15 DIY Hands-On Writing Manipulatives for IEW Structure and Style: Middle School Edition

Introduction

Institute for Excellence in Writing (IEW)'s "Structure and Style" approach, combined with Benjamin Franklin's keyword outline method, provides middle school students with powerful frameworks for developing strong writing skills. However, the technical aspects of these methods can sometimes feel overwhelming to students who benefit from hands-on learning experiences.

These 15 DIY manipulatives transform abstract writing concepts into tangible tools that middle schoolers can physically interact with, making the writing process more engaging and accessible. Each manipulative supports a specific aspect of the IEW methodology while adding an element of creativity and personalization that appeals to sixth through eighth graders.

Keyword Outline Manipulatives

1. Franklin's Folding Keyword Fans

Materials needed:

• Card stock in various colors
• Hole punch
• Metal fastener or small ring
• Markers
• Ruler

How to make:

1. Cut 5-7 strips of card stock (approximately 2" x 8").
2. Punch a hole at one end of each strip.
3. Connect the strips with a metal fastener or ring.
4. On one side of each strip, write "Keywords" and number lines 1-3.
5. On the reverse side, write "Topic/Clincher" to remind students of paragraph structure.

Application: Students use these fans while reading source material, jotting down 3 keywords per paragraph on each strip. The fan format allows them to fold and unfold sections, physically manipulating the organizational structure of their notes. When writing, they flip the fan over to remind themselves to add topic and clincher sentences.

Student ownership twist: Have students decorate the edges of their fans with symbols representing different types of writing (narrative, persuasive, informative) to help them adapt their keyword approach to various genres.

2. Keyword Sorting Clothespins

Materials needed:

• Wooden clothespins (10-15)
• Fine-tip permanent markers
• Small container
• Small colored dot stickers

How to make:

1. Label clothespins with categories like "strong verbs," "specific nouns," "adjectives," "adverbs," and "transitions."
2. Add colored dots to categorize (e.g., green for verbs, blue for nouns).
3. Store in a small container labeled "Keyword Sorters."

Application: After reading a passage, students clip these to the edges of their papers to help sort and categorize their keywords. This reinforces the IEW concept of selecting powerful, specific words for outlines while adding the physical dimension of moving and sorting the clips.

Student ownership twist: Have students track their "keyword vocabulary growth" by adding new clothespins with specific examples of powerful words they've learned and used successfully in their writing.

3. Paragraph Puzzle Pieces

Materials needed:

• Colored card stock
• Scissors
• Markers or printed labels
• Envelope for storage

How to make:

1. Cut card stock into puzzle-shaped pieces (4-6 per paragraph structure).
2. Label pieces with: "Topic Sentence," "3 Detail Sentences," "Clincher Sentence."
3. On the back of each piece, add a reminder question (e.g., "Does my topic clearly introduce this paragraph's main idea?").
4. Store in an envelope labeled "Paragraph Puzzles."

Application: Students arrange the puzzle pieces in order when planning a paragraph. As they draft each section on their paper, they flip the corresponding puzzle piece over to reveal the reflection question, prompting them to check their work against IEW standards.

Student ownership twist: Have students create custom puzzle pieces for specialized paragraph types (e.g., introduction, conclusion, comparison paragraph) with personalized reminder questions.

Structure Manipulatives

4. Story Sequence Chain Links

Materials needed:

• Colored paper strips (1" x 6")
• Stapler
• Markers
• Small container for storage

How to make:

1. Create paper chains by forming loops and stapling.
2. Label each link with a different part of story structure: Setting, Characters, Problem, Events (multiple), Resolution, etc.
3. Use different colors for different sections (e.g., all "Events" links in blue).

Application: Students physically build their story structure by connecting links in sequence. They can easily add, remove, or rearrange events by breaking and reconnecting the chain. This tactile approach helps them visualize narrative flow and balance the components of their stories according to IEW models.

Student ownership twist: Encourage students to create specialized links for their favorite stylistic techniques, like "exciting dialogue" or "sensory description," that they can insert at strategic points in their story chains.

