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Travel Writing Unit

I. Writing About Places

“People and places are the twin pillars on which nonfiction is built. Every human event
happens somewhere, and the reader wants to know what that somewhere was like”
(Zinsser, 116).

II. Introduction

A. The Teaching Context: 11th Grade Students

This unit plan was designed with my old high school in mind. It is an average sized
public school in a close-knit rural town in mid-Michigan. The students are mostly
from middle-class families and have known each other through elementary and
middle school.

At this grade level, students will spend a lot of time focusing on essay and research
writing. Travel writing gives them a chance to (a) choose individual topics and (b)
write in a narrative context, allowing them to have a deeper connection with what
they write. Also, we will focus on two different styles of travel writing: narrative and
advertising. Diving into the advertising side of travel writing will help students learn
to identify audiences and the purpose of their writing. I plan on implementing
technology by having the students create a digital essay to show to the class for the
narrative portion of our genre study, and for the advertising portion they will create
a short magazine article to highlight a specific place. Since most of the students will
have drivers licenses it will be convenient for them to drive to the places they are
writing about so they can do research or seek out inspiration. Furthermore, being
able to choose personal spots to write about will provide more motivation to write.

These students will probably be familiar with the advertising aspect of travel writing
since it is so common in magazines, newspapers, etc. The narrative side of it might
be more difficult for them to grasp and master.
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B. Rationale for Unit

The focus of this creative writing unit is to determine the different styles of travel
writing and then to authentically master them. Both styles require concise, detailed
writing while paying special attention to audience, purpose, and stylistic choices.

1. What they will learn:

Students will understand:
 Travel writing has multiple different styles within the genre.
 Digital storytelling involves both narration and visual images.
Students will be able to:
 Identify the different styles of travel writing.
 Identify the audience they are writing for and determine the best way to
attract them to the topic.
 Create a digital essay using their narrative travel writing and an author’s
perspective.
 Use appropriate grammar and structure depending on the audience and
purpose of the text.
 Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters (W.11-12.3).
 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly
and dynamically (W.11-12.6).
 Use critical thinking, research techniques, and collaborate with peers to
create a travel brochure.
Students will know:
 The differences between narrative travel writing and informative
(persuasive) travel writing.
 The difference between opinions and examples and statements and
arguments.
 Research is vital to creating good travel writing in both narrative and
informative travel writing.
 Purpose, audience, style, voice, and vivid details are the most important
aspects of travel writing.
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2. What will be assessed:

Students will be assessed informally with the exception of their digital travel
writing essay and the group brochure that they create. Participation and
completion of smaller assignments may be taken into account, but the majority of
the grade will come from the two larger projects.
3. What students will do:
Students will read examples of good travel writing and identify what makes it
“good” both individually and with the class. Then, students will work individually
to write a narrative travel writing essay and create a digital story using the essay
and picture from the place they are writing about. Also, they will learn about
another popular style of travel writing – informative/persuasive writing. During
the third week of the unit students will form groups and create a brochure
advertising a place in the school (either the gym, media center/library, or the
pool) in an attempt to get fellow classmates to spend their seminar time there.
4. How they will learn:
1. Texts:
a. “Analysis of Travel Writing” Handout
(http://www.readwritethink.org/files/resources/lesson_images/les
son1086/AnalysisofTravelWriting.pdf)
b. “Elements of Good Travel Writing Handout”
(http://www.readwritethink.org/files/resources/lesson_images/les
son1086/ElementsofTravelWriting.pdf)
c. The Visit (Mentor Text)
http://www.transitionsabroad.com/listings/travel/travel_writing/t
he_visit_in_indonesia.shtml)
d. Digital Storytelling Examples
http://digitalstorytelling.coe.uh.edu/places.html
e. http://www.readwritethink.org/files/resources/lesson_images/less
on209/definition_style.pdf Defining Style Handout
f. Students will find other examples by doing their own research and
looking through magazines or online.
g. Teacher should gather sample brochures and travel magazine
articles (National Geographic).
http://travel.nationalgeographic.com/travel/traveler-
magazine/real-travel/flavors-of-home/ (Mentor text from National
Geographic)
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5. This unit addresses multiple literary skills, which is why it should be given
towards the end of the year so that students can use everything they have learned
thus far in the semester. It focuses on travel writing as a narrative essay as well as
travel writing for persuasion. By combining these two subgenres, students will
spend extra time developing personal style as well as fine tuning their persuasive
writing (that was addressed earlier in the year with argumentative essays).

