When a segment for expansion is chosen, that segment is written on the top of a page. Specific descriptors are essential. After this list has been made, the student should try to lace these details into the original item. An idea here could also be to exchange segments to be expanded and have the other person list more details. This helps if the student might feel limited on plant vocabulary or is having a mental block.
Students write for five or so minutes.
The students circle the last sentence or phrase of what they were writing. They pass the paper to the right. Now they start writing again, but they use the circled item as the starting point. This continues until the students and teacher have been sufficiently amused. The papers return to the person who wrote the very first sentence.