5. Paragraph Pattern Cards

Materials needed:

• Index cards
• Colored markers
• Hole punch
• Binder ring
• Clear tape for durability

How to make:

1. Create cards for each IEW paragraph/essay pattern (e.g., chronological, cause/effect, problem/solution).
2. On the front, write the pattern name and draw a simple visual representation.
3. On the back, list key transition words and organizational tips for that pattern.
4. Punch holes and connect with a binder ring.
5. Cover with clear tape for durability.

Application: Students flip through these cards when planning their writing to select the most appropriate organizational pattern. The visual representations help them conceptualize the structure, while the transition word lists on the back provide practical tools for implementation.

Student ownership twist: Have students add their own examples of successfully used patterns from their writing or reading, creating a personalized reference guide.

6. Essay Blueprint Folders

Materials needed:

• File folders
• Colored markers
• Sticky notes (3 colors)
• Scissors
• Glue

How to make:

1. Inside a file folder, draw a visual essay blueprint with spaces for introduction, body paragraphs, and conclusion.
2. Create pockets for each section by gluing the sides of cut paper.
3. Provide color-coded sticky notes for planning each section.

Application: Students use this manipulative throughout the writing process. They plan their essay by placing sticky notes in appropriate sections, physically moving and rearranging ideas until they achieve the optimal structure. This brings the IEW outlining process into a tangible format that can be easily revised.

Student ownership twist: Encourage students to create specialized blueprints for different writing assignments, developing their structural thinking skills.

Style Manipulatives

7. Dress-Up Dice

Materials needed:

• Small wooden blocks or empty cardboard boxes (1.5" cubes)
• White paper
• Scissors and glue
• Markers
• Clear packing tape

How to make:

1. Cover blocks with white paper.
2. On each face, write an IEW "dress-up" with an example:
   • "-ly adverb" (carefully)
   • "who/which" clause (The book, which won an award, ...)
   • "strong verb" (sprinted instead of ran)
   • "quality adjective" (magnificent instead of good)
   • "because clause" (because the storm intensified)
   • "www.asia" (when, where, while, as, since, if, although)
3. Cover with clear tape for durability.

Application: Students roll the dice to randomly select dress-ups they must incorporate into their writing. This gamifies the process of adding style to their work while reinforcing the IEW style techniques. Students can challenge themselves to include multiple elements by rolling several times.

Student ownership twist: After mastering the basic dress-ups, students can create advanced dice with more sophisticated techniques they're working to incorporate.

8. Sentence Opener Spinners

Materials needed:

• Card stock circles (6" diameter)
• Brad fasteners
• Arrow cut from card stock
• Markers
• Scissors

How to make:

1. Divide card stock circles into 6 sections.
2. In each section, write one of the IEW sentence openers (#1 subject, #2 prepositional, #3 -ly adverb, #4 -ing, #5 clausal, #6 vss).
3. Include brief examples in each section.
4. Attach an arrow in the center with a brad fastener to create a spinner.

Application: Students spin to determine which sentence opener to use next in their writing. This adds an element of challenge and variety to their work while ensuring they practice all the IEW opener types. For differentiation, create multiple spinners with varying levels of difficulty.

Student ownership twist: Have students track their "opener mastery" by marking spinners with stickers when they've successfully used each type in their writing.

9. Triple Extensions Accordion Books

Materials needed:

• Card stock
• Tape or staples
• Markers
• Ruler

How to make:

1. Fold card stock accordion-style to create 6-8 panels.
2. Label the first panel "Triple Extensions."
3. On subsequent panels, write each type of extension (adverb clause, who/which clause, etc.) with examples.
4. Create a pocket on each panel to hold note cards.

Application: Students use this manipulative as a reference and planning tool when adding triple extensions to their sentences. They can store their own examples on note cards in the pockets, building a personalized resource for enhancing their writing with these sophisticated style elements.

Student ownership twist: Encourage students to color-code their extensions based on difficulty level or personal preference, creating a progression path for skill development.

10. Banned Word Bracelets

Materials needed:

• Wide popsicle sticks
• Hole punch
• String or elastic
• Markers
• Clear tape

How to make:

1. Write commonly overused words (said, went, good, bad, etc.) on popsicle sticks.
2. Punch holes in each end.
3. Thread with string or elastic to create wearable bracelets.
4. Cover with clear tape for durability.