I. Unit Overview

1 2 3 4 5
Ask students what Exchange examples Introduction to Minilesson: The Minilesson:
they know about of travel writing digital Author’s Stylistic Focus and
travel writing. What with partner. Using storytelling Choice synecdoche -
are the purposes of the definition and using parts to
travel writing? Is qualities from -The basic idea Exercise: 1 explain the
there more than one? Monday, determine -Examples sentence many whole
Develop definitions as if it is a good -The program ways
a class. example or not. -Integrating
*Focus on two types Why? Write travel writing
response about it in Choosing a place HW: Take
HW: Find own journal and change pictures of place,
example of travel it so that it appeals Take rest of hour research
writing (to sell to a different to write about
something/advertise) audience, or adjust chosen place.
and bring to class on it to make it better.
Tuesday

6 7 8 9 10
Minilesson: Minilesson: Minilesson: Minilesson: Minilesson:
Punctuation makes Transitional words Author’s Voice Uploading Adding sound
all the difference: pictures and
Semi-colons vs. transitions
Dashes

Individual work on Individual work on Individual work Computer Lab Computer Lab
essays essays on essays Individual work Individual work
on essay and on essay and
digital slide show digital slide show
11 12 13 14 15
Break from digital Minilesson: Minilesson: Minilesson: how Hour dedicated
essay: Grammar Active and to create a to group work
(Correlative Passive Voice brochure in and conferences
Minilesson: Audience Conjunctions) Publisher
and Purpose
Travel writing for Computer Lab Computer Lab
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advertisement and Group work on Group work on

persuasion creating a creating a
brochure brochure

Get into groups for Group work on Group work on Individual Individual
brochure project and brochure brochure Conferences on Conferences on
begin planning travel writing travel writing
narrative narrative

16 17 18 19 20
Minilesson: Commas Wrap up: Did Presentations Presentations Presentations
– When, Where, and students enjoy
Why? travel writing? What
did they learn?
Brochures due by
Revisions/and final Revisions/final end of hour
touches touches today

II. Daily Lesson Plans

Day 1: Introduction to Travel Writing

Materials: “Analysis of Travel Writing” Handout, “Elements of Good Travel Writing”
Handout, Mentor text “The Visit”
Connection Hi class! Today we will begin examining the genre of
travel writing. Does anyone have any idea about what
travel writing is? What are the qualities of the genre?
What would you expect to learn or gain from reading
travel writing? I will list your ideas and thoughts on
the bored so we can come back to them later after we
have looked at an example.
Teaching Point The best way to become familiar with a genre is to
read texts from that genre. Also, before we can write
in that genre we need to have a basic understanding
of what qualifies a text as a certain genre. That being
said, we will be reading a mentor text titled “The
Visit” and then we will answer some questions about
the structure, language, and substance of the article.
By doing this we will be able to identify patterns of
travel writing. Once you receive the mentor text,
please read it silently. Then, I will give you some
questions that will guide you in analyzing the text –
you are allowed to work in groups to answer the
questions.
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Active Engagement Discussion about what we already know about travel

writing. Students will then receive and read the
mentor text and complete the analysis handout. After
answering the questions on the handout, we will
share answers/conclusions about travel writing and
compare our findings to what we said at the
beginning of class.
Formative Assessment What did the students know before reading the article
and working on the handout? Were they able to
answer the questions on the handout and identify
qualities of travel writing?
Reinforcement Great job today! I hope you now have a detailed
understanding of travel writing. If you have any
further questions don’t hesitate to ask because we
will soon be writing our own essays.
Sending Before you leave, I am giving you another handout
about good qualities of travel writing. Make sure you
read it over and think about how you would
incorporate these into your own writing.

