex structures. A promptlike, "Yes, it says that in thebook ... but how would you say it?"encouraged the forming of thecomplex sentences expected by theend of the child's time in ReadingRecovery. It also conveyed the valuethe teacher put on the child's ideas sothat in time the child's voice in his orher message was clear.During discussions following lessonobservations, teachers increasedunderstanding of the importance ofcreating context became noticeable.One teacher related an occasion whenshe had helped a child with very lim-ited success to write a story about aparticular subject she assumed thechild knew about. She commented,"I was talking to her, not with her."


For this teacher and others, thesalutary reminder is that, "Goodconversations with children will begood teaching exchanges, for inconversation a teacher as speaker hasto try to work out what his or herlistener is understanding" (Clay,1998, p. 2).All the teachers learned more aboutthe nature of scaffolding students'learning, helping them get better atproviding supportive teaching asneeded. Sometimes knowing whenless suppOrt was necessary seemedhard, but most teachers realized whenthey were assisting too much and notallowing the children to show whatthey could do unaided. The teachers

limited-much is to be gained fromregular opportunities to write fromhaving read a familiar book. Further,we discovered that allowing suchchildren to use phrases from storieshelps their language development andgives them the confidence they needto compose their own stories. Acaution must be that the teacherconsciously moves the child forwardand out of this stage, so that repeat-ing text does not become a habit.

What the Children LearnedThe evidence indicated that as aresult of using familiar texts tosupport writing in the early part ofReading Recovery lesson time,

All the teachers learned more about the nature ofscaffolding students' learning, helping them get betterat providing supportive teaching as needed. Sometimesknowing when less support was necessary seemed hard,but most teachers realized when they were assisting toomuch and not allowing the children to show what theycould do unaided.

also commented on what they hadlearned about creating a context inwhich composition could occurnaturally, and how using familiartexts had helped them withthis aspect.One teacher commented, "Thechildren want to write, and themotivation is making it much easierfor them to build their (writing)vocabulary ... and they want towrite fast!"We found that for some children-particularly those who enter ReadingRecovery with very low reading levelsand low scores on ObservationSurvey tasks and whose language is

children with limited language abilitywere able to make impressive gains incomposing messages. For somechildren involved in the project,learning what conversation entailedwas the first step; having the sharedexperience of a story that teacher andchild enjoyed appeared to make thisachievable within the first weeks oftheir Reading Recovery time.From then on, we could observe agradual growth in ease and qualityof both conversation and in thecomposing of the children's messages.Reading through the examples of thechildren's stories it could also beinferred that qualiry conversationmoved them away from the banal and


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"safe" phrases (I am going to ... or, Iwent to the ... ) that can prevent thedevelopment of lively composing.The project described here is ongoingand is continuing to make a positivedifference to the writing componentof Reading Recovery lessons in ourregion. We think the followingobservation by Clay serves tostrengthen our focus on improvingour teaching of conversationand writing:

Writing is a personal activity inwhich we compose messageswhich we put down to be read.The writing part of an early lit-eracy intervention is not donejust as a service to learning toread; it is not merely an activityengaged in ro prepare a child tobe a reader. In the end studentsshould move forward withrelative independence into anyof the writing tasks demandedby the education system. Andreading and writing activitiesshould continue to enrich eachother. (Clay, 200 1 p. 2)erences

lay, M. M. (1991). Be coming literate :The const ruc tion of in ne r control.Auckland, New Zealand: HeinemannEducation.

lay, M. M. (1993). Reading Recovery : Aguidebo ok for teach ers in traini ng.Auckland, New Zealand: HeinemannEducation.y, M. M. (1998). By diffi rent p aths tocommon outcomes . York, ME:Stenhouse.

lay, M. M. (2001). Change over tim e inchildren's li teracy ac hi evement.Auckland, New Zealand: HeinemannEducation.

Clay, M. M. (2002). An observation surveyo f e arly literacy achievement (2nd ed.).Auckland, New Zealand: HeinemannEducation.

Kelly, P.R. (2001). Working with Englishlanguage learners: The case of Danya.The Jo urnal of Rea di ng Recovery, I (1),1-10.

Children's Books CitedBarrie, N. (1996). My Birthday Surprise .

Nelson Price Milburn.Bowker, D. (1984). Michael is a Clown

(in Th e Big Be d). Ready to Read,Learning Media.

Cowley,]. (1981). Where is M y Sp ider ?Story Box, Shorriand Publications

Cowley,]. (1983). Greedy Cat. Ready toRead, Learning Media.

Giles,]. (1997). Hide and Seek. New PMStorybooks, Rigby (Nelson PriceMilburn).

Giles,]. (1997). The Bigges t F i sh. PMLibrary, Rigby (Nelson PriceMilburn).

Giles,]. (1997). The Flower G irl. NewPM Storybooks, Rigby (Nelson PriceMilburn).

Kitchener, E. (1984). The Flood (in Th eB ig B ed). Ready to Read, LearningMedia.

Randell, B. (1994) Ta bb y in the Tree .Nelson Price Milburn.

Randell, B. (1996). A Friendfor Li tt leWhi te Rabb it. New PM Storybooks,Rigby (Nelson Price Milburn).Randell, B. (1996). Ben's Teddy Bea r. NewPM Storybooks, Rigby (Nelson PriceMilburn).

Randell, B. (1996). Be n' s Treasure Hun t.New PM Storybooks, Rigby (NelsonPrice Milburn).

Randell, B. (1996). The Big Kick. NewPM Storybooks, Rigby (Nelson PriceMilburn).

Teaching D O D D

About the Author

Robin Peirce trained as a teacherleader in Auckland, NewZealand, in 1991, and hasworked in four North IslandCentres. She is currentlyemployed by Massey Universityand is teacher leader for theWanganui District. Robin also isthe author of several children'sbooks and stories. She canbe contacted bye-mail [email protected].

Randell, B. (1996). Cows in the Garden .New PM Storybooks, Rigby (NelsonPrice Milburn).

Randell, B. (1996). Th e Hous e in the Tree .New PM Storybooks, Rigby (NelsonPrice Milburn).

Randell, B. (1996). T he L io n and theMous e. New PM Storybooks, Rigby(Nelson Price Milburn).

Randell, B. (1996). Mushrooms fo rD inner. New PM Storybooks, Rigby(Nelson Price Milburn).

Smith, A. (2000). Bin go's Ice Cr eam Co ne.PM Plus, Rigby (Nelson PriceMilburn).

Smith, A. (2000). Sa m 's Bal loo n. PM Plus,Rigby (Nelson Price Milburn).

Smith, A. (2001). Bingo Goe s t o Sc hoo l.PM Plus, Rigby (Nelson PriceMilburn).

Writing by Using Familiar Text Article

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