Application: Students wear these bracelets as physical reminders to avoid banned words and instead use more specific, powerful vocabulary. The tactile presence on their wrists serves as a consistent reminder during the writing process, reinforcing the IEW emphasis on precise word choice.

Student ownership twist: Have students create "replacement word" cards that they can hang nearby, offering alternatives to their most frequently used banned words.

Editing and Revision Manipulatives

11. Paragraph Perfector Pockets

Materials needed:

• Fabric remnants or felt
• Safety pins or adhesive Velcro
• Small cards
• Markers

How to make:

1. Create small pockets from fabric (approximately 3"x3").
2. Label each pocket with an editing focus: "Dress-ups," "Sentence Openers," "Decorations," "Triple Extensions," etc.
3. Create small cards listing specific elements to check for each category.
4. Attach pockets to a larger piece of fabric or directly to student desks with Velcro.

Application: During the editing process, students physically move cards from the pockets to their papers as they identify and check off each element. This creates a systematic approach to revision that aligns with IEW's structured editing process while adding tangible accountability.

Student ownership twist: Students can add personalized "growth goal" pockets for specific skills they're developing.

12. Five Senses Sensory Wheels

Materials needed:

• Two circles of card stock (one slightly smaller)
• Brad fastener
• Scissors
• Markers

How to make:

1. Cut out two circles of card stock (one 6" diameter, one 5" diameter).
2. Divide the larger circle into five sections labeled with the five senses.
3. Cut a "window" in the smaller circle.
4. Attach the smaller circle on top with a brad fastener so it can rotate.
5. In each section of the larger circle, list sensory words and phrases.

Application: Students rotate the wheel to focus on one sense at a time when adding descriptive detail to their writing. This manipulative supports the IEW emphasis on specific, concrete details while breaking down the process into manageable steps.

Student ownership twist: Encourage students to add their own favorite sensory words to each section, creating a personalized descriptive language resource.

13. Clincher Crafting Cards

Materials needed:

• Index cards
• Hole punch
• Binder ring
• Colored markers

How to make:

1. Create cards for different types of clincher sentences.
2. On each card, provide:
   • Name of clincher type (echo, question, exclamation, etc.)
   • Brief description
   • Example
   • Template for creating that type
3. Punch holes and connect with binder ring.

Application: Students flip through these cards when crafting clincher sentences, selecting different types for variety. The templates provide scaffolding while allowing for creativity, supporting the IEW emphasis on strong paragraph conclusions that reinforce the topic.

Student ownership twist: Have students collect favorite clinchers from their reading, adding them to the card collection as inspiration.

14. Transition Term Tiles

Materials needed:

• Small wooden tiles (1" squares) or heavy card stock cut into squares
• Markers
• Small container
• Optional: Magnets for back of tiles

How to make:

1. Write transition terms on tiles, organizing by function:
   • Sequence (first, next, finally)
   • Addition (furthermore, in addition)
   • Contrast (however, on the other hand)
   • Cause/Effect (therefore, consequently)
2. Color-code by function.
3. Store in a container with dividers.

Application: Students physically arrange these tiles between paragraphs or sentences when planning their writing, experimenting with different transitions to find the most effective flow. This tactile approach helps them visualize connections between ideas while expanding their transition vocabulary.

Student ownership twist: Create blank tiles where students can add new transition terms they discover in their reading.

15. Benjamin Franklin's Revision Layers

Materials needed:

• Transparency sheets
• Different colored dry-erase markers
• Cardstock for base
• Binder clips

How to make:

1. Create a base writing template on cardstock with lines for writing.
2. Provide 3-4 transparency sheets that can overlay the base.
3. Label each transparency for a different revision focus:
   • Layer 1: Structure Check (topic/clincher/paragraph organization)
   • Layer 2: Style Elements (dress-ups and sentence openers)
   • Layer 3: Word Choice (banned words, strong verbs)
   • Layer 4: Mechanics (spelling, punctuation)

Application: Inspired by Franklin's own revision process, students write their draft on the base paper, then place each transparency layer over it for focused revision. They use different colored markers to annotate improvements on each layer, creating a visual record of their revision process that aligns with IEW's systematic approach.

Student ownership twist: Students can create customized revision layers focusing on their specific writing goals or challenges.