Day 11: Switching Gears – Persuasive Travel Writing

Materials: Sample brochures
Connection Hello everyone! Since you have been hard at work on
your essays for the past week, we’re going to shift
gears to give yourselves a break. We will return to
our essays next week. Right now, we’re going to look
at the type of travel writing you are probably most
familiar with. Take a look at the brochures on your
desks. Based on what you see in the brochure would
you travel to that place? Why or why not? What
makes this type of travel writing different from our
essays?
Teaching Point The difference is persuasion. The authors of those
brochures are trying to convince to visit that place.
We are going to make our own brochures, but instead
of advertising some exotic place we will highlight our
school. The goal is to convince your peers to spend
their free seminar time in the area of the school you
are advertising. The key to persuasion is to know
your audience and to know your purpose. Answer the
questions: What is the destination? Why would
readers be interested in this particular destination?
What response do you want to elicit from the
readers? If authors can anticipate what their
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audiences’ needs and wants are, then they will be able

to successfully persuade them in the favored
direction.
Active Engagement Students will look at several examples of brochures
and identify who the audience is. Is it a younger or
older crowd that the author is appealing to? Couples
or singles? Athletes or scholars? People looking for
adventure or people looking to relax? Then, students
will divide into groups and choose one brochure to
alter. They will attempt to describe the destination in
the brochure so that it appeals to different audience.
If time, groups can share examples aloud to the class.
Formative Assessment Pay attention to how comfortable the students are
with audience and purpose. Is it something they
already seem familiar with? Who participates (both
with the whole class and in small groups)?
Reinforcement Really good work. I can tell you are beginning to
understand the importance of and how to identify
audiences, as well as the purpose of your writing.
This will be essential in creating your brochures over
the next few days.
Sending Before we leave, we have some time to get into our
groups. Once you have formed a group of 4 to 5
people, I will come assign you a place in the school
(the gym, the media center, the pool, or the cafeteria).
As a group begin thinking about the audience that
your brochure will likely appeal to. How will you
grab their attention and convince them your spot is
the best?

Day 4: Author’s Voice and Choosing a Place

Materials: Style handout from NCTE, Sample texts from previously in the year that
demonstrates different styles.
Connection Hi class! Today we are going to be discussing a major
writing tool – style. How do we determine what the
author’s style is? What is his intention by using that
style? Most importantly, what is our own chosen
style?
Teaching Point I have written three sentences on the board. I want
you all to take out a piece of paper and write that
sentence as many ways as you can. (Students write).
Who would like to volunteer to read some of their
sentences? (Students volunteer – teacher chooses
two sentences that are very different and asks the
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students what the differences is) Stylistic choices can

involve writing that is informal/formal, tones, moods,
sensory language or language that appeals to the five
senses. Here let’s look at some more examples from
texts that we have already read this year. (Teacher
shows examples that demonstrate different styles
using the techniques above. Each text should be
identifiable; the students should be able to identify
who the author is if not from the content itself but
from the style). Now I’m going to make it slightly
more difficult. These are pieces from authors we have
read, but we have not read these particular texts. Can
you still identify who the author is based on style
alone? To further guide you in your understanding of
style and to help you keep thinking about your own
style, here is a handout that goes into even more
detail about an author’s stylistic choices. Now, I want
you to think about your favorite authors. Do you
think their style has anything to do with why you like
them? Please take the next 10 minutes or so to write
about your favorite author’s style – What is it like?
How do the use the techniques we talked about?
When you are writing, think about your own personal
style as well. Do you prefer to write with a style like
your favorite author’s style?
Active Engagement Students write about stylistic choices and their
favorite authors. After, they will need to begin
thinking of a place to write about. For the remainder
of the hour, they should spend the time writing about
that place – they can write/brainstorm any way they
would like to, but they need to gather as many details
that they can about the place so that they will be
ready to do further research if necessary and have
enough details to create a vivid essay.
Formative Assessment Students will turn in their short free write about who
their favorite author is and stylistic choice for credit.
Does their writing suggest that they understand style?
Reinforcement Okay, we have done a lot of prep-work today.
Thinking about style is important because as we will
see, the style you choose to use is closely related to
your audience. We also have a good start on our
travel writing essays now that you have chosen a
place. If you are still unsure about which place you
would like to write about, take 5 minutes at home to
write about each place you are considering. Which
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one offers the most interesting details and content?

Hopefully, that will help make your decision easier.
Sending Don’t forget to keep your style handout in a safe
place! We will be referring back to that when we talk
about audience. Continue thinking about your essays,
we will talk more about researching them and taking
pictures tomorrow.

*Disclaimer: Admittedly, this is a lot of material to cover in one unit and it gives the
students a great deal of responsibility. However, these are 11th grade students who should
be rightfully challenged in preparation for college level courses. If need be, some of the
lessons (the brochure) can be cut from the unit.