10 More Hands-On Manipulatives for Opinion and Expository Writing Test Preparation

Introduction

End-of-year writing assessments often focus heavily on opinion and expository writing, requiring students to quickly organize their thoughts, develop strong arguments, and craft clear explanations under time constraints. These 10 manipulatives are specifically designed to help middle school students prepare for these high-stakes writing scenarios, building both confidence and competence through hands-on practice.

Each tool addresses a particular challenge of timed writing assessments while reinforcing the foundational principles of IEW's Structure and Style approach. By physically interacting with these manipulatives during practice sessions, students internalize effective writing strategies that they can then apply independently during the actual assessment.

Opinion Writing Manipulatives

1. Claim-Reason-Evidence Linking Chains

Materials needed:

• Three colors of construction paper strips (1" x 6")
• Stapler
• Markers
• Small container or bag
• Hole punch (optional)

How to make:

1. Create three distinct sets of paper strips in different colors:
   • Color 1: Claim strips (write "CLAIM:" on each)
   • Color 2: Reason strips (write "REASON:" on each)
   • Color 3: Evidence strips (write "EVIDENCE:" on each)
2. Punch holes at both ends of each strip (optional for creating more flexible chains).
3. Store in a container labeled "Opinion Building Chains."

Application: Students physically build their argument structure by connecting a claim strip to multiple reason strips, then attaching evidence strips to each reason. This tangible model reinforces the hierarchical relationship between claims, reasons, and evidence. During test prep, students practice quickly organizing their thoughts by arranging and rearranging these chains before writing.

Test preparation strategy: Have students time themselves creating complete chains for practice prompts, gradually reducing the planning time to match test conditions while maintaining logical organization.

2. Counterargument Flip Cards

Materials needed:

• Index cards
• Hole punch
• Book rings
• Markers
• Stickers (optional)

How to make:

1. Create pairs of connected index cards (punch holes and connect with book rings).
2. On the first card in each pair, write "MY POSITION:" at the top and "COUNTERARGUMENT:" at the bottom.
3. On the second card, write "REBUTTAL:" at the top.
4. Add examples of transition phrases for introducing counterarguments and rebuttals on the appropriate cards.

Application: Students use these flip cards when practicing opinion writing to ensure they address opposing viewpoints—a key requirement in many writing assessments. The physical act of flipping between position, counterargument, and rebuttal helps students visualize and remember this crucial element of persuasive writing.

Test preparation strategy: Practice identifying the strongest possible counterargument to address, rather than picking the easiest one to refute, which demonstrates more sophisticated critical thinking to evaluators.

3. Opinion Strength Thermometer

Materials needed:

• Cardstock
• Ruler
• Markers
• Paper clip or clothespin
• Lamination or clear tape (optional)

How to make:

1. Create a thermometer shape on cardstock, approximately 12" tall.
2. Label the bottom "Weak Opinion Statement" and the top "Strong Opinion Statement."
3. Create divisions along the thermometer with descriptors:
   • Bottom: "I think..." (weakest)
   • Lower middle: "I believe..."
   • Upper middle: "Evidence suggests..."
   • Top: "Clearly..." (strongest)
4. Attach a movable paper clip or clothespin that can slide up and down.
5. Laminate or cover with clear tape for durability.

Application: Students evaluate the strength of their opinion statements by placing the clip at the appropriate level on the thermometer, then revising to move their statements higher on the scale. This visual tool helps students craft authoritative thesis statements that establish a confident tone from the beginning of their essays.

Test preparation strategy: Practice converting weaker opinion statements into stronger ones within 60 seconds, simulating the quick thinking needed during timed tests.

4. Persuasive Appeal Spinners

Materials needed:

• Cardstock circles (approximately 6" diameter)
• Brad fasteners
• Cardstock arrows
• Markers
• Scissors

How to make:

1. Divide cardstock circles into three equal sections.
2. Label sections: "Logos (Logic)," "Ethos (Credibility)," and "Pathos (Emotion)."
3. In each section, list strategies and examples:
   • Logos: statistics, cause/effect, expert quotes
   • Ethos: credible sources, balanced view, knowledge display
   • Pathos: personal stories, vivid descriptions, values appeal
4. Attach an arrow in the center with a brad fastener to create a spinner.

Application: Students spin to select which persuasive appeal to incorporate next in their opinion writing. This manipulative ensures they create balanced arguments using all three classical appeals rather than relying too heavily on just one approach. For test preparation, it reminds students to vary their persuasive techniques.

Test preparation strategy: Practice developing each type of appeal for common test topics, creating a mental library of approaches that can be quickly deployed during the assessment.

5. Opinion Essay Roadmap Mat

Materials needed:

• Legal-sized paper or cardstock
• Markers
• Sticky notes (three colors)
• Clear contact paper (optional)

How to make:

1. Create a visual roadmap on legal-sized paper with labeled sections:
   • "Introduction" (with spaces for hook, background, claim)
   • "Body Paragraph 1" (reason + evidence)
   • "Body Paragraph 2" (reason + evidence)
   • "Body Paragraph 3" (reason + evidence)
   • "Counterargument & Rebuttal"
   • "Conclusion" (restated claim, significance)
2. Add a small "time budget" note in each section (e.g., "5 minutes").
3. Cover with clear contact paper for reuse.

Application: Students use sticky notes to plan their essays on this visual organizer, allocating appropriate time to each section. The physical layout helps them conceptualize the entire essay structure while maintaining awareness of time constraints. Colored sticky notes can represent different components (blue for claims, yellow for reasons, pink for evidence).

Test preparation strategy: Practice completing the entire planning process within a strict time limit (typically 5-10 minutes for most assessments), ensuring sufficient writing time remains.

Expository Writing Manipulatives

6. Information Categorization Cards

Materials needed:

• Index cards (multiple colors)
• Small resealable bags
• Markers
• Rubber bands
• Small labels

How to make:

1. Create sets of colored index cards for different information types:
   • Blue: Facts/Statistics
   • Green: Definitions/Explanations
   • Yellow: Examples/Illustrations
   • Orange: Expert Quotes
2. On each card, write prompts like "A statistic that shows..." or "An example that illustrates..."
3. Store each category in labeled bags.

Application: Students practice quickly categorizing information for expository writing. When preparing for tests, they brainstorm content for each category, creating a balanced pool of information types to draw from in their essays. The physical sorting helps them identify gaps in their explanations before writing.

Test preparation strategy: Practice "information triage"—quickly identifying which facts, definitions, examples, and quotes would most effectively support their main idea under time constraints.

7. Concept Connection Puzzle

Materials needed:

• Cardstock
• Scissors
• Markers
• Envelope or small bag

How to make:

1. Cut cardstock into interlocking puzzle pieces (create 10-15 pieces).
2. On each piece, write different connecting/transitional phrases:
   • "This illustrates..."
   • "For example..."
   • "In other words..."
   • "Similarly..."
   • "In contrast..."
   • "As a result..."
3. Store in an envelope labeled "Explanation Connectors."

Application: Students physically arrange these puzzle pieces between their main points when planning expository writing, visualizing how ideas connect to form a cohesive explanation. This manipulative reinforces the importance of transitions in creating a logical flow of information—crucial for high scores on writing assessments.

Test preparation strategy: Practice quickly selecting the most precise connector for different relationships between ideas, moving beyond basic transitions to more sophisticated connections.

8. Explanation Depth Stacking Cups

Materials needed:

• 5 plastic cups in different colors or sizes (stackable)
• Permanent markers
• Labels

How to make:

1. Label each cup with a level of explanation depth:
   • Cup 1 (smallest): "Basic Statement"
   • Cup 2: "Definition/Clarification"
   • Cup 3: "Specific Example"
   • Cup 4: "Analysis/Significance"
   • Cup 5 (largest): "Connection to Main Idea"
2. Inside each cup, write question prompts relevant to that level.

Application: Students use these stacking cups to visually represent the depth of their explanations. As they develop each point in their expository writing, they physically stack the cups to ensure they've moved beyond surface-level information to deeper analysis. For test prep, this reminds them to fully develop key points rather than listing shallow information.

Test preparation strategy: Practice taking a simple statement through all five levels within 3-4 minutes, developing the habit of depth that evaluators reward.

9. Topic Sentence Transformation Tubes

Materials needed:

• Paper towel tubes
• Construction paper
• Tape or glue
• Markers
• Small index cards

How to make:

1. Cover paper towel tubes with construction paper.
2. Label each tube with a different expository paragraph type:
   • "Definition Paragraph"
   • "Process Paragraph"
   • "Comparison Paragraph"
   • "Cause/Effect Paragraph"
   • "Classification Paragraph"
3. Inside each tube, place index cards with topic sentence templates for that paragraph type.

Application: Students select the appropriate tube based on their paragraph purpose, then draw a template card to help craft a precise topic sentence. This manipulative ensures that students clearly signal the organizational pattern they're using—a key element in strong expository writing that evaluators look for.

Test preparation strategy: Practice quickly generating appropriate topic sentences for different paragraph types, building a mental template library for test day.

10. Time Management Expository Blocks

Materials needed:

• Wooden blocks or small boxes
• Colored paper
• Markers
• Glue
• Small digital timer (optional)

How to make:

1. Cover blocks or small boxes with colored paper.
2. Label each block with a specific component of expository writing and its time allocation:
   • "Analyzing Prompt & Planning" (7-10 minutes)
   • "Introduction" (5 minutes)
   • "Body Paragraph 1" (7 minutes)
   • "Body Paragraph 2" (7 minutes)
   • "Body Paragraph 3" (7 minutes)
   • "Conclusion" (5 minutes)
   • "Review & Editing" (5 minutes)
3. On each block, include a quick checklist of what must be accomplished in that time frame.

Application: Students stack these blocks to create a visual representation of their writing time budget. During practice sessions, they actually move blocks from a "to write" pile to a "completed" pile as they finish each section, developing awareness of pacing. This physical representation of time helps students avoid the common test mistake of spending too long on one section.

Test preparation strategy: Practice writing sessions with increasingly strict adherence to the time blocks, developing the pace awareness needed for test success.

Implementation for Test Preparation

These manipulatives are most effective when incorporated into a structured test preparation plan that gradually shifts from supported practice to independent simulation. Consider this implementation sequence:

1. Familiarization Phase (3-4 weeks before test)

   • Introduce each manipulative with explicit instruction
   • Allow extensive use during practice writing
   • Focus on understanding the concepts each tool represents

2. Guided Practice Phase (2-3 weeks before test)

   • Time-limited use of manipulatives during practice sessions
   • Gradual reduction in reliance on physical tools
   • Students sketch simplified versions of tools in margins of practice papers

3. Independence Phase (1-2 weeks before test)

   • Full-length practice tests with no physical manipulatives
   • Students mentally reference the structures they practiced with manipulatives
   • Brief use of selected tools during review of practice essays

4. Mental Model Phase (days before test)

   • Students visualize the manipulatives as mental models
   • Practice quick mental planning using internalized structures
   • Build confidence through visualization techniques

Conclusion

These 10 manipulatives transform abstract writing processes into concrete, physical experiences that help middle school students internalize effective strategies for opinion and expository writing tests. By engaging with these tools during preparation, students develop not just the skills but also the confidence to approach high-stakes writing assessments with a clear plan.

The tangible nature of these resources bridges the gap between instruction and application, helping students retain and apply sophisticated writing techniques even under test pressure. As students gradually shift from physical manipulation to mental application, they build the independence and efficiency needed for success in timed writing scenarios.

Remember that the ultimate goal is for students to internalize these structures and strategies so thoroughly that they can access them mentally during the actual assessment. The physical tools are scaffolds that should gradually be removed as students develop automaticity with the underlying writing concepts.

Conclusion

These 15 manipulatives transform the sometimes technical aspects of IEW's Structure and Style approach and Benjamin Franklin's keyword outlining method into engaging, hands-on learning experiences. By physically interacting with these writing tools, middle school students can better internalize abstract writing concepts while enjoying the creative process of developing their skills.

The manipulatives support differentiation by allowing students to focus on their individual needs, whether that's mastering basic paragraph structure or refining sophisticated stylistic techniques. The "student ownership twists" encourage personalization, helping students develop metacognitive awareness of their own writing processes.

By integrating these DIY tools into your middle school writing instruction, you'll create a more accessible, engaging environment for writers at all levels while maintaining the rigorous standards of the IEW approach. The tangible nature of these resources bridges the gap between concrete and abstract thinking—a perfect match for the developmental needs of sixth through eighth